MATHS MAGIC

Class - 1 (Semester - 2)
Textbook Development Committee
Editorial Board
Sri. S. Suresh Kumar IAS
Commissioner of School Education & State Project Director, SS, AP, Amaravati.
Smt. Vetriselvi. K IAS
Special Officer, English Medium Project, O/o CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
Director, SCERT, AP, Amaravati.
Sri K. Ravindranath Reddy MA., B.Ed.
Director, Govt. Textbook Press, AP, Amaravati.

Editors

Prof. S.Venkateswaran M.Sc, M.Ed., Ph.D

Retd. Director, R.I.E, Bangalore.

Dr. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Retd. Principal A.J. College of Education, Machilipatnam.

Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edn.)

Asst. Professor, Anna University, Chennai.

Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Retd. Lecturer, Montessori Mahila College of Education, Vijayawada.

Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sr. Lecturer, St. Joseph College of Education for women, Guntur.

Sri K. V. Suryanarayana M.Sc., M.Ed.

Lecturer, DIET, Bommuru.

Sri J. Kasi Rao B.Sc., B.Ed.

Retd. Headmaster, Kavali.

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

i
 © Government of Andhra Pradesh, Amaravati

First Published 2020

New Impression 2021, 2022, 2023

All rights reserved

No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.

This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Printed in India
at the A.P. Govt. Textbook Press
Amaravati
Andhra Pradesh

ii
 Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Textbooks co-ordinator, Dept. of C&T, SCERT, AP.

Sri B. Kishore Babu M.Sc., B.Ed.

Maths Text books co-ordinator, MPUPS, K. Kothapalem, Mopidevi(M), Krishna.

Sri Ch. S. N. Murthy M.Sc., B.Ed.

MPUPS, Jayanthipuram, Jaggayyapeta(M), Krishna.

Authors
Sri Ch. S. N. Murthy SGT Sri B. Kishore Babu SGT
MPUPS, Jayanthipuram, Krishna District MPUPS, K.Kothapalem, Krishna District

Sri E. V. Maruthi Srisailam SGT Sri C. Dhanunjaya Raju SGT

MPPS, Throvagunta, Prakasam District Mpl.UPS (Girls) Kadiri, Ananthapuram District

Sri P. Rambabu SGT Sri K. Venkata Krishna SGT

MPUPS, Ramakrishnapuram, Krishna District MPUPS, Bhyravapatnam, Krishna District

Smt T. Lakshmi Bhavani SGT Sri P. Eswara Rao SGT

MPPS, Ramanathapuram, SPSR Nellore District MPUPS, Tekkali, Vizianagaram District

Sri J. Madhu SGT Sri S. Chandra Mohan Reddy SGT

MPPS, Sambaiah Kandriga, Chittoor District MPPS, Gajjalavaripalli, Ananthapuram District

Sri K. Raghu Babu SGT Sri S. Govardhana SGT

MPPS, J.N.R. Colony, Pedana, Krishna District MPPS, Kurugunta, Ananthapuram District

Sri N. Murali Krishna SGT Sri J. Ajay Kumar SGT

MPUPS, Tungalavaripalem, Krishna District MPPS, Tummaluru, Kurnool District

Sri S. Uma Gupta SGT Sri B. Vijaya Kumar SGT

MPPS, Giriprasadnagar, Visakhapatnam District MPPS, Y.P.G.Palli, Y.S.R.Kadapa District

Artist
Uttam

DTP & Designing

Star Media Services, Hyderabad Stockassortment, Vijayawada

iii
 Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.

As a part of the curricular reform, in order to support the designing of textbooks, with better
pedagogical strategies, handbooks are given to teachers with elaborate lesson plans. For the practice
of the students, workbooks are given which will reinforce the learning in the classroom. Parental
handbooks are prepared to impart awareness regarding the teaching-learning process to the parent
community. The textbooks are also designed in such a way that the initial two months will focus on the
school readiness of the children in order to create a learning environment in the school at the start of the
academic year.

Semester system is going to be implemented from this academic year for classes 1 to 5.
Mathematics textbooks have been developed in bilingual approach. In this textbook, concepts are
introduced through activities related to daily life incidents, situations, contexts and conversations. To
strengthen these concepts, whole class activity, group activity and individual activities are designed. The
lessons incorporated are also suitable for multigrade teaching. For additional information on the concepts,
QR codes are incorporated in each chapter to enable learning outside the classroom. Care has been
taken to ensure that the new textbook is calibrated with the learning requirement of the 21st century.

We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Sri Botcha Satyanarayana, Honourable Minister of Education , Govt. of Andhra Pradesh
for striving towards qualitative education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Special
Chief Secretary, School Education, Sri. S. Suresh Kumar, IAS, Commissioner of School Education &
State Project Director, SS, Smt. Vetriselvi.K, IAS, Special Officer, English Medium Project for their
constant motivation and guidance.

We convey our thanks to the expert team who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our sincere thanks to
SCERT of Kerala, Tamilnadu, Karnataka and Haryana in designing the textbooks. We also thank our
textbook writers, editors, artists and layout designers for their contribution in the development of this
textbook. We invite constructive feedback from the teachers and parents in the further refinement of the
textbook. Dr. B. Pratap Reddy
Director
SCERT – Andhra Pradesh

iv
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v
 Instructions to Teachers
F The new text books designed for class 1 to 5 are in accordance with the recommendations
of NCF – 2005, RTE – 2009 and NEP - 2020 draft.

F Use the face sheet placed at the beginning of every lesson as the basis for interacting
with the children to encourage, speak and motivate them to listen. Prepare and organize
some more activities similar to the activities given in the text book for every concept.

F The lessons are designed based on the classwise expected learning outcomes and the
concepts like number system, shapes, length, capacity, weight and time etc., are arranged
in a spiral approach.

F The text book contains two important components under headings like – Try these and
Exercise. The questions under the component ‘Try these’, will be direct and simple.
Similarly the ‘Exercise’ component contains mixed questionnaire of 2 or 3 concepts.

F The teacher should read and understand every concept in the text book before going for
teaching. Also they should conduct the ‘individual’, ‘group’ and ‘whole class’ activities
in the class room. Teacher should use the hand book designed for this purpose.

F Teacher should prepare and use teaching learning material related to the activities of the
text book by using available resources, to make the children understand the concepts.

F Teacher should provide required practice activities to teach children different concepts
keeping in mind the academic standards of the subject.

F Work book is also provided along with the textbook. The 90 minutes duration of a period
should be divided for the practice of the children as follows,

¨ 45 minutes for practising the concepts of text book.

¨ 45 minutes for practising the sums of work book.

F New text book is designed with exercises and activities. In such a way that the pupil will be
able to understand the concept of Two digit numbers, Number bonds up to 20, Ordinal
numbers, Counting in terms of 10 up to 100, Writing numbers in words and the ability to add
and subtract numbers. In this process locally available objects like pebbles, seeds, sticks,
beads etc must be used.

vi
 –bÍ<ó‘«jáTT\Å£” dŸÖ#áq\T
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#ûdŸT¿Ãy*. e«¿ìï>·Ôá, ȳT¼, yîTTÔáï+ ÔásÁ>·Ü ¿£Ô«\qT “sÁÇV¾²+#*. B“ ¿ÃdŸ+ –bÍ<ó‘«jáT ¿£sÁB|¾¿£qT
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nsÁœ+ #ûdŸT¿Ã>·\T>·TԐsÁT.
F $_óq• uó²eq\qT nsÁœ+ #ûdŸTÅ£”Hû+<ŠTÅ£” M\T>± –bÍ<ó‘«jáTT&ƒT $<‘«ç|ŸeÖD²\qT <Šw¾¼ýË –+#áTÅ£”“ $_óq•
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|ŸÚ\¢\T, |ŸPdŸ\T yîTT<ŠýÉÕq$ –|ŸjîÖÐ+#áT¿Ãy*.

vii
 Our National Anthem | C²rjáT ^Ôá+
Jana-gana-mana-adhinayaka jaya he Èq>·DeTq n~óHjáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata uó²sÁÔá uó²>·«$<ó‘Ԑ!
Panjaba-Sindhu-Gujarata-Maratha |Ÿ+C²‹, d¾+<óTŠ , >·TÈsÔá, eTssĐ,
Dravida-Utkala-Banga ç<‘$&ƒ, –ÔáØÞø, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<ó«Š , V¾²eÖ#á\, jáTeTTH, >·+>±!
uchchala-jaladhi-taranga –#áÌ\ È\~ó ÔásÁ+>±!
Tava Subha name jage, Ôáe Xø—uóH„ yûT C²¹>!
tave subha asisa mage, Ôáe Xø—uó„ €¥wŸ eÖ"¹>
gahe tava jaya-gatha. >±V² Ôáe ÈjáT>±<¸‘!
Jana-gana-mangala-dayaka jaya he Èq>·D eT+>·Þ<ø ‘jáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata. uó²sÁÔá uó²>·« $<ó‘Ԑ!
Jaya he, Jaya he, Jaya he, ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he. ÈjáT ÈjáT ÈjáT ÈjáTV²!!
- Rabindranath Tagore - sÁM+ç<ŠH<¸Ž sĐ>·ÖsY

Pledge | ç|ŸÜÈã
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
uó²sÁÔ<á Xû +ø H eÖÔáuóք $T. uó²sÁrjáTT\+<ŠsÖÁ H dŸ¬<ŠsTÁ \T.
HûqT H <ûX擕 ç|$TdŸTHï •qT. dŸTdŸ+|Ÿq•yîTq® , ‹VŸQ$<óyŠ Tî q® H <ûXø ysÁdԟ Çá dŸ+|Ÿ<Š HÅ£” >·sÇÁ ¿±sÁD+.
B“¿ì nsÁ½Ôá bõ+<Š&†“Â¿Õ dŸsÇÁ <‘ HûqT ¿£w¾ #ûkÍïqT.
H Ôá*<¢ +Š ç&ƒT*•, –bÍ<ó‘«jáTT*•, ™|<Š\Ý +<Š]• >šsÁ$kÍïqT. ç|ŸÜy]ÔÃqT eTs«<Š>± q&ƒT#áT¿=+{²qT.
È+ÔáTeÚ\|Ÿ³¢ <ŠjTá Ôà –+{²qT.
H <ûXø+|Ÿ³,¢ H ç|ŸÈ\|Ÿ³¢ dy“sÁÜÔà –+{²q“ ç|ŸÜÈã #ûdŸTïH•qT.
y] çXâjÖî _óe<ŠTýÆ ñ H €q+<‘“¿ì eTÖý+.
- ™|Õ&eTç] yî+¿£³ dŸTu²ÒseÚ
viii
 Learning Outcomes
1. NUMBERS (0-9) • Count objects up to 20.
Pupils will be able to • Separate similar things from a given group, count
• Count things in groups. them and write the numbers in symbols up to 99.
• Compare the objects. • Identify the equal numbers.
• Count objects up to 9. • Say before, between and after number of a given
• Separate similar things from the group, count number.
them and write the symbols up to 9. • Identify the bigger and smaller numbers from the
• Identify the equal numbers, before, between given numbers.
and after numbers. • Identify the patterns in terms of 10’s up to 100.
• Identify the bigger and smaller numbers.

2. ADDITION(0-9) 6. MEASUREMENTS
Pupils will be able to Pupils will be able to
• Say the number which is one more than the • Identify the non standard units of measurements.
given number (after number). • Compare the objects heavier- lighter, more - less.
• Do additions whose sum is less than or equal to 9. • Estimate length, weight and volume.
• Do additions vertically and horizontally.
7. TIME
• Identify and use the symbol of addition ‘ + ’.
Pupils will be able to
3. SUBTRACTION (0-9) • Identify the Morning, Afternoon, Evening, Night.
Pupils will be able to
8. PATTERNS
• Say the number which is one less than the given
Pupils will be able to
number (before number).
• Identify the Patterns (Shapes).
• Do subtraction up to 9 ( not regrouping).
• Identify the Growing Patterns (Shapes).
• Do subtractions vertically and horizontally.
• Identify and use the symbol of Subtraction ‘ - ’. 9. HOW MANY ?
Pupils will be able to
4. MONEY
• Do additions up to a total of 20.
Pupils will be able to
• Do additions vertically and horizontally .
• Identify paise and rupees(coins and notes).
• Do subtraction up to 9 ( not regrouping).
• Apply money to buy things.
• Do subtractions vertically and horizontally .
• Able to tendering up to 20 Rupees.
• Identify the equal numbers, before, between and
5. NUMBERS (10-99) after numbers.
Pupils will be able to • Identify the bigger and smaller numbers.
• Count things in groups. • Identify the numbers in terms of 10’s from 10 —100.
• Compare the objects.

ix
 nuó«„ dŸq |˜*Ÿ Ԑ\T
1. n+¿\T (0-9) • edŸTï dŸeTÖVŸä\qT bþ\TÌԐ&ƒT.
$<‘«]œ • 20 esÁŔ£ edŸTïeÚ\qT ýÉ¿Øì kÍï&Tƒ .
• dŸeTÖVŸ²+ý˓ edŸTïeÚ\qT ýÉ¿Øì kÍï&Tƒ . • ÿ¹¿ sÁ¿y£ Tî q® edŸTe
ï Ú\qT yûsTÁ #ûkÍï&Tƒ , y{ì“
• edŸTïeÚ\qT, dŸeTÖVŸä\qT bþ\TÌԐ&ƒT. ýÉ¿Øì kÍï&Tƒ , y{ì“ dŸ+K«>± skÍï&Tƒ .
• 9 esÁÅ£” edŸTe ï Ú\qT ýÉ¿Øì kÍï&Tƒ . • dŸeÖq dŸ+K«\qT >·T]ïkÍï&Tƒ .
• ÿ¹¿ sÁ¿y£ Tî q® edŸTeï Ú\qT yûsTÁ #ûkÍï&Tƒ , y{ì“ ýÉ¿Øì kÍï&Tƒ , • eTT+<ŠT eT<óŠ« ÔásTÁ yÔá dŸ+K«\qT >·T]ïkÍï&Tƒ .
9 esÁŔ£ dŸ+K«\ýË skÍï&Tƒ . • ™|<ŠÝ, ºq• dŸ+K«\qT >·T]ïkÍï&Tƒ .
• eTT+<ŠT, eT<ó«Š , ÔásTÁ yÔá dŸ+K«\qT >·T]ïkÍï&Tƒ . • 100 esÁÅ£” 10 \ýË dŸ+K«\qT >·T]ïkÍï&Tƒ .
• ™|<ŠÝ, ºq• dŸ+K«\qT >·T]ïkÍï&Tƒ . 6. ¿=\Ôá\T
$<‘«]œ
2. Å£L&¿£
• nç|ŸeÖDì¿£ ¿=\Ôá\T >·T]ïkÍï&Tƒ .
$<‘«]œ
• ‹sÁTyîÕq - Ôû*¿Â qÕ - mÅ£”Øe - ÔáŔ£ Øe\qT
• ‚ºÌq n+¿¿ì ÿ¿£{ì ¿£\T|Ÿ>± e#áTÌ dŸ+K« #î‹TԐ&ƒT.
ne>±VŸ²q #ûdŸTÅ£”+{²&ƒT.
• n+¿\ yîTTÔáï+ 9 e#áTÌ Å£L&¿\ £ T #ûkÍï&Tƒ .
• bõ&ƒeÚ, ‹sÁTeÚ, |Ÿ]eÖD²\qT n+#áH yûkÍï&Tƒ .
• “\TeÚ, n&ƒT¦ Å£L&¿\ £ T #ûkÍï&Tƒ .
• »Gµ >·TsÁTïqT >·T]ïkÍï&Tƒ . 7. ¿±\+
$<‘«]œ
3.rd¾yÔû á
• sÃEýË –<ŠjTá +, eT<ó‘«VŸ²•+, kÍjáT+çÔá+,
$<‘«]œ
sçÜ dŸeTjáÖ\qT >·T]ïkÍï&Tƒ .
• ‚ºÌq n+¿ ¿£H• ÿ¿£ n+¿ ÔáŔ£ Øe >·\ n+¿qT
Ôî\T|ŸÚԐ&ƒT. 8.ç¿£eÖqT>·Ô\T
• 9 ýË|ŸÚ n+¿\Ôà rd¾yÔû \á T #ûkÍï&Tƒ . $<‘«]œ
• “\TeÚ, n&ƒT¦ rd¾yÔ û \á T #ûkÍï&Tƒ . • €¿±s\ ç¿£eÖqT>·Ô\qT >·T]ïkÍï&Tƒ .
• »-µ qT >·T]ïkÍï&ƒT, –|ŸjÖî >±“• >·T]ïkÍï&Tƒ . • €¿±s\ ™|]¹> ç¿£eÖ\qT >·T]ïkÍï&Tƒ .
4. &ƒ‹TÒ 9. m“•?
$<‘«]œ $<‘«]œ
• ™|ÕdŸ\T, sÁÖbÍjáT\qT >·T]ïkÍï&Tƒ . • yîTTÔáï+ 20 e#ûÌ Å£L&¿£\T #ûkÍï&Tƒ .
• edŸTeï Ú\ ¿=qT>Ã\TýË &ƒ‹TÒ $“jîÖ>±“• • “\TeÚ, n&ƒT¦ Å£L&¿\ £ T #ûkÍï&Tƒ .
Ôî\TdŸTÅ£”+{²&ƒT. • 9 esÁÅ£” rd¾yÔû \á T #ûkÍï&Tƒ .
• 20 sÁÖbÍjáT\ esÁÅ£” º\¢sÁ ‚#ûÌ $<ó‘H“• • “\TeÚ, n&ƒT¦ rd¾yÔ û \á T #ûkÍï&Tƒ .
Ôî\TdŸTÅ£”+{²&ƒT. • dŸeÖq dŸ+K«\T >·T]ïkÍï&Tƒ .
• eTT+<ŠT, eT<ó«Š , ÔásTÁ yÔá dŸ+K«\T sjáT>·\&ƒT.
5. dŸ+K«\T
• ºq•, ™|<ŠÝ dŸ+K«\qT >·T]ïkÍï&Tƒ .
$<‘«]œ
• 100 esÁÅ£” 10 \ýË dŸ+K«\qT >·T]ïkÍï&Tƒ .
• dŸeTÖVŸä\ý˓ edŸTïeÚ\qT ýÉ¿Øì kÍï&Tƒ .

x
 Maths Magic
>·DìÔá+Ôà >·eTˆÔáTï
Class (Ôás>
Á Ü· ) - 1
Semester (™d$TdŸ¼sY) - 2
Lesson No. Name of the Unit Month Pages
bÍsÄÁ+ dŸ+K« n<ó‘«jáT+ Hî\ |J\T

5. Numbers from 10 to 99 November 2-53

dŸ+K«\T (10 qT+& 99) qe+‹sÁT
6. Measurements December 54-63
¿=\Ôá\T &™d+‹sÁT
7. Time January 64-69
¿±\+ Èqe]
8. Patterns February 70-77
neT]¿£\T |˜ç¾ ‹e]
9. How many February, March 78-97
yîTTÔá+ï $TÐ*q$ m“• |¾ç‹e], eÖ]Ì

Teacher corner Student corner

 Unit
Numbers From 10 to 99
5

Get your pupils to observe the above picture. Help them to identify the shop numbers.
• The shop number of apples is ___ • The shop number of coconut is___
• How many balloons are there?___ • The shop number of grapes is ____
• The shop number of watermelon is ___• The shop number of banana is ____

Rhyme :

Let’s count from ten to twenty || 4 times ||

Ten, eleven, twelve
Thirteen, fourteen, fifteen
Sixteen, seventeen, eighteen
Nineteen and twenty.
Ten, eleven, twelve
Thirteen, fourteen, fifteen,
Sixteen, seventeen, eighteen
Nineteen and twenty
Let’s count from ten to twenty || 4 times ||

2 Class -1 Maths Magic

 n<ó‘«jáT+
dŸ+K«\T (10 ` 99) 5

$<‘«sÁT\œ Ôà ™|Õ ºçԐ“• |Ÿ]o*+|Ÿ#j

û Tá +&. <ŠT¿±D²\ dŸ+K«qT >·T]ï+#á&+ƒ ýË y]¿ì dŸV²Ÿ ¿£]+#á+&.
• €|¾ýÙ |Ÿ+&ƒ¢ <ŠT¿±D+ dŸ+K« .................. • ¿=‹Ò]¿±jáT\ <ŠT¿±D+ dŸ+K« ..................
• ‹T&ƒ>\ · T m“• –H•sTT? .................. • ç<‘¿£Œ |Ÿ+&ƒ¢ <ŠT¿±D+ dŸ+K« ..................
• |ŸÚ#áÌ¿±jáT\ <ŠT¿±D+ dŸ+K« .................. • nsÁ{ì |Ÿ+&ƒ¢ <ŠT¿±D+ dŸ+K« ..................
bÍ&ƒTÅ£”+<‘+
|Ÿ~ qT+& ‚sÁyîÕ esÁÅ£” ýÉ¿ìØ<‘Ý+ öö 4 kÍsÁT¢ öö
|Ÿ~, |Ÿ<Š¿=+&ƒT, |ŸHî•+&ƒT
|Ÿ<ŠeTÖ&ƒT, |Ÿ<ó‘•\T>·T, |Ÿ~V²qT
|Ÿ<VŠ äŸ sÁT, |Ÿ~V²&ƒT, |Ÿ<“Æî $T~
|Ÿ+Ô=$Tˆ~, ‚sÁy.Õî
|Ÿ~, |Ÿ<Š¿=+&ƒT, |ŸHî•+&ƒT
|Ÿ<ŠeTÖ&ƒT, |Ÿ<ó‘•\T>·T, |Ÿ~V²qT
|Ÿ<VŠ äŸ sÁT, |Ÿ~V²&ƒT, |Ÿ<“Æî $T~
|Ÿ+Ô=$Tˆ~, ‚sÁy.Õî
|Ÿ~qT+& ‚sÁyîÕ esÁÅ£” ýÉ¿ìØ<‘Ý+ öö 4 kÍsÁT¢ öö
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 3
 TENS and ONES (TEN From TEN ONES)

We used 0 to 9 digits to count objects till now. We use numbers to count

more than '9' objects. Numbers are formed with digits. All the digits are
also called numbers. Now, we will learn about numbers.
Bujji has eight pencils.

Yogi gave one pencil to Bujji. How many pencils are with Bujji now?

Now Bujji has nine pencils.

Salma gave another pencil to Bujji. How many pencils are with Bujji now?

9 ONES and 1 ONE make 1 TEN

Now Bujji makes a bundle with all these TEN pencils.

10 ONES make a bundle of TEN pencils.

Now Bujji has one bundle of TEN pencils. A bundle of 10 ONES
TEN pencils

4 Class -1 Maths Magic

 |Ÿ<ŠT\T ` ÿ¿£³T¢ ( |Ÿ~ ÿ¿£³¢ qT+& |Ÿ~ )
edŸTïeÚ\qT ýÉ¿ìØ+#áT³ýË 0 qT+& 9 esÁÅ£” n+¿\qT –|ŸjîÖÐ+#+. n+Ôá¿£H• mÅ£”Øe edŸTïeÚ\T
–q•#Ã, y{ì“ ýÉ¿ìØ+#áT³Å£” dŸ+K«\qT –|ŸjîÖÐkÍï+. dŸ+K«\T n+¿\Ôà @sÁÎ&ƒÔsTT. n+¿\qT Å£L&†
dŸ+K«\T nqe#áTÌ. dŸ+K«\ >·T]+º Ôî\TdŸTÅ£”+<‘+ :
‹T›¨<>Š sZ· Á 8 ™|“àÞø—ß –H•sTT.

jîÖÐ ‹T›¨¿ì ÿ¿£ ™|“àýÙ ‚ºÌ+~. ‚|Ÿð&ƒT ‹T›¨ <Š>·ZsÁ m“•™|“àÞø—ß –H•sTT?

‚|Ÿð&ƒT ‹T›¨ <Š>s·Z Á Ô=$Tˆ~ ™|“àÞø—ß –H•sTT.

dŸ\ˆ ‹T›¨¿ì ÿ¿£ ™|“àýÙ ‚ºÌ+~. ‚|Ÿð&ƒT ‹T›¨ <Š>·ZsÁ m“• ™|“àÞø—ß –H•sTT ?

9 ÿ¿£³T¢ eT]jáTT 1 ÿ¿£{ì ¿£*|¾Ôû 10 ÿ¿£³T¢ neÚԐsTT.

‚|Ÿð&ƒT ‹T›¨ 10 ™|“àÞø—ß ¿£*|¾, ÿ¿£ ¿£³¼>± ¿£{ì¼+~.

10 ÿ¿£³T¢ ¿£*d¾ ÿ¿£ |Ÿ~ ™|“àÞøß¿£³¼ neÚÔáT+~.

‚|Ÿð&ƒT ‹T›¨<Š>·ZsÁ |Ÿ~ ™|“àÞøß¿£³¼ ÿ¿£{ì –+~. |Ÿ~ ™|“àÞøß¿£³¼ |Ÿ~ ÿ¿£³T¢

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 5

 Count the number of objects in the 1st column. Check if they can be put into
bundles of ten as shown in 2nd column.

a bundle of TEN
10

a bundle of TEN

a bundle of TEN

a bundle of TEN

6 Class -1 Maths Magic

 yîTT<Š{ì esÁTdŸýË –q• edŸTeï Ú\T ýÉ¿Øì +#á+&.>·&ý Ë sjáT+&. s +&ƒe esÁTdŸýË –q• ¿£{ý¼ Ë 10 edŸTeï Ú\T
–H•jîÖ ýñyà |Ÿ]o*+#á+&.

|Ÿ~ |ŸÚ\¢\ ¿£³¼

10

|Ÿ~ ‹T&ƒ>·\ ¿£³¼

|Ÿ~ ™|qT•\ ¿£³¼

|Ÿ~ ™|“àÞøß ¿£³¼

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 7

Count TEN things in each box. Draw around them.

8 Class -1 Maths Magic

 ç|ŸÜ >·&ýË |Ÿ~ edŸTïeÚ\qT ýÉ¿ìØ+#á+&. y{ì¿ì #áT³¼+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 9

Count the bundle of sticks and the loose sticks.

TEN ONES 10
1 0
9 ONES 1 ONE = 10 TEN
TEN ONES 11
1 1
1 TEN 1 ONE ELEVEN
TEN ONES 12
1 2
1 TEN 2 ONES TWELVE
TEN ONES 13
1 3
1 TEN 3 ONES THIRTEEN
TEN ONES 14
1 4 FOURTEEN
1 TEN 4 ONES
TEN ONES 15
1 5 FIFTEEN
1 TEN 5 ONES
TEN ONES 16
1 6
1 TEN 6 ONES SIXTEEN
TEN ONES 17
1 7 SEVENTEEN
1 TEN 7 ONES
TEN ONES 18
1 8 EIGHTEEN
1 TEN 8 ONES
TEN ONES 19
9 ONES
1 9 NINETEEN
1 TEN
TEN ONES
20
2 0 TWENTY
2 TENS 0 ONES

10 Class -1 Maths Magic

 ¿£³\¼ ýË –q• |ŸÚ\¢\T, $&>± –q• |ŸÚ\¢\T ¿£*|¾ ýÉ¿Øì +#á+&.
|Ÿ~ ÿ¿£³T¢ 10
9 ÿ¿£³T¢ 1 ÿ¿£{ì R 10 1 0 |Ÿ~
|Ÿ~ ÿ¿£³T¢ 11
1 1 |Ÿ<Š¿=+&ƒT
1 |Ÿ~ 1 ÿ¿£{ì
|Ÿ~ ÿ¿£³T¢ 12
1 2 |ŸHî•+&ƒT
1 |Ÿ~ 2 ÿ¿£³T¢
|Ÿ~ ÿ¿£³T¢ 13
1 |Ÿ~ 3 ÿ¿£³T¢ 1 3 |Ÿ<ŠeTÖ&ƒT
|Ÿ~ ÿ¿£³T¢ 14
1 |Ÿ~ 4 ÿ¿£³T¢ 1 4 |Ÿ<ó‘•\T>·T
|Ÿ~ ÿ¿£³T¢ 15
1 5 |Ÿ~V²qT
1 |Ÿ~ 5 ÿ¿£³T¢
|Ÿ~ ÿ¿£³T¢ 16
1 6 |Ÿ<VŠ äŸ sÁT
1 |Ÿ~ 6 ÿ¿£³T¢
|Ÿ~ ÿ¿£³T¢ 17
1 7 |Ÿ~V²&ƒT
1 |Ÿ~ 7 ÿ¿£³T¢
|Ÿ~ ÿ¿£³T¢ 18
1 8 |Ÿ<“Æî $T~
1 |Ÿ~ 8 ÿ¿£³T¢
|Ÿ~ ÿ¿£³T¢ 19
9 ÿ¿£³T¢ 1 9 |Ÿ+Ô=$Tˆ~
1 |Ÿ~
|Ÿ<TŠ \T ÿ¿£³T¢ 20
2 0 ‚sÁyÕî
2 |Ÿ<ŠT\T 0 ÿ¿£³T¢
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 11
Count and write the number in the box.

12 Class -1 Maths Magic

 edŸTeï Ú\qT ýÉ¿Øì +#á+&. dŸ+K«qT >·&ý Ë sjáT+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 13

Look at the pictures, count and write.

NUMBER
TEN ONES 14
NUMBER NAME
FOURTEEN

NUMBER
TEN ONES

NUMBER NAME
SEVENTEEN
NUMBER

TEN ONES
NUMBER NAME

NUMBER
TEN ONES
NUMBER NAME

NUMBER
TEN ONES

NUMBER NAME

14 Class -1 Maths Magic

 ºçԐ“• #áÖ&ƒ+&. ýÉ¿Øì +º sjáT+&.

dŸ+K«
|Ÿ~ ÿ¿£³T¢ 14
dŸ+K« |sÁT
|Ÿ<ó‘•\T>·T

dŸ+K«
|Ÿ~ ÿ¿£³T¢
dŸ+K« |sÁT
|Ÿ~V²&ƒT
dŸ+K«
|Ÿ~ ÿ¿£³T¢
dŸ+K« |sÁT

dŸ+K«
|Ÿ~ ÿ¿£³T¢
dŸ+K« |sÁT

dŸ+K«
|Ÿ~ ÿ¿£³T¢
dŸ+K« |sÁT

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 15

 Playing

1. Draw a circle on the floor.

2. Ask each student to throw all the given
10 stones in the circle one by one from a fixed distance.
3. Count the stones that are inside and out side of the circle.
4. Write all the observations on the black board/slate/note book.

Observe these : All the above are NUMBER BONDS of ten.

From these observations fill the boxes.
inside outside total
4 6 10 6
3 7 10 3 5
0 10 10 10
4 9
5 5 10
2
10 0 10

6 4 10 Try these
2 8 10
1 9 10 Write the number
bonds for 7, 5, 8
7 3 10
8 2 10

9 1 10
16 Class -1 Maths Magic
 €&ƒTÅ£”+<‘+ !

1. Hû\MT<Š ÿ¿£ ™|<ŠÝdŸTH• ^jáT+&.

2. 10 sÞø—ß rdŸTÅ£”“, ¿=+Ôá <ŠÖsÁ+ qT+& eÔá+ï ýË¿ì ÿ¿£ <‘“
ÔásTÁ yÔá eTs=¿£{ì $dŸs+Á &.
3. eÔáï+ (™|<ŠÝdŸTH•) ýË|Ÿ\ |Ÿ&q sÞøßqT, ‹jáT³ |Ÿ&q sÞøßqT ýÉ¿ìØ+#á+&.
4. ÿ¿£] ÔásÇÔá ÿ¿£sTÁ €³qT ¿=qkÍÐ+#á+&. $es\T q\¢‹\¢/|Ÿ\¿£/HÃ{Ù |ŸÚdŸ¿ï +£ ýË sjáT+&.

‚$ |Ÿ]o*+#á+&: ‚eú• 10 jîTT¿£Ø dŸ+U²« ‹+<ó‘\T (Number Bonds).

M{ì €<ó‘sÁ+>± U²°\T “+|Ÿ+&.
ýË|Ÿ\ ‹jáT³ yîTTÔá+ï
4 6 10 6
3 7 10 3 5
10
0 10 10
4 9
5 5 10
2
10 0 10

6 4 10 ‚$ #ûjTá +& :
2 8 10

1 9 10 7, 5, 8 dŸ+K«\Å£” MýÉqÕ “•
7 3 10 dŸ+U²« ‹+<ó‘\T sjáT+&.

8 2 10
9 1 10
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 17
 Before – Between – After

The dog is
The rat is The cat is
BETWEEN the
BEFORE the dog AFTER the dog
rat and the cat

14 15 16

Observe the above picture, Then what do you say?

v 14 is befoere 15
v 15 is between 14 and 16
v 16 is after 15

v By using the above, write the number that comes BEFORE.

6 15 19 14

v Write the number that comes AFTER.

3 10 19 16

v Write the number that comes BETWEEN.

10 12 9 11 15 17

18 Class -1 Maths Magic

 eTT+<ŠT ` eT<óŠ« ` ÔásÁTyÔá

Å£”¿£ØÅ£” eTT+<ŠT m\T¿£, |¾*¢\ eT<óŠ« Å£”¿£Ø ÔásTÁ yÔá

m\T¿£ –+~. Å£”¿£Ø –+~. |¾*¢ –+~.

14 15 16

™|Õ ºçԐ“• |Ÿ]o*+#á+&. MT¹s$T #î|ڟ ԐsÁT ?

v 15 Å£” eTT+<ŠT 14 –+~.
v 14, 16 \ eT<óŠ«ýË 15 –+~.
v 15 ÔásTÁ yÔá 16 –+~.

v ™|Õ ºçԐ“• –|ŸjÖî Ð+º, ‚ºÌq y{ì¿ì eTT+<ŠT e#áTÌ dŸ+K«\T sjáT+&.

6 15 19 14

v ‚ºÌq dŸ+K«\ ÔásTÁ yÔá e#áTÌ dŸ+K«\T sjáT+&.

3 10 19 16

v ‚ºÌq dŸ+K«\ eT<ó«Š ýË –+&û dŸ+K«\T sjáT+&.

10 12 9 11 15 17

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 19

 Colour the bigger number.

10 14 13 15 18 12 17 14 9 10

Colour the smaller number.

10 12 20 10 16 11 15 17 19 13

Colour the biggest number.

10 15 12 5 11 18 20 7 14 19 18 17
Colour the smallest number.

16 15 14 11 9 13 20 0 12 9 4 17
Match the following.
14 EIGHTEEN
12 FIFTEEN
17 FOURTEEN
15 TWELVE
18 SEVENTEEN
20 Class -1 Maths Magic
 ™|<ŠÝ dŸ+K«Å£” sÁ+>·T yûjTá +&.

10 14 13 15 18 12 17 14 9 10
ºq• dŸ+K«Å£” sÁ+>·T yûjTá +&.
10 12 20 10 16 11 15 17 19 13

$T¿ìØ* ™|<ŠdÝ +Ÿ K«Å£” sÁ+>·T yûjTá +&.

10 15 12 5 11 18 20 7 14 19 18 17
$T¿ìØ* ºq•dŸ+K«Å£” sÁ+>·T yûjTá +&.
16 15 14 11 9 13 20 0 12 9 4 17
¿ì+~ y{ì“ ÈÔá|sŸ #Á +á &.
14 |Ÿ<“Æî $T~
12 |Ÿ~V²qT
17 |Ÿ<ó‘•\T>·T
15 |ŸHî•+&ƒT
18 |Ÿ~V²&ƒT
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 21
Count and write the number in the box.

Write the missing numbers.

12 13
9

Write Before – Between – After numbers.

14 6 8

8 10

Observe these numbers.

12 16 20 8

a) Which number is the biggest? _______

b) Which number is the smallest? _______

22 Class -1 Maths Magic

 m“• –H•jîÖ ýÉ¿Øì +º, >·&ý Ë sjáT+&.

ýË|¾+ºq dŸ+K«\T sjáT+&.

12 13
9

eTT+<ŠT, eT<ó«Š , ÔásTÁ yÔá dŸ+K«\T sjáT+&.

14 6 8

8 10

dŸ+K«\qT |Ÿ]o*+#á+&. ¿ì+~ ç|ŸX•ø \Å£” Èy‹T\T sjáT+&.

12 16 20 8

n) M{ìýË $T¿ìØ* ™|<ŠÝ dŸ+K« @~ ? ..................

€) M{ìýË $T¿ìØ* ºq• dŸ+K« @~ ? .................

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 23

Read the picture.

1 TEN
10
10 TEN

20
2 TENS
10 10 TWENTY

3 30
TENS
20 10 THIRTY

40
4 TENS
30 10 FORTY

50
5 TENS
40 10 FIFTY

6 60
TENS
50 10 SIXTY

70
7 TENS
60 10 SEVENTY

80
8 TENS
70 10 EIGHTY

TENS
90
9
80 10 NINETY

100
10 TENS
90 10 HUNDRED

24 Class -1 Maths Magic

 u¤eTˆ\qT |Ÿ]o*+#á+&.
10
1 |Ÿ~
10 |Ÿ~

2 20
|Ÿ<TŠ \T
10 10 ‚sÁyÕî
30
3 |Ÿ<TŠ \T
20 10 eTT™|ÎÕ Û
40
4 |Ÿ<TŠ \T
30 10 q\uóÉÕ
50
5 |Ÿ<TŠ \T
40 10 jáÖuóÉÕ
60
6 |Ÿ<TŠ \T
50 10 nsÁyÕî
70
7 |Ÿ<TŠ \T
60 10 &îuÒÕÉ Û
80
8 |Ÿ<TŠ \T
70 10 mquóÉÕ
90
9 |Ÿ<TŠ \T
80 10 Ô=+uóÉÕ
100
10 |Ÿ<TŠ \T
90 10 e+<Š

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 25

 Exercise - 1

A) Count and write the number.

30

B) Match the numbers with C) Write the given number in words.

number names.

10
20
20 SEVENTY 30
70 FORTY 40
90 50
TWENTY
60 60
NINETY
70
40
SIXTY 80
90
26 Class -1 Maths Magic
 nuó²«dŸ+ ` 1
n) ýÉ¿Øì +º dŸ+K«\T sjáT+&.

€) dŸ+K«\qT y{ì |sÁÔ¢ à ÈÔá|sŸ #Á +á &. ‚) ¿ì+~ dŸ+K«\qT n¿£sŒ \ýË sjáT+&.

10
20
20 &îuÒÕÉ Û 30
70 q\uóÉÕ 40
90 50
‚sÁyÕî
60
60 Ô=+uóÉÕ 70
40
nsÁyîÕ 80
90
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 27
D) Write the numbers from 1 to 20 on the number train.

14

E) Count and write the answers in the box.

18

28 Class -1 Maths Magic

‡) dŸ+U²«Âs\Õ T MT<Š 1 qT+& 20 esÁŔ£ dŸ+K«\T sjáT+&.

14

–) ýÉ¿Øì +#á+&. dŸ+K«qT >·&ý Ë sjáT+&.

18

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 29

 TENS ONES

2 TENS 1 ONES TWENTY ONE

TENS ONES

2 TENS 2 ONES TWENTY TWO

TENS ONES

2 TENS 3 ONES TWENTY THREE

TENS ONES

2 TENS 4 ONES TWENTY FOUR

TENS ONES

2 TENS 5 ONES TWENTY FIVE

TENS ONES

2 TENS 6 ONES TWENTY SIX

TENS ONES

2 TENS 7 ONES TWENTY SEVEN

TENS ONES

2 TENS 8 ONES TWENTY EIGHT

TENS ONES

2 TENS 9 ONES TWENTY NINE

TENS ONES

2 TENS 1 TEN THIRTY

30 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 1 ÿ¿£{ì ‚sÁyîÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 2 ÿ¿£³T¢ ‚sÁyÕî s +&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 3 ÿ¿£³T¢ ‚sÁyîÕ eTÖ&ƒT

|Ÿ<TŠ \T ÿ¿£³T¢

2 |Ÿ<ŠT\T 4 ÿ¿£³T¢ ‚sÁyîÕ H\T>·T

|Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 5 ÿ¿£³T¢ ‚sÁyîÕ ×<ŠT

|Ÿ<TŠ \T ÿ¿£³T¢

2 |Ÿ<ŠT\T 6 ÿ¿£³T¢ ‚sÁyÕî €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 7 ÿ¿£³T¢ ‚sÁyîÕ @&ƒT

|Ÿ<TŠ \T ÿ¿£³T¢

2 |Ÿ<ŠT\T 8 ÿ¿£³T¢ ‚sÁyÕî m“$T~

|Ÿ<TŠ \T ÿ¿£³T¢

2 |Ÿ<ŠT\T 9 ÿ¿£³T¢ ‚sÁyîÕ Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢

2 |Ÿ<ŠT\T 1 |Ÿ~ eTT™|ÎÕ Û

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 31

 TENS ONES 31
3 TENS 1 ONE THIRTY ONE

TENS ONES 32
3 TENS 2 ONES THIRTY TWO

TENS ONES
3 TENS 3 ONES THIRTY THREE

TENS ONES
3 TENS 4 ONES THIRTY FOUR

TENS ONES
3 TENS 5 ONES THIRTY FIVE

TENS ONES
3 TENS 6 ONES THIRTY SIX

TENS ONES

3 TENS 7 ONES THIRTY SEVEN

TENS ONES
3 TENS 8 ONES THIRTY EIGHT

TENS ONES
3 TENS 9 ONES THIRTY NINE

TENS ONES
3 TENS TEN FORTY

32 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 31
3 |Ÿ<ŠT\T 1 ÿ¿£{ì eTT™|ÕÎÛ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 32
3 |Ÿ<ŠT\T 2 ÿ¿£³T¢ eTT™|ÎÕ Û s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 3 ÿ¿£³T¢ eTT™|ÕÎÛ eTÖ&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 4 ÿ¿£³T¢ eTT™|ÕÎÛ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 5 ÿ¿£³T¢ eTT™|ÎÕ Û ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 6 ÿ¿£³T¢ eTT™|ÎÕ Û €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 7 ÿ¿£³T¢ eTT™|ÕÎ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 8 ÿ¿£³T¢ eTT™|ÎÕ Û m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T 9 ÿ¿£³T¢ eTT™|ÎÕ Û Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
3 |Ÿ<ŠT\T |Ÿ~ q\uóÉÕ

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 33

 TENS ONES 41
4 TENS 1 ONE FORTY ONE

TENS ONES 42
4 TENS 2 ONES FORTY TWO

TENS ONES
4 TENS 3 ONES FORTY THREE

TENS ONES
4 TENS 4 ONES FORTY FOUR

TENS ONES
4 TENS 5 ONES FORTY FIVE

TENS ONES
4 TENS 6 ONES FORTY SIX

TENS ONES
4 TENS 7 ONES FORTY SEVEN

TENS ONES
4 TENS 8 ONES FORTY EIGHT

TENS ONES
4 TENS 9 ONES FORTY NINE

TENS ONES
4 TENS 1 TEN FIFTY

34 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 41
4 |Ÿ<ŠT\T 1 ÿ¿£{ì q\uóÉÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 42
4 |Ÿ<ŠT\T 2 ÿ¿£³T¢ q\uóÕÉ s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 3 ÿ¿£³T¢ q\uóÉÕ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 4 ÿ¿£³T¢ q\uóÉÕ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 5 ÿ¿£³T¢ q\uóÉÕ ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 6 ÿ¿£³T¢ q\uóÕÉ €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 7 ÿ¿£³T¢ q\uóÉÕ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 8 ÿ¿£³T¢ q\uóÉÕ m“$T~
|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T 9 ÿ¿£³T¢ q\uóÉÕ Ô=$Tˆ~
|Ÿ<ŠT\T ÿ¿£³T¢
4 |Ÿ<ŠT\T |Ÿ~ jáÖuóÉÕ
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 35
Count and circle the correct number.

1) 46 34 44

2) 28 37 27

3)
25 27 29

4)
41 29 31

5) 15 20 25

Circle the groups of ten. Count and write the number.

TENS ONES

TENS ONES

36 Class -1 Maths Magic

 ýÉ¿Øì +#á+&. dŸs qÕ dŸ+K«Å£” dŸTq• #áT³¼+&.

1) 46 34 44

2) 28 37 27

3)
25 27 29

4)
41 29 31

5) 15 20 25

|Ÿ<TŠ \ #=|ŸÚÎq ȳT¢>± dŸTq• #áT³¼+&. ýÉ¿Øì +º, dŸ+K«qT >·&ý Ë sjáT+&.

|Ÿ<TŠ \T ÿ¿£³T¢

|Ÿ<ŠT\T ÿ¿£³T¢

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 37

 TENS ONES 51
5 TENS 1 ONE FIFTY ONE

TENS ONES 52
5 TENS 2 ONES FIFTY TWO
TENS ONES
5 TENS 3 ONES FIFTY THREE

TENS ONES
5 TENS 4 ONES FIFTY FOUR
TENS ONES
5 TENS 5 ONES FIFTY FIVE
TENS ONES

5 TENS 6 ONES FIFTY SIX

TENS ONES

5 TENS 7 ONES FIFTY SEVEN

TENS ONES

5 TENS 8 ONES FIFTY EIGHT

TENS ONES

5 TENS 9 ONES FIFTY NINE

TENS ONES

5 TENS 1 TEN SIXTY

38 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 51
5 |Ÿ<ŠT\T 1 ÿ¿£{ì jáÖuóÉÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 52
5 |Ÿ<ŠT\T 2 ÿ¿£³T¢ jáÖuóÕÉ s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 3 ÿ¿£³T¢ jáÖuóÉÕ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 4 ÿ¿£³T¢ jáÖuóÉÕ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 5 ÿ¿£³T¢ jáÖuóÉÕ ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 6 ÿ¿£³T¢ jáÖuóÕÉ €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 7 ÿ¿£³T¢ jáÖuóÉÕ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
5 |Ÿ<ŠT\T 8 ÿ¿£³T¢ jáÖuóÉÕ m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢

5 |Ÿ<ŠT\T 9 ÿ¿£³T¢ jáÖuóÉÕ Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
|Ÿ~ nsÁyîÕ
5 |Ÿ<ŠT\T
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 39
 TENS ONES 61
6 TENS 1 ONE SIXTY ONE

TENS ONES 62
6 TENS 2 ONES SIXTY TWO

TENS ONES
6 TENS 3 ONES SIXTY THREE

TENS ONES
6 TENS 4 ONES SIXTY FOUR

TENS ONES
6 TENS 5 ONES SIXTY FIVE

TENS ONES

6 TENS 6 ONES SIXTY SIX

TENS ONES

6 TENS 7 ONES SIXTY SEVEN

TENS ONES

6 TENS 8 ONES SIXTY EIGHT

TENS ONES

6 TENS 9 ONES SIXTY NINE

TENS ONES

6 TENS 1 TEN SEVENTY

40 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 61
6 |Ÿ<ŠT\T 1 ÿ¿£{ì nsÁyîÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 62
6 |Ÿ<ŠT\T 2 ÿ¿£³T¢ nsÁyÕî s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 3 ÿ¿£³T¢ nsÁyîÕ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 4 ÿ¿£³T¢ nsÁyîÕ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 5 ÿ¿£³T¢ nsÁyÕî ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 6 ÿ¿£³T¢ nsÁyÕî €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 7 ÿ¿£³T¢ nsÁyÕî @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 8 ÿ¿£³T¢ nsÁyÕî m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T 9 ÿ¿£³T¢ nsÁyÕî Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
6 |Ÿ<ŠT\T |Ÿ~ &îuÒÕÉ Û

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 41

 TENS ONES 71
7 TENS 1 ONE SEVENTY ONE

TENS ONES 72
7 TENS 2 ONES SEVENTY TWO
TENS ONES
7 TENS 3 ONES SEVENTY THREE

TENS ONES
7 TENS 4 ONES SEVENTY FOUR

TENS ONES
7 TENS 5 ONES SEVENTY FIVE
TENS ONES

7 TENS 6 ONES SEVENTY SIX

TENS ONES

7 TENS 7 ONES SEVENTY SEVEN

TENS ONES

7 TENS 8 ONES SEVENTY EIGHT

TENS ONES

7 TENS 9 ONES SEVENTY NINE

TENS ONES

7TENS 1 TEN EIGHTY

42 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 71
7 |Ÿ<ŠT\T 1 ÿ¿£{ì &îuÉÕÒÛ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 72
7 |Ÿ<ŠT\T 2 ÿ¿£³T¢ &îuÒÕÉ Û s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 3 ÿ¿£³T¢ &îuÉÕÒÛ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 4 ÿ¿£³T¢ &îuÉÕÒÛ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 5 ÿ¿£³T¢ &îuÉÕÒÛ ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 6 ÿ¿£³T¢ &îuÒÕÉ Û €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 7 ÿ¿£³T¢ &îuÉÕÒÛ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 8 ÿ¿£³T¢ &îuÉÕÒÛ m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T 9 ÿ¿£³T¢ &îuÉÕÒÛ Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
7 |Ÿ<ŠT\T |Ÿ~ mquóÉÕ

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 43

 TENS ONES 81
8 TENS 1 ONE EIGHTY ONE

TENS ONES 82
8 TENS 2 ONES EIGHTY TWO

TENS ONES
8 TENS 3 ONES EIGHTY THREE

TENS ONES
8 TENS 4 ONES EIGHTY FOUR

TENS ONES
8 TENS 5 ONES EIGHTY FIVE

TENS ONES
8 TENS 6 ONES EIGHTY SIX

TENS ONES
8 TENS 7 ONES EIGHTY SEVEN

TENS ONES
8 TENS 8 ONES EIGHTY EIGHT

TENS ONES
8 TENS 9 ONES EIGHTY NINE

TENS ONES
8 TENS 1 TEN NINETY

44 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 81
8 |Ÿ<ŠT\T 1 ÿ¿£{ì mquóÉÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 82
8 |Ÿ<ŠT\T 2 ÿ¿£³T¢ mquóÕÉ s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 3 ÿ¿£³T¢ mquóÉÕ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 4 ÿ¿£³T¢ mquóÉÕ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 5 ÿ¿£³T¢ mquóÉÕ ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 6 ÿ¿£³T¢ mquóÕÉ €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 7 ÿ¿£³T¢ mquóÉÕ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 8 ÿ¿£³T¢ mquóÉÕ m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T 9 ÿ¿£³T¢ mquóÉÕ Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
8 |Ÿ<ŠT\T |Ÿ~ Ô=+uóÉÕ

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 45

 TENS ONES
91
9 TENS 1 ONE NINETY ONE

TENS ONES
92
9 TENS 2 ONES NINETY TWO

TENS ONES

9 TENS 3 ONES NINETY THREE

TENS ONES

9 TENS 4 ONES NINETY FOUR

TENS ONES

9 TENS 5 ONES NINETY FIVE

TENS ONES
9 TENS 6 ONES NINETY SIX

TENS ONES
9 TENS 7 ONES NINETY SEVEN

TENS ONES
9 TENS 8 ONES NINETY EIGHT

TENS ONES
9 TENS 9 ONES NINETY NINE

TENS ONES

9 TENS 1 TEN HUNDRED

46 Class -1 Maths Magic

 |Ÿ<ŠT\T ÿ¿£³T¢ 91
9 |Ÿ<ŠT\T 1 ÿ¿£{ì Ô=+uóÉÕ ÿ¿£{ì

|Ÿ<ŠT\T ÿ¿£³T¢ 92
9 |Ÿ<ŠT\T 2 ÿ¿£³T¢ Ô=+uóÕÉ s +&ƒT
|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 3 ÿ¿£³T¢ Ô=+uóÉÕ eTÖ&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 4 ÿ¿£³T¢ Ô=+uóÉÕ H\T>·T
|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 5 ÿ¿£³T¢ Ô=+uóÉÕ ×<ŠT

|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 6 ÿ¿£³T¢ Ô=+uóÕÉ €sÁT

|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 7 ÿ¿£³T¢ Ô=+uóÉÕ @&ƒT

|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T 8 ÿ¿£³T¢ Ô=+uóÕÉ m“$T~

|Ÿ<ŠT\T ÿ¿£³T¢

9 |Ÿ<ŠT\T 9 ÿ¿£³T¢ Ô=+uóÕÉ Ô=$Tˆ~

|Ÿ<ŠT\T ÿ¿£³T¢
9 |Ÿ<ŠT\T |Ÿ~ e+<Š

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 47

 Exercise - 2
I. Write the missing numbers.
1 2 7 9
20
22 23 26 27
37 40
47
54 59
62 65 68
71 72 73 74 78 80
87 88 90
91 99
II. Write the missing numbers. III. Write the following numbers
15 17 18 in words.
A) 45 .......................................

22 23 25 B) 78 .......................................

C) 84 .......................................
27 28 30
D) 65 .......................................
31 33 35

IV. Write the numbers for each of the following.

a) THIRTY SIX b) FORTY EIGHT
c) FIFTY d) SEVENTY TWO
e) EIGHTY ONE f) NINETY FIVE
48 Class -1 Maths Magic
 nuó²«dŸ+ ` 2
I. ýË|¾+ºq n+¿\T/dŸ+K«\T sjáT+&.
1 2 7 9
20
22 23 26 27
37 40
47
54 59
62 65 68
71 72 73 74 78 80
87 88 90
91 99
II. ýË|¾+ºq dŸ+K«\T sjáT+&. III. ¿ì+~ dŸ+K«\qT n¿£sŒ Á sÁÖ|Ÿ+ýË sjáT+&.
15 17 18 A) 45 .......................................

B) 78 .......................................
22 23 25
C) 84 .......................................
27 28 30
D) 65 .......................................

31 33 35

IV. n¿£sŒ Á sÁÖ|Ÿ+ýËqTq• y““ dŸ+U²« sÁÖ|Ÿ+ýË >·&ýË sjáT+&.

n) eTT™|ÎÕ Û €sÁT €) q\uóÕÉ m“$T~
‚) jáÖuóÉÕ ‡) &îuÒÕÉ Û s +&ƒT
–) mquóÉÕ ÿ¿£{ì }) Ô=+uÉÕ ×<ŠT
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 49
 1 100
Hundred Hundred

2 200
Hundreds Two Hundred

3 300
Hundreds Three Hundred

4 400
Hundreds Four Hundred

5 500
Hundreds Five Hundred

6 600
Hundreds Six Hundred

7 700
Hundreds Seven Hundred
8 800
Hundreds Eight Hundred

9 900
Hundreds Nine Hundred
10 1000
Hundreds One Thousand

50 Class -1 Maths Magic

 1 100
e+<Š ÿ¿£ e+<Š

2 200
e+<Š\T s +&ƒT e+<Š\T
3 300
e+<Š\T eTÖ&ƒT e+<Š\T

4 400
e+<Š\T H\T>·T e+<Š\T

5 500
e+<Š\T ×<ŠT e+<Š\T

6 600
e+<Š\T €sÁT e+<Š\T

7 700
e+<Š\T @&ƒT e+<Š\T

8 800
e+<Š\T m“$T~ e+<Š\T

9 900
e+<Š\T Ô=$Tˆ~ e+<Š\T

10 1000
e+<Š\T yîsTT«

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 51

 Ordinal Numbers

Count and write.

Answer the following questions.

1. Who has come in the first place in the running race?
2. Who has come in the second place in the running race?
3. Who has come last?
Colour the 4th balloon green and the 7th balloon blue from left to right.

Colour the 5th apple green and the 7th apple red.

Colour the 2nd flower red and the 6th flower blue.

Colour the 1st banana green and the 5th banana yellow.

52 Class -1 Maths Magic

 ç¿£e֓• Ôî\T|ŸÚ dŸ+K«\T
ýÉ¿Øì +#á+& ` #á<eŠ +&.

¿ì+~ ç|ŸX•ø \Å£” dŸeÖ<ó‘H\T #î|Ο +&.

1. |ŸsTÁ >·T |Ÿ+<î+ýË yîTT<Š{ì k͜q+ýË mesÁT –H•sÁT ?
2. |ŸsTÁ >·T |Ÿ+<î+ýË s +&à k͜q+ýË mesÁT –H•sÁT ?
3. ºe] k͜q+ýË mesÁTH•sÁT ?

m&ƒeT qT+& Å£”& yî|ڟ Å£” 4e ‹T&ƒ>Å· ”£ €Å£”|Ÿ#Ìá sÁ+>·T, 7e ‹T&ƒ>Å· ”£ ú\+ sÁ+>·T yûjTá +&.

5e €|¾ýÙŔ£ €Å£”|Ÿ#Ìá sÁ+>·T, 7e €|¾ýÙŔ£ msÁT|ŸÚ sÁ+>·T yûjTá +&.

2e |ŸÚeÚÇÅ£” msÁT|ŸÚ sÁ+>·T 6e |ŸÚeÚÇÅ£” ú\+ sÁ+>·T yûjTá +&.

1e nsÁ{ì |Ÿ+&ƒTÅ£” €Å£”|Ÿ#Ìá sÁ+>·T 5e nsÁ{ì |Ÿ+&ƒTÅ£” |ŸdTŸ |ŸÚsÁ+>·T yûjTá +&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 53

 Unit
Measurements 6

Look at the picture.

m u
Ra

1. Who is carrying heavier box?

2. Who is bringing more water?
3. How is Ramu measuring weight of the stones?
Note : Discuss the above picture with the students.

54 Class -1 Maths Magic

...................................
 n<ó‘«jáT+
¿=\Ôá\T 6

ºçԐ“• #áÖ&ƒ+&.

TT
se

1. mÅ£”Øe ‹sÁTeÚ>± –q• ™|fɼqT mesÁT yîÖdŸTïH•sÁT ?

2. mesÁT mÅ£”Øe úÞø—ß rdŸT¿=dŸTïH•sÁT?
3. seTT sÞøß ‹sÁTeÚqT mý² ¿=\TdŸTïH•&ƒT ?
dŸÖ#áq : ™|Õ ºçÔá+ >·T]+º |¾\¢\Ôà #á]Ì+#á+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 55

 How many
m“• ?
Bujji is measuring the class room door.

The length between tips of the little The length equal to the width of four
finger and thumb of the hand is called fingers is called “FINGER SPAN”.
“HAND SPAN”.

The length between the elbow and the tip of the middle finger is called a
‘CUBIT’.She measures flower garlands in 'cubit'.

56 Class -1 Maths Magic

...................................
 m“• ?
m“• ?
‹T›¨ ÔásÁ>·Ü >·~ Ôá\T|ŸÚqT ¿=\Tkþï+~.

C²q

#ûÜ º{ì¿ìq yû\T ¿=q qT+& u¤³q yû\T¿=q esÁÅ£” H\T>·T yûÞøßÅ£” dŸeÖqyîT®q yî&ƒ\TÎqT
>·\ <ŠÖs“• »C²qµ n+{²sÁT. »uÉÔîµï n+{²sÁT

eTÖsÁ

yîÖ#ûÜ qT+& eT<óŠ«yû\T ¿=q esÁÅ£” >·\ <ŠÖs“• »eTÖsÁµ n+{²sÁT. €yîT |ŸP\eÖ\qT eTÖsÁ\ýË ¿=\Tkþï+~.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 57

 .......................................

.......................................
Foot
The length between the heel and the toe is called a “FOOT”.
Bujji is measuring the length of the room with foot.

Bujji is measuring the length of the room with 'pace'.

pace
58 Class -1 Maths Magic
...................................
 .......................................

.......................................
n&ƒT>·T
eT&ƒeT, u¤³q yû\T ¿=qÅ£” eT<óŠ«>·\ <ŠÖs“• »n&ƒT>·Tµ n+{²sÁT.
‹T›¨ ÔásÁ>·Ü>·~ bõ&ƒeÚqT n&ƒT>·T\ýË ¿=\Tkþï+~.

‹T›¨ ÔásÁ>·Ü>·~ bõ&ƒeÚqT »n+>·µ \ýË ¿=\Tkþï+~.

n+>·
ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 59
 Heavier-Lighter

lighter

Heavier

Bujji is playing with her friends. Discuss the

concept of heavier and lighter.
Tick (3) the lighter object.

a) b)

Tick ( 3 ) the heavier one.

a) b)

60 Class -1 Maths Magic

...................................
 ‹sÁTeÚ ` Ôû*¿£

Ôû*¿£

‹sÁTeÚ

‹T›¨ Ôáq d•V¾²ÔáT\Ôà €&ƒTÅ£”+³Tq•~. ‹sÁTeÚ, Ôû*¿£ nHû

uó²eq\ >·T]+º #á]Ì+#á+&.
Ôû*¿£>± –q• edŸTeï Ú¿ì {ì¿ù ( 3 ) ™|³¼+&.
n) €)

‹sÁTeÚ>± –q• <‘“¿ì {ì¿ù ( 3 ) ™|³¼+&.

n) €)

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 61

 Capacity

Observe the above picture. Ask them which vessel contains more water.
Put a tick ( 3) in the box of the container that holds more water.

Put a tick ( 3) in the box of the container that holds less water.

62 Class -1 Maths Magic

...................................
 |Ÿ]eÖD+

™|Õ ºçԐ“• |Ÿ]o*+#á+&. @ bÍçÔáýË mÅ£”Øe úÞø—ß |Ÿ&ƒÔjîÖ #î|ŸÎ+&.

mÅ£”Øe úsÁT |Ÿfñ¼ bÍçÔáÅ£” {ì¿ù ( 3 ) ™|³¼+&.

ÔáÅ£”Øe úsÁT |Ÿfñ¼ bÍçÔáÅ£” {ì¿ù ( 3 ) ™|³¼+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 63

 Unit
Time 7

I. Let us see, Bujji’s activities during a day.

Waking up in the Brushing in

Eating breakfast
morning the morning

Going to school Attending Having the

the class mid day meal

Playing in the Eating dinner Going to bed

evening

Note : Discuss with children about their daily activities.

64 Class -1 Maths Magic

...................................
 n<ó‘«jáT+
¿±\+ 7

1. ÿ¿£ sÃEýË ‹T›¨ @jûT |ŸqT\T #ûdTŸ +ï <à #áÖ<‘Ý+.

–<ŠjáÖHû• “ç<Š ýñdŸTï+~ |ŸÞø—ßÔÃeTTÅ£”+³T+~ ný²ÎVŸäsÁ+ Ü+³T+~

bÍsÄÁXæ\Å£” yîÞø—ÔáT+~ ÔásÁ>·Ü¿ì VŸäÈsÁeÚÔáT+~ eT<ó‘«VŸ²•+ uóËÈq+ Ü+³T+~

kÍjáT+¿±\+ €&ƒTÅ£”+³T+~ sçÜ uóËÈq+ #ûdŸTï+~ “ç<Š bþÔáT+~

dŸÖ#áq : |¾\¢\T #ûd sÃEy¯ |ŸqT\T >·T]+º y]Ôà #á]Ì+#á+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 65

I. Tick (3) the activities that you do in the morning.

II. Tick (3) the activities that you do in the afternoon.

III. Tick (3) the activities that you do in the evening.

IV. Tick (3) the activities that you do in the night.

66 Class -1 Maths Magic

...................................
 1. úeÚ –<ŠjáT+ #ûd |ŸqT\Å£” ( 3 ) ‚eÇ+&.

2. úeÚ eT<ó‘«VŸ²•+ #ûd |ŸqT\Å£” ( 3 ) ‚eÇ+&.

3. úeÚ kÍjáT+¿±\+ #ûd |ŸqT\Å£” ( 3 ) ‚eÇ+&.

4. úeÚ sçÜ #ûd |ŸqT\Å£” ( 3 ) ‚eÇ+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 67

Write the correct order of Bujji’s activities.

Bujji's
activities in a day

Tell the activities that you do in the morning, afternoon, evening and night. (Oral)

In the morning : In the afternoon :

In the evening : In the night :

Make a list of day time activities and night time activities, write them down.

I brush my teeth I watch T.V

......................... .........................
........................ ........................

68 Class -1 Maths Magic

...................................
 ‹T›¨ #ûd |ŸqT\¿£T dŸÂsÕq esÁTdŸç¿£e֓• sjáT+&.

ÿ¿£ sÃEýË
‹T›¨ #ûd |ŸqT\T

MTsÁT –<ŠjTá +, eT<ó‘«VŸ²•+, kÍjáT+¿±\+, sçÜ #ûd |ŸqT\qT >·T]+º #î|Ο +&. (eTòÏ¿£+>±)
–<ŠjáT+ #ûd |ŸqT\T : eT<ó‘«VŸ²•+ #ûd |ŸqT\T :
kÍjáT+¿±\+ #ûd |ŸqT\T : sçÜ #ûd |ŸqT\T :
|Ÿ>\· T #ûd |ŸqT\T, sçÜ#ûd |ŸqT\ C²_ԐqT sjáT+&.

HûqT |ŸÞø—ß ÔÃeTTÅ£”+{²qT HûqT {ì.$ #áÖkÍïqT

................................. .................................
................................ ................................

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 69

 Unit
Patterns 8

1. Which colour is the painter painting now?

2. What colour comes next ?
3. Which colours are using to colour the fence ? say patterns of colours.

Note : Ask the students to observe the picture. Help them to under-
stand the concept of “pattern”of colour.

70 Class -1 Maths Magic

...................................
 n<ó‘«jáT+
neT]¿£\T 8

1. sÁ+>·T\T yûd e«¿ìï ‚|ŸÚÎ&ƒT @ sÁ+>·T yûdŸTïH•&ƒT ?

2. ÔásÁTyÔá yûdsÁ+>·T @$T{ì ?
3. ¿£+#îÅ£” sÁ+>·T\T yûjáT&†“¿ì @ @ sÁ+>·T\T y&ƒTÔáTH•&ƒT? € sÁ+>·T\ esÁTdŸ ç¿£e֓• Ôî\Î+&?
dŸÖ#áq : ºçԐ“• $<‘«sÁTœ\Ôà |Ÿ]o*+|Ÿ#ûjáT+&. sÁ+>·T\ neT]¿£ uó²eqqT ne>±VŸ²q #ûdŸT¿Ãe&†“¿ì
y]¿ì dŸVŸ²¿£]+#á+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 71

Circle ' ' the picture that comes next.

72 Class -1 Maths Magic

...................................
esÁTdŸýË ÔásÁTyÔá e#ûÌ u¤eTˆ¿£T dŸTq• » µ #áT³¼+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 73

Circle ' ' the picture that comes next.

74 Class -1 Maths Magic

...................................
esÁTdŸýË ÔásÁTyÔá e#ûÌ u¤eTˆ¿£T dŸTq• » µ #áT³¼+&.

ÿ¿£ sÃEýË
‹T›¨ #ûd |ŸqT\T

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 75

Colour the shape that completes the pattern.

Circle ' ' the shape that completes the pattern from the answer given below..

Ask students to observe the above patterns. Let

them solve the problems.

76 Class -1 Maths Magic

...................................
 neT]¿£ ç|Ÿ¿±sÁ+ €¿±s\Å£” sÁ+>·T\T yûjTá +&.

neT]¿£qT |ŸP]+#á&†“¿ì ¿ì+~ >·\ dŸeÖ<ó‘H\ýË dŸÂsÕH €¿±s“¿ì dŸTq• » µ #áT³¼+&.

™|Õ esÁTdŸç¿£eÖ\qT $<‘«sÁTœ\Ôà |Ÿ]o*+|Ÿ #ûjáT+&. dŸeTdŸ«\T

|Ÿ]wŸØ]+#áeTq+&.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 77

 Unit

How many 9

In the Headmaster’s room a cupboard contains books in two racks as shown in

the figure.
Now, Bujji counts the books
Books in the First rack = 7
Books in the Second rack = 5
Total =
Tens Ones
0 7
+ 5
1 2

Add the given objects.

Tens Ones Tens Ones

1 1 1 2
+ 2 + 5
1 3

Tens Ones Tens Ones

1 3 1 5
+ 3 + 3

78 Class -1 Maths Magic

...................................
 n<ó‘«jáT+
yîTTÔáï+
$TÐ*q$ m“• 9

ç|Ÿ<‘ó HÃbÍ<ó‘«jáTT“ >·~ýË |Ÿ³+ýË #áÖ|¾q $<ó+Š >± ÿ¿£ ;sÁTyýË s +&ƒT nsÁ\ýË |ŸÚdŸ¿ï ±\T –H•sTT.

‹T›¨ € |ŸÚdŸï¿±\T ýÉ¿ìØkþï+~.

yîTT<Š{ì nsÁýË |ŸÚdŸï¿±\T R 7
Âs+&à nsÁýË |ŸÚdŸï¿±\T R 5
yîTTÔá+ï |ŸÚdŸ¿ï ±\T R
|Ÿ<ŠT\T ÿ¿£³T¢
0 7
+ 5
1 2

‚ºÌq edŸTïeÚ\T Å£L&ƒ+&.

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢

1 1 1 2
+ 2 + 5
1 3

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢

1 3 1 5
+ 3 + 3

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 79

Add the given numbers by using the bundles of sticks and the loose sticks.
9 + 3 = 12 12 + 3 = _______ 6 + 8 = _______
Tens Ones Tens Ones Tens Ones
9 1 2 6
+ 3 3 8
1 2 1 5

8 + 7 = __________ 14 + 2 = _______ 13 + 5 = _______

Tens Ones Tens Ones Tens Ones
8 1 4 1 3

+ 7 + 2 + 5

Add the numbers using the number line.

Tens Ones
9 + 4 9
+ 4

6 + 5 = __________ 12 + 2 = _______ 14 + 3 = _______

Tens Ones Tens Ones Tens Ones
6 1 2 1 4
+ 5 + 2 + 3

80 Class -1 Maths Magic

...................................
 |ŸÚ\¢\ ¿£³¼\T, $&|ŸÚ\¢\T –|ŸjîÖÐ+º ‚ºÌq dŸ+K«\qT Å£L&ƒ+&.
9 + 3 = 12 12 + 3 = _______ 6 + 8 = _______
|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢
9 1 2 6
+ 3 + 3 + 8
1 2 1 5

8 + 7 = __________ 14 + 2 = _______ 13 + 5 = _______

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢
8 1 4 1 3
+ 7 + 2 + 5

dŸ+U²«¹sKqT –|ŸjîÖÐ+º dŸ+K«\qT Å£L&ƒ+&.

|Ÿ<ŠT\T ÿ¿£³T¢
9 + 4 9
+ 4

6 + 5 = __________ 12 + 2 = _______ 14 + 3 = _______

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢
6 1 2 1 4
+ 5 + 2 + 3

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 81

 7 + 8 = ____ 13 + 5 = _______ 16 + 2 = _______
Tens Ones Tens Ones Tens Ones
7 1 3 1 6
8 5 2

Add the numbers.

8 4 7 9 6
+ 7 + 9 + 5 + 2 + 8

16 11 12 15 13
+ 0 + 3 + 4 + 2 + 6

Add the numbers given and write in the blank boxes.

Ex:8 + 6 = 14 11 + 4 =

6+7 = 0 + 13 =

9+6 = 15 + 3 =

7+8 = 12 + 0 =

5+6 = 3 + 14 =

9+5 = 16 + 2 =

82 Class -1 Maths Magic

...................................
 7 + 8 = ____ 13 + 5 = _______ 16 + 2 = _______
|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢
7 1 3 1 6
8 5 2

¿ì+~ dŸ+K«\qT Å£L&ƒ+&.

ÿ¿£ sÃEýË
8 4 7 9 6
‹T›¨ #ûd |ŸqT\T
+ 7 + 9 + 5 + 2 + 8

16 11 12 15 13
+ 0 + 3 + 4 + 2 + 6

dŸ+K«\qT Å£L&, yîTTԐ >·&ý Ë sjáT+&.

–<‘: 8 + 6 = 14 11 + 4 =

6+7 = 0 + 13 =

9+6 = 15 + 3 =

7+8 = 12 + 0 =

5+6 = 3 + 14 =

9+5 = 16 + 2 =

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 83

 Math Lab Activity
Objective : Practising additions whose some does not exceed 20.
Preparation : Take 20 card pieces. Write addition fact not exceeding 20 on
each paper. Write answer for each problem on another paper. Two mem-
bers (students) has to play the game.
Ex: 10 + 5 7 + 4 9 + 6 18 + 1 13 + 2 etc.,
Procedure to play:
1. Flip the answered cards in the center.
2. Give 10 cards having addition facts to each one.
3. First player has to take one answered card and he has to check it with
the addition fact card.
4. If the addition fact card and answer card are matched, keep them aside.
If they are not matched keep the answer card under the remaining
answer cards.
5. Second player has to play in the same way.
6. Every player should continue the game till all addition cards are over.
7. The person who completes first will be declared as winner.

84 Class -1 Maths Magic

...................................
 >·DìÔá ç|ŸjîÖ>· ¿£Ôá«+
\¿£Œ«+ : 20 ¿ì $T+#ᓠţL&¿£ ýÉ¿£Ø\ kÍ<óŠq.
dŸ+d¾<ŠÆÔá : 20 #sÁT¼ eTT¿£Ø\T rdŸT¿Ã+&. ÿ¿=Ø¿£Ø<‘“ ™|Õ 20 ¿ì $T+#ᓠţL&¿£ ýÉ¿£Ø sjáT+&. ç|ŸÜ ýÉ¿£Ø
dŸeÖ<ó‘H“• eTs=¿£ #sÁT¼eTT¿£Ø MT<Š sjáT+&. ‚<ŠÝsÁT #=|ŸÚÎq €&ƒ+&.
–<‘ : 10 G 5 7 G 4 9 G 6 18 G 1 13 G 2
€&û $<ó‘q+ :
1. dŸeÖ<ó‘q+ sd¾ –q• ¿±sÁT¦\qT eT<óŠ«ýË uË]¢+º –+#*.
2. ÿ¿=Ø¿£Ø]¿ì 10 Å£L&¿£ ýÉ¿£Ø\Tq• #sÁT¼ eTT¿£Ø\qT |Ÿ+#*.
3. yîTT<Š{ì €³>±&ƒT dŸeÖ<ó‘q ¿±sÁT¦\ýË qT+& ÿ¿£ ¿±sÁT¦ rdŸT¿Ãy*. Ôáq <Š>·ZsÁ –q• Å£L&¿£ ýÉ¿£Ø
¿±sÁTŦ ”£ ÈÔá|&Ÿ Tƒ ÔáT+<à ýñ<à #áÖ&†*.
4. ýÉ¿£Ø ¿±sÁT¦, dŸeÖ<ó‘q+ ¿±sÁT¦ ÈÔá|Ÿ&q³¢sTTÔû, n$Âs+&ƒÖ |Ÿ¿£Øq –+#*. ÿ¿£ yûÞø dŸ]bþ¿£ bþÔû
dŸeÖ<ó‘q ¿±sÁT¦qT Å£”|ŸÎýË n&ƒT>·Tq –+#*.
5. Âs+&à €³>±&ƒT Å£L&† ‚ý²¹> €&†*.
6. ç|ŸÜ €³>±&ƒT Ôáq <Š>·ZsÁ –q• Å£L&¿£ ¿±sÁT¦\T |ŸPsÁïjûT« <‘¿± €³¿=qkÍÐ+#*.
7. yîTT<Š³ |ŸP]ï#ûd¾q €³>±&“ $CñÔá>± ç|Ÿ¿£{ì+#*.

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 85

 Subtraction

one pencil cost is ` 5

one eraser cost is ` 2
one sharpner cost ` 1
so, the total cost is ` 8

BOOK SHOP

Bujji gave ` 10 to the shopkeeper. How much does she get back?
Tens Ones
Money given by Bujji 1 0
Total cost of articles 8
Money she gets back 2

Tens Ones Tens Ones

1 0 1 2
— 6 — 4

86 Class -1 Maths Magic

...................................
 rd¾yûÔá

ÿ¿£ ™|“àýÙ <ósŠ Á ` 5

sÁ‹ÒsÁT <óŠsÁ ` 2
cÍsÁÎqsY <ósŠ Á ` 1
¿±eÚq, yîTTÔáï+ K¯<ŠT ` 8

|ڟ d¿ïŸ ±\ <TŠ ¿±D+

‹T›¨ <ŠT¿±D<‘sÁT“¿ì ` 10 ‚ºÌ+~. €yîTÅ£” m+Ôá Ü]Ð edŸTï+~?

|Ÿ<ŠT\T
<ŠT¿±D <‘sÁT“¿ì ‚ºÌq~ ÿ¿£³T¢
‹T›¨ ‚ºÌq &ƒ‹TÒ 1 0
¿=q• edŸTïeÚ\ yîTTÔáï+ K¯<ŠT 8
€yîTÅ£” Ü]Ð e#áTÌ &ƒ‹TÒ 2

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢

1 0 1 2
— 6 — 4

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 87

 Tens Ones

1 6
—
5 Tens Ones
1 1
1 2

— 0

1 2

Subtracting by drawing lines and crossing out. One is done for you.

10 12 12
– 3 – 3 – 8

16 14 9
– 3 – 9 – 9

Try these

12 14 16 18 18
– 2 – 3 – 2 – 0 – 6

88 Class -1 Maths Magic

...................................
 |Ÿ<ŠT\T ÿ¿£³T¢
1 6
—
5 ÿ¿£³T¢
|Ÿ<ŠT\T
1 1
1 2

— 0

1 2

^Ôá\T ^jáT&ƒ+, ¿={ì¼ yûÔá |Ÿ<ÜƊ ýË rd¾yÔû á #ûjTá +&. ÿ¿£{ì MT¿ÃdŸ+ #ûjTá ‹&+~.

10 12 12
– 3 – 3 – 8

16 14 9
– 3 – 9 – 9

‚$ #ûjáT+& :

12 14 16 18 18
– 2 – 3 – 2 – 0 – 6

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 89

Subtraction by crossing out.

13 – 8 = 5 15 – 9 =

17 – 8 = 12 – 7 =

Subtraction by counting backward.

Tens Ones Tens Ones
17- 2 = 14- 4 =
1 7 1 4
2 4
1 5

Tens Ones Tens Ones

18- 5 = 19- 6 =
1 8 1 9
5 6

Tens Ones Tens Ones

16- 3 = 13- 1 =
1 6 1 3
3 1

90 Class -1 Maths Magic

...................................
¿={ì¼yûÔá |Ÿ<ŠÆÜýË rd¾yûÔá.

13 – 8 = 5 15 – 9 =

17 – 8 = 12 – 7 =
yîqT¿£Å£” ýÉ¿ìØdŸÖï rd¾yûÔá.
|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢
17- 2 = 14- 4 =
1 7 1 4
2 4
1 5

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢

18- 5 = 1 8 19- 6 =
1 9
5 6

|Ÿ<ŠT\T ÿ¿£³T¢ |Ÿ<ŠT\T ÿ¿£³T¢

16- 3 = 13- 1 =
1 6 1 3
3 1

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 91

 Word Problems
1) Janu had 17 pencils. She gave 10 pencils to her sister. How many pencils
are left with Janu ?
Number of Pencils with Janu = 17
Number of Pencils given to Janu’s sister = 10
Number of Pencils with Janu now = 7
2) There are 15 children in the garden. 8 are girls and the rest are boys. How
many are boys ?
Number of Children =
Number of Girls =
Number of Boys =
3) Vidya bought 13 eggs. 7 eggs were broken. How many eggs are left with
Vidya?
Number of eggs bought =
Number of eggs broken =
After
Number of eggs with Vidya now =
Write the number that comes before / after / between
Between Number
Before Number After Number
18 20
––––– 8 6 –––––
––––– 17 13 –––––
20 22
––––– 12 29 –––––
––––– 1 34 –––––
21 23
––––– 20 17 –––––

––––– 44 25 –––––
16 18

92 Class -1 Maths Magic

...................................
 sÔá ýÉ¿£Ø\T
1. C²qT <Š>·ZsÁ 17 ™|“àÞø—ß –H•sTT. 10 ™|“àÞø—ß Ôáq #î*¢¿ì ‚ºÌ+~. C²qT <Š>·ZsÁ $TÐ*q ™|“•Þø—ß m“• ?
C²qT <Š>·ZsÁ –q• ™|“àÞøß dŸ+K« R 17
#î*¿¢ ì ‚ºÌq ™|“àÞøß dŸ+K« R 10
C²qT <Š>·ZsÁ $TÐ*q ™|“àÞøß dŸ+K« R 7
2. ÔóýË 15 eT+~ |¾\\¢ TH•sÁT. y]ýË 8 eT+~ neֈsTT\T. $TÐ*qysÁT nu²ÒsTT\T. nu²ÒsTT\T m+<ŠsTÁ ?
yîTTÔáï+ |¾\¢\ dŸ+K« R
neֈsTT\ dŸ+K« R
nu²ÒsTT\ dŸ+K« R
3. $<Š« 13 ¿Ã&>T· &ƒT¢ ¿=q•~. y{ìýË 7 >·T&ƒT¢ |ŸÐ*bþjáÖsTT. $TÐ*q$ m“• ?
¿=q• >·T&ƒ¢ dŸ+K« R
|ŸÐ* bþsTTq >·T&ƒ¢ dŸ+K« R
$TÐ*q >·T&ƒ¢ dŸ+K« R
eTT+<T dŸ+K«
eTT+<ŠT, ÔásTÁ yÔá, eT<ó«Š ýË e#ûÌ dŸ+K«\T sjáT+&.
eT<óŠ« dŸ+K«
eTT+<ŠT dŸ+K« ÔásÁTyÔá dŸ+K«
18 20
––––– 8 6 –––––
––––– 17 13 –––––
20 22
––––– 12 29 –––––
––––– 1 34 –––––
21 23
––––– 20 17 –––––

––––– 44 25 –––––
16 18

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 93

 Game
€ & ƒ T ÅThings
£ ” + < ‘ +needed:
100 sticks ( 9 bundles in tens and 10 loose sticks)
Number cards 1 to 100
Procedure:
Divide the class into two groups, ‘A’ and ‘B’.
Give sticks to one group ‘B’ and number cards to another group ‘A’.
‘A’ group has to show one number card and the group ‘B’ has to show the
sticks according to that number.
Group ‘A’ has to check the number card and the number of sticks shown by
group ‘B’.
Teacher has to continue this activity more number of times, till the number
are familiarised among all the students.
Which number comes next?
Start with your
own number

75 ¾® 76 77

¾®

¾®

¾®

¾®

94 Class -1 Maths Magic

...................................
 €&ƒTÅ£”+<‘+
¿±e\d¾q kÍeÖçÐ :
100 |ŸÚ\¢\T (|Ÿ~ #=|ŸÚÎq ¿£{ì¼q ¿£³¼\T 9, $& |ŸÚ\¢\T 10 –+&†*)
1 qT+& 100 esÁÅ£” dŸ+U²«¿±sÁT¦\T
$<ó‘q+ :
ÔásÁ>·Ü |¾\¢\qT »Aµ, »Bµ ȳT¢>± #ûjáÖ*.
A ç>·Ö|ŸÚ y]¿ì dŸ+U²«¿±sÁT¦\T, B ç>·Ö|ŸÚ y]¿ì |ŸÚ\¢\T ‚yÇ*.
A ç>·Ö|ŸÚ ysÁT ÿ¿£ dŸ+U²«¿±sÁT¦ #áÖ|¾+#*. <‘“ýË –q• dŸ+K«Å£” dŸ]bþjûTý² B ç>·Ö|ŸÚysÁT |ŸÚ\¢\T
#áÖ|¾+#*.
A ç>·Ö|ŸÚ ysÁT, B ç>·Ö|ŸÚ ysÁT ‚ºÌq |ŸÚ\¢\T dŸ]bþjáÖjîÖ ýñ<à #áÖ&†*.
$<‘«sÁT\œ Å£” dŸ+K«\T u²>± |Ÿ]#ájáTeTjûT«+ÔáesÁÅ£” –bÍ<ó‘«jáTT&ƒT ‡ €³qT m“• kÍsÁ¢sTTH €&+#áe#áTÌ.
ÔásTÁ yÔá e#ûÌ dŸ+K«\T @$T{ì ?
MT dŸ+K«ÔÃ
çbÍsÁ+_ó+#á+&.
75 ¾® 76 77

¾®

¾®

¾®

¾®

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 95

colour according to the colour code

3 - Blue

6 - Green

9 - Red

96 Class -1 Maths Magic

...................................
 sÁ+>·T\ dŸÖº¿£ ç|Ÿ¿±sÁ+ sÁ+>·T\T “+|Ÿ+&.

3 ` ú\+
6 ` €Å£”|Ÿ#áÌ
9 ` msÁT|ŸÚ

ÔásÁ>·Ü ` 1 >·DìÔá+Ôà >·eTˆÔáTï 97

98 Class -1 Maths Magic
...................................