Teaching Guide

Second Edition with lesson plans 3

MATHS
WISE

1
3
 Table of Contents
Introduction v
Unit 1 Assess and Review 1 1
Unit Objectives: To reinforce lessons learnt in MathsWise Book 2
Skills learnt: Reinforcement of some of the concepts taught in the
preceding year

Unit 2 Numbers 3
Unit Objectives: To recognize, read, and write Roman numbers; to
identify even/odd numbers within a given sequence to work with
place values up to 6-digits and numbers up to 100,000; to work
with place values and expanded form; to compare numbers and
put them in sequence
Skills learnt: To identify commonly used Roman numbers; to
recognize even/odd numbers up to 99 in a given sequence; to
understand place value concept with 6-digit numbers; to use >, <,
= symbols; to understand number orders and sequencing

Unit 3 Number Operations 10

Unit Objectives: To learn horizontal and vertical; addition
to learn addition without, and with, carrying over; to learn
subtraction without borrowing and with borrowing; to develop
multiplication tables from 2 to 5 and 10; to learn tables from 6
to 9; to learn to multiply 2-digit numbers with 1- digit numbers;
to learn long division and short division; to solve word problems
related to the four operations
Skills learnt: To work with the four number operations; to work out
larger sums; to use multiplication tables up to 10; to carry out
vertical and horizontal additions; to do mental sums; to solve
word problems related to real-life

Unit 4 Fractions 14
Unit Objectives: To learn common fractions and match them with
related figures; to solve equivalent fractions; to work with
proper and improper fractions; to compare fractions; to add and
subtract fractions; that have the same denominator
Skills learnt: To work with different types of fractions and relate
them to everyday objects and situations; to compare different
fractions and learn to add and subtract fractions

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 Table of Contents

Unit 5 Measurements 19
Unit Objectives: To learn concepts of measurements and their units:
length; addition/subtraction of length, weight, addition/
subtraction of weight, capacity addition/subtraction of capacity
Skills learnt: To use units of measurement of length, weight, and
capacity; to solve real-life problems related to measurements.

Unit 6 Time 23
Unit Objectives: To learn a.m. and p.m., and midnight to midday to
midnight sequence; to read and write time from analog and
digital clocks; to add and subtract hours; to recall calendar
months; to read and write dates from a calendar
Skills learnt: To differentiate between a.m. and p.m. times; to
calculate time, before or after a given hour, using simple sums
and word problems; to be able to remember the calendar
sequence; to read dates from a calendar and to write dates
correctly

Unit 7 Geometry 27
Unit Objectives: To learn concepts of points, line segments, and rays;
to draw triangles and quadrilaterals; to draw a circle and to
recognize its components; to learn the concept of perimeter and
to solve problems related to it
Skills learnt: To differentiate between a line and a line segment;
to recognize the qualities of a point; to draw triangles and
quadrilaterals; to recognize circles in nature; to work with the
components of a circle; to learn the methods of drawing a circle;
to measure perimeter; to work with related word problems

Unit 8 Graphs 31
Unit Objectives: To learn to make pictographs using symbols
Skills learnt: To use symbols; to arrange and interpret data for
pictographs

Unite 9 Assess and Review 2 33

Unit Objectives: Review, reinforcement and assessment of Units 1 8
Skills learnt: Students should demonstrate understanding and
application of concepts learnt in Units 1 8

Worksheets 34

Answers to 57
Exercises

iv
 Introduction
A. Introduction
Mathematics has always been one of the best food for the enquiring mind, of a growing
child. In todays world of changing lifestyles, where IT, electronic gadgetry, and finding
logical solutions to problems in daily life have become the needs of the day, employers
are increasingly looking for thinking minds. It has become imperative that mathematics
plays a significant role in education, right from the very beginning.
Teachers of pre-primary levels and classes 1, 2 and 3 have already laid a foundation for
open and active minds. Maths Wise continues to use similar informal teaching methods
in order to imbue in children, keener mathematical skills. The transition from a child to
a pupil becomes easy and smooth.
It is recommended that pupils (up to class 5) are not put through rigid examinations.
The teacher should be able to assess the progress of pupils with the help of a regular,
weekly record of their work.

IMPORTANT
The ideal pupil-to-teacher ratio is around 8 children to 1 teacher. This is rarely possible.
In a situation where a teacher may have a large class, there are 2 strategies, which may
help:
1. Willing mothers may be invited to help during lessons, as Buddy Teachers (instead
of assistant teachers). Many mothers will be willing to help, as they enjoy this
activity. Some may wish to remain with the class, even after their children have
moved on. It will require a weeks orientation before a mother is able to come in as
a buddy teacher.
2. Divide students into small groups so that they can work cooperatively; they will not
require constant teacher attention.
The class starts with a review of the previous days lesson using a fun activity. It
could be a short quiz or a round of mental maths. It is useful to revise tables every
day. A game involving the use of hands to find answers makes tables interesting!
Teachers of Maths Wise Introductory Books 1, 2, and 3 may also find this useful.

B. Teaching Guide for Maths Wise 3

Maths Wise 3, has been written fully in line with the requirements of the National
Mathematics Curriculum and childrens levels of understanding and capability.
As they grow older, children must be encouraged to think independently, explore their
surroundings more boldly, and ask questions. Maths Wise 3 provides children with
opportunities to explore, relate numbers to daily life situations and letters of the alphabet,
use arithmetic operations (+, , and ), look for patterns in numbers and number

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formations, and other objects in their environment, and find answers for themselves
whenever possible.
New vocabulary, new topics, and new concepts are introduced by means of pre-topic
discussions (or story-telling) and practical activities. At every step concepts are developed
using examples that smoothly flow into a series of relevant exercises. Hands-on work, in
addition to exercises in the books, further consolidates these concepts and encourages
independent thinking.
The books provide a range of activities including puzzles, crosswords, coded message,
brainteasers, and fun pages to guarantee the retention of interest and involvement of
every child. There is sufficient drill for the students and challenging sums at the end of
each topic and sub topic to extend the students. Samples of maze paths and blank cross
number grids are given, which a child may use to create a puzzle for class fellows to
solve.
One of the great needs for a teacher, as children grow older, is to recognize differing
abilities, and to address them separately in each class. The minds of some children
need to be stretched and their capabilities exercised to the full, often independently of
the teacher. The less mathematically-able children need greater direction and support
to ensure that they do not feel left out. The activities and problems in these books are of
varied levels of difficulty to meet these requirements.
The Teaching Guide for Maths Wise book 3, contains lot of suggestions for activities
which lead to lateral thinking within the confines of a school syllabus. The activities and
challenges are exciting for children who have learnt to enjoy maths. It is still not too late
to develop in most children a liking for the subject by encouraging them to think just a little
outside the textbooks. This can be great fun both for the teacher and pupils.

1. Skills acquired by children

The activities undertaken in Classes 1, 2, and 3 will help children to achieve higher
levels of comprehension and higher standards of work in Classes 4, and 5.
1. Concentration becomes automatic when children participate in practical work using
objects from daily life. This helps them to relate their school work to the world around
them.
2. Memory is honed and new concepts are stored into quick-recall memory through
work such as tables and sequences. Mnemonics have been suggested to help
memorize sequences of objects/activities. For example: BODMAS and work with 5
or 6digit numbers which draw on recall of work done with 2 and 3digit numbers.
3. Recognition increases as children are exposed to more ideas, such as number
patterns, fractions, factors, and shapes (including animals and cartoons). Later, there
are situations where they need to recall these.

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4. Association occurs when children apply knowledge gained in earlier years to newer
concepts. Memory and recognition are used to associate one object with another
through a common characteristic. For example: a hexagon has 6 sides, a beehive
has hexagonal cells.
5. The study of mathematics depends upon logic and it comes from concentration,
memory, recognition, and association.
a. Bees use hexagonal cells and not circular ones to make a hive, because in
hexagonal tessellate, there is no wastage of space.
b. Use of comparative language such as long, longer, longest, comes from logic.
As mathematics becomes more formal, it is mandatory that the interest of the children
is kept alive by continuing with outdoor / indoor activities, colourful charts, making up
a story to introduce a new topic, and practical demonstrations whenever possible.
If the interest is kept alive, success will follow. Not only does learning become fun for
children, the teachers will enjoy their teaching as well.
Three painful Ps which should not exist in a teachers vocabulary are:
1. Partiality to one child kills initiative in 10. So, please no partiality to any child.
2. Pointing out mistakes in front of others is a definite no. It is best to look out for the
best traits using positive language. Coming up from Class 2, children are still very
sensitive as they settle into a more formal style of schooling.
3. Punishment is ruled out. There are no children who are beyond gentle cajoling,
a smile or a hug of a teacher. Punishment, like a slap on the hand, only makes
matters worse, and children tend to become stubborn. Milder punishment like
standing outside the classroom may become necessary for the unruly student and
can be very effective.
The positive Ps which must exist in a teachers vocabulary are:
1. Praise is positive: employ a yes attitude as often as possible. Praising good work
and good behaviour will encourage other children to follow suit.
2. Patience: there is no virtue like patience, especially in a teacher. This means not
losing ones temper.
3. Parent-like attitude is very reassuring. Teachers should know when to respond to
attention-seeking behaviour and when to ignore it; the bottom line is the underlying
sense of security a child feels.
The heights of tables and chairs must be correct for the students. Emphasis needs to be
laid on correct posture when children write. If attention is not paid to this now, it can lead
to a bad posture permanently and back problems.
A little exercise to relax those load-carrying shoulders helps muscles relax, and motor
control improves.

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 With straight backs, hands on hips, forward and backward bending is helpful.
Then, the same posture, children put both hands straight ahead and start writing numbers
0 to 9 with their hands in the air, first both hands going in the same direction and then the
two hands going in opposite directions, one clockwise and the other anticlockwise. (Here
is an excellent opportunity to introduce these new words into their vocabulary. Does the
tap open in a clockwise or an anticlockwise direction? The screwdriver and the lock on
the door are further examples.)

2. Maths Lab
A maths lab must contain some of the items included in the earlier classes. Some extra
items are suggested here:
some soft-drink bottle caps, strings of 10 bottle caps strung together and a group of
10 strings knotted together to represent one hundred. Sets of such strings can be
used for explaining numbers, addition, and subtraction.
strings for measuring lengths of objects or a childs height
weighing scales of 4 different types: a spring scale, an ordinary balance, a regular
scale with a vertical circular dial, and a step-on weighing scale on which children can
weigh themselves. Children can be taken on a field trip to the station to observe the
weighing scales on which cars and other heavy objects are weighed.
tape measures and rulers of different sizes
a trundle wheel
shells, small stones, beads in groups of 10s, 100s, and 1000s, 10000s wrapped
securely in cloth bags
Several sets of 4 almost identical objects, one with a very slight difference, to improve
observation skills
colourful pictures or charts of shops displaying fruit and vegetables, toys, and a rack
of clothes, all with price tags
sudoku puzzles of differing levels
fabrics or strong paper to make different objects
solid shapes in the form of wooden blocks, balls (spheres), egg-shapes, dice (cubes),
boxes (cuboids), cans (cylinders) and cones
cubes, cuboids, cylinders, and cones made from thick card which can be opened out
and laid flat
flat shapes cut out from thick card or wood, such as circles, squares, and triangles,
so the students can feel the flat surface and count the corners and the edges. It
will be useful to have flat shapes which are equal to the sides of the solids, so that
children can explore the relationship between solids and their faces.

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 rolls of cord and ribbon
plastic or steel tins, jars, bowls of different sizes for comparing capacity. Bowls made
of halves of dried coconut shells or bamboo segments split in halves may be used.
pencils and crayons of different colours and lengths
charts illustrating different concepts studied
solids made from play dough which have 2 (or more) lines of symmetry, so that they
can be cut into halves along 2 axes
squares of reflecting plastic surfaces (avoid using glass mirrors)
3-piece jigsaw cards with a number and corresponding multiplication and division
sums; e.g. 24 and 4 x 2, dominoes and flashcards
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a giant number square 1 to 100 on the wall and several sheets with blank squares
for children to work on
a horizontal wooden rod with several pegs, wooden numbers hang from these
number tabs, up to 4-, 5-, 6-, and 7-digit figures
analogue and digital clocks
abacus and calculators
12 pages to make up a calendar; sunshine, rain and cold weather to be depicted
by symbols on each day. Reinforces counting, association between weather and
appropriate symbols, clothes which people wear and food that people eat during
these seasons
plastic baskets or trays to store various objects
a fraction wall, with fractions such as 1 s, 1 s, 2 s, and 1 s
2 3 3 5
plastic cakes / pizzas / fruits / jars of water to demonstrate fractions and percentages
gem clips, rubber bands
a stopwatch
a set of geometrical instruments
waste bins marked PLASTICS, GLASS, and PAPER
attractive charts and other child-friendly displays on walls for use as learning aids
a soft board covered with chamois leather on which children can stick numbers or
pictures
to make learning enjoyable, a patch of garden in the school yard, with different
shrubs and pets such as rabbits, white mice, and tortoises, a fish aquarium and an
aviary, would be useful. These also help create awareness of the environment.
Each Maths Wise book begins with a detailed review of the previous years work. It is
important to check that each child has mastered concepts learnt in the previous year and
is handling these independently, with confidence.

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An interesting way to do it may be to conduct a quiz following the pattern of questions in
the review exercises.

C. Maths Wise 3

Numbers
Step-by-step, numbers up to hundreds of thousands are introduced. The concept has
been introduced based on the students prior knowledge. The comparison of place
values has been done pictorially to aid the visual learning.
It must be emphasized here that if a student is working well with 3-digit numbers, going
further to 5-, 6-, or 7-digit numbers should be easy. The language used, the methodology,
and the techniques are the same for carrying over and grouping or borrowing.
The concept of 4-, 5-, and 6-digit numbers is best explained by using the terms house
of thousands and house of tens.
Less than (<), greater than (>)
A crocodiles mouth drawn on the board, always ready to grab the bigger number, can
be used. Similarly, the left hand with the thumb held horizontally and the forefinger held
straight up, makes an angle to show less than. Similarly, the right hand can be used to
show greater than.

D. Lessons
It is suggested that the teachers spend 40 minutes per lesson. However the time spent
on each lesson is entirely at the teachers discretion and the ability of the students to
grasp the concept.

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 Unit 1

ASSESS AND REVIEW

Teaching objectives
to revisit concepts and skills learnt in the previous year
to revise addition, subtraction, multiplication, and division of numbers
to work with basic concepts of fractions
to solve time-related problems in daily life

Learning outcomes
Students should be able to:
recall the concepts learnt during the previous year
recognize 2D and 3D shapes
work out every-day problems based on the concepts of addition, subtraction,
multiplication, and division
tell the time
work with simple fractions

Teaching materials:
Additional worksheets

Learning activity

Lesson 1: 40 minutes
The beginning of the year is the time when it is essential to revisit the concepts that were
covered in the previous year. This not only helps the students reconfirm the concepts
but also helps a great deal in the settling-down process. Students get to know their
new classmates thorough group work, too. They start to bond better with the teacher if
the work done is familiar and they have a good grasp of it. It is also a very useful tool
for you to use to judge the level of each student. You can assess the progress of each
student through fun activities in a friendly ambience. Also, this will help you plan all
future lessons and activities to facilitate the teaching/learning process.
It should be mentioned here that some students do not have such retentive memories as
others, so go slowly with them until their work is of the required level.

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For this purpose the worksheets, used as revision sheets at the beginning of the year,
are useful and fun to work with. The students should enjoy doing them as a team as
well as individually. The sheets need to be thought-provoking for this age group, rather
than mathematically taxing. Students should be able to demonstrate their thinking and
analysis skills, and at the same time recall concepts previously learnt.

Task: Students attempt pages 2 to 8.

Additional resources:
At the end of the guide are additional worksheets 14. Use them for reinforcement.

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 Unit 2

NUMBERS

Teaching objectives
to recognize and write Roman numerals
to identify odd and even numbers within a sequence
to identify place value up to 6-digit numbers (100,000)
to introduce number names, expanded forms, and place value up to 6 digits
to compare and sequence numbers

Learning outcomes
The students should able to:
identify commonly-used Roman numerals
recognise even and odd numbers up to 99 in a given sequence
demonstrate understanding of place value in numbers of up to 6 digits
use the < , >, and = symbols correctly to compare 2 numbers
order and sequence numbers

Teaching materials:
computer cut-outs of Roman numerals
beads, wooden cubes
board
house board and counters of various colours

Learning activity

Lesson 1: 40 minutes
Look at the value of Roman numerals, which were used over 2000 years ago. Seven
letters are used represent 7 different values:

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 Roman Numeral Value
I 1
V 5
X 10
L 50
C 100
D 500
M 1000
Today, the decimal system, which was motivated by the discovery of 0 and counting on
the10 fingers of the hands, is used universally. But the students will be interested to work
with Roman numbers too, because they do appear on old coins, the construction dates
of old buildings, and the titles of royalty, such as King George V.
Have a stock of Roman numeral cut-outs. Use these as the lesson goes on.
Talk about the Roman numerals in a story telling session. These numerals were used in
ancient Rome, many centuries ago, using 7 letters of the Latin alphabet. Different letters
represent different numbers. The reason for the origin of each is still debated.
Using fingers, Roman numbers can be represented like this:
I is one finger up . Hold up cut-out for Roman I
II is two fingers up Hold up cut-outs for Roman II
III is three fingers up and so on
V is the shape formed between the thumb and forefinger
X is crossing of two thumbs
Numbers are formed by placing 2 or more symbols next to each other, then adding the
individual values. III (3), VI (6) and CCXVI (216)
I can be placed before V and X to signify 1 less than V (5) and X (10)
IV = 4; IX = 9
C can be placed before D and M to signify 100 less than 500 (D) and 1000 (M)
CD = 400 and CM = 900
Some people still write dates with the year written in Roman numerals:
20.12.2014 as 20.12. XXIV
Lower case letters are also used, e.g. i, ii, iv, v, ix, x, and c.

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The reason for Roman numbers going out of use was that there was no 0, and therefore
big numbers could not be written easily, and number operations were difficult to perform.
Their use has reduced considerably in todays world.
However, Roman numerals are still used for special numbering: for example, to number
additional pages in a book, to show numbers on old-style clock faces and watches, to
number parts of a question, naming the Olympic Games (XXX Olympiad) and in the
names of rulers, King George V, Queen Elizabeth II.
Basic combinations

1 2 3 4 5 6 7 8 9
I II III IV V VI VII VIII IX

10 20 30 40 50 60 70 80 90
X XX XXX XL L LX LXX LXXX XC

100 200 300 400 500 600 700 800 900

C CC CCC CD D DC DCC DCCC CM
Here is a method for writing big numbers:
V (for 5,000), X for (10,000), and L (50,000)
ICI (for 50,000), IDI (for 500,000) and IMI for (1,000,000)

5,000 10,000 50,000 100,000 500,000 1,000,000

V X L C D M

Numbers are written horizontally, left to right.

ALL ROMAN NUMERALS ARE ADDED IN THESE NUMBERS
II I+I=2
VI V + I = 6,
XII X + I + I = 12
To write 1236, break 1236 into 1000, 200, 30 and 6
MCCXXXVI M + C + C + X + X + X + V + I =1236

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To write 1974, break 1974 into 1000, 900, 70 and 4
1000 = M
900 = CM
70 = LXX
4 = IV
So 1974 = MCMLXXVI Here is a mnemonic to remember the order of Roman numerals:
Look at the value of Roman numerals below:
MeDiCaL XaV Ier
1000 500 100 50 10 5 1
EXCEPTIONS:
IX, represents I less than X, i.e. 9;
XL represents X less than L, i.e. 40
IV = VI=4
IX = XI=9
XL = L X = 40
XC = C X = 90
CD = D C = 400
CM = M C = 900
Sometimes in the past one number may have been written in two ways:
18 was written as IIXX OR XVIII
50 was written as XXXXX OR L
40 was written as XXXX OR XL
But this does not happen any longer; the format used in the text-book (the second one)
is the commonly accepted format.
The year 2014 is written as MMXIV (Addition all the way, except V I = 4).
Take the students outside and arrange them in 2 groups. One group holds up fingers IN
ORDER to represent a Roman numeral and the other team guesses which number it is.

Task: Students attempt pages 11 to 15.

Lesson 2: 40 minutes
Give each student some beads or wooden cubes. Ask them to group them in pairs.
Numbers which can be grouped in pairs with none left over are called even numbers.
Numbers which, after being grouped in pairs, have a bead left over are called odd
numbers.

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odd number

even number
After doing a couple of examples with the beads, ask the students to observe the features
of even numbers. Lead them towards the fact that an EVEN number will have the unit
digit 0, 2, 4, 6, or 8. For example, 112, 398, 312, 274, 1996, and so on.
Odd numbers will have the unit digits 1,3,5,7, or 9. Numbers such as 223, 4449, 687 and
421 are odd numbers
There are some norms which apply when working with addition, subtraction, multiplication,
and division of even and odd numbers. The numbers in consideration are whole numbers.
ADDITION AND SUBTRACTION
even even = even
even odd = odd
odd odd = even

MULTIPLICATION
(REMEMBER: multiplier multiplicand = product)
even even = even
odd even = even
odd odd = odd

3 5 = 15
Factor Factor Product
(multiplier) (multiplicand)

DIVISION:
(REMEMBER: Dividend / Divisor = Quotient)
Odd/odd = odd (IF the dividend is a multiple of the divisor)
Even/odd = even (IF the dividend is a multiple of the divisor)
Odd/even will give a fraction.
Work with skip-counting with the class. Draw a number line on the board. Give each
student a counter. Call each student to the board and ask him/her to place one counter

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on any number. Then, ask the student to skip count by 2s (Or repeated addition).
Observe the numbers the counter lands on. Work in the same manner with division (as
repeated subtraction).
IMPORTANT: Each group of alternate numbers on a number line, going up to infinity,
will comprise of either ONLY odd numbers or ONLY even numbers.
The students do skip counting with other numbers.
Task: Students attempt page 16.

Lesson 3: 40 minutes
Introduce the concept of place value using houses, as shown below.
Assign a house each to
ones, tens, hundreds,
thousands, and tens
of thousands; explain
THOUSANDS HUNDREDS TENS ONES that each house can
hold only 9 members.
When the 10th member
3 0 2 1 comes in, it forms a
group of 10, and must
move on to the next house, as ONE member of the new house. Now give out the counters
and ask the students to form numbers by placing the counters in the correct houses.
In a practical display, if there are 9 toothpicks in the ones house, and a 10th one is added,
then take the 10 away in a bundle and place it the tens house, as one bundle of ten.
It is useful to have bundles of toothpicks already tied in bundles of 10s or 100s in a box.
Alternatively, you could use single squares, strips of 10 squares and large squares of
100 small squares
As the students fill in the houses with toothpicks or paper squares, ask them to call out
the numbers represented.
For example: 43 = four tens and 3 ones;
3021 = 3 thousands, 0 hundreds, 2 tens, and 1 one.
Once the concept is clear, the students will find it easy to extend to 5 or 6-digit numbers.

Task: Students attempt pages 2227.

Lesson 4: 40 minutes
The concept of > and < is best illustrated with the mouth of a greedy crocodile.

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 9 5 5 9 12

9>5 5<9
Compare numbers 5 and 9. Which is the bigger number or, which is the smaller number?
The crocodile has already eaten the smaller number (5 is in its stomach). But it is greedy
animal, and wants to eat the bigger number too (9 is in the mouth).
9 > 5 5<9
9 is GREATER than 5 5 is LESS than 9
As the students do this activity, point out that the higher the value of a numeral in a
particular house, the higher the value of the entire number. Also, numbers in houses to
the left represent bigger numbers than those on the right. Hence introduce the students
to the idea of ordering numbers by value.
213 > 199 and 579 < 821
Sequencing of numbers may be done using the same activity.

Task: Students attempt pages 29 and 30.

Additional resources:
At the end of the guide are additional worksheets 5 and 6. Use them for reinforcement.

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 Unit 3

NUMBER OPERATIONS
Teaching objectives
to practice horizontal and vertical addition
to reinforce addition with and without carrying over
to revise subtraction with and without borrowing
to introduce multiplication tables from 6 to 9
to introduce multiplication of 2 digit number by a single digit number
to introduce short and long division
to introduce word problems involving all 4 operations

Learning outcomes
Students should be able to:
perform horizontal and vertical addition
add numbers with carrying over
perform subtraction with/without borrowing
use multiplication tables up to 10
perform long and short division
solve word problems involving real life situations using all 4 number operations

Teaching materials:
Additional worksheets

Learning activity

Lesson 1: 40 minutes
The students used the 4 number operations +, ,, and in the previous year. They
have handled 3 digit numbers. Handling larger numbers should not be difficult, as the
concepts of number operations are the same. It may be a good idea to go over the
concept of houses and groups of 10 again, before starting with larger numbers. Also,
review number names and expanded forms of notation. Discuss the relevant phrases
addition and sum of two or more numbers; subtraction and the difference between
two numbers; multiplication and product of numbers; and division and the quotient .

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At this stage, introduce some general properties of the number operations.
Establish the following facts through practical exercise:
1. Commutative Law for Addition
3 + 5 = 5 + 3 = 8

+ =
+ =

group of 3 group of 5 group of 5 group of 3

2. Commutative Law for Multiplication

4 3 = 3 4 = 12

3. Associative Law for Addition:

+ + = + + =
(3 + 4) + 2 = 3 + (4 + 2) = 9
4. Associative Law for Multiplication
(2 3) 4 = 2 (3 4) = 24

5. Distributive Law

= 18

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Reasons for using commutative and associative properties:
Solve the following:
1. 24 + 16 + 37 = (24 + 16) + 37 = 40 + 37 = 77
2. 29 + 42 + 8 = 29 + (42 + 8) = 28 + 50 = 79
3. 4 5 13 = (4 5) 13 = 20 13 = 260
4. 2 12 5 = (2 5) 12 = 10 12 = 120
For perfection, number operations require a lot of practice, both written and practical.
Emphasis must be placed on setting out the sums in neat, straight columns. Use exercise
books with squared paper for this purpose.
Some students have difficulty in setting out sums involving large numbers. They may set
out the digits the wrong columns if not guided properly.
Set out horizontally a number of addition, subtraction, multiplication, and division
problems. Ask the students to arrange these vertically and work out the answers. Ensure
that each student is able to arrange these in vertical columns correctly. Generally, if
exercise books with squared paper are used, the students have no problems at all. But
sometimes you may want to use colour-coding for the digits.
Task: Students attempt pages 3445.

Lesson 2: 40 minutes
For multiplication, let the students work in groups of 8. Make circular discs of a convenient
size, with concentric circles drawn on each of the discs. Use a protractor to divide the
disc in 10 equal parts. These rings can be used for addition or multiplication.
This exercise helps the students to revise and memorize the tables through a fun
activity. The middle ring is filled in with suitable numbers. The students find the answers
(additions or multiplication) and write these in the outermost ring. Refer to worksheet 20.
Multiplication and division by 10 and 100 are explained with the help of a few examples.
The students work out the answers to multiplication and division problems by 10 and 100.
They often discover the pattern themselves, after a few examples. With your guidance,
they come to the conclusion that adding one 0 or 00 on the right side of the ones digit
gives the correct answers.
Multiplication by 0 is explained by examples such as:
1. Shamim adds 10 on her calculator 3 times; she gets 30. She adds 0 on her calculator
3 times; what answer does she get?
2. Raqib puts 20 sweets in a jar 10 times. He has 200 sweets. But, if he puts 20 sweets
in the jar 0 times, how many sweets are in the jar?

Task: Students attempt pages 5457.

12
Lesson 3: 40 minutes
The students work with some bracelets (say 15). Tara gives 5 bracelets to each of her
friends; how many friends will get 5 bracelets each?
gives 5 to Najma. 15 5 = 10
gives 5 to Waheeda 10 5 = 5
gives 5 to Sharmila 55=0
So, 15 5 = 3
3 friends get 5 bracelets each.
Salman needs to share 24 marbles amongst a group of 6. How many does each friend
get?
Salman takes 6 marbles and gives 1 to each friend. 24 6 = 18
Salman takes 6 more, and gives 1 marble to each friend. 18 6 = 12
Salman takes 6 more, and gives 1 marble to each friend. 12 6 = 6
Salman takes 6 more, and gives 1 marble to each friend. 66=0
Salmans 6 friends, each have 4 marbles. 24 6 = 4
In the process, they discover the method of division. Even division with a remainder
becomes clear when they are left with some bracelets or marbles after they have
distributed them equally and no more distribution is possible.
Long division becomes clear and easily mastered when the students record each step
of their operation carefully. Start the process with known multiplication tables, and then
move on to harder problems with remainders.
IMPORTANT: It is important to remember .
1. 5 3 = 15, therefore 15 5 = 3; also 15 3 = 5
2. 24 6 = 4, therefore 4 6 = 24; also 6 4 = 24

Task: Students attempt pages 5864.

Additional resources:
At the end of the guide are additional worksheets 7 and 8. Use them for reinforcement.

13
 Unit 4

FRACTIONS
Teaching objectives
to introduce common fractions and match them with related figures
to solve equivalent fractions
to work with proper and improper fractions
to compare fractions
to add fractions with a common denominator

Learning outcomes
Students should be able to:
work with different types of fractions and relate them to everyday objects and
situations
compare different fractions
add and subtract fractions with the same denominator

Teaching materials:
fraction chart
paper cups and some sand

Learning activity
Lesson 1: 40 minutes
Students worked with simple fractions in the previous year. A fraction chart is a useful
tool to explain various aspects of fractions, especially to review concepts such as finding
parts of a whole, and equal fractions.
For example: Using a pizza, the chart shows that 2 halves make a whole, 3 thirds make
a whole, 4 quarters make a whole, and so on.

1 whole Two 1 s Three 1 s Four 1 s Five 1 s

2 3 4 5
Choice of language is also important for the introduction of numerator and denominator:

14
1 one part Numerator indicates number of parts taken from a whole.
2 total parts Denominator indicates number of parts in the whole.
A fraction wall is an interesting practical demonstration. Start on the floor, or in sand, and
then on a chart.

1 Whole

1 1
2 2
1 1 1
3 3 3
1 1 1 1
4 4 4 4
1 1 1 1 1
5 5 5 5 5
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16

Students make this chart by cutting strips of coloured paper into halves, thirds, and fifths.
Emphasis must be laid on the correct use of fraction terms such as one fifth as opposed
to one over five or 99 hundredths instead of 99 over 100
Later, for fractions such as 3 , it is acceptable to say 3 over 2000.
2000

Task: Students attempt pages 6671.

Lesson 2: 40 minutes
Give each student a square piece of paper (or a strip of paper) divided into 4 equal parts.
Ask the students to colour 1 of the shape.
4
Then, divide the square or the strip into 8 parts and ask them to colour one quarter. Then,
give them a square or a strip divided into 16 parts. And ask them to colour one quarter.
The students should observe that the coloured parts are all equal. They should come to
4
the conclusion that 1 = 2 = .
4 8 16
Repeat the exercise with several shapes and different equivalent fractions.

15
 1 1
Ladoos cut into s and s, chocolate bars (with already marked out fractions) and
2 4
parathas cut into fractional portions are useful for showing equivalent fractions.

Task: Students attempt pages 7174.

Lesson 3: 40 minutes
Introduction to fractions with sand or water is better done as an outdoor activity.
Introduction to improper fractions: Give each student two equal-sized paper cups and
some sand, one and half times the capacity of the cup. Ask the students to use the cup to
measure the amount of sand. Encourage them to think for themselves and come up with
the idea that there is one full cup and the second cup is half full. (For later use, also discuss
the fact that each of the two cups can be three-quarters full or 3 cups can be half full.)
Then, give them three paper cups, each with exactly half the capacity of the first cup.
Discuss the capacity of each cup, by pouring sand from one large cup into two smaller
cups. Elicit that the capacity of the smaller cup is exactly half that of the larger cup.
Ask them to measure the same amount of sand, using the new cups. Ask them to
think about the implication of the result. Elicit that the 3 small cups held exactly the
same amount of sand as one-and-a-half large cups, or the capacity of three small cups
together is equivalent to the capacity of one whole cup and a half. Repeat the exercise
with different quantities of sand (or coloured water) and various beach buckets with
different capacities, and bigger bottles for liquids.
Introduce and explain the terms proper fraction, improper fraction, and mixed fraction.
PROPER FRACTIONS
1 3 6
A fraction which is less than one whole is a proper fraction: Examples: , , and so
2 5 7
on. (The cup is never full.)
2 2
< 1 OR 1 >
3 3
5
< 1 OR 1 > 5
7 7
IMPROPER FRACTIONS
6 9
A fraction which is more than one whole is an improper fraction: Examples: 3 , , and
2 5 7
so on. (The cup is full, and there is some left over.)
3 3
> 1 OR 1 <
2 2
6 6
> 1 OR 1 <
5 5
9 9
> 1 OR 1 <
7 7

16
MIXED FRACTION
In the experiment with sand in cups, the students observed that 3 half-sized cups held
the same amount of sand as one full cup and one half cup.
3 1
So, =1
2 2
1
1 is a mixed fraction. Liked an improper fraction, a mixed fraction is always more than
2
one whole.
3 1 1 1
= 1 AND 1 > 1 or, 1 < 1
2 2 2 2
The students can come to these conclusions through observation during their activity.
They now learn the method of converting improper fractions to mixed fractions and back.
This is easily done with a few practical experiments with paper cups, beach buckets, and
jars. Then, the method of conversion needs to be clearly explained.

Task: Students attempt pages 75 and 76.

Lesson 4: 40 minutes
Start with addition and subtraction of fractions with same denominator during an outdoor
activity session. Ask questions such as, What fraction of the chocolate did your group
eat? The students discuss among themselves and add up the equivalent fractions
representing the bars of chocolate. The answer may 5 whole bars of chocolate and 7
7
out of the 10 squares of the 6th bar (6 and ) What fraction of the juice cartons are left?
10
They work the figure out in a similar manner.
Discuss the reason for adding and subtracting fractions only when the denominators are
the same (common). Discuss some common errors which might occur if we add fractions
with different denominators.
Fractions in a cross will also be useful in finding equivalent fractions. In the centre square,
put a fraction such as 1 or 2 . The students find fractions equivalent to these and write
2 3
them down in the empty crosses.

? ?
1 2
? 2 ? ? 3 ?
? ?
17
50 20
100 30
 1 2
? 2 ? ? 3 ?
? ?
50 20
100 30
3 1 15 6 2 16
6 2 30 9 3 18
25 10
50 15
You may teach the rhyme below to help students remember addition/subtraction of
fractions:
If adding or subtracting is your aim
The bottom numbers must be the same!
Changing bottom with multiply or divide,
The same to top must be applied,
And dont forget to simplify,
Before its time to say good bye

Task: Students attempt pages 7780.

Additional resources:
At the end of the guide are additional worksheets 9 and 10. Use them for reinforcement.

18
 Unit 5

Measurements
Teaching objectives
to introduce metric measurements and their units
to compare, add, and subtract units of length, weight, and capacity

Learning outcomes
Students should be able to
use units of length, weight, and capacity
add and subtract units of length, weight, and capacity

Teaching materials:
computer
measuring tape
weighing scale
measuring cylinder/cup
articles to be measured

Learning activity

Lesson 1: 40 minutes
Metric system for measurement of physical quantities, such as length, weight, and
capacity (except time) is the most commonly used system.
Length is measured in metres.
Weight is measured in grams.
Capacity is measured in litres.
The three measurements are related to one another.
The length of each edge of this cube is 10 cm.
The volume of this cube is 10 cm 10 cm 10 cm = 1000
cm3
The capacity of this cube is 1 litre, which means that it can
contain 1 litre of water.
The weight of this 1 litre of water will be 1 kilogram.

19
kilo as a prefix to any unit indicates 1000 such units.
One kilogram (1 kilo) is 1000 grams = 1 kg
One kilometre is 1000 metres = 1 km
One kilolitre is 1000 litres = 1 kl
One kilobyte is 1024 bytes (for memory in computers) = 1 KB
One kilocalorie is 1000 calories (unit of energy) = 1 kcal
In the following table, the units have the values shown below the line:
kilo hecta deca unit deci centi milli
1000 100 10 1 1/10 1/100 1/1000
Discuss the conversions and the conversion factors along with the meanings of the
prefixes even before starting the concept of measurement. Let them be conversant and
confident with conversions.
Concepts of length, weight, and capacity are introduced at 3 decimal places at this
stage. The chapters have been designed in such a way that there is plenty of scope to
relate this work to practical situations. A lot of field and group work is useful.
Length: Divide the students into groups. Give them rulers of different lengths: 1 m, 25
cm and 10 cm, a fabric tape measure, and a metal roller tape. Ask them to measure the
following:
the length and the width of the classroom
the height of a desk, a chair, a cupboard, and the teachers desk
the length and width of the display board
the length and the width of the Maths Wise text book
the length of a pen
the length of an eraser.
At the end, each team should presents the list of their measurements. Encourage them
to talk about the units they chose to use, the different measuring rods or tapes that were
used, and the reasons for their choices. Was there any argument about which equipment
to choose? How did they reach the final decision?
Such activities help develop skills for team-work, problem solving, resolving differences
among group members, and public speaking.
Ask questions such as:
1. Do you know the length of your bedroom? If you do not know, can you guess it? (The
students get the actual measurements of their individual bedrooms the following
day.)
2. Is the centimetre a good unit for measuring your bedroom? Why? Why not?
3. What fraction of its length is the width of the display board? (First, find the length of
the display board, and then the width.)

20
4. What should be the dimensions of a new cupboard be if it has to be 40 cm higher
than the current one?
5. Can a pen and an eraser be measured using the same measuring tool?
6. The new edition of Maths Wise 3 is 3 cm shorter than this edition, but has the same
width. What are its dimensions?
7. If there are 4 rooms similar to this room along one side of the corridor, how long is
the corridor?
8. Represent the above length in kilometres.
9. How much longer is the teachers desk than a students desk?

Task: Students attempt pages 8390.

Lesson 2: 40 minutes
Take the class outside. Divide them into 2 groups. Give each group a weighing scale use
different kinds: a spring balance, a double-pan balance, and a modern digital balance.
If possible, show them a jewellers weighing scales and the weights used. Discuss the
reason for the size.
Let students hold different sizes of stones in one hand and guess the weight. Then, each
stone is put on the scales to check who was right. Which is the balance they would use
in the kitchen to bake a cake, in the warehouse to weigh a sack of rice, and in a jewellers
store to weigh gold and silver?
Discuss the reason why everything has weight. The gravity of the Earth. Why does
an apple fall down from the tree? Why does a ball thrown in the air, fall to the ground?
Newton and the apple story is very valid. Why do objects always fall down? Why does
every object have weight? For example, 10 g of gold, 200 g of flour to bake a cake, or
50 kg of potatoes.
Why do astronauts find it hard to walk on the Moon? It is interesting to note that the
weight of a person may somewhat reduce when the Moon is exactly above the Earth.
The reason? The Moons gravity pulls the person in a direction opposite to the gravity
of the Earth.

Task: Students attempt pages 9297.

21
Lesson 3: 40 minutes
Carry out activities similar to those used for length and weight using measuring cups or
cylinders. The students should form clear ideas about a litre, kilolitre, and millilitre. Talk
about practical situations, and discuss the unit which would be suitable for the situation.
The students use calibrated cups and cylinders of different sizes to find the sum of two
cups full of liquid or the difference between the two.
Show them how to find the sum and difference by adding liquids in a measuring cylinder.
Carry out 2 interesting experiments.
1. Pour 1 litre of water into a measuring cylinder. Now put a large stone into it. Observe
the new water level. What does the rise of level signify?
2. Take 4 similar measuring cylinders. Pour a litre each of water, oil, kerosene, and
glycerin in the various cyclinders.
Now weigh each cylinder. What do you observe?
The weight of 1 litre of water should be 1 kg. The volume will be approximately 1 cubic
metre. That is the basis of the entire metric system.
If you were to weigh the water with 10 tablespoonfuls of salt (or sugar) dissolved in it, will
the weight of the solution be more? Will the level of water rise?

Task: Students attempt pages 98100.

Additional resources:
At the end of the guide are additional worksheets 11 and 12. Use them for reinforcement.

22
 Unit 6

TIME

Teaching objectives
to explain how to tell the time using a.m./p.m.
to explain the midnight, midday, midnight sequence
to introduce digital and analogue clocks
to practise adding and subtracting hours
to read and write dates from a calendar

Learning outcomes
Students should be able to:
differentiate between a.m. and p.m. time
calculate time before and after a given hour
remember the calendar sequence correctly and read and write dates

Teaching materials:
wooden clock face
stopwatch
calendar for current year

Learning activity

Lesson 1: 40 minutes
Time is the only form of measurement, be it years, months, days, minutes, or seconds,
which cannot be measured using the decimal system. The number of days taken by the
1
Earth to go around the Sun is 365 and 4 days. This not a multiple of 10, and cannot be
1
converted into tenths and hundredths. Because of the , there are 365 days in a year
1 4
for 3 consecutive years, and the four 4 s make one day, which is accounted for as an
extra day, giving 366 days in a leap year.
It is interesting to introduce more complex means of telling time; examples: pendulum
clock, time-ball, stopwatch, etc.
A day is further divided into 24 hours, each hour into 60 minutes, and each minute into
60 seconds.

23
The students already know how to make a clock face by dividing the circular face of a
clock into 4 parts and then dividing each quarter into 3 smaller units. (This can be done
by paper-folding or with the help of a protractor.) Each unit represents 5 minutes. Time is
read in jumps of 5. This has been done in Maths Wise 1 and Maths Wise 2 on a number
line as well as on a clock face.
So, exact time can be told on an analogue watch by calculating the position of the minute
hand.
The 24-hour clock can be introduced now. Make a
special clock face with the usual 12 hours in the inner
circle and 13 to 24-hour time in the outer circle, or
vice versa. It is still possible to get a 24-hour face
23
24
13 on clocks and wrist-watches. (please fill in all the
22 14 numbers). Revise a.m. and p.m.
21 15 The concept of time is directly related to real life;
20 16
problems can be easily developed to facilitate the
19 17 students perception and understanding of time. The
18
students have heard about time management and the
school timetable. Based on that, ask them to prepare
a timetable of their daily activities at home.
The next day in class, compare these timetables for
each student and discuss the amount of time spent
per day on various activities. Also compare the time
spent by different students doing the same activity.
You may arrive at very interesting conclusions. They
will discover the amount of time each one spends
doing homework, watching TV, sleeping, doing household chores, and other activities.
Involve them in a discussion on the optimal utilization of time.
Ask them to create a similar time-table for each parent and share these with the class.
Point out the differences in the utilization of time by adults and students, under headings
such as time spent in:
Prayer before bedtime or after waking up
Sleeping
Changing clothes
In the kitchen
At the dining table
Swimming

24
In the office
In school
Learning music or art
Eating a family meal
Watching TV or playing games
Chatting
Playing games
Travelling to school
Watching a film
The longest innings any batsman has played
T20 cricket match
It is good exercise to discuss issues like excessive TV viewing or playing games, as a
result of which actual responsibilities may be neglected.

Task: Students attempt pages 102105.

Lesson 2: 40 minutes
At this stage, it is important for students to understand the concept of an hour, a minute
and a second. They should form an idea about the actual sense of the units of time. Clap
to a second, Clap every 5-seconds, Clap every 10 seconds, and so on. A stopwatch
is useful in this case.
Divide the class into small groups. Give each group a stopwatch. One group challenges
the other group to perform an activity (for example: run around the playground twice). As
the other team tries to complete the activity in the allotted time one member of each team
keeps track of the time using the stopwatch. Repeat this activity several times keeping
in mind the fact that each student gets to keep the time at least once and perform an
activity at least once. This helps them develop a sense of time. At the end of the session
ask them to make a list of tasks that can be done in a second, a minute, 5 minutes, 15
minutes, half an hour, an hour, more than an hour.
For example, how long does each of the following activities take?
Drinking a glass of milk
Eating a snack
A quick shower
Helping in the kitchen (or any other work)
A telephone call to a friend
An ad on the TV
Travelling from home to school and from school back home
Task: Students attempt pages 106108.

25
Lesson 3: 40 minutes
The students have learnt about the calendar in previous years.
What is a year? A year is not only from 1st January to 31st December; from Christmas
to the next Christmas, or from Boxing Day to the next Boxing Day is one year; from this
birthday to your next birthday is one year.
Revise the months of the year. Ask them to find the dates from the current calendar. Talk
about important events; ask the students the dates and months in which they take place.
It will be interesting for the students to learn a little about the Roman calendar.
What is the reason behind September (Septagon 7 sided figure) being the 9th month,
October (Octopus 8) being the 10th month, November (Novem .9) being the 11th
month and December (Decade 10) being the 12th month?

Task: Students attempt pages 109112.

Additional resources:
At the end of the guide is an additional worksheet 13. Use it for reinforcement.

26
 Unit 7

GEOMETRY
Teaching objectives
to introduce of the concept of lines and rays
to demonstrate how to draw triangles and quadrilaterals
to introduce the circle and identify its components
to introduce the concept of perimeter

Learning outcomes
Students will be able to:
differentiate between a line and a line segment
define a point
draw triangles and quadrilaterals using a ruler and a pencil
recognize circles in nature and work with components of circles
draw a circle of a given radius
measure perimeters

Teaching materials:
geo boards
a long piece of rope
cardboard and scissors
computer

Learning activity:

Lesson 1: 40 minutes
Geometry is an important concept that students become familiar with at an early age,
beginning with objects such as the spherical ball, the rectangular rim of a cot, the oval of
the mothers eye, the circle of a moon, the rim of a glass or a bowl and mothers bangles.
The concept of geometrical shapes and their properties is best introduced and explained
with real life objects and hands-on activities in the classroom.
Read pages 114, 115, and 116. Give the students plenty of practice in drawing the
various shapes and understanding the terms introduced.

Task: Students attempt pages 117118.

27
Lesson 2: 40 minutes
Tangrams, excellent for recreational mathematics, are an excellent tool to help students
familiarize themselves with the different shapes and their physical properties. They also
help build the students neuro-motor skills.
Take to class a tray of Tangram pieces or cardboard cut-outs of various triangles and
quadrilaterals, as per the original Tangram square. Display a chart showing the various
possible combinations.
Ask the students to use rulers, protractors, and compasses to draw the various
quadrilaterals and triangles. The shapes can be cut out, measured, folded, compared,
and even written upon. Practical work can be quite useful in teaching all sorts of concepts
related to quadrilaterals and triangles.

Task: Students attempt pages 119120.

Lesson 3: 40 minutes
What is a perimeter? Tie a rope tightly around the top edge of your desk. Make a knot,
and remove the rope from the table. The length of this rope, measured in metres and
centimetres, gives you the perimeter of the table. Make a few loops of the same size.
Help 3 or 4 students hold the loops and stretch them to make different shapes such as a
triangle, a square, a rectangle, or even a circle. Place these loops on a tiled floor. Count
how many squares each shape occupies. It will be obvious that shapes with the same
perimeter have different areas.
In a reverse manner, take 4 identical square cut-outs with each side, say 10 cm. Put the
squares in a line. What is the perimeter? 100 cm. Put them in a square form; what is the
perimeter? 80 cm.

10 cm
10 cm

10 cm Perimeter = 100 cm

Perimeter = 80 cm

28
 1 cm

1 cm Perimeters = 12 cm

1 cm

1 cm

1 cm Perimeters = 12 cm

Work with 3 squares put them in a row and in an L shape. Are the perimeters different
in each case?

Work with equilateral triangles in a similar manner. The object of the exercise is to
enable the students to discover the fact that different shapes with the same area can
have different perimeters.

As the students work on the Tangrams, talk about the importance of these shapes, that
they have the same area (as they are parts of the square from which the parts have been
cut out) but they all have different shapes and hence different perimeters. You may also
ask them to think about different shapes which have the same perimeter.

29
Different shapes can also be formed on a geoboard with non-stretch string.

You could conduct several activities for teaching about properties of shapes and
perimeter using the geo board. Divide the class into groups of 3 or 4 and give each group
a geo board and some elastic bands. Ask the students to make shapes such as any
quadrilateral, a triangle, a shape like a circle, an arrow shape, or an L shape on the geo
board. They calculate the perimeter of any shape by counting the number of squares the
rubber band has gone around. (Sometimes the rubber band stretches diagonally across
a square, in which case the length is more than a side. Similarly, be aware of the fact
that the areas of different shapes vary.)
Take the students outside. With chalk dust, create a geo board on the ground. Divide the
students into 2 groups. One group will stand on the dots holding a rope between them
to form a shape. The second group has to name the shape, state 3 of its properties and
find the perimeter of the shape. Repeat this exercise several times ensuring that every
student gets a chance to make a shape as well as state its properties.

Task: Students attempt pages 121124.

Additional resources:
At the end of the guide are additional worksheets 14 and 15. Use them for reinforcement.

30
 Unit 8

GRAPHS
Teaching objectives:
to introduce graphs
to introduce pictograms using symbols

Learning outcomes:
Students should be able to:
explain the idea of graphical representation
collect data
devise a scale and a key
display data in a pictogram
interpret a pictogram

Teaching materials:
chart paper and coloured pencils
newspaper clippings of graphs
computer

Learning activity

Lesson 1: 40 minutes
A graph is a representation of a set of data on paper. Display an assortment of graphs
(enlarged) on charts.
This is the students first introduction to graphs, a concept they will refer to throughout their
lives, so it is very important that they gain a good understanding at this stage.
Work with the graphs which relate to everyday topics such as runs scored by various
cricketers, temperatures during various seasons, favourite sports of the students, and so on.
Show them clippings of graphs being used in every sector of life, be it sports, science,
newspapers, advertisements, banks or even in their school. Show the advantage of
representing information on a graph as opposed to in written form. The information on a
graph is immediately visible.
Talk about the various forms of graphical representations the students can see around
them: a bar graph, histogram, pie chart, scatter graph, and a line graph. Introduce the
basic requirements to be shown on any graph: a set of axes to be labelled according to

31
the type of data, and a scale or a legend. Even a map can be considered to be a graph
instead of the two axes, a map has direction: N to S, and E to W.
Divide the class into groups. Give each group a topic and ask them to conduct a survey in
class and gather raw data. Explain how to sort out and arrange the data. Then, show them
the steps for deciding a scale and a set of axes. Help them plot the data into a pictogram.
Once the pictograms are ready, ask the groups to come up and present their graphs. During
the presentation, ask them questions which have to be answered by referring to the graph
Pets

Dogs

Cat

Rabbits

Others

This pictogram shows the number of pizzas eaten by four friends in the past month:

Zain

Ali
Key:
=4
Sara

Nida

The Key tells you that one pizza on the pictogram represents 4 pizzas eaten so Zain ate
4 + 2 = 6 pizzas.
Task: Students attempt pages 126128.
Additional resources:
At the end of the guide is an additional worksheet 16. Use it for reinforcement.

32
 Unit 9

ASSESS AND REVIEW 2

Teaching objectives:
to revise concepts learnt throughout the year

Learning outcomes:
Students should be able to:
demonstrate understanding of the concepts learnt through the year

Teaching materials:
Additional worksheets

Learning activity:
Simple magic squares, for this age group, will be an interesting fun activity to be
introduced. A magic square has numbers arranged inside a square (one number used
once only) in such a manner that the sum of each row and each column is constant.
In the Magic Square given below, numbers from 1 to 9 have been used in such a manner
that each row, each column and each diagonal has a sum of 15.
Introduce this concept. Draw the Magic Squares on the board, with a couple of numbers
missing. Ask the class to fill in the numbers. Work out a couple of such squares before
the class is asked to complete them. A few examples have been given below.
Each Magic Square below has been formed with consecutive numbers.

2 7 6 4 9 2 7 12 1 14 23 28 21

9 5 1 3 5 7 2 13 8 11 22 24 26

4 3 8 8 1 6 16 3 10 5 27 20 25

15 15 15 9 6 15 4
Do the work sheets with the students to review the concepts taught this year. You may
add values to each of the problems on these sheets and use them according to your
students requirements. Repeated use is also possible.
Task: Students attempt pages 130137.

Additional resources:
At the end of the guide are additional worksheets 1723. Use them for reinforcement.

33
Worksheet 1
Add and subtract to find the secret message.

4 3 5 2 2 7 4 6 4 0
+ 2 4 + 3 7 + + +
2 1 4 3 1 8
Answer
Code

3 5 3 4 4 3
+ 3 2 + 2 2 + 3 2
Answer
Code

6 8 7 8 7 9
2 5 4 6 3 1
Answer
Code

8 7 7 5 9 6 7 6
3 1 2 3 4 0 5 2
Answer
Code

24 32 43 48 52 56 58 67 75 89
Y O G T W A R P N E

Photocopiable material
34
Worksheet 2
Complete the addition table.

+ 0 4 1 5 7 6

6 10

2 9

10

Photocopiable material
35
Worksheet 3
Circle the pairs which make 20.

3 17
16 19 7
17 4 15 5 12 1
3 9 6 10
4 7 5 11
2 13 7
18
10 9 15 18 12
10 14 5 1

Photocopiable material
36
Worksheet 4
Shade each figure according to the fraction given.

3
3

2
4

2
5

3
9

Photocopiable material
37
Worksheet 5
Ancient Romans used numbers that looked different
from the numbers we use now (Arabic numerals).
Roman numerals I V X
Arabic numerals 1 5 10
To convert Roman numerals to Arabic numerals, you add.
XII = 10 + 1 + 1, or 12
Whenever there is a 4 or 9 in Roman numerals, you will
subtract.
IV = 5 1, or 4
IX = 10 1, or 9
Now look at the number below. You need to add and
subtract.
XIV = 10 + 5 1, or 14
1. Write as Arabic numerals.
a. XI = d. XX =
b. IX = e. XXII =
c. XXXV=

2. Write as Roman numerals.

a. 6= d. 4 =

b. 12 = e. 25 =

c. 21=
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Worksheet 6
1. Write the value of the underlined digit.

a. 178,542 b. 659,236

c. 675,291 d. 798,206

e. 683,671 f. 603,096

g. 896,231 h. 30,586

2. Look at the number below.

786,906
a. Which digit has the greatest value?

b. What is the value of the digit in the thousands
place of the number?
c. What is the value of the digit in the hundreds
place of the number?
d. Which digit has the least value?

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Worksheet 7
Complete the following.

a. 7 12 =

b. 7 8 =

c. 8 6 =

d. 7 9 =

e. 8 10 =

f. 99=

g. 9 3 =

h. 7 10 =

i. 9 6 =

j. 74=

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Worksheet 8
Complete the following.

a. 72 12 =

b. 27 3 =

c. 9 3 =

d. 72 8 =

e. 56 8 =

f. 24 2 =

g. 40 5 =

h. 54 9 =

i. 44 4 =

j. 11 11 =

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Worksheet 9
Shade the figures according to the fraction given.

4
5

10
12

5
7

2
4

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Worksheet 10
Write the equivalent fractions.

a. b.

= =

c. d.

= =

e. f.

= =
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Worksheet 11
Millilitres and litres
A litre (l) and millitre (ml) are two units for measuring capacity
in the metric system.
itre
1L

This bottle holds 1 liter of water. A millilitre is about

20 drops of water.
a. Mr Asad filled a bucket with water to
clean a floor. Does the bucket hold
itre
1L

5 litres or 9 millilitres of water?

b. 
Nadia adds half of a teaspoon of
vanilla to her cake recipe. Did she
use 2.5 l or 2.5 ml of vanilla?
c. Zaid bought a cup of hot chocolate.
Does the cup hold 500 litres or 500
millilitres of hot chocolate?
d. Sana bought juice for the friends to
drink at her birthday party. Did she
buy 6 l of juice or 6 ml?
e. Sonia has a large fish tank in her
house. Does the fish tank hold 100
litres or 100 ml of water?

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Worksheet 12
Estimating grams and kilograms
A gram (g) is used to measure the weight or mass of very light objects.
A small paperclip weighs about a gram
A kilogram (kg) is used to measure the weight of heavier objects.
A one-liter bottle of water weighs about a kilogram.

10 grams
1 litre 2 kilograms
100 grams 5 kilograms
4 kilograms

18 grams
4 kilograms 3 grams
8 kilograms 300 grams
3 kilograms

600 kilograms 1 gram

60,000 kilograms 50 grams
6000 kilograms 1 kilogram
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Worksheet 13
Draw hands on each clock to show the given time.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

1:35 10:20 9:00

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

7:50 4:35 8:10

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

7:00 2:20 2:50

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Worksheet 14
Circles
A circle is named by the point in center.
A radius is a line segment from the center of the circle to the
edge.
A diameter is a line segment that passes through the center
of a circle. It has two points on the outside edge of the circle.
Write the name of each radius and diameter.

1. 2. I
B

F
G R C

D
radius: radius:

diameter: diameter:

3. T 4. 5.
M

R G C
D
P

A B G
O
radius: radius: radius:
diameter: diameter: diameter:

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Worksheet 15
Perimeter of a Polygon

Find the perimeter of each shape by adding the length

of each side. Be sure to include the units in your answer.
4 cm
9 cm 9 cm

6 cm 5 cm 9 cm
9 cm

12 mm 4 km
10 mm 3 km
10 mm 3 km
4 km
12 mm

5 cm
6m
7 cm 7 cm
4m 4m
8m
8 cm 8 cm

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Worksheet 16
Cookies Sales pictograph
Four friends baked some cookies for one month. The list
below shows how many cookies they made.
Sana: 40 boxes Zoya: 35 boxes
Mehreen: 15 boxes Saima: 50 boxes
Use the information from the list to complete the pictograph
below and answer the questions.
Name Cookie sales
Sana
Mehreen
Zoya
Saima

KEY

Each = 5 boxes

1. How many boxes of cookies

did the girls make in all?
2. How many more boxes of cookies
did Sana make than Zoya?
3. Which two girls made a total
of 75 boxes of cookies?
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Worksheet 17
Complete each of the number pyramid using C = A + B

A B

a. b.

12
8 9 7 3

c. d.
19 23
9
6 3 7

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Worksheet 18
1. Complete the polygons by putting numbers that
total along each side to the number given at the
center.
4

13 7
10

3
14

5 2

2. Magic Square.
The total of each row/column should equal 20.

11 3

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Worksheet 19
Fractions

1. Colour
1 of the boxes red.
2
1
2. Colour of the remaing boxes green.
4
3. Colour
1 of the remaining boxes yellow.
3

a. How many boxes are red?

b. How many boxes are green?
c. How many boxes are yellow?
d. How many boxes are not coloured?
e. Write the uncolured boxes as a
fraction of the total numbers of boxes.
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Worksheet 20
Complete the flowers.

1
5 2 10 4
9
7 +3 3
5 4
12
6 4 6
5 7
8

42 2 3
36 4
6 48 6 5 5
7 9
24 8
18

1 2
8
4
3 6
5 7
6

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Worksheet 21
Complete the patterns.

1 2 5 7
= = = = =
2 4 2 8

2 4 8 10
= = = = =
3 6 18 42

1 2 4 6
= = = = =
5 10 25 50

3 6 12 21
= = = = =
10 20 30 90

2 4 16 8
= = = = =
5 10 20 60

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Worksheet 22
Word problems.

1. In a large school there are 750 children of these

300 are boys, how many are girls?
2. A factory made 950 bicycles in 2013 and 1000
in 2014. How many cycles were produced in the
two years together? How many fewer cycles were
built in 2013 than in 2014?
3. Mohsin wrote a story with 500 words. He then
added another plot with 50 words. He also
changed the introduction by reducing 20 words.
How many words does the story have now?
4. In an office, there are 5 printers. Each printer prints
20 pages in a working day. How many pages are
printed in all?
5. A confectionary produces 50 cupcakes in a day.
These are equally distributed in 5 cartons for
packaging. How many cupcakes are there in each
carton?

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Worksheet 23
Solve these.

1. In an office, there are 110 printers. Each printer

prints 110 pages in a working day. How many pages
are printed in all?
2. A confectionary produces 11,200 cupcakes in a
day. Only 100 boxes are available to pack them.
How many cupcakes will go into each box?
3. A vending machine can fill 130 cups of lemon tea,
110 cups of coffee and 60 cups of cardamom tea in
an hour. How many cups can the vending machine
fill altogether?
4. A tailor found that he had tailored 25 shalwar suits
over a period of 5 days. If the tailors on stitched an
equal number of suits per day, how many did he
make each day?
5. A volunteer collected Rs 1500.00 from each member
of a 500 member club and distributed the money
equally amongst 5 needy families. How much did
each family get?
6. A bicycle was sold off for Rs 3000.00 after a discount
of Rs 1500.00. What was its original price?

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Answers to Book 3
Unit 1: Assess and Review 1

Exercise 1

1. ones 2. tens 3. tens 4. hundreds

5. ones 6. ones 7. ones 8. tens
9. hundreds 10. ones
Exercise 2
1. 36 2. 235 3. 519 4. 40 5. 176
6. 904 7. 21 8. 100 9. 998 10. 20
11. 508 12. 976 13. 710
Exercise 3
1. 264, 265, 266, 267, 268, 269, 270
2. 599, 699, 799, 899
3. 37, 47, 57, 67, 77, 87, 97, 107
4. 62, 82
5. 152, 162,172, 182,192
Exercise 4
1. 07, 23, 61, 75, 82, 94 and 94, 82, 75, 61, 23, 07
2. 128, 287, 348, 475, 711 and 711, 475, 348, 287, 128
3. 504, 524, 554, 564, 594 and 594, 564, 554, 524, 504
4. 600, 601, 603, 606, 609 and 609, 606, 603, 601, 600
5. 227, 337, 777, 887, 997 and 997, 887, 777, 337, 227
Exercise 5
1. 247, two hundred and forty-seven
2. 617, six hundred and seventeen
3. 689, six hundred and eighty-nine
4. 495, four hundred and ninety-five
5. 944, nine hundred and forty-four
6. 160, one hundred and sixty
7. 926, nine hundred and twenty-six
8. 116, one hundred and sixteen
9. 600, six hundred
10. 1400, one thousand four hundred

Exercise 6
1. 12, twelve
2. 84, eighty-four

57
3. 393, three hundred and ninety-three
4. 432, four hundred and thirty-two
5. 386, three hundred and eight-six
6. 666, six hundred and sixty-six
7. 32, thirty-two
8. 106, one hundred and six
9. 47, forty-seven
10. 610, six hundred and ten
Exercise 7
1. 8 2. 21 3. 30 4. 60 5. 18
6. 20 7. 130 8. 60 9. 102 10. 120
Exercise 8
1. 2 cars each 2. 5 sweets each 3. 4 pencils each
4. 5 teddies each 5. 3 coins each
Exercise 9
circle, square, triangle, rectangle
Exercise 10
cube, sphere, cuboid, cylinder, pyramid,
Exercise 11

Exercise 12

Exercise 13
1. 6.1 cm 2. 3.4 cm 3. 5.1 cm 4. 8 cm 5. 5.2 cm

58
Exercise 14
1. 5 minutes past 2 4. half past 9
2. 20 minutes past 3 5. 12 oclock
3. 7 oclock 6. quarter past 11
Exercise 15
1. 841 books 2. Rs 24 3. 182 days
4. Rs 18 5. answers will vary 6. 56 kg
7. 8 m 8. 3 hrs, evening 9. 4
10. 12 cans of juice, 30 sandwiches
Puzzle
There can be many combinations:
2 + 8, 5 +5, 6 + 4, 3 + 7, 7 + 3, 20 2 etc.
Similarly, combinations can be made for other numbers.

Unit 2: Numbers

Exercise 1
1. Children draw three flowers.
2. 2 marks
3. 5 marks
Exercise 2
2. III 3. V 4. IV 5. VIII
Exercise 3
1, 7, 4, 9
5, 2, 6, 10
Exercise 4
Roman Words
X + I = XI eleven
X + II = XII twelve
X + III = XIII thirteen
X + IV = XIV fourteen
X + V = XV fifteen
X + VI = XVI sixteen
X + VII = XVII seventeen
X + VIII = XVIII eighteen
X + IX = XIX nineteen

59
Exercise 5
1. XVI, 16 2. XX, 20
Exercise 6
1. VII seven
2. IX nine
3. C 100
4. XX twenty
5. XI eleven
6. IV four
Activity
LID, MILD, DILL, MILL, CIVIC, CIVIL, etc.
Cross out LONG, VI will be left.
XI (It becomes eleven.)
Exercise 7
Students colour the grid as instructed.
Exercise 8
1. 56, 57 , 58, 59 , 60
2. 87 , 88, 89 , 90, 91
3. 201 , 202, 203 , 204, 205
4. 444, 445 , 446, 447 , 448
5. 1234, 1235 , 1236, 1237 , 1238
Exercise 9
HTh TTh Th H T O number names

1. 3, 1 7 4 three thousand, one hundred and

seventy-four
2. 2, 0 5 8 two thousand and fifty-eight
3. 5 6, 3 6 7 fifty six thousand, three hundred and
sixty-seven
4. 2 4 3, 0 9 8 two hundred and forty-three
thousand and ninety-eight
5. 8 7 0, 4 9 6 eight hundred and seventy thousand,
four hundred and ninety-six
Exercise 10
2. 2 ones 3 tens 7 hundred 8 thousand 0 ten thousand 6 hundred thousand
600,000 + 8000 + 700 + 30 + 2
3. 8 one 4 ten 9 hundred 5 thousand
5,000 + 900 + 40 + 8

60
4. 2 one 8 ten 9 hundred 8 thousand 0 ten thousand 6 hundred thousand
600,000 + 8000 + 900 + 80 + 2
5. 8 one 7 ten 2 hundred 6 thousand 7 ten thousand
70,000 + 6000 + 200 + 70 + 8
6. 7 one 3 ten 4 hundred 8 thousand 6 ten thousand 9 hundred thousand
900,000 + 60,000 + 8000 + 400 + 30 + 7

Exercise 11
HTh TTh Th H T O number names

2. 7 6 4 3 seven thousand six hundred and

forty-three
3. 9 1 5 9 0 nine one thousand five hundred and
ninety
4. 1 8 1 2 0 7 one hundred eight-one thousand, two
hundred and seven
Exercise 12
1. H 2. TTh 3. Th, T 4. HTh
5. O 6. T
Exercise 13
Answers will vary.
Exercise 14
2. 3108; 3208; 3308; 3408; 3508; 3608
3. 13,009; 13,019; 13,029; 13,039; 13,049; 13,059
4. 210,345; 220,345; 230,345; 240,345; 250,345; 260,345
5. 980,819; 980,820; 980,821; 980,822; 980,823; 980,824
6. 35,909; 36,909; 37,909; 38,909; 39,909; 40,909
Exercise 15
4678 5678 6678 7678 8678 9678
21 121 221 321 421 521
18,101 19,101 20,101 21,101 22,101 23,101 24,101
709,543 710,543 711,543 712,543 713,543 714,543
79,677 179,677 279,677 379,667 479,667
134,257 134,357 134,457 134,557 134,657 134,757 134,857

61
Activity

Across
1. 53,067 4. 123 7. 897,653 9. 64,910
10. 5796 11. 6363
Down
2. 3527 3. 718,329 5. 300,000 6. 980,154 8. 66,666
Exercise 16
1. < 2. > 3. > 4. = 5. > 6. =
Exercise 17
Only the second pair is correct.
Exercise 18
1. ascending; 367, 921; 368,921
2. descending; 77,249; 77,239
3. descending; 214,291; 214,281
4. ascending; 526,344; 627,344
5. ascending; 220,024; 230,025; 240,026
Exercise 19
1. 76,431 largest; 13,467 smallest
2. 98,620 largest; 20689 smallest
3. 984,210 largest; 102,489 smallest
4. 764,321; 123,467 smallest
Exercise 20
1. 1000 2. 999,999 3. 99,999 4. 100,000 5. 10,000

Ascending order: 1000; 10,000; 99,999; 100,000; 999,999

Unit 3: Number operations

Exercise 1
1. 9976 2. 5844 3. 8867 4. 6589
5. 4599 6. 10,983
Exercise 2
1. 9889 2. 3688 3. 8678 4. 3444
Exercise 3
1. 6230 2. 4968

62
Exercise 4
1. 7467 2. 9459 3. 9319 4. 9444
5. 4489 6. 2213
Exercise 5
1. 8139 2. 6919 3. 7493 4. 1494
Exercise 6
1. 6914 2. 6578 3. 3550 4. 9470 5. 7931
Exercise 7
1. 60 2. 70 3. 80 4. 60
5. 60 6. 65 7. 30 8. 39
9. 58 10. 95
Exercise 8
1. 62 2. 96 3. 76 4. 60 5. 83
6. 29 7. 92 8. 84 9. 40 10. 61
Activity

Hoopla 5 and 25; 10 and 20; 10, 10, 10;

Wheel of fortune 100, 100, 100, 100, 100, 100

100, 150, 250
200, 300
150, 350
100, 400

Darts 50, 150

50, 50, 100
100,100
Exercise 9
1. 4221 2. 2242 3. 8322 4. 4223 5. 4083
6. 6743 7. 5203 8. 2200 9. 3000
Exercise 10
1. 7051 bees 2. 1111 pages 3. 2413 men
Exercise 11
1. 2156 2. 2519 3. 4175 4. 7560 5. 3427 6. 5782
Exercise 12
1. 2744 2. 2950 3. 2881 4. 4203 5. 8775 6. 1652

63
Exercise 13
1. 882 cards 2. 1498 people 3. Rs 7024
4. 7095 bangles 5. 2486 bottles
Exercise 14
1. 40 2. 40 3. 40 4. 52 5. 25 6. 10
7. 14 8. 38 9. 7 10. 16 11. 38 12. 20
13. 32 14. 50
Exercise 15
1. 35 2. 56 3. 41 4. 48 5. 36

Activity

Spider with 8 legs is the correct choice, since in the first row each animal has legs in
the multiples of 2. (snail, 0 legs; kiwi, 2 legs; squirrel, 4 legs; beetle, 6 legs)
Exercise 16
1. 16 2. 54 3. 7 4. 6 5. 11 6. 9 7. 9
8. 56 9. 7 10. 8 11. 6 12. 88 13. 64 14. 9
Exercise 17
1. 170 2. 402 3. 116 4. 712
6. 360 6. 245 7. 396 8. 328
Exercise 18
1. Rs 369 2. 160 legs 3. 72 students
4. 144 dozen 5. 100 crayons 6. 343 days
Exercise 19
1. 70 2. 830 3. 990 4. 340 5. 48 6. 93 7. 99
8. 88 9. 216 10. 108 11. 648 12. 189 13. 32 14. 0

64
Activity

5 2 4 8 5 9

10 32 45

2 5 8 4 9 5

6 4 7 9 10 10

24 63 100

4 6 9 7 10 10

Exercise 20
2. 10 5 = 2 3. 12 6 = 2 4. 14 2 = 7
5 2 = 10 6 2 = 12 2 7 = 14
Exercise 21
1. 5 2. 2 3. 4 4. 4
5. 6 6. 4
Exercise 22
2. 4, 6 3. 6, 5 4. 4, 12 5. 6, 8
Exercise 23
1. 18 2. 151 3. 28 R1 4. 492 R1
5. 12 R4 6. 52 R4 7. 8 R3 8. 64 R2
Exercise 24
1. 24 2. 16 R2 3. 60 R4 4. 50 R4
5. 133 R1 6. 46 R7
Exercise 25
1. 6 seeds 2. 7 buttons 3. 16 kg 4. Rs 52 5. 152 students
Exercise 26
1. 21 2. 23 3. 11 4. 31
5. 81 6. 21 7. 20 8. 21
9. 103 10. 500 11. 247 R1 12. 40

65
Activity
The secret message is:

DIVISION IS FUN

Unit 4: Fractions

Exercise 1

Exercise 2

1.

2. 2 + 2 + 2 = 1 whole
6 6 6

Exercise 3

2. 3. 4.

5. 6.

66
Exercise 4
1. 1 of 8 = 4 2. 1 of 12 = 6 3. 1 of 6 = 3
2 2 2

4. 1 of 14 = 7 5. 1 of 20 = 5 6. 1 of 8 = 2
2 4 4

7. 1 of 8 = 2 8. 1 of 12 = 3 9. 2 of 10 = 4
4 4 5

10. 2 of 20 = 10 11. 2 of 15 = 6 12. 2 of 30 = 12

5 5 5

Exercise 5
1. 2 2.
2 3.
3 4.
1
4 8 6 2
5
5. 2 6.
5 10

Exercise 6

10 = 2 3.
1. 3 = 1 2. 4 = 1
2 = 1 4.
9 3 15 3 6 12 6 16

Exercise 7
2. 6,

3. 4,

4. 6,

67
Exercise 8

Exercise 9
All fractions are equivalent except 2 and 5.

Exercise 10

Exercise 11
1. 2 2.
4 3.
6 4. 2
20 5.
4 6 18 24 2

Exercise 12

Proper: 3 , 2 , 5 , 1 , 7 Improper: 4 , 77 , 24 , 15 , 34
8 66 67 56 68 3 5 9 7 6

68
Exercise 13
1. 3 < 5 2. 10 > 7
2 < 5 3. 2 < 6
4. 3 > 1 5.
8 7 9 9 11 11 5 5 15 15

Exercise 14

1. 1 , 3 , 4 2. 0, 4 , 5 3. 1 , 3 , 5 4.
1, 4, 8 5. , 1 , 4 , 5
4 4 4 10 10 5 5 5 7 7 7 11 11 11

Exercise 15
1. 2 2.
3 3.
5 4.
5
2 5 8 7

5. 6 6. 4 8.
5 7. 10
8 10 3 11

9. 11 10.
10
12 9
Exercise 16

1. 1 2.
1 3.
2 4.
6
4 5 7 8

5. 1 6. 1 8.
2 7. 5
6 11 5 12
3
9. 7 10.
13 9

Exercise 17

1. + 2. 3. 4. + 5. +
Exercise 18
1. eaten, 3 left 2. 1 eaten, 5 left
4 6 6

3. 3 eaten, 5 left 4. 1 eaten, 2 left

8 8 3 3

Exercise 19
1. 3 of the pencils remain.
4
2. Amir ate 4 pieces and 4 pieces are left.
3. 25 apples were unripe; 75 apples were ready to eat.

69
Game page 80

Unit 5: Measurements

Exercise 1
1. metre 2. kilometre 3. centimetre
4. centimetre 5. centimetre 6. centimetre
Exercise 2
2. 80 cm 3. 9 cm 4. 8 cm 5. kilometre 6. kilometre
Exercise 3

1st section
1. 4.5 cm 2. 3.5 cm 3. 1.5 cm 4. 2.6 cm

70
2nd section
1. The example shows a ruler measuring the line as 6 cm, which is not drawn to
scale. Allow the children to use their rulers to draw actual measurements as
given for the next three exercises.
Exercise 4
1. 18 cm 2. 9 cm 3. 9 cm 4. 17 cm 5. 34 cm
Exercise 5
1. 7 m 2. 38 m 3. 17 m 4. 9 m 5. 13 m

hill, tower, lamp post, house, tree, ladder

ladder, tree, house, lamp post, tower, hill
Exercise 6
home superstore ice-cream parlour school
Exercise 7
2. 355 m 3. 54 km 4. 118 cm 5. 145 m
Exercise 8
2. 217 m 3. 41 km 4. 23 cm 5. 108 m
Exercise 9
16 cm
Exercise 10
12 cm
Exercise 11
Children draw a line 5 cm long.
Exercise 12
2. 7 cm, 16 cm 3. 9 cm, 21cm 4. 79 cm, 171 cm 5. 27 cm, 64 cm
Exercise 13
2. car 3. truck 4. dog 5. can of juice 6. fox
Exercise 14
1. 4 kg 2. 450 g 3. 250 g 4. 3 1 kg
2
5. 25 g 6. 60 kg
Exercise 15
2. mg 3. g 4. kg 5. kg 6. g

71
Exercise 16
less than 1 kg: teddy, pencil, scissors, photo frame, jar of sweets, CDs
more than 1 kg: laptop, television, fish bowl, books

Exercise 17
The weights that the shopkeeper can use are:
2. 250 g, 10 g 3. 30 g, 20 g, 20 g, 10 g
4. 10 kg, 3 kg 5. 300 g, 25 g
6. 500 g, 250 g, 10 g
Exercise 18
2. 1102 g 3. 68 kg 4. 499 g 5. 178 g
Exercise 19
2. 130 g 3. 120 g 4. 4 kg 5. 39 g 6. 12 kg
Exercise 20
2. 16 kg 3. 462 g 4. 39 kg 5. 67 g
Exercise 21
Total = 201 kg; overweight by 101 kg
Exercise 22
1. jug 2. thermos 3. larger pack
4. bigger bowl 5. bottle 6. can of juice
Exercise 23
1. ml 2. litre 3. ml 4. litre5. litre 6. ml
Exercise 24
1. 2 l 2. 250 ml 3. 25 l 4. 51 l
5. 100 ml 6. 13 l
Exercise 25
2. 443 ml 3. 1330 ml 4. 15212 l 5. 60 l
7. 519 ml 8. 156 ml 9. 52 l 10. 27 l
Exercise 26
1. 27 l 2. 28 l 3. 26 ml, 5 ml 4. 1650 ml.

72
Unit 6: Time

Exercise 1
1. 2 a.m., 4 a.m., 10 a.m., 12 noon, 3 p.m., 4 p.m., 5 p.m., 7 p.m.
2. a. a.m. b. p.m. c. a.m. d. p.m.
e. a.m.
3. a. a.m. b. a.m. c. p.m. d. p.m.
e. p.m.
Exercise 2
1
2. 5 minutes to 2 3. 2 past 9
4. 15 minutes to 4 5. 15 minutes past 7
6. 10 minutes to 8
Exercise 3
2. eleven thirty 3. two twenty-eight
4. twelve three 5. six one
6. four fifty two
Exercise 4
1.

2.

73
Exercise 5

1.

7:10

2.
11:50

3.
1:00

4.
2:30

5. 3:10

74
Exercise 6

1.

2:25

2.

3:45

3.
11:05

4.
8:40

5.
6:20

Exercise 7
2. 154 hours 3. 697 hours 4. 456 hours
5. 1746 hours 7. 43 hours 8. 26 hours
9. 26 hours 10. 105 hours
Exercise 8
1. 6 hours 2. 2 hours 3. 12 noon
4. 3 hours 5. Bilal, Emad, Amir, 8 minutes, 3 min
Exercise 9
1. January, June, July 2. 30 3. April
4. 366 5. Friday 6. 30
7. Friday, Monday, Saturday, Sunday, Thursday, Tuesday, Wednesday
8. 156

75
Exercise 10 and Exercise 11
The answers to these exercises would be best given using the current years calendar.
The teacher can adapt Exercise 11 to the current years month of December.
Activity page 111

Similarly for this activity, use dates for the year in which the book is being taught.
Exercise 12
1. Naveen 2. Danish 3. June 4. 3 5. Naveen

Unit 7: Geometry

Page 115
points: A, B, O, M, N, P, R, S
line segments: MN, RS
ray: PA, OX
straight line: AB
Activity page 117

1. 2.

Exercise 1
1. rectangle 2. pyramid 3. circle 4. kite
5. oval 6. cube
Exercise 2
kite 3, square 2, rectangle 1, diamond 1, arrowhead 2, triangle 5
Exercise 3
Help the students draw the picture.
Exercise 4
Students colour as indicated.

76
Exercise 5

Exercise 6
2. 5 + 3 + 5 + 3 = 16 cm
3. 5 + 2 + 3 + 2 + 2 + 4 = 18 cm
4. 3 + 2 + 3 + 4 + 6 + 2 = 19 cm
Exercise 7
44 m
Exercise 8
80 m
Exercise 9
24 cm
Exercise 10
1. 170 m 2. 70 m 3. 240 m 4. m
Exercise 11
For exercises 2 to 4, students draw different figures and calculate the perimeters
accordingly.

Activity page 124

13.3 cm approximately

77
Unit 8: Graphs

Exercise 1
1. favourite flavours of ice cream
2. an ice cream cone
3. 10 scoops
4. fruity
5. orange
6. six
7. 115
Exercise 2
1. favourite pet 2. a circle dived into quarters 3. 56
4. dog 5. 14 6. spider
7. rat and tortoise
Exercise 3 Favorite Types of Books
____________________

Comic Books

Science Fiction

Funny Stories

Horror Stories

Fairy Tales

Number of Children
= 2 Children

78
Unit 9: Assess and Review 2

Exercise 1

HTh TTh Th H T O Expanded Form Number Names

2 7 0 6 9 2 200,000 + 70,000 + 600 + 90 two hundred and seventy

+2 thousand, six hundred and
ninety two
3 0 2 0 1 30,000 + 200 + 10 + 1 thirty thousand, two hundred
and one
3 0 9 0 1 2 300,000 + 9000 + 10 + 2 three hundred and nine
thousand and twelve
4 0 1 9 3 40,000 + 100 + 90 + 3 forty thousand one hundred
and three
2 0 4 0 0 7 200,000 + 4000 + 7 two hundred and four
thousand and seven
5 9 8 0 5000 + 900 + 8 + 0 five thousand, nine hundred
and eighty
6 6 4 7 9 60,000 + 6000 + 400 + 70 + 9 sixty-six thousand, four
hundred and seventy-nine
9 0 0 0 9 8 900,000 + 90 + 8 nine hundred thousand and
ninety-eight
7 4 5 8 3 9 700,000 + 40,000 + 5000 + 800 seven hundred and forty-five
+ 30 + 9 thousand, eight hundred and
thirty-nine

Exercise 2
1. 654,426; 654,522; 654,562; 655,426; 655,466; 655,526
655,526; 655,466; 655,426; 654,562; 654,522; 654,426

2. 30,039; 30,309; 33,009; 90,303; 93,300; 309,903

309,903; 93,300; 90,303; 33,009; 30,009; 30,309; 30,039

3. 77,770; 707,070; 707,777; 770,770; 770,777; 777,707;

777,707; 770,777; 770,770; 707,777; 707,070; 77,770

4. 23; 222; 232; 3323; 23,332; 223,323

223, 323; 23,332; 3323; 332, 222, 23

5. 10; 100; 999; 1000; 99,999; 999,999

999,999; 99,999; 1000; 999; 100; 10

79
Exercise 3
1. 19,104 2. 1858 3. 383 4. 113
5. 76,574 6. 403 7. 180 R = 4 8. 72,994
9. 7555 10. 96 11. 25437 12. 38524
13. 686 14. 56 R = 6

Exercise 4

8 12 16 20 24
1. 6 , 8 , 10 , 12 , 14 2. 14 , , , ,
9 12 15 18 21 21 28 35 42

3. 22 , 33 , 44 , 55 , 66 4.
12 , 18 , 24 , 30 , 36
24 36 48 60 120 26 39 52 65 78

5. 24 , 36 , 48 , 60 , 72
40 60 80 100 120

Exercise 5

1. 6 (I) 2. 4 (P) 3. 12 (P) 4. 7 (P)

5 13 19 9

5. 13 (P) 6. 11 (P)
14 56

Exercise 6

1. 3 , 5 , 6 , 1 2. 9 , 12
4 6 7 3 9 12

Exercise 7
1. length 2. straight line 3. point 4. two
5. triangle 6. sides, corners 7. square 8. opposite
9. curved 10. diameter 11. four
Exercise 8
Check the students work.
Exercise 9
Check the students work.
Exercise 10
1. 1289 km 2. Rs 43,508 3. 945 km, 4 p.m.
4. 72 m, 216 m 5. Rs 90 6. 730 kg
7. 115 cartons in each truck, 1035 bottles
8. 2 9. 50 ml 10. 2 June
5

80
Exercise 11
1. footfall in the cafeteria
2. days: horizontal axis; number of students: vertical axis
3. Friday
4. Saturday
5. 75
6. 675
7. 125
For questions 8 and 9, help the children to complete the graphs.

Exercise 12
kite, square, rectangle, circle, triangle, rectangle, arrowhead

81
Notes

82