Get Ahead Mathematics
Bilingual Teaching Guide and
Answer Key for Book 3
Parveen Arif Ali
Contents
Page
Unit I: Numbers
Numbers............................................................... 2
Place Value Chart................................................. 2
Ascending and Descending Order........................ 4
Comparisons: Greater Than and Less Than........ 6
Fractions............................................................... 6
Unit II: Arithmetic
Addition................................................................. 8
Subtraction............................................................ 10
Multiplication......................................................... 12
Division................................................................. 16
Addition and Subtraction of Fractions................... 18
Unit III: Money........................................................... 20
Unit IV: Measurement
Length................................................................... 22
Capacity................................................................ 24
Mass..................................................................... 24
Unit V: Time
Telling the Time..................................................... 26
Calendar............................................................... 26
Unit VI: Geometry..................................................... 28
Unit VII: Simple Bar Graph
Understanding a Bar Graph.................................. 30
Answers to Exercises in Mathematics Book III..... 34
1
iii
Unit I: Numbers Pages 1-12
Objectives:
To know digits upto lacs.
To know the place value of digits upto lacs.
To know ascending and descending order.
Teaching Strategy:
Numbers
Show the students a number chart from 1-100.
Explain that a number is called a digit and that we use digits to
make calculations in Maths.
Explain that the numeral system was first introduced by the Arabs.
Tell the students to write series of numbers.
Teach the students that four digit numbers are written without
a comma. Five or more digit numbers are written with commas
separating the digits.
e.g. Thousand is written as 1000.
Ten thousand as 10,000
Place Value Chart
Write the number 100000 on the board.
Tell the children to read it.
Explain: It seems difficult, because we have not marked it by putting commas.
Write the place values of the digits in the form of a table:
Lacs TTh Th H T U
Teach the students to write the numbers starting from the units,
and then reading the numbers from the left hand side.
2
1
1
3
e.g. Write 632694
LTThTh H T U
632694
Start writing from here↑
↑Start reading from here
We read it as:
(six) (thirty-two)(six) (ninety-four)
6 lacs and 32 thousand, 6 hundred and 94
Ascending and Descending Order
Explain that numbers can be arranged in order:
Ascending order means starting from the smallest and going
up to the largest.
Descending order means starting from the largest and going
down to the smallest.
Draw a ladder or staircase to develop the concept.
5
5 ↓
4
4
3
3
2
2
going up (ascending)↑ 1
1 going down (descending)
5
5
4
in
nd
di
ng
ce
3
en
as
sc
g
de
1
2
3
4
2
1
Give the students practice in arranging numbers in order.
4
1
5↓
4
3
2
1
1
1
2
3
4
5
5
5
4
3
2
↑ 1
4
3
2
1
5
Comparisons: Greater Than and Less Than
From the number chart explain the concept of greater and
smaller numbers.
Fractions
Objectives:
To know that fractions are a way of writing numbers.
To know how to write fractions.
Teaching Strategy:
Draw a circle on the board. Divide it into two equal halves.
Write @ and explain that when we take one part out of a whole
which is divided into 2 equal parts we have taken one-half
and we write it as @ (one out of two). Writing parts out of
wholes are called fractions.
Similarly explain the meaning of #, Q, $, W, etc.
Explain the parts of a fraction.
In the fraction Q, 2 is the numerator, 3 is the denominator.
Fractions having the same denominator are called like
fractions.
e.g. W and $ are like fractions
6
1
1
7
Unit II: Arithmetic Pages 13-44
Addition
Objectives:
To know the addition of three and four digit numbers.
To know how to solve problems of addition.
Teaching Strategy:
Revise the concept of place values of digits.
Teach the students to write place value headings before solving
the sums of addition.
e.g. Add 5421 + 2232 + 1321
ThH T U
5421
2232
+1321
8974
Add the units first, then tens, then hundreds and then thousands.
Addition with carrying can also be explained. Explain that when
the numbers in the units column add upto ten or more, then their
sum cannot remain in the units column and has to be carried
over to the tens column and added to the numbers there. In the
same way when the numbers in the tens column add up to ten or
more, they have to be carried over to the hundreds column, and
so on. Teach the students to put a circle around the number that
is carried and be sure to add it to the numbers in the column that
are being added.
8
1
1
9
Read the problem sums on pages 20-21 with the students. Explain
that the result of an addition problem is called the sum and the
words altogether or total are used when you have to find the sum
of the numbers under consideration.
Write short statements. Do not tell the students to copy the
questions.
Subtraction
Objectives:
To know the subtraction of two and three digit numbers.
To know how to solve problems of subtraction.
Teaching Strategy:
Revise the concept of place values.
Teach the students to write the place value headings before
solving the sums of subtraction.
e.g. Subtract 100 from 473
HTU
473
–1 0 0
373
Subtract the units first, then the tens and then hundreds.
Subtraction by borrowing can also be explained thus.
If the number in the units column is less than the number that is to
subtracted from it, we can borrow a ten from the tens column. That
ten is added to the units number and the number is subtracted
from the new number. Borrowing a ten leaves one ten less in the
tens column. We subtract from the new number. If it is less than
ten a hundred can be borrowed from the hundreds column and
so on.
10
1
–
1
11
Read the problem sums on page 26 with the students. Explain
that the result of a subtraction problem is called the difference,
and the words: left or difference are used when you have to find
how much is left from the numbers under consideration.
Write short statements. Do not tell the students to copy the
questions.
Multiplication
Objectives:
To know the multiplication tables.
To know the properties of multiplication.
To know how to solve problems of multiplication.
Teaching Strategy:
Tell the students to learn the multiplication tables from 1 to 9 by
heart.
Ask each child to make a multiplication card. Teach them how to
use it.
Explain that the result of multiplying numbers is called the
product. Multiplication is actually repeated addition. Instead of
adding the same numbers again and again we use the method of
multiplication which helps us to calculate faster.
Explain the properties of multiplication by examples.
1.
Commutative property
The order of the numbers being multiplied does not matter
as the product will be the same.
e.g. 3 x 4 = 4 x 3 = 12
2.
When a number is multiplied by zero the product is always
zero.
2 x 0 = 0
32 x 0 = 0
12
1
1
13
Teach the students to multiply by one digit starting from the units
column.
Write: HTU
11
133
x 6
multiplicand
multiplier
product
798
Explain the meaning of the terms multiplicand, multiplier and
product. If the number in the units column is more than 9, add it
to the tens column as when carrying in sums of addition. Add the
carried number to the product of the numbers in the tens column
and so on.
e.g. HTU
15
429
x6
2574
Read the problem sums on page 34 with the students. Explain
that we can find the answers by multiplication.
e.g. If one toy costs Rs 5, find the cost of 5 toys.
It can be solved in two ways.
1.
by adding 5, five times.
5 + 5 + 5 + 5 + 5 = Rs 25
2. by multiplying 5 by 5.
5 x 5 = Rs 25
Write short statements. Questions should not be copied.
14
1
1
15
Division
Objectives:
To know that division is the inverse of multiplication.
To know the method of division by single digits.
To know how to solve problems of division.
Teaching Strategy:
Revise the multiplication tables. Explain that division is the
opposite of multiplication:
e.g.
3 x 5 = 15
15 ÷ 3 = 5
15 ÷ 5 = 3
Write:
5
← quotient
divisor → 3 15 ← dividend
– 15
x
5
316
– 15
1
← remainder
Explain the terms dividend as the number which is to be divided,
divisor the number that divides the dividend. The answer is the
quotient. If a number does not divide exactly a number is left
over. The number which remains is called the remainder.
Explain that division also means sharing equally. It is actually a
process of repeated subtraction. But by using multiplication tables
we can divide faster.
16
1
5 ←
→ 3 15 ←
– 15
x
5
316
– 15
1
←
1
17
Explain the method of division by examples. It is easier to explain
if the quotient is written above the dividend.
e.g.
41
3125
– 12↓
05
– 3
2Remainder
To check the answer multiply the quotient by the divisor. Add the
remainder (if there is any) to the product. The answer will be the
dividend.
e.g. in the above example
quotient 41
x divisor
x3
product 123
+ Remainder + 2
125dividend
Read the problem sums on page 42 with the students. Explain
the way in which they can be solved. Help them to write simple
statements. Do not tell them to copy the questions.
Addition and Subtraction of Fractions
When adding or subtracting like fractions the sum or difference
is calculated from adding or subtracting numerators. The
denominator remains the same.
e.g.
R+%=T
R–%=E
18
1
41
3125
– 12↓
05
– 3
2
1
R+%=T
R–%=E
19
Unit III: Money Pages 45-50
Objectives:
Show the students coins and notes of Pakistani currency.
Explain that we need money to buy things.
Teaching Strategy:
Make paper notes of various values and cardboard coins.
Distribute them to a group of students.
Display things with price tags.
Ask one student to be the shopkeeper others to be the buyers.
Teach them to calculate.
How much money they will need.
How much change will be given back to them.
Help them to solve the word problems by writing them on the
blackboard.
20
1
1
21
Unit IV: Measurement Pages 51-59
Objectives:
To know what measurement means.
To know what the units of measurement are.
To know how to convert the units of measurements from smaller
to greater and vice versa.
Length
Teaching Strategy:
Write: 7 km, 20 secs, 5 cm on the board.
Explain what each unit means.
If the numbers are written without the units, we do not know what
the quantity means.
e.g. If we say: give me 20. What does 20 mean?
Is it Rupees, paisas, litres, kilograms, etc? So we write units with the
numbers to explain how much of a certain thing is required.
Teach the students to write numbers and the unit of measurements
with their abbreviated forms e.g. metres (m), centimetres (cm).
Show the students a metre rule and a small scale marked in cm.
Draw it on the board. Count the centimetres and the mm in 1 m.
Write the units of length:
1 metre (m) = 100 cm
Teach the students to measure the sides of small items and lines.
22
1
1
23
Teach the students to convert metres into centimetres and vice
versa by multiplication and division by 100, and also their addition
and subtraction.
e.g.
4 metres = 4 x 100 = 400 cm
400 cm =
400
=4m
100
Capacity
Teaching Strategy:
Show the pupils a graduated cylinder, a beaker, or a flask with
ml marked on it.
Write 1 litre (l) = 1,000 millilitres (ml)
Explain that when we want to change litres into millilitres we
multiply by 1000. When we want to change millilitres into litres
we divide by 1000.
e.g.
6 litres = 6 x 1000 = 6000 ml
6000 ml =
Mass
6000
= 6 litres
1000
Teaching Strategy:
Show the students a weighing scale and the kilogram weights.
Write 1 kilogram (kg) = 1,000 grams (gm)
To change kilograms into grams we multiply by 1000. To change
grams into kilograms we divide by 1000.
e.g.
5 kg = 5 x 1000 = 5000 gm
5000 gm =
24
5000
= 5 kg
1000
1
4m=
6=
6000
= 6000
1000
=
1
400
= 400
100
5000
=
1000
25
Unit V: Time Pages 60-66
Telling the time
Teaching Strategy:
Show the students a clock. Count the hours and the minutes.
Explain that the bigger hand shows the minutes and the smaller
the hours.
Write 1 hour = 60 minutes
1 minute = 60 seconds
To change hours into minutes and minutes into seconds multiply
each by 60.
To change seconds into minutes and minutes into hours divide
each by 60.
Calendar
Teaching Strategy:
Show the pupils a year calendar. Write the names of the months.
How many days in the different months? Which is the shortest
month?
Revise the names of the lunar months.
Tell them the names of the current solar and the lunar month.
Teach students to write the date in different ways.
Date / Month / Year in words
2
5
2002 in figures
26
1
1
27
Unit VI: Geometry Pages 67-70
Teaching Strategy:
Draw a line XY on the board.
Make two points A and B on it. Explain that AB is a line segment
or a part of a straight line XY.
Show the students a scale marked in centimetres. Explain that the
markings represent centimetres. Teach them how to use a scale
to measure line segments.
Draw a triangle, a square and a rectangle and explain that these
are closed figures bounded by line segments.
Explain that the outer boundary of any closed figure is called the
perimeter.
Draw a rectangle and a square. Explain that the sum of the sides
of the figures are the perimeters.
Teach the students to mark the perimeters of different figures.
28
1
1
29
Unit VII: Simple Bar Graph
Understanding a Bar Graph
Objectives:
To interpret bar graphs.
Teaching Strategy:
Count the number of boys and girls in the class.
Tabulate the information on the board.
Explain that the information in the form of numbers is called data.
We can make a table like this.
Students
Numbers
Girls
10
Boys 8
If we want to write the information we can make a graph.
Draw two lines intersecting at a point 0.
4
3
2
1
0
30
boysgirls
1
4
3
2
1
0
1
31
Mark the numbers zero to ten on the vertical line.
Number of students
Write boys and girls on the horizontal line, and plot a bar graph
of the boys and girls in the class like this:
10
9
8
7
6
5
4
3
2
1
0
boysgirls
We can read the graph which tells us exactly how many boys and
girls there are in the class.
It also tells us which group is bigger and by how much.
32
1
10
9
8
7
6
5
4
3
2
1
0
1
33
Answers to Exercises
Unit I: Numbers
Page No. 2
1.
202,
302,
402,
802,
902,
203,
303,
403,
803,
903,
204,
304,
404,
804,
904,
205,
305,
405,
805,
905,
206,
306,
406,
806,
906,
207,
307,
407,
807,
907,
208
308
408
808
908
2. 933, 943, 953, 963, 973
938, 948, 958, 968, 978
939, 949, 959, 969, 979
3. 1001,
1010,
1019,
1028,
1037,
1046,
1055,
1064,
1073,
1082,
1091,
1002, 1003,
1011, 1012,
1020, 1021,
1029, 1030,
1038, 1039,
1047, 1048,
1056, 1057,
1065, 1066,
1074, 1075,
1083, 1084,
1092, 1093,
1004,
1013,
1022,
1031,
1040,
1049,
1058,
1067,
1076,
1085,
1094,
1005,
1014,
1023,
1032,
1041,
1050,
1059,
1068,
1077,
1086,
1095,
1006,
1015,
1024,
1033,
1042,
1051,
1060,
1069,
1078,
1087,
1096,
1007,
1016,
1025,
1034,
1043,
1052,
1061,
1070,
1079,
1088,
1097,
1008,
1017,
1026,
1035,
1044,
1053,
1062,
1071,
1080,
1089,
1098,
1009,
1018,
1027,
1036,
1045,
1054,
1063,
1072,
1081,
1090,
1099
2001,
2010,
2019,
2028,
2037,
2046,
2055,
2064,
2073,
2082,
2091,
2002, 2003,
2011, 2012,
2020, 2021,
2029, 2030,
2038, 2039,
2047, 2048,
2056, 2057,
2065, 2066,
2074, 2075,
2083, 2084,
2092, 2093,
2004,
2013,
2022,
2031,
2040,
2049,
2058,
2067,
2076,
2085,
2094,
2005,
2014,
2023,
2032,
2041,
2050,
2059,
2068,
2077,
2086,
2095,
2006,
2015,
2024,
2033,
2042,
2051,
2060,
2069,
2078,
2087,
2096,
2007,
2016,
2025,
2034,
2043,
2052,
2061,
2070,
2079,
2088,
2097,
2008,
2017,
2026,
2035,
2044,
2053,
2062,
2071,
2080,
2089,
2098,
2009,
2018,
2027,
2036,
2045,
2054,
2063,
2072,
2081,
2090,
2099
8001,
8010,
8019,
8028,
8037,
8046,
8002, 8003,
8011, 8012,
8020, 8021,
8029, 8030,
8038, 8039,
8047, 8048,
8004,
8013,
8022,
8031,
8040,
8049,
8005,
8014,
8023,
8032,
8041,
8050,
8006,
8015,
8024,
8033,
8042,
8051,
8007,
8016,
8025,
8034,
8043,
8052,
8008,
8017,
8026,
8035,
8044,
8053,
8009,
8018,
8027,
8036,
8045,
8054,
34
1
8055,
8064,
8073,
8082,
8091,
8056,
8065,
8074,
8083,
8092,
8057,
8066,
8075,
8084,
8093,
8058,
8067,
8076,
8085,
8094,
8059,
8068,
8077,
8086,
8095,
8060,
8069,
8078,
8087,
8096,
8061,
8070,
8079,
8088,
8097,
8062,
8071,
8080,
8089,
8098,
8063,
8072,
8081,
8090,
8099
9001,
9010,
9019,
9028,
9037,
9046,
9055,
9064,
9073,
9082,
9091,
9002, 9003,
9011, 9012,
9020, 9021,
9029, 9030,
9038, 9039,
9047, 9048,
9056, 9057,
9065, 9066,
9074, 9075,
9083, 9084,
9092, 9093,
9004,
9013,
9022,
9031,
9040,
9049,
9058,
9067,
9076,
9085,
9094,
9005,
9014,
9023,
9032,
9041,
9050,
9059,
9068,
9077,
9086,
9095,
9006,
9015,
9024,
9033,
9042,
9051,
9060,
9069,
9078,
9087,
9096,
9007,
9016,
9025,
9034,
9043,
9052,
9061,
9070,
9079,
9088,
9097,
9008,
9017,
9026,
9035,
9044,
9053,
9062,
9071,
9080,
9089,
9098,
9009,
9018,
9027,
9036,
9045,
9054,
9063,
9072,
9081,
9090,
9099
4. 1100,
1109,
1118,
1127,
1136,
1145,
1154,
1163,
1172,
1181,
1190,
1199
1101,
1110,
1119,
1128,
1137,
1146,
1155,
1164,
1173,
1182,
1191,
1102,
1111,
1120,
1129,
1138,
1147,
1156,
1165,
1174,
1183,
1192,
1103,
1112,
1121,
1130,
1139,
1148,
1157,
1166,
1175,
1184,
1193,
1104,
1113,
1122,
1131,
1140,
1149,
1158,
1167,
1176,
1185,
1194,
1105,
1114,
1123,
1132,
1141,
1150,
1159,
1168,
1177,
1186,
1195,
1106,
1115,
1124,
1133,
1142,
1151,
1160,
1169,
1178,
1187,
1196,
1107,
1116,
1125,
1134,
1143,
1152,
1161,
1170,
1179,
1188,
1197,
1108,
1117,
1126,
1135,
1144,
1153,
1162,
1171,
1180,
1189,
1198,
1601,
1610,
1619,
1628,
1637,
1646,
1655,
1664,
1673,
1682,
1691,
1602,
1611,
1620,
1629,
1638,
1647,
1656,
1665,
1674,
1683,
1692,
1603,
1612,
1621,
1630,
1639,
1648,
1657,
1666,
1675,
1684,
1693,
1604,
1613,
1622,
1631,
1640,
1649,
1658,
1667,
1676,
1685,
1694,
1605,
1614,
1623,
1632,
1641,
1650,
1659,
1668,
1677,
1686,
1695,
1606,
1615,
1624,
1633,
1642,
1651,
1660,
1669,
1678,
1687,
1696,
1607,
1616,
1625,
1634,
1643,
1652,
1661,
1670,
1679,
1688,
1697,
1608,
1617,
1626,
1635,
1644,
1653,
1662,
1671,
1680,
1689,
1698,
1600,
1609,
1618,
1627,
1636,
1645,
1654,
1663,
1672,
1681,
1690,
1699
1
35
1900,
1909,
1918,
1927,
1936,
1945,
1954,
1963,
1972,
1981,
1990,
1999
1901,
1910,
1919,
1928,
1937,
1946,
1955,
1964,
1973,
1982,
1991,
1902,
1911,
1920,
1929,
1938,
1947,
1956,
1965,
1974,
1983,
1992,
1903,
1912,
1921,
1930,
1939,
1948,
1957,
1966,
1975,
1984,
1993,
1904,
1913,
1922,
1931,
1940,
1949,
1958,
1967,
1976,
1985,
1994,
1905,
1914,
1923,
1932,
1941,
1950,
1959,
1968,
1977,
1986,
1995,
1906,
1915,
1924,
1933,
1942,
1951,
1960,
1969,
1978,
1987,
1996,
1907,
1916,
1925,
1934,
1943,
1952,
1961,
1970,
1979,
1988,
1997,
1908,
1917,
1926,
1935,
1944,
1953,
1962,
1971,
1980,
1989,
1998,
9100,
9109,
9118,
9127,
9136,
9145,
9154,
9163,
9172,
9181,
9190,
9199
9101,
9110,
9119,
9128,
9137,
9146,
9155,
9164,
9173,
9182,
9191,
9102,
9111,
9120,
9129,
9138,
9147,
9156,
9165,
9174,
9183,
9192,
9103,
9112,
9121,
9130,
9139,
9148,
9157,
9166,
9175,
9184,
9193,
9104,
9113,
9122,
9131,
9140,
9149,
9158,
9167,
9176,
9185,
9194,
9105,
9114,
9123,
9132,
9141,
9150,
9159,
9168,
9177,
9186,
9195,
9106,
9115,
9124,
9133,
9142,
9151,
9160,
9169,
9178,
9187,
9196,
9107,
9116,
9125,
9134,
9143,
9152,
9161,
9170,
9179,
9188,
9197,
9108,
9117,
9126,
9135,
9144,
9153,
9162,
9171,
9180,
9189,
9198,
9900,
9909,
9918,
9927,
9936,
9945,
9954,
9963,
9972,
9981,
9990,
9999
9901,
9910,
9919,
9928,
9937,
9946,
9955,
9964,
9973,
9982,
9991,
9902,
9911,
9920,
9929,
9938,
9947,
9956,
9965,
9974,
9983,
9992,
9903,
9912,
9921,
9930,
9939,
9948,
9957,
9966,
9975,
9984,
9993,
9904,
9913,
9922,
9931,
9940,
9949,
9958,
9967,
9976,
9985,
9994,
9905,
9914,
9923,
9932,
9941,
9950,
9959,
9968,
9977,
9986,
9995,
9906,
9915,
9924,
9933,
9942,
9951,
9960,
9969,
9978,
9987,
9996,
9907,
9916,
9925,
9934,
9943,
9952,
9961,
9970,
9979,
9988,
9997,
9908,
9917,
9926,
9935,
9944,
9953,
9962,
9971,
9980,
9989,
9998,
5.
41,
42,
43,
44,
45,
46,
47,
48,
49,
36
51,
52,
53,
54,
55,
56,
57,
58,
59,
61,
62,
63,
64,
65,
66,
67,
68,
69,
71
72
73
74
75
76
77
78
79
1
Page No. 3
Lacs T Th
Forty one thousand,
eight hundred and twenty one
4
One lac, eighty five thousand,
eight hundred and sixty five
1
8
Two lacs, thirty one thousand,
six hundred and nine
2
3
Five lacs, fifty five thousand,
seven hundred and thirty two 5
5
Three lacs, forty thousand,
four hundred and twenty one
3
4
Five lacs, thirty one thousand,
seven hundred
5
3
One lac and seventy
1
0
Page No. 4
five tens
fifty thousand
five lacs
Th H T U
1
8
2 1
5
8
6 5
1
6
0 9
5
7
3 2
0
4
2 1
1
0
7
0
0 0
7 0
five units
five thousand
36,384
5,05,912
1,57,086
4,00,000
37,63037,650
64,238
64,338
1,05,715
1,06,715
25,089
26,089
1,23,742
1,33,742
4,30,894
5,30,894
Page No. 5
Number
Lacs T Th Th
H
T
U
1,28,469
128469
2,43,535
243535
6,20,000
620000
4,00,000
400000
3,02,002
302002
1
37
Page No. 6
34,352 2,43,5294,43,5295,43,529
4,21,1074,21,2074,28,1074,28,207
4,53,2464,53,4464,53,6464,53,746
3,62,8253,65,8253,67,8253,68,825
3,62,8503,72,8503,82,8503,92,850
Page No. 7
859842456291
753543281123
9,3449,3431,3461,344
3,64,5003,64,0023,04,5273,00,572
2,78,9022,78,0522,70,9522,08,952
4,28,5864,28,5764,28,5664,28,536
2,34,6272,34,6172,34,5272,34,517
Page No. 8
1. 969
509
87,679
47,076
7,609
5,076
2,341
13,786
8,979
8,809
Nine hundred and sixty nine
Five hundred and nine
Eighty seven thousand, six hundred and
seventy nine
Forty seven thousand and seventy six
Seven thousand, six hundred and nine
Five thousand and seventy six
Two thousand, three hundred and forty one
Thirteen thousand, seven hundred and eighty six
Eight thousand, nine hundred and seventy nine
Eight thousand, eight hundred and nine
2.745
1,232
8,684
977
79,204
30,049
14,984
Page No. 9
1.78
2.604
3.49 69 84 94
40187810 49 59 70
456 8,145 167341739809
7,647 234432734997
38
1
Page No. 11
Numerator
2
3
5
4
Page No. 12
Denominator
3
4
6
5
Exercise
4
7
5
8
6
7
2
5
Exercise
1
4
1
3
2
5
1
4
Exercise
1
8
5
6
5
6
5
8
1
1
6
39
Unit II: Arithmetic
Page No. 13
11
13
12
12
15
12
13
10
18
2
2
2
8
8
8
3
3
3
+
+
+
+
+
+
+
+
+
8
4
7
6
8
3
9
2
9
+
+
+
+
+
+
+
+
+
3
9
5
6
7
9
4
8
9
=
=
=
=
=
=
=
=
=
11
13
12
12
15
12
13
10
18
6 + 5
(6 + 5)
11 = 13
2 + 4
(2 + 4)
6 = 14
7 + 9
(7 + 9)
16 = 19
2+6+5
(2 + 6) + 5
8 + 5 = 13
8+2+4
(8 + 2) + 4
10 + 4 = 14
3+7+9
(3 + 7) + 9
10 + 9 = 19
Page No. 14
Missing number
7
974
878
342
69
83
Oral work
36 46493946494749484845
Page No. 15
39, 478, 1377, 40356, 42325
76, 870, 2490, 74661, 78472
280, 338, 4358, 12308, 23476
1424, 3463, 4052, 25610, 26634
40
1
Page No. 16
865574834
457255949
988
777
578
545447
676848
605967
955366
Page No. 17
19392919
488938686996
299749695898
578784955975
Page No. 18
1027
8719211486
1197 1083
Page No. 19
141438691 1344311143
13344144431332212522
9943
7999
1550016334
1876518248
1140114182
1449417331
1712718220
Page Nos. 20-21
1.
2.
3.
4.
314 kilometres
Rs 1554
1382 students
777 apples
1
5.
6.
7.
8.
Rs 495
332 passengers
1547 students
10923 trees
41
Page No. 22
Riddle (Each number represents thousands)
123
15
7 + 5 + 3 = 15
4
5
6
15
4 + 5 + 6 = 15
7
8
9
15
1 + 5 + 9 = 15
Page No. 23
1.
353344
667510
2.
211343
566269
3.
245373593
684
776
4.
242320563
765832398
5.
631244213
7456530
Page No. 24
913118212555754
423118053433210
351065166456211
607358415371134
Page No. 25
241285112943154
420823284322711
285682921281716
521745571351288
42
1
Page No. 26
1. 409 girls
4. 1158 books
7. Rs 20,128
2. Rs 283
5. Rs 12,071
8. Rs 40,792
3. 157 birds
6. Rs 11,782
Page No. 28
0
6
16
0
20
24
54
32
14
18
6
4
0
4
8
6
8
7
3
x
x
x
x
x
x
x
x
x
1
4
0
5
3
9
4
2
6
=
=
=
=
=
=
=
=
=
6
16
0
20
24
54
32
14
18
964
353
100
342
984
984
Page No. 29
24429648
28463966
93648469
Page No. 30
95 132192180
558275448747
460510147296
Page No. 31
3127351944
756
168822121065516
1488312320451050
Page No. 32
30100
2124
5424
1
43
Page No. 34
1.
3.
5.
7.
Rs 60
Rs 133
990 kilometres
608 cars
2.
4.
6.
8.
Rs 108
Rs 10
600 kilomeres
136 balls
Page No. 37
23121143
32113241
11111210
Page No. 38
211101234
421232111
122121212
Page No. 39
2R
1R
2R
1R
2R
2
1
2
1
3
1
1
1
3
2
4
1
R
R
R
R
R
R
2
1
1
2
1
1
Page No. 40
14 R 1
44 R 1
22 R 1
30 R 1
11 R 3
14 R 2
11 R 2
22 R 1
14 R 1
82 R 3
53 R 3
74 R 1
60 R 5
25 R 1
83 R 1
41 R 8
1609 R 3
175 R 2
115 R 4
53 R 4
120 R 1
81 R 3
11 R 3
22 R 1
28 R 1
Page No. 41
44
1
Page No. 42
1. Rs 10
4. Rs 120
2. 40 kilometres
5. 100 books
3. Rs 15
6. 24 eggs
Page No. 43
Page No. 44
4
5
7
9
2
5
1
5
5
6
5
8
1
7
1
4
3
7
3
5
5
6
6
7
1
9
1
6
7
8
4
5
3
9
6
9
Unit III: Money
Page No. 47
1. 4 notes of Rs 100
2. 3 notes of Rs 1000
1 note of Rs 50 1 note of Rs 50
1 note of Rs 5 1 coin of Rs 2
3. 2 notes of Rs 100
4. 1 note of Rs 100
1 note of Rs 50
Page No. 49
1. Rs 10
2. Rs 5
3. Rs 100
4. Rs 300
2. Rs 80
6. Rs 3
3. Rs 1000 4. Rs 50
7. Rs 150 8. Rs 2
Page No. 50
1. Rs 37
5. Rs 350
Unit IV: Measurement
Page No. 51
4 cm
3 cm
1
2 cm
2 cm
45
Page No. 52
500800400700200
Page No. 53
515640436332710
3
5
6
1
7
m
m
m
m
m
22 cm
84 cm
00 cm
29 cm
3 cm
Page No. 54
1. 5 m 95 cm
3. 4 m 55 cm
2. 5 m 75 cm
4. 2 m 6 cm
Page No. 55
3000
4350
5135
6100
7450
1
2
3
4
5
l
l
l
l
l
ml
ml
ml
ml
ml
590
620
650
250
465
ml
ml
ml
ml
ml
Page No. 56
1. 9 l 630 ml
4. 55 l 750 ml
2. 1 l 50 ml
5. 7 l 350 ml
3. 100 l 925 ml
Page No. 57
Page No. 58
5200
7100
2050
6700
8800
4950
3
5
6
2
4
46
g
g
g
g
g
g
kg
kg
kg
kg
kg
502 g
100 g
496 g
14 g
8 g
1
Page No. 59
1. 7 kg 370 g
3. 2 kg 150 g
2. 14 kg 700 g
4. 3 kg 950 g
Unit V: Time
Page No. 60
Teacher to ask the students to fill their own time of the events.
Page No. 62
5 minutes past 10
10.05
25 minutes past 7 7.25
40 minutes past 2 2.40
Page No. 63
1. 120 minutes
3. 360 minutes
2. 300 minutes
4. 420 minutes
Page No. 65
Teacher to help the students to fill in the dates of the current
month.
12
4
52
7
365
January, March, May, July, August, October, December
April, June, September, November
February
28
Student to fill in:
1
47
Page No. 66
14 days
28 days
42 days
60 days
150 days
730 days
1095 days
Lunar Calendar
1. Muharram 7. Rajab
2. Safar 8. Shaban
3. Rabi-ul-Awwal 9. Ramazan
4.Rabi-us-Sani
10.Shawwal
5.Jamadi-ul-Awal
11.Ziquad
6. Jamadi-us-Sani
12. Zil Hajj
29 or 30
new moon
Unit VI: Geometry
Page No. 68
3
4
4
4
48
1
Unit VII: Simple Bar Graph
Page No. 72
5
4
2
Page No. 73
3
5
6
4
7
Page No. 74
6
12
14
14
10
apple and orange
Page No. 75
8
10
12
6
6
36
Page No. 76
20
25
30
15
90
samosas
1
49
Page No. 77
2
8
12
14
10
10
Page No. 78
10
20
15
5
10
A roll
10
50
1