MATHEMATICS © Government of Andhra Pradesh, Hyderabad.

CLASS - I New Edition

First Published 2011

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
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including this condition being imposed on the sub-
sequent purchaser.
The copy right holder of this book is the Director
of School Education, Hyderabad, Andhra Pradesh.

This Book has been printed on 70 G.S.M. White Paper Title

Page 140 G.S.M. White Cover Paper (MF)

Free Distribution by A.P. Government

Printed in India
at the Andhra Pradesh Govt. Text Book Press,
Mint Compound, Hyderabad,
Published by Andhra Pradesh.
The Government of Andhra Pradesh, Hyderabad.
–– o ––
Respect the Law Grow by Education
Get the Rights Behave Humbly

i Free Distribution by A.P.Government ii

Textbook Development, Publication Committee FOREWORD

Classes I and II are very important in school education. We consider them the
foundation. The learning by children at higher classes depends on skills of Language and
Chief Executive Officer  Smt. B. Seshu Kumari
Mathematics they acquire at the primary stage. Children have some mathematical concepts
Director, SCERT, A.P., Hyderabad
before they come to school. The learning of mathematics must be built on the foundation
Chief Organizer  Sri. R. Jesupadam of the concepts known to them.
Director, Government Textbook Press, A.P. Hyderabad
Organising Incharge  Dr. N. Upender Reddy Children use mathematics in their daily life situations. They estimate, calculate and
compare quantities in an informal way and in meaningful situations. With a view to bidding
Prof. Curriculum & Textbook Department
farewell to rote learning and beginning to learn mathematics meaningfully, textbooks for
SCERT, A.P., Hyderabad
classes I and II were prepared.

Writers Units have been prepared in such a manner that pupils knowledge construction through
Sri. J. Guravayya,M.R.P., Puttoor Mandalam, Chittoor District. investigation, understanding of mathematical concepts through observation, confirmation
Sri. P. Ramesh,Teacher, M.P.P.S. M.M. Puram, Vedurukuppam Mandalam, Chittoor District. and generalisation in accordance with the basic principles laid down in National Curriculum
Sri. T. Lakshman KumarTeacher, M.P.P.S. Gonugiri, Kuppam Mandalam, Chittoor District. Framework 2005 and Right to Education 2009. Meaningful ‘Activities’ and ‘Exercises’ were
included such that children understand mathematical concepts and utilise their knowledge.
Sri. C.H. Keshava,M.R.P. Meryalaguda Mandalam, Nalgonda District. Mathematical concepts were introduced in each unit of this book beginning with events in
Sri. K.V. Syamasundharacharyulu, Teacher, M.P.S. Kottapalli, Vardhannapeta Mdl.,Warangal pupil’s daily life situations, games they play and so on. Activities and exercises ensure that
District
pupils acquire competencies like mathematical concepts, solving problems in a systematic
Sri. Y. Venkata Reddy,Teacher & S.R.G. Member, ZPHS, Kudakuda, Nalgonda District. way, thinking logically, expressing ideas in mathematical language etc. The book contains a
Sri. K. Rajender Reddy, Teacher & S.R.G. Member, U.P.S. Thimmapur, Chandampeta Mandal, large number of pictures besides different situations and activities to ensure proper
Nalgonda
understanding of concepts.
Coordinators
Sri. K. BramhaiahProfessor, S.C.E.R.T. , A.P., Hyderabad Learning mathematics is every child’s right. Children can achieve mastery over
Sri. K. Yadagiri, Lecturer, Assistance organising incharge, S.C.E.R.T. , A.P., Hyderabad numbers and the four mathematical operations by utilising these textbooks which have been
prepared to create interest for mathematics and to ensure learning with enthusiasm. The
Editors requisite teaching- learning material should be prepared and ensure proper utilisation of
children’s learning time by organising teaching-learning processes. This is the first step
Sri. K.K.V. Rayalu, Lecturer, IASE, A.P., Hyderabad towards preparing textbooks in the new system. We wish all the teachers will implement
Dr. P. Ramesh, Lecturer, IASE, Nellore. this and ensure that pupils achieve the mathematical competencies specified for classes I
Dr. S. Sureshbabu, AMO, Rajiv Vidya Mission, (SSA), A.P., Hyderabad and II.
Sri. B. Harisarvothama Rao, Lecturer (Retd.,), S.C.E.R.T. , A.P., Hyderabadetd., Lecturer, SCERT

Translator 31-03-2011 Smt. B.Seshukumari

Sri. K. Venugopal Rao, APES (Retd.), SCERT, Hyderabad Hyderabad Director,
SCERT., A.P. Hyderabad.

iii Free Distribution by A.P.Government iv

 NOTE TO TEACHERS Syllabus – Expected Outcomes
x Mathematics textbooks for classes I and II were prepared according to the basic Unit – 1: Pre Mathematical concepts
principles suggested in NCF 2005 and the guidelines given under RTE 2009.
x Units were prepared in such a manner that pupils can learn mathematics with enthusiasm. - Pupils can observe things and speak about them.

x
- They can use pre mathematical terms in their speech.
Every unit includes the mathematical concepts known to pupils and pre mathematical - They can use terms like inside - outside, above - below, fat - thin, big - small,
concepts for the unit concerned besides appropriate exercises. more - less, deep - shallow and express them in their own words, giving examples
x The exercises have been prepared to ensure introduction of concepts through and identify differences.
day-to-day / meaningful situations, to get pupils to solve problems that involve logical
thinking, to express ideas in mathematical language and so on. Unit – 2: Shapes

x Exercises and activities are so planned that by the end of class I, pupils will be able to - Pupils can compare two dimentional and three dimentional shapes (It is not
understand the concepts of two digit number, acquire the ability to add and subtract compulsury to express with Mathematical terminals)
numbers, by the end of class II, they will be able to add numbers with regrouping,
subtract numbers using the technique of borrowing, acquire the basic concepts of Unit – 3 and 4: Numbers from 1 to 5; numbers from 6 to 9
multiplication and division and so on.
x At the beginning of any unit, the pupils must be helped to observe the pictures given. - Pupils can count things in two groups and compare.
Questions must be asked to test their previous knowledge of mathematical concepts - Pupils can separate similar things from group and count them.
concerned. The concepts of the unit must be introduced accordingly. In this process, - They can count things upto 9 and show them with number and also write them in
locally-available objects like pebbles, seeds, sticks, beads etc., must be made use of. order.
It must be orgonised as a whole classroom activity. - They can identity things of equal number.

x
- They can arrange the things in a sequence according to their number.
Then group activities must be orgonised to solve problems in a systematic manner, to
think logically, to estimate things and other exercises. This book includes certain Unit – 5: Before - After - Between - More - Less
instructions / suggestions for the teacher. Those instructions must be followed to take
up questioning the pupils, discussing things with them, getting them to observe pictures, - Pupils can say the first, last, middle, previous, next things which are in order
counting and recording information etc. within 9 as per their place.
x
- They can comapare things(upto 9) in two groups as more, less and equal.
In the same way encourage pupils to understand the instructions given for problems
- They can arrange numbers and things upto 9 in ascending and descending orders.
before they can solve the problems by themselves.
x The textbooks have been prepared to help the pupils to take up exploration observation, Unit – 6: Zero (0)
research, confirmation etc., to understand mathematical concepts and apply the
knowledge for solving problems. - Pupils can show zero when there are not any thing.
x
- They can say zero before 1.
For this a number of pictures depicting pupil’s real life situations have been included.
x Children use mathematics extensively in many day-to-day situations. Consequently Unit – 7: Addition of Numbers, the Total not Exceeding 9
they acquire ability of application. As these textbooks have been prepared with this
background, they are to be utilised completely and ensure utilistion of children’s - Pupils can say that if 1 is added to a number, we get the next number.
learning time. - They can count each bead in a chain and add them.
- They can write two numbers (upto 9) horizontally or vertically and add them.
- They can say how much is to be added to a number to get desired number.
- They can add things in two different groups and their total.
v Free Distribution by A.P.Government vi

- They can add different numbers to get the same total. Unit -13 and 14: Numbers from 10 to 100. Number that comes: Before-Between-After
- They understand that zero added to any number gives the same number.
- Pupils can show given numbers as tens and ones using currency notes or bundles
of sticks and loose sticks.
Unit – 8: Subtraction of Numbers Less than 9
- Pupils can say how many tens and how many ones are their in bundle of sticks
- Pupils can say how many things must be taken from 9 and also say how many and loose sticks or ten rupee and one rupee coins.
remain. - They can say/ write smaller, bigger or the middle numbers among those
- They can say that if 0 things are subtracted from a number upto 9 there will be no below 100.
change and that the same number of things remain. - They can write numbers from smaller to bigger and bigger to smaller in order.
- They can compare groups and say less or more and by how much through
subtraction. Unit – 15: Money
- They can say zero things are there when all subtrcated from given things.
- Pupils can identify different coins (50 p, Re.1, Rs.2, Rs. 5)
- They can write numbers horizontally or vertically and subtract them.
- They can say two 50-paise coins make one rupee
- They can identify different subtractions with same result and also say them.
- They can identify notes of denominations 1, 2, 5, 10, 20, 50 and 100.
Unit – 9: Numbers from 10 to 20
Unit – 16: Time
- Pupils can say tens and ones for those more than 10.
- Pupils can identify different times of a complete day (morning, afternoon,
- Pupils can count and write number upto 20 in order. daytime, evening, night). They can say what people at those times.
- They can say which is bigger and which is smaller among any numbers upto 20
- They learn what they must do at what time
are given.
- They can say the smallest and the biggest number among the given numbers.
Unit – 17: Length – Weight – Size
Unit – 10: Addition of numbers sum exeeding 20 - Pupils can measure things using nonstandard units like foot, cubit etc
- They can say which is heavier or lighter, which contains more liquid
- Using bundle, loose sticks pupil able to do addition of two numbers sum not
- They can estimate length, weight and size without actual measurement
exeeding 20.
- They can say which is more / size
- pupil able to do row and column addition of numbers.

Unit – 11: Subtraction of numbers not exeeding 20

- Pupil able to subtract single digit number from two digit number by using bundles
and loose sticks.
- Pupil able to do column and row subtractions.

Unit – 12: Introduction of tens from 10 to 100

- Pupil count stick bundles in tens from 10 to 100 and able understand and write
them (10, 20, 30, ....... etc).

vii Free Distribution by A.P.Government viii

 CONTENTS

Unit Title Month Page No OUR NATIONAL ANTHEM

- Rabindranath Tagore
1. Pre-Mathematical Concepts June 1

2. Shapes June 6 Jana-gana-mana-adhinayaka, jaya he

3. Numbers from 1 to 5 July  Bharata-bhagya-vidhata.

Punjab-Sindh-Gujarat-Maratha
4. Numbers from 1 to 9 July 
Dravida-Utkala-Banga
 Before-After-Between-More-Less July 
Vindhya-Himachala-Yamuna-Ganga
 Zero (0) August 
Uchchala-Jaladhi-taranga.
 Addition of Numbers, the Total not August 
Tava shubha name jage,
Exeeding 9
Tava shubha asisa mage,
 Subtraction of Numbers uo to 9 September 
Gahe tava jaya gatha,
 Numbers from 10 to 20 September 
Jana-gana-mangala-dayaka jaya he
 Addition of Numbers, the Total not November  Bharata-bhagya-vidhata.
Exceeeding 20
Jaya he, jaya he, jaya he,
 Subtraction of Numbers Less than 20 November 
Jaya jaya jaya, jaya he!
 Introduction of Tens from 10 to 100 December 
 Numbers from 20 to 100 December 97

 Number that come Before, Between December  PLEDGE

and After
“India is my country. All Indians are my brothers and sisters.
 Money January  I love my country, and I am proud of its rich and varied heritage.
 Time January  I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
 Length - Weight - Size February 
and treat everyone with courtesy. I shall be kind to animals
Revision March To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”

ix Free Distribution by A.P.Government x

 2 Shapes Exercise

(a) Match things that have the similar shape.

Look at the picture.

HWhat do see in the picture? What are they doing?

HWhat games are they playing?

H  Say which things look like a ball.

H Say which things look like a brick.

Get your pupils to observe the pictures. Ask the pupils to tell some of the
objects that look like a ball, a top and a brick. Make them to understand Get your pupils to observe the pictures. Match things that have same shape.
their shapes.
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(b) Observe the following four shapes. (c) Match the shapes that are same.
Draw lines to join similar objects. Three examples are given.
Example
Example
le
mp
Exa

Get your pupils to observe the 4 shapes. Ask them to match objects with 3
dimensional geometric shapes shown at the top. Help them to understand Get your pupils to observe the above shapes. Ask them to match the geo-
the objects that have 3 dimensional geometric shapes. metric shapes that are the same. Help them to understand the shapes.
  Free Distribution by A.P.Government
(d) Observe the pictures. Match the pictures that look alike. (e) Look at the colours of the following 4 shapes.

Colour the shapes of the following picture with the same colours.

Get your pupils to identity the colour used for the four different shapes
. Let them identify where those shapes are in the
Get your pupils to observe the above shapes. Ask them to match the
big picture. Ask them to colour those shapes correctly.
geometric shapes that are the same. Help them to understand the shapes.
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(f) Observe the series of shapes. Draw the next shape.

9—mark
(g) Observe the shapes in each row. Mark the different one by putting

Example:

Get your pupils to observe the shapes. Let them solve the problems by
themselves after helping them to understand the instructions.

 1 Pre Mathematical Concepts
(a) Indicate your answer by put9—in the
Exercise

Look at the picture.

Who is thinner?

Which is smaller?

Answer the questions orally. HWhere is the rat going?

HWhat do you see in the picture? Name them? HWhere is the TV antenna?
HWhere is the turtle? Which parrot is outside
HWhere is the dog? the cage?
HWhich bird is flying higher? H Show the boy who is deeper
HWhich flower pot is having more flowers? in water.
HBetween the two standing boys, who is thin? HShow the bigger of the two
trees.
Get your pupils to observe the above picture. Help them to understand
the basic concepts of fat - thin, big - small, inside - outside, above - below, Get your pupils to observe the pictures. Let them solve the problems by
more - less etc. themselves as per the instructions.
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Indicate your answer by put 9—in the  (b) Colour the following flowers inside with red outside with yellow.

Which object is under

the table?
(c) Draw a ball on each book.

(d) Look at the picture of a glass given. Draw another glass which is smaller
than this one.
Which group has lesser chairs?

(e) Look at the candle given below. Draw another one which is smaller
and thinner than this one.

Who is deeper in water?

Get your pupils to observe the pictures. Let them solve the problems by Get your pupils to observe the pictures. Let them solve the problems by
themselves as per the instructions. themselves as per the instructions.
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(f) Draw a picture of a bat, which is bigger than the one given here.

(g) Look at the number of balloons. Draw less number of balloons.

(h) Look at the number of mangoes. Draw mangoes which are more in
number.

(i) Draw a ball under the cot.

Get your pupils to observe the pictures. Let them solve the problems by
themselves as per the instructions.
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 (a) Sing the following song with action.
3 Number from 1 to 5
Count the pictures on the left. Are there same number of pictures
on the right side? Count them by drawing lines as shown here.
One , one, one,

A man has one nose.

Two, two, two,

A man has two eyes.

Three,three, three,
A rikshaw has three wheels.

Four, four, four,

A chair has four legs.

Five, five, five,

A hand has five fingers.

As shown above get your pupils match first group pictures with second Get your pupils to sing the above song with action. Help them to count
group pictures. Let them to understand counting. the numbers 1 to 5 shown above.
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(b) Observe the following picture. What are there in it? (c) Count the things on the left side. Match them with the same number of
big dots on the right.
Exa
mp
le

Say what and how many there are in the above picture.

How many ? How many ? How many ?

How many ? How many ?

Get your pupils to observe the above picture. Let them count the number Get your pupils to count the things in each box. Let them match them with
of different things. Ask them to say their numbers. dots.
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(d) Count the things on both sides then match them correctly.
ONE
Look at the picture given below. Count how many of them each
you see. Write that number in the blank boxes given below. The
first one has been written.

 

  ONE

 

 

 
Get your pupils to observe the picture. Let them count the number of
Get your pupils to count the pictures in each box of right side and different things. Let them identify their number. Ask them to write the
read their number. Ask them to match them with right side. number in the blank boxes.
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TWO THREE
Look at the picture given below. Count each thing you see. Write Look at the picture given below. Count each thing you see. Write
that number in the blank boxes given below. the number in the blank boxes given below.

 
TWO THREE

 

 
Get your pupils to observe the picture. Let them count the number of Get your pupils to observe the picture. Let them count the number of
different things. Let them identify the number. Ask them to write the different things. Let them identify the number. Ask them to write the
number in the blank boxes. number in the blank boxes.
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 FOUR FIVE
Look at the following picture. Count each thing you see. Write the Look at the following picture. Count each thing you see. Write the
number in the blank boxes. in the blank boxes given below.

 
FOUR FIVE

 

 
Get your pupils to observe the picture. Let them count the number of Get your pupils to observe the picture. Let them count the number of
different things. Let them identify the number. Ask them to write the different things. Let them identify the number. Ask them to write the
number in the blank boxes. number in the blank boxes.
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Count the things on the left. Match them with numbers. Look at the numbers. Write them in the blank boxes given below.


○
○

○
○

○
○

○
○

Get your pupils to count the pictures in each box on the left. Let them Get your pupils to observe the method of writing numbers 1 to 5 as shown
match the pictures with the correct number given on the right. above. Let them write the numbers 1 to 5 in the boxes given.
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 (b) Count the things in the boxes on the top line. Draw the same number
Exercise
(a) Count things in each box in the row. Put 9— in the box which has
of shapes in the blank boxes of other lines.

different number of things. One example is given. Example:

Ex:

Get your pupils to count the things in each box of every row. Put 9— in Get your pupils to count the pictures in each box on the top row. Let them
the box which has a different number of things. draw the requisite number of pictures in order the blank boxes.
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(c) Count the toffees in each box. Write their number. (e) Count the pictures in each column. Write their number in the blank
box given under each column. One example is given.

(d) Write the numbers in blank boxes in an order / sequence. ExC 

(f) Look at the following numbers. Write the correct numbers in the
blank boxes.
 
     
 
     
 
        
 
     
Get your pupils to understand the instructions given to solve the Get your pupils to understand the instructions given to solve the
problems by themselves. problems by themselves.
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 (b) Count the pictures on the left. Match them with the same pictures on
4 Numbers from 6 to 9 the right.
Example:
Look at the picture given below, Count each thing you see.

(a) Say what things are in what number in the above picture.

How many ? How many ? How many ? How many ? How many ?

How many ? How many ? How many ? How many ?

Get your pupils to observe the above picture. Let them count the number Get your pupils to observe the pictures in each box. Let them count the
of each category of things. Ask them to say their number. things. Ask them to match.
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(c) Count the pictures in each box on the left. Match them with the same (d) Count the things in each box on the left. Match them with the same
number of dots on the right. things on the right.

 

 

 

 
Get your pupils to observe the pictures and the dots. Let them count the
pictures and ask them to match with the same number of dots. Get your pupils to identify the numbers from 6 to 9 by counting the
things in each box. Ask them to match the things on both sides.
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 SIX SEVEN
Observe the picture given below. Count how many of each thing Look at the picture given below. Count each thing. Write that
there are. Write the number in the blank boxes. number in the blank boxes given below.

 
SIX SEVEN

 

 
Get your pupils to observe the above picture of a road juction. Let them Get your pupils to observe the above picture and count the different
count different things like cyclists, cars, birds etc. Let them identify their things in it. Let them identify numbers according to the instruction and
number and write them in the blank boxes. write the number in the blank boxes.
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EIGHT NINE
Observe the following picture. Count each thing. Write the Observe the following picture. Count each thing. Write the
number in the blank boxes given below. number in the blank boxes given below.

 
EIGHT EIGHT

 

 
Get your pupils to observe the above picture. Let them count different Get your pupils to observe the above picture. Let them count different
things. Let them identify the numbers as per instructions and write the things in the picture. Let them identify numbers as per instructions and
number in the blank boxes. write the number in the blank boxes.
 Free Distribution by A.P.Government 
 Count the fingers on the left side. Match them with the correct Look at the numbers. Observe how we wrote them.
numbers on the right side.

Write the above numbers in the same way in the blank boxes given below.


Get your pupils to observe the pictures of hands. Let them count the
fingers on the left side. Ask them to match the number of fingers with the Get your pupils to observe how the above numbers 6 to 9 are written.
correct number on the right side. Identify the numbers from 6 to 9. Help them to write in the same way.
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(b) Count the number of things in each box at the top row. Taking their
Exercise
(a) Count the things in each circle in each row. Put 9 — at the circle
number as basis, draw the correct number of things in the blank boxes.

where there are different number of things. One example is given.

Example
9

(a)

(b)

(c)

Get your pupils to count the things in each row, Ask them to put 9— the Get your pupils to count the things in each row. Ask them to draw the same
set which has different number of things. number of things in each of the blank boxes under the top row.
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(c) Count the pictures in each box. Write their number in the blank box on (d) Write the numbers from 1 to 9.
the right side. One example is given.
Example.
   
(a)  
 
(b)


(c)



(d)


(e)


(f) (e) Write the correct number in each blank box given below.

  
(g)
  
Get your pupils to observe the pictures on the left. Let them count and ask Get your pupils to write the numbers from 1 to 9 in the top grid. Ask them
them to write their number on the right side box. to write the numbers from 1 to 9 and from 9 to 1 in the lower grid.

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(f) Count the things on the left. Look at the three numbers on the right.
Draw — around the correct number. One example is given.

Example:
  
  
  
  
  
  
  
  
  
(g) Look at the folloewing numbers in each row. Then write the correct
number in each blank box.

    

      

       

     
Get your pupils to observe the pictures and numbers given in the first table.
Let them count the pictures. Ask them to draw ‘ ’ for correct numbers.
Make them identify the missing number in each row of the second table and
ask them to write.
 Free Distribution by A.P.Government
 (a) Look at the pictures given below. How many flower pots are there?
5 Before - After - Between - More - Less How many plants are there? Write your answer in the small blank
boxes.

Look at the picture of a train below.

   
 
 
pots or plants? Put 9— for your answer.
(b) As per the above picture which are more and which are less - flower


more more

Now answer the following questions orally.

less less
1. How many bogies has the train?
2. What is the number of the bogie next to the engine?
3. What is the number of the last bogie? (c) How many cranes are there and how many fishes are there? Are they
4. What is number of the bogie between the bogies numbered 4 and 6 ? in equal number?
5. What is the number of the bogie before the bogie numbered 5 ?
6. What are the numbers of the bogies between the first and the last bogie ?
7. What are the numbers of all the bogies that are bofore the bogie numbered 4?
8. What are the numbers on the last two bogies of the train?
9. What is the number of the bogie that is after the bogie numbered 2 ?
10.Between which bogies does the bogie numbered 6 lie?

Get your pupils to observe the above picture. Ask them to say the answers
to the questions given below the picture. Help them to understand the Get your pupils to observe the pictures. Help them to understand the
numbers before, after and between other numbers. concepts of more, less than and equal by comparing numbers.
  Free Distribution by A.P.Government

tures. Put 9—for the things which are more —in number.
(d) Look at the pictures given below. Count each set of things. Which of (e) Count the pictures. Write their number in the blank box near the pic-
the two groups has more things or less things or equal things.

Example: Example:
Example:

9  

(a

 

(b

 

(c

Get your pupils to observe the above pictures. Let them count the things.

9—the number which is more.

Get your pupils to observe the pictures. Let them write their number in
Ask them to compare the two groups of things. Help them to identify which
are less, which are more and which two are equal. Then ask them to say. the blank boxes. Ask them to put
  Free Distribution by A.P.Government
(f) Count the boxes in the following picture. Write the correct number Exercise
above each box. Read the numbers from top to bottom and from
bottom to the top, in the correct order.
  (a) Write in the next number in the —

Example:
    


    


   
From the small number to the big From the big number to the small (b) Write the middle number in the  —
numbers numbers

Put 9—the one which has from the small number to the big numbers.
(g) Look at the following boxes. Count boxes and write their number on them.
Example:
    


     

(c) Write the previous number in the  —

Example:
   

  

 
Get your pupils to observe the above diagrams / grids. Ask them to count
the boxes and write their numbers. Let them understand the order in which Get your pupils to understand the instruction for each problem. Let them
numbers are written in ascending and descending orders. do the problems by themselves.
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(d) Put 9—the bigger of the two numbers given below. (g) There are 3 numbers in each row, Draw — round the least number.
Example:  9   Example:   
   
(a   
   
    (b   

(e) Mark  —round the smaller of the two numbers given

(c   
below.
Example:     (d   
   
(e   
   
    (h) Extend the rat’s tail by joining the numbers from the smallest to the

(f) Put 9— the biggest of the 3 numbers given below.

biggest number.

Example:  9  
 
(a    

(b    
 
(c    
(d   

Get your pupils to understand the instruction for each problem. Let them Get your pupils to understand the instruction for each problem. Let them
do the problems by themselves. do the problems by themselves.
  Free Distribution by A.P.Government
(i) Observe the three numbers given on the left. Then write them from the
smallest number to the biggest number in the blank boxes on the right.
Example:
     
(a   
(b   
(c   
(d   
(e   
(f   

(j) Observe the 3 numbers given on the left. Then write them from the
biggest to the smallest number in the blank boxes on the right.

Example:
     
(a   
(b   
(c   
(d   
(e   
(f   

Get your pupils to understand the instruction for each problem. Let them
do the problems by themselves.

 (a) Count the beads in each chain. Write their number in the blank box.
6 Zero (0)
Sing the song Show gestures and mine / actions. (i)

Five parrots were playing

One flew away when he was tired

 Example: 

(ii)
Four parrots were laughing
One flew away when he was tired (iii)

Three parrots were moaning

One flew away when he was tired

(iv)

Two parrots were flying.

(v)
One felt tired and stopped flying

One parrot was shivering At the end, how many beads are there in the chain?
It couldn't shiver and flew away. Because there were no beads in the chain, we show it as zero.
And none remained. 
We write zero as ' 0 '
Get your pupils to sing with action. Introduce the concept of zero to your Get your pupils to observe the picture. Ask them to count the beads and
pupils. write their numbers. Let them understand the concept of zero.
 Free Distribution by A.P.Government 

Exercise
(a) How many rats are there in the trap? Count them. Write their number
in the blank box.

rats
rats

rat rat

(b) How many balloons are there in the boy's hand? Count them. Write
their number '0' in the blanks given.

balloons balloons balloon balloon

Get your pupils to understand the instruction for each problem. Let them
solve the problems themselves. Get them to trace and write zero ( 0 ) in
boxes.
 Free Distribution by A.P.Government
 7 Addition of Numbers Some not Exceeding 9 (a) Count the pictures in each box. Write their number in the small
blank boxes.
Look at the first picture in each row. Count the beads. Say the
total after adding one bead. Ex

 flowers and  flowers add upto  flowers

 1 added to 3 

 books  books add upto  books

 1 added to 4 

balls balls add upto balls

 1 added to 5 
candles and Candles add upto candles

 1 added to 6 
ducks ducks add upto ducks
Get your pupils to add 1 to a group of beads in the chain and count the beads
in the group. Help them to understand the concept of adding numbers by Get your pupils to add one group of things to another group and
couting beads.
ask them to count and get their total. Let them write the correct
For example: If 1 is added to 3, we get 4. numbers in the blank boxes.
  Free Distribution by A.P.Government

(b) Count the pictures. Write their total. One example is given. (c) Observe the following sum.
Ex:- 

*  *  5 
 *  5  
Do the following sums as shown above.

* 5
  *  5
*

* 5

* 5

 *  5
*

* 5
Get your pupils to draw dots for each number. Let them calculate the total
Get your pupils to add things in two different groups and count the total of those numbers. Help them to understand the process of adding numbers
number of things. Ask them to write the correct number in each blank box. vertically and horizontally.
  Free Distribution by A.P.Government
(d) Look at the pictures in each box. Count them. Say their sum. One (e) Look at the pictures in each box. Count them. Write the correct
example given. number in the small blanks boxes. One example is given.
Example:


*
 *  *  5    *  5 
(i)



*  *  5 
 *  *  5 (ii)

 * 5

* (iii)

 *  *  5

* 5
 (iv)

*
 *  *  5
* 5
Get your pupils to draw the requisite number of dots according to the Get your pupils to understand the fact that if we add zero to any number
sum number. Ask them to write the correct number in the blank boxes. or if we add a number to zero, the total is the number itself.
  Free Distribution by A.P.Government

(c) Add the two numbers given. Write sum in the blank box.
Exercise
Example:
(a) Match the numbers and the objects.  *  5   *  5
Example: *
 *  5  *  5

(a) *  *  5  *  5

(b) *  *  5  *  5

 *  5  *  5
(c)*
 *  5  *  5
(d) Add the two numbers given. Write your answer under the numbers.
(d) *
   
(b) Match each pair of numbers with their total.
* * * *
* 
   
* 
* * * *

* 
   
* * * *
* 
Get your pupils to understand the instruction for each problem. Let them Get your pupils to understand the instruction for each problem. Let them
do the problems by themselves. do the exercise by themselves.
  Free Distribution by A.P.Government
(e) Write the correct number in the boxes. (Use the beads.)
Example:
 *  5  d  * 5 

(a)  * 5  e *  5 

(b) *  5  f *  5 

(c)  * 5  g  * 5 

(f) Add the pairs of numbers in each row. Draw  — around the one
whose answer is different.

Example:
* * * *

(a) * * * *

(b) * * * *

(c) * * * *

(d) * * * *

(f) * * * *

Get your pupils to understand the instruction for each problem. Let them
do the exercise by themselves.

 8 Subtraction of Numbers upto 9 (a) Observe the subtraction of numbers shown below. Find the remaining
things. One example is given.
Say what there are in the following picture. How many of each are
there? Answer orally.

From   is subtracted  remains

(b) Do the following sum as above. Write the correct numbers in the boxes.

From is subtracted remains

(c) Observe the subtraction shown below.

1 How many elephants are there?

2 How many rabbits are there?
3 By what number the rabbits are more than the elephants?
4 By what number monkeys are less than squirrels?
5 How many turtles are more than giraffes?
6 By what number snakes are less than the birds?  C  5 
Get your pupil to observe the above picture. Ask them to say the answers Get your pupil to observe the above pictures. Make pupil to understand
to the questions. Help them to identify the difference. the concept of subtraction and its symbol.
 Free Distribution by A.P.Government 

(d) Look at the following pictures. Count the things separately. Write (e) Look at the pictures. Count them. Write their correct numbers in
the correct numbers in the blank boxes as shown in the example. small blank boxes.
Ex: Ex:

 C  5 
(a)
 C  5 
(a)

C 5
(b)

C 5
(b)
C 5
(c)

C 5
C 5
(c) Write the correct numbers in the blank boxes based on subtraction accord-
ing to the pictures you saw above.

Example:  C  5  (a) C 5
(b) C 5 (c) C 5
C 5
Get your pupil to understand the concept of subtraction, by making use of Get your pupil to understand that if zero is subtracted from any number,
the pictures and instructions. we get the same number.

 Free Distribution by A.P.Government 

(f) Look at the pictures. Count them. Write the correct numbers in
the blank boxes. Exercise
Ex:
 (a) Do the following subtractions.

 C  5  C Ex:  C  5   C  5

 C  5  C  5
(a)
  C  5  C  5
 C  5 C
 C  5  C  5
(b)
  C  5  C  5
 C  5 C
(b) Do the following subtractions.

   
(c)
 C C C C
 C  5 C
   
(d)
C C C C

 C  5 C    
C C C C
Get your pupil to observe the pictures. Ask them to write the
correct numbers in the blank boxes. Help them to understand the process Get your pupils to understand the instructions for each problem. Let them
of subtracting numbers horizontally and vertically. do the problems by themselves.
 Free Distribution by A.P.Government 

(c) Subtract the numbers on the left side cards. Match them with the
numbers that give the same answer on the right side.
C Exam
C
ple
C C
C C

C C

C C

different. Put 9—mark.

(d) Subtract the pairs of number in each row. One of the answers is

Ex: C C 9

C C

a) C C C C

b) C C C C

c) C C C C

(e) Fill in the blank boxes. Use numbers from 1 to 9.

Ex:  C  5   C  5
 C 5   C 5 
Get your pupils to understand the instructions for each problem. Let them
do the exercises by themselves.
 Free Distribution by A.P.Government
 (a) Count ten things in each box. Draw  — around them.
9 Numbers from 10 to 20
Example:
Look at the pictures. Check if they are put into bundles of ten.

(i)

(ii)

(iii)

(iv)

Get your pupils to count the loose things on the left. Then let them look at
the pictures on the right. Ask them to say whether the bundles contain 10 Get your pupils to observe the above pictures. Ask them to circle ten
things by counting. Create the concept of 10 in your pupils. pictures in each box as shown in the example.
  Free Distribution by A.P.Government

(b) Count the bundle of sticks and loose sticks. Read each number. Count the sticks and bundles of sticks. Read the numbers.

 *  5 
 *  5 

 *  5 
 *  5 

 *  5 

 *  5 

 *  5 

 *  5 
 *  5 

 *  5   *  5 
Get your pupils to count bundles of sticks and loose sticks to understand Get your pupils to count bundles of sticks and loose sticks to understand
that when 1 is added to 9 we get 10. In the same manner introduce the that when 1 is added to 9 we get 10. In the same manner introduce the
numbers from 10 to 20 to your pupils. For example, if we add 1 to 9 we numbers from 10 to 20 to your pupils. For example, if we add 1 to 9 we
get 10. get 10.
  Free Distribution by A.P.Government
(c) Count tens and ones. Read each number and write them in the blank Count the sticks and bundles of sticks. Read each number and write
boxes them in blank boxes.

5 
5  ones thirteen
ten ten
ten 

5 
ten ones fourteen

5 

eleven
ten one
 5 
ten ones fifteen


5 
twelve
ten ones 5 

 
ten ones sixteen

Get your pupils to count the bundles of sticks and loose sticks. Let them Get your pupils to count the bundles of sticks and loose sticks. Let them
understand tens and ones. Ask them to read the numbers and write them. understand tens and ones. Ask them to read the numbers and write them.

  Free Distribution by A.P.Government

Count the bundles of sticks and loose sticks. Read each numbers and
Exercise
write them in blank boxes.
(a) Look at the pictures. Read the numbers. Write them.
5 
ten ones seventeen

  * 
Number


5 
eighteen Number
ten ones  * 

Number
5  *
nineteen
ten ones

Number
*
5 
tens twenty
ten ten
 *
Number

Get your pupils to count the bundles of sticks and loose sticks. Let them
understand tens and ones. Ask them to read the numbers and write them. Get your pupils to understand the instructions for each problem. Let them
do the problems by themselves.
  Free Distribution by A.P.Government
(b) Write the numbers from 10 to 20 in the blank boxes in an order. (c) Look at the number ribbon. Now write the correct numbers in the
blank boxes given below.
 

 

    
Write the first number Write the last number
 
   
 
   

   

   
Write the middle number

 

 

 

 
Get your pupils to observe the above table containing numbers from Get your pupils to understand the instructions for each problem. Let them
10 to 20. Let them write the correct numbers in the blank boxes. do the problems by themselves.
  Free Distribution by A.P.Government

(d) Count the pictures. Write their numbers. Put  9— the one which is (e) Put 9— the number which is the bigger of the two (pairs of )

9
bigger in each row. numbers given.
Ex:
Ex:      

     

9      
  (f) Put  —the number which is the smaller of the two numbers
given.
(a) Ex:      

     

     

g Put 9— the number which is the biggest of the three

9
numbers given
(iii)
Ex:
(b)      

(i) (iv)
     

(ii) (v)
     

Get your pupils to understand the instructions for each problem. Let them Get your pupils to understand the instructions for each problem. Let them
do the problems by themselves. do the problems by themselves.
  Free Distribution by A.P.Government
(h) Mark  — the number which is the smallest of the three
numbers given.
(c)
Ex:
     

(a) (d)
     

(b) (se)
     
(i) Count the things given. Put 9—the one which is different from
others in each row. One example is given.

9
Ex:

(a)

(b)

(c)

Get your pupils to understand the instructions for each problem. Let them
do the problems by themselves.

10 Additions of Numbers, the Total not Exceeding 20 Exercise
(a) Look at the addition of two numbers in the example. In the same
Look at the following sums. way add the other numbers given below.
Ex:-
 
   *  5 *5
* *
 
Add the following numbers as shown above.
 *  5
 

 
* *
* 5

 
* 5
 
* *

* 5
Get your pupil to understand how to add two numbers whose sum less Get your pupils to observe the sum given as an example. Ask them to do
than 20. Let them use bundles of sticks and loose sticks. Ask them to the other problems. Let them understand how to add two numbers
write the numbers in the blank boxes. horizontally.
 Free Distribution by A.P.Government 

(b) Add the numbers given using bundles of sticks and loose sticks. (d) Add the two numbers given in each line. Colour the parts of the
turtle that contain your answers.
    Ex:  *  5 

* * * *  *  5

 
 *  5 
    
 *  5    
* * * * 
 *  5 
 
     *  5  
   
* * * *  *  5 

(c) Add the numbers given. Write your answer in the box.  *  5  
Ex:  *  5   *  5  *  5

 *  5  *  5  *  5

Put 9— One example is given.

(e) Add the pairs of numbers in each row. One of them is different.
 *  5
* 9 *
 *  5
Ex: * *
 *  5  *  5
(a) * * * *
 *  5  *  5
(b) * * * *

 *  5  *  5 (c) * * * *

Get your pupil to understand how to add two numbers whose sum is less
Get your pupils to understand the instructions for each problem. Let them than 20. Let them use bundles of sticks and loose sticks. Ask them to
do the problems by themselves. write the numbers in the blank boxes.
 Free Distribution by A.P.Government 
 (b) Look at the pictures. Count the remaining things after subtraction.
11 Subtraction of Numbers not Exceeding 20 Write the correct number in the blank box. Study the example.
Ex:
Look at the pictures given below. Say how many bottles of cool 
drink are there.
 C  5  C

(a)

 C  5 C

(b)

C 5 C

Subtract the following numbers based on the above picture. (c)


Total number of   C  5 C
bottles of cooldrink.
If you take
Sold  one bottle as
a loose stick (d)

remaining bottles   C  5 C
of cool drink.

Get your pupils to observe the pictures in boxes on the left. Ask them to
study the example shown above. Let them do the problems on subtraction.
Get your pupils to understand how to subtract a single-digit number from Let them count the remaining things after subtraction and write the correct
a two-digit number. Let them use bundle. of sticks and loose sticks number in the blank boxes.
 Free Distribution by A.P.Government 

9— mark.  One example is given.

Exercise (c) Subtract the each pairs of numbers in each row. One of the an-
swers is different. Put
(a) Subtract the numbers given below.

Ex:  C  5   C  5 9
Ex: C C C C
 C  5  C  5
(a) C C C C
 C  5  C  5
(b) C C C C
 C  5  C  5
(c) C C C C
 C  5  C  5
(b) Subtract the numbers given below. (d) Write the correct number that comes after subtracting.
   
C  C  C  C  C C C C
 
   
C  C  C  C 

C C C C
    C C
C  C  C  C  

Get your pupil to understand instructions. Let them do the exercises Get your pupil to understand instructions. Let them do the exercises by
themselves. themselves.
 Free Distribution by A.P.Government 
 12 Introduction of Tens from 10 to 100 Exercise

(a) Count the tens, in the following three boxes. Mark ‘9’ the box which
Count in tens. Write the numbers in the boxes. is different.

 ten
 Ex: 9
 ten


 tens
 *  Twenty

 tens
thirty
 * 

tens forty
 * 

 tens
 *  fifty


tens
 *  sixty

 tens
 *  seventy

 tens
 *  eighty


tens
 *  ninety


 tens
 *  hundred
Get your pupils to count the stick bundles in tens from 10 to 100. Let Get your pupil to understand instructions. Let them do the exercises by
them understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100. themselves.
 Free Distribution by A.P.Government 

(b) Count the grid. Write the correct number in the big box given (d) Look at the tens. Match each one with correct number.
under them.

Ex: * 

* 
Exa
mp
le

* 

 * 
(c) Count the beads in each chain. Write the correct number in the
last column.
* 
Chains of beads Number

(e) Look at the tens in each row. Write the correct number in the
 blank spaces.

  

  

  

  

Get your pupil to understand instructions. Let them do the exercises by Get your pupil to understand instructions. Let them do the exercises
themselves. themselves.
 Free Distribution by A.P.Government 
 13 Numbers from 20 to 100
Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how
many ones are there in each number.

tens ones

 *  5 

tens ones

 *  5

tens ones

 *  5

tens ones

 *  5

tens ones

 *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 21 to 25 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government
 Count the bundles of sticks and the loose sticks in the following
13 Numbers from 20 to 100
pictures. Write the number in  — Say how many tens and how
Count the bundles of sticks and the loose sticks in the following many ones are there in each number.
pictures. Write the number in  — Say how many tens and how
many ones are there in each number.
tens ones

tens ones
 *  5   
 *  5 
tens ones
tens ones

 *  5
 *  5
tens ones
tens ones

 *  5
 *  5
tens ones
tens ones

 *  5
 *  5
tens ones
tens ones

 *  5
 *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 21 to 25 by counting tens and ones. Ask them to them write the numbers 26 to 30 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 

Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following pic-
pictures. Write the number in  — Say how many tens and how tures. Write the number in  — Say how many tens and how many
many ones are there in each number. ones are there in each number.

tens ones tens ones

 *  5   *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 31 to 35 by counting tens and ones. Ask them to them write the numbers 36 to 40 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 
Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 41 to 45 by counting tens and ones. Ask them to them write the numbers 46 to 50 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 

Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 51 to 55 by counting tens and ones. Ask them to them write the numbers 56 to 60 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 
Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 61 to 65 by counting tens and ones. Ask them to them write the numbers 66 to 70 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 

Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 71 to 75 by counting tens and ones. Ask them to them write the numbers 76 to 80 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 
Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 81 to 85 by counting tens and ones. Ask them to them write the numbers 86 to 90 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 

Count the bundles of sticks and the loose sticks in the following Count the bundles of sticks and the loose sticks in the following
pictures. Write the number in  — Say how many tens and how pictures. Write the number in  — Say how many tens and how
many ones are there in each number. many ones are there in each number.

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5

tens ones tens ones

 *  5  *  5 
Get your pupils to observe the bundles of sticks and loose sticks. Let Get your pupils to observe the bundles of sticks and loose sticks. Let
them write the numbers 91 to 95 by counting tens and ones. Ask them to them write the numbers 96 to 100 by counting tens and ones. Ask them to
write the numbers as sums of tens and ones. write the numbers as sums of tens and ones.
 Free Distribution by A.P.Government 
 Exercise (b) Count the pictures. Look at the 3 numbers given on the right side.
Draw  — around the correct number.
(a) Look at the grid given below. You find some numbers from 1 to 100 in
the grids. Write the missing numbers correctly in the blank boxes. Ex:

            
a) L
E

  

 
  
 

 

    

 
(c) Look at the series of numbers from 41. Write the correct numbers
in the blank boxes.
      
     
  
 
  
Get your pupils to understand how to write numbers from 1 to 100 in Get your pupil to understand the instructions given. Let them solve the
the correct order. Let them write the numbers in the blank boxes given
above. problems by themselves.
 Free Distribution by A.P.Government 

d) Look at the numbers in each row. Write the correct numbers in the
blank space.

      

     

      

     

e) Write the numbers from 1 to 20 in letters.

 One  Eleven

 
 
 
 
 
 
 
 
  Twenty

Get your pupil to understand the instructions given. Let them solve the
problems by themselves.
 Free Distribution by A.P.Government
 14 Numbers Before, Between, After (a) Count the dots in the boxes given. Write the suitable number in  —
Put 9— the number which is the bigger of the two.
Look at the picture given below. Say what is happening.
How many people are standing? How many people are sitting?

Put 9—the number which is the smaller of the two.

Count the dots in the boxes given. Write the suitable number in
 —.

x How many seats are there in the first row?

x With which seat number does the second row begin?
x With which seat number does the third row end?
x Some seats do not have numbers. Say those numbers.
x Say the two numbers of seats between 14 and 17.
x From 31 to 40 how many people can sit ?
x What is the number before 45 ?
x What is the number after 49 ?
x Between what numbers does 7 lie ?
x The number 34 is nearer to 40 or 31 ? Get your pupil to count the dots in the boxes given above. Let them write
Get your people to observe the above picture. Ask them to say the their numbers. Let them understand how to find out which of the two
answers to the questions given above. numbers is bigger or smaller.
  Free Distribution by A.P.Government

Exercise (e) Draw — around the smaller of the two numbers given.
(a) Write the previous number. c)
Ex:    
   (a)
d)
   

   (b) e)
   
(b) Write the next number.
(f) Put 9—the number which is the bigger of the two numbers given.
   Ex: 9
  c)
 
(a) d)
      
(b) e)
(c) Write the middle number.    

    (g) Draw  — around the smallest of the five numbers given in each row.

Ex:     

    (a)     
(d) Look at the number in the middle box. Write the number before (b)     
and after it.
(c)     
  (d)     
Get your pupil to understand and the instructions given. Let them solve Get your pupil to understand and the instructions given. Let them solve
the problems by themselves. the problems by themselves.
  Free Distribution by A.P.Government
(h) Look at the five numbers in each row. Put 9— the number which is (o) Play this game.

9
the biggest.

Example:     

(a)     
(b)     
(c)     
(d)     

(i) Look at the following numbers on the left column. In the boxes on
right side columns. Write those numbes from the smallest to the big
gest and from the biggest to the smallest. One example is given.

Numbers From the smallest From the biggest

Play this game following the instructions given below.
to the biggest number to the smallest number
x Make cards with numbers 1 to 96. Mix them well. Each pupil must
have 24 cards.
Ex:  
x Mix each set well. Put them in front of each pupil, with the numbers
cannot be seen.
(a)  x Each pupil picks up one card and displays. The pupilwhose number
on the card is biggest receives the cards of other 3 pupil.

(b)  x Play like this for 5 or 6 rounds. The pupil who has the maximum
number of cards is the winner.

x Play this game again and again.

(c)

Get your pupil to understand and the instructions given. Let them solve Get your pupil to understand and the instructions and play the game as
the problems by themselves. described above.
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 15 Money (a) Put 9—in the box under the one-rupee coin.

Raju has the following coins and currency notes. Say what value
they are of.

Coins

(b) Put 9—in the box under the five-rupee coin.

 Paise  rupee  rupees  rupees

Currency Notes

 rupees  rupees

(c) Put 9—in the box under the five-rupee note.

 rupees  rupees

Get your pupils to observe the pictures of coins and currency notes. Let Get your pupil to understand the instructions and solve the exercises
them understand the value of each coin and note. themselves.
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(d) Put 9—in the box under the ten-rupee note. (g) Observe and say.

(e) Write what the following coins are.

rupees rupee rupees

(f) Write what the following notes are.

rupees rupees

rupees

Get your pupil to understand the instructions and solve the exercises Get your pupil to understand the instructions and solve the exercises
themselves. themselves.
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(h) Match the notes on the left, with the change that is equal to on
the right.

Get your pupils to observe the value of the notes on the left. Ask them to
observe the total value of the coins on the right. Let them match the amounts
of equal value.

 16 Time Look at the two pictures. Say when these events take place.

Look at the two pictures given below. Who is doing what? Say
what the time it is then.

x Who are doing what? What is the time?

x What comes after the morning?

x What do people do then?

x What comes after the afternoon?

x What do people do then?

x Say all that you do from morning to night.

Get your pupils to observe the above two pictures. Let them Get your pupils to observe the pictures. Get them to understand the
understand what people do and at what time. concepts of early morning, morning, afternoon, evening and night.
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Exercise (a) Look at the pictures given below. Order them according as the action
that takes place first to the last (as 1, 2 and 3).
Match the following.

Ex
am
pl
e

Get your pupils to observe the pictures on the left. Let them observe the Get your pupils to observe the above pictures. Let them understand what
pictures on the right and match them correctly. people do and at what time.
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 17 Length - Weight - Size (a) Put 9—for the heavier one.

Look at the pictures given below. Say how each and with what is
measured.

Rahim measured the length This is the length equal to the

of the book like this. width of four fingers

(b) Put 9— the vessel which, of the three, holds more water.

This is the length between

Rama measured the length of
the little finger and the thumb
the table like this
of your hand

(c) Put 9— the vessel which holds less coffee.

This is the length between the
Sitamma measured the elbow and the tip of the
flower garland like this. fingures. This is called a cubit.

Meena measures the length This is the length between the sole
of the mat like this and the toes. This is called a foot.
Get your pupils to observe the above pictures. Let them understand the
nonstandard measuring tools shown on the right are used in finding the Get your pupils to observe the above pictures. Let them discuss then
lengths of things. help them to understand before they answer the problems.
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d) Do this activity. Let each pupil stand on a line. Ask each one to leap Exercise
forward. Then measure the distance using a stick and your cubit.

9— the things which are shorter

Record your observation in the table given below.
(a) Look at the things given below. Put
than a pencil.
The distance leaped
Name of the pupil
Using a stick Using a cubit

(b) Look at the two pairs of vegetables. Guess which of the two is light
and which is heavy.

(e) Guess how long are a slate and a table, in terms of a pencil as a tool.
Check your guessing by actual measurement using a pencil.

(c) If you want to fill the bucket fast, which vessel should you use?
Guess. Find out by actual filling.

Get your pupils to measure the things shown above using the tools
mentioned. Let them record the values. Use questions to help them Get your pupils to understand the instruction for each problem. Let them
realise the differences. solve the problems by themselves.
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