2nd Class Maths - Watermark

MATHS MAGIC
Class - II
Text Book Development Committee
Editorial Board
Ms. Vetriselvi. K IAS
Special Officer, English Medium Project, CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director - SCERT, AP, Amaravati.
Sri. D. Madhusudhana Rao MA., B.Ed.

Director - Govt. Textbook Press, AP, Amaravati.
Editors
Prof. S.Venkateswaran M.Sc, M.Ed., Ph.D

Retd. Director, R.I.E, Bangalore.
Prof. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Retd. Principal A.J. College of Education, Machilipatnam.
Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)

Asst. Professor, Anna University, Chennai.
Dr. T. Swarupa Rani M.Sc., M.Ed., M.Phil., Ph.D.

Dean Faculty of Education, Acharya Nagarjuna University, Guntur.
Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Retd. Lecturer, Montessori Mahila College of Education, Vijayawada.
Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sr. Lecturer, St. Joseph College of Education for women, Guntur.
Sri K. V. Suryanarayana M.Sc., M.Ed.

Lecturer, DIET, Bommuru.
Sri J. Kasi Rao B.Sc., B.Ed.

Retd. Headmaster, Kavali.
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
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© Government of Andhra Pradesh, Amaravati
First Published 2020
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imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Dept. of C&T, SCERT, AP.
Sri B. Kishore Babu M.Sc., B.Ed.

MPUPS, K. Kothapalem, Mopidevi(M), Krishna.
Sri B. Vijaya Kumar M.Sc., B.Ed.

MPPS, Y.P.G. Palli, Nandaluru (M), Y.S.R.Kadapa District.
Authors
Sri B. Vijaya Kumar SGT Sri B. Kishore babu SGT

MPPS, Y.P.G.Palli, Y.S.R.Kadapa District MPUPS, K.Kothapalem, Krishna District
Sri S. Uma Gupta SGT Sri C. Dhanunjaya Raju SGT

MPPS, Giriprasadnagar, Visakhapatnam District Mpl.UPS (Girls) Kadiri, Ananthapuramu District
Sri J. Ajay Kumar SGT Sri K. Venkata Krishna SGT

MPPS, Tummaluru, Kurnool District MPUPS, Bhairavapatnam, Krishna District
Sri Ch. Balakrishna SGT Sri N. Murali Krishna SGT

MPPS, Venkatakrishnapuram, Guntur District MPUPS, Tungalavaripalem, Krishna District
Sri N. Suryanarayana SGT Sri P. Leela Krishnaiah SGT

MPUPS, Gollupalem, Vizianagaram District MPPS, Yanadi colony, Y.S.R.Kadapa District
Sri O. Pratap SGT Sri S. Chandra Mohan Reddy SGT

MPPS-4, Kondamanjulur, Prakasam District MPPS, Gajjalavaripalli, Ananthapuramu District
Smt T. Srilakshmi SA(Maths) Sri S. Govardhana SGT

ZPHS, Vunnava, Guntur District MPPS, Kurugunta, Ananthapuramu District
Sri Ch. S. N. Murthy SGT Sri L. Himagiri SGT

MPUPS, Jayanthipuram, Krishna District MPPS, Kothuru, Srikakulam District
Artist DTP & Designing

Uttam Star Media Services, Hyderabad
iii
Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.
As a part of the curricular reform, in order to support the designing of textbooks, with better
pedagogical strategies, handbooks are given to teachers with elaborate lesson plans. For the practice
of the students, workbooks are given which will reinforce the learning in the classroom. Parental
handbooks are prepared to impart awareness regarding the teaching-learning process to the parent
community. The textbooks are also designed in such a way that the initial two months will focus on the
school readiness of the children in order to create a learning environment in the school at the start of the
academic year.
In this textbook, concepts are introduced through activities related to daily life incidents,
situations, contexts and conversations. To strengthen these concepts, whole class activity, group activity
and individual activities are designed. The lessons incorporated are also suitable for multigrade teaching.
For additional information on the concepts, QR codes are incorporated in each chapter to enable
learning outside the classroom. Care has been taken to ensure that the new textbook is calibrated with
the learning requirement of the 21st century.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Dr. Adimulapu Suresh, Honourable Minister of Education for striving towards qualitative
education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Principal secretary, School Education,
Sri. Vadrevu Chinaveerabhadrudu, IAS, Commissioner, School Education, Ms. Vetriselvi.K, IAS,
Special Officer for their constant motivation and guidance.
We convey our thanks to the expert team who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our sincere thanks to
SCERT of Kerala, Tamilnadu, Karnataka and Haryana in designing the textbooks. We also thank our
textbook writers, editors, artists and layout designers for their contribution in the development of this
textbook. We invite constructive feedback from the teachers and parents in the further refinement of the
textbook.
Dr. B. Pratap Reddy

Director
SCERT – Andhra Pradesh
iv
Instructions to Teachers
 The new text books designed for class 1 to 5 are in accordance with the recommendations
of NCF – 2005, RTE – 2009, APSCF – 2011 and NEP – 2019.
 Use the face sheet placed at the beginning of every lesson as the basis for interacting
with the children to encourage, speak and motivate them to listen. Prepare and organize
some more activities similar to the activities given in the text book for every concept.
 The lessons are designed based on the classwise expected learning outcomes and the
concepts like number system, measurement, geometry, data handling etc are arranged in
a spiral approach.
 The text book contains three important components under headings like – Try these and
Exercise. The questions under the component ‘Try these’, will be direct and simple.
Similarly the ‘Exercise’ component contains mixed questionnaire of 2 or 3 concepts.
 The teacher should read and understand every concept in the text book before going for
teaching. Also they should conduct the ‘individual’, ‘group’ and ‘whole class’ activities
in the class room. Teacher should use the hand book designed for this purpose.
 Teacher should prepare and use teaching learning material related to the activities of the
text book by using available resources, to make the children understand the concepts.
 Teacher should provide required practice activities to teach children different concepts
keeping in mind the academic standards of the subject.
 Work book is also provided along with the textbook. The 90 minutes duration of a period
should be divided for the practice of the children as follows,
♦ 45 minutes for practising the concepts of text book.
♦ 45 minutes for practising the sums of work book.

 New text book is designed with exercises and activities. So, in such a way that the pupil will
be able to understand the concept of Two digit numbers, Number bonds up to 20, Ordinal
numbers, Counting in terms of 100 up to 1000, Writing numbers in words and the ability to
add and subtract numbers. In this process locally available objects like pebbles, seeds, sticks,
beads etc must be used.
Our National Anthem
- Rabindranath Tagore
Jana-gana-mana-adhinayaka jaya he
Bharata-bhagya-vidhata
Panjaba-Sindhu-Gujarata-Maratha
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga
uchchala-jaladhi-taranga
Tava Subha name jage, tave subha asisa mage,
gahe tava jaya-gatha.
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
Jaya he, Jaya he, Jaya he,
jaya jaya jaya jaya he.
Pledge
- Pydimarri Venkata Subba Rao
India is my country. All Indians are my brothers and sisters.

I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
vi
Maths Magic
Class - II
S. No. Unit Month Page No
Readiness June, July
1. Shall we count August 1-13
2. Let us Add August, September 14-27
3. How much I left September 28-41
4. Playing with numbers October 42-57
5. How many times November 58-73
6. Share it November, December 74-80
7. Shapes around us December 81-91
8. My diary January 92-102
9. Let us Measure February 103-112
Revision March -
Revision April -
Teacher Corner Student Corner
vii
Academic Standards
Academic standards are clear statements about what students must know and be able to do.
The following are the specifications on the basis of which we lay down academic standards
Problem Solving
• Using concepts and procedures to solve mathematical problems
Stages of problem solving
• Reads problems
• Identifies all pieces of information
• Separates relevant pieces of information
• Understanding what concept is involved
• Selection of procedure
• Solving the problem
Reasoning and Proof
• Reasoning between various steps
• Understanding and making mathematical generalizations and conjectures
• Understanding and justifying procedures
• Examining logical arguments
• Understanding the notion of proof
• Using inductive and deductive logic
• Testing mathematical conjectures
Communication
• Writing and reading mathematical expressions
• Creating mathematical expressions
• Explaining mathematical ideas in his/her own words
• Explaining mathematical procedure
• Explaining mathematical logic
Connections
• Connecting concepts within a mathematical domain
• Making connections with daily life
• Connecting mathematics to different subjects
• Connecting concepts of different mathematical domains
• Connecting concepts to multiple procedures
Visualization and representation
• Interprets and reads data in tables, number line, pictograph, bar graph, 2D figures, 3D figures,
pictures
• Making tables, number line, pictograph, bar graph, pictures
viii
Shall we Count ? CHAPTER
1
1. What do you observe in the picture?

Observe the above picture. 2. What are the children doing?
Children are collecting flowers on the occasion of Independence day to decorate the school
with flowers and garlands. Now, count and write the number of flowers collected by them.
Jaya Vijay
Mary Kishore
1 Maths Magic - 2
Making the flower garlands (Expanded Form)
Vijay gave 23 flowers to

Devi and asked her to
prepare a garland with
10 flowers in each garland.
23 flowers = 2 garlands +3 flowers

Observe the garland made by Devi.
1. How many flowers are there in total?

2. How many garlands did Devi make?
3. How many flowers are left with Devi?
Flowers given by Vijay Garlands made by Devi Flowers left
23 = 20 + 3
Try these:
1) Help them to make garlands with flowers brought by the children.

a) Flowers brought by Mary Garlands Flowers left
34 = +
Class-2 Mathematics 2
b) Flowers brought by Jaya Garlands Flowers left
19 = +
c) Flowers brought by Kishore Garlands Flowers left
30
= +
Write in Expanded Form.
10s 1s 10s 1s
T O Tens Ones T O Tens Ones

3 2 = 3 + 2 5 6 = +
= 30 + 2 = ------- + ------
Write in Short Form.
40 + 7 = 47
It is the short form
of a number.
10s 1s
T O
40 + 7 = 4 7
10s 1s
T O
+ =
We read 1s place as Ones place or units place and 10s place as Tens place.
3 Maths Magic - 2
Place value and face value :
I have
I have
Tens Ones
Tens Ones
32 = 3 + 2
23 = 2 + 3
The number in ones place = 3 The number in ones place = 2
Place value of 3 is '3 ones' =3 Place value of 2 is '2 ones' = 2
The number in tens place =2 The number in tens place =3
Place value of 2 is '2 tens' = 20 Place value of 3 is '3 tens' = 30
Why is the place value of 2 different in the above two numbers 23 and 32?
Wherever 2 is
placed, the actual value The place value changes
remains the same. according to the place
This value is called of the digit in the
face value.
number.
Note: Place value depends on the place at where the digit is.
But the face value is same wherever it is.
2 Place value of 2 = 20
Tens Ones Face value of 2 = 2
2 4
4 Place value of 4 = 4
Face value of 4 = 4
Try these :
2. Write the place and face values of
1. Write the place and face values of
4 and 7 in 47.
3 and 8 in 38.
Sol:
Sol:
Place value of 3 = ……... Place value of 4 = ……...
Tens Ones Face value of 3 = ……... Tens Ones Face value of 4 = ……...
3 8 4 7
Place value of 8 = ……… Place value of 7 = ………
Face value of 8 = …….... Face value of 7 = ……....
3. Use the colour code to colour the balloons.
Orange : 5 in the ones place Green : 2 in the ones place

Blue : 7 in the tens place Brown: 6 in the tens place.
63 15 78 35 68 42
69 95 71 12
5 Maths Magic - 2
Numbers comparison :
Observe the given pictures. Identify the bigger number and smaller number.
Bigger number: Sister has
more money I have
I have R 13
R 25
25 is more than 13.

So, 25 is bigger than 13.
Sister has I have

less money R 24
I have
R 16
16 is less than 24.

So, 16 is smaller than 24.
Both have
equal money I have
I have R 13
R 13
So, 13 is equal to 13.
Try these:
Colour the bigger number.
a) b)
24 35 22 11
Colour the smaller number.
a) b)
41 31 40 70
Colour the equal numbers.
a) b)
30 81
30 48 61 81
7 Maths Magic - 2
I eat more fish.
3 is greater than 2
3 > 2
3 2 ‘ >’is greater than.
I don’t eat less fish.
1 is lesser than 3
1 < 3
1 3 ‘<’is lesser than.
Both are equal

2 is equal to 2
2 = 2
‘=’is equal to.

2 2
t Write proper symbols (<, >, = )in the boxes given below.
Example: 1) 14 > 8 2) 9 < 12 3) 16 = 16
1) 10 7 2) 41 31 3) 18 23
4) 53 63 5) 21 21 6) 57 47
Activity: Making 2 - digit numbers with number cards.
Number cards 0 1 2 3 4 5 6 7 8 9
Step:1 To make a 2 - digit number take one set of number cards from 0 to 9.
Step 2: Ask a child to pick up any card from 0 to 9. Example: 2
Step 3: Ask another child to pick up a card from 0 to 9 and put it beside the first number
card. Example: 5
Step 4: Two numbers can be made using two digits.
Those are 2 5 = 25 and 5 2 = 52
In the above two numbers. The bigger number is 52 and smaller number is 25.
Comparison: 25 < 52 and 52 > 25.
Example :
1. Write down the 2 - digit numbers with the given digits and compare them.
The numbers that can be written using the digits 4 and 5 are
a) 45 b) 54
Comparison of 45 and 54:
45 < 54 54 > 45
Try these:
1. Write and compare the 2 - digit numbers with 3 and 7. 6
Numbers that can be written using the digits 3 and 7 are 5
a) _________ b) _________
4
Comparison:
3
>
2
>
1
Ascending order and Descending order:
Some boys and girls are sitting on the steps.
There are some numbers on the steps.
Observe the numbers.
9 Maths Magic - 2
Teacher : Which number is on the first step?
Pupil : 1
Teacher : Which number is on the second step?
Pupil : 2
Teacher : Write the numbers on the steps from first step to last step.
Pupil : 1, 2, 3, 4,....,.....,.....,......,.....,.......
Teacher : How is the order?
Pupil : The numbers are from smaller to bigger.
Teacher : It is called ascending order.
Example: Arrange numbers 25,15, 45 in ascending order.
Sol: The smallest number in 25,15, 45 is 15 15
The smallest number in the remaining numbers 25 and 45 is 25 15, 25
The remaining number is 45 15, 25, 45
Ascending order for 25,15,45 is 15, 25, 45.
Try these:
Arrange the given numbers in the ascending order in the space provided.
a) 30, 50, 20 b) 25, 95, 15
c) 41, 68, 19 d) 8, 98, 68
9
Descending order
r
8
de
Or
7
g
The boy is climbing down the stairs from the top stairs.
in
nd
6
e
sc
Observe the numbers on the stairs from top stairs to down stairs.
De
5
4
9, 8, 7, 6, 5, 4, 3, 2, 1
3
Teacher : How is the order of numbers? 2
1
Srinu : From bigger to smaller
Teacher : Arranging the numbers from bigger to smaller is called descending order.
Example: Arrange the numbers 40, 20, 30 in descending order
Sol: The biggest number in 40, 20, 30 is 40. 40
The biggest number in the remaining numbers 20, 30 is 30. 40, 30
The remaining number is 20 40, 30, 20
The descending order of 40, 20, 30 is 40, 30, 20.
Try these: Arrange the numbers given in descending order and colour it.
1) 10, 90, 60
2) 15, 36, 88
3) Arrange the following numbers in the ascending and descending order.

a) 75, 98, 69, 37
De
Ascending order : _____, _____, ____, _____

sc
en
er
Descending order : _____, _____, _____, _____

ing
rd
gO
Or
in
de
b) 71, 78, 72, 77

nd
r
ce
As
Ascending order : _____, _____, ____, _____

Descending order : _____, _____, _____, _____
11 Maths Magic - 2
Rounding off Numbers
15 16 Which side
14
does the
13 17 ball roll?
12 18
11 19
10 20
Example: Round off 18 to the nearest tens
10 11 12 13 14 15 16 17 18
18 19 20
The mid number between 10 and 20 is 15

Round 18 to the nearest ten.
Example: Step - 1 : Note that 18 is in between 10 and 20.
Step - 2 : Identify the mid number between 10 and 20. It is 15.
Step - 3 : The number 18 comes after 15 and is nearer to 20.
Step - 4 : So, 18 is nearest to 20.
If 18 is rounded off to the nearest ten it becomes 20.
Try these:
Colour the box to the nearest tens
Number 10 20 30 40
12
27
38
44
Exercise
1. Write the expanded form.
a) 72 = + b) 56 = +
2. Write the short form.
a) 30 + 6 = b) 90 + 9 =
3. Use the suitable symbols ( >, <, = ).

a) 40 20 b) 70 50
c) 17 71 d) 45 45
4. Write the given numbers in ascending and descending order.
a) 30, 80, 60 b) 41, 67, 28
Ascending order : Ascending order :
Descending order: Descending order:
5. Round the numbers to the nearest tens.
a) 63 : 50 60 70 b) 72 : 50 60 70
6. Match the following.
a) 60 + 5 40
b) Nearest ten of 39 40+6
c) 46 56
d) Fifty Six 65
7. Name the order of the numbers whether they are in ascending or descending order.
a) 10, 30, 90 ----------------------- b) 45, 25, 5 ------------------------
c) 25, 35, 45 ----------------------- d) 53, 28, 22 ------------------------
e) 56, 30, 22 ----------------------- f) 95, 54, 16 ------------------------
13 Maths Magic - 2
Let us Add CHAPTER
2

2. How many tortoises are there?
I am
Sunny
S
Observe the pictures and do the following addition.
1) How many squirrels are there in total ?
under the tree = 2
on the tree = + 1
3
2) How many parrots are there in total ?
parrots sitting on the lower branch = 4
parrots sitting on the upper branch = + 1
Note : When we add two numbers, the result is called the ‘SUM’ of the given numbers.
Do the following additions :
a) b) c) Tens Ones d) Tens Ones
5 7 1 0 4
+2 +1 + 3 + 1 1
Making Ten (10) :

both are same
A) Fill in the boxes.
1 + 9 = = 9 + 1
2 + 8 = = 8 + 2
3 + 7 = = 7 + 3
5 + 5 =
Note: Changing the order of numbers while adding does not change the result.
15 Maths Magic - 2
B) Pair the numbers whose sum is 10. One is done for you.
1 8 3 7
I am
9 2 7 6 Bunny
1 5 5 4
B
Addition of 2 - digit number and 1- digit number using number strip:
28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
Example : 3 3 + 5 = _______
I) Find 33 on the above number strip.
ii) Start from 33 and move 5 places forward.
Tens Ones iii) You will be at 38.
3 3 So, 3 3 + 5 = 3 8
+ 5
3 8
Solve the following problems using the number strip.

a) b) c) d)
Tens Ones Tens Ones Tens Ones Tens Ones
3 1 3 3 3 5
+ 4 + 3 + + 2
4 0 3 8
Addition of 2 - digit number and 1-digit number:

Sunny and Bunny went to play with kites. They met some friends on the ground.
The number of kites they have,
Kites in red colour = 21
Kites in green colour = 8
Do you know how many kites are there?
21 + 8 = ?
1 ten 1 ten
Tens Ones
2 1
+ 8
9
We begin adding with one’s place. So 1 + 8 = 9. Write ‘9’ in ones place.
Now we add the numbers in tens place.

1 ten 1 ten
Tens Ones
2 1
+ 8
2 9
Total number of kites = 29.

Addition of 2 - digit number and 1 - digit number (using 10 blocks) :
Example : 35 + 4 = ______.
Tens Ones
35 means 3 tens and 5 ones.
4 means 4 ones. 3 5
Begin adding with ones. So, 5 + 4 = 9.
+ 4
Write 9 in ones place.
9
17 Maths Magic - 2
Now, add the numbers in tens place. Tens Ones
Write 3 in tens place.
3 5
3 5 + 4 = 3 9 + 4
3 9
Convert this addition into
word problems (oral)
Example : Subbu has 35 bananas and Gupta has 4 bananas.

How many bananas are there in total?
Try these:
a) b) c) d)
7 5 4 9 2 9 0
+ 0 + 8 3 + 3 + 0
Note: Frame word problems for the above
Addition of 2 - digit numbers

While playing with kites, it
started raining.
Sunny team prepared 13 paper

boats and Bunny team prepared
12 paper boats. They played with
the paper boats happily.
Can you count how many boats

were prepared by them ?
13 + 12 = ?
We begin with ones place numbers. So, 3 + 2 = 5. We write ‘5’ in ones place.
Tens Ones 1 ten
1 3
+ 1 2
5 1 ten
Now we add the Tens Ones 1 ten
numbers in tens.
1 3
+ 1 2
2 5 1 ten
1 ten and 1 ten = 2 tens

Add numbers in tens place. So, 1 + 1 = 2 tens.
Write ‘2’ in tens place.
13 + 12 = 25. So, total number of paper boats is 25.
Try these:
a) b) c) d)
4 1 5 0 7 6 6 6
+ 2 6 + 2 0 + 1 1 + 3 3
e) Observe and fill in the blanks.

20 + 10 = 30 40 + 10 = 36 + 10 =
25 + 10 = 35 37 + 10 = 21 + 10 =
27 + 10 = 29 + 10 = 42 + 10 =
19 Maths Magic - 2
Word problems :
Some school children went to picnic at the beach.
1) Students at the picnic.
18 21 Tens Ones
1 8
How many students are there in total ? + 2 1
Answer:
2) Play material they carried.
Tens Ones
12 15
1 2
How many toys they carried in total? + 1 5
Answer:
3) Built sand houses with sand.
23 31 Tens Ones
2 3
How many sand shapes are there in total? + 3 1
Answer:
4) Collected shells at the beach.
49 30 Tens Ones
4 9
How many shells are there in total? + 3 0
Answer:
5) Animals at the beach.
16 22 Tens Ones
1 6
How many animals are there in total?

+ 2 2
Answer:
Sunny and Bunny waste their food
while eating. Even though their
parents warned them, they did the
same.
One day they lost the

way to home. They felt
hungry, but they didn’t
find any thing to eat.
Then they realised the

value of food. After a
long search their parents
found them.
Next day Sunny and Bunny told their

parents, that they would bring food. They
collected many carrots and reached home
by evening.
21 Maths Magic - 2
Addition of 2 - digit number and 1 - digit number (Regrouping):
Sunny brought ‘12’ carrots and Bunny brought ‘9’ carrots.

How many carrots did they bring together?
Sunny brought 1 2 carrots = 10 carrots + 2 carrots
Bunny brought 9 carrots = 9 carrots
1 2 + 9 = ?
Step 1:
1 Tens Ones
We begin adding ones place numbers.
1 2
2 + 9 = 11 ones + 9
1
Regroup 11 as 1 Ten and 1 one
write ‘1’ in ones place, and carry over ‘1’ ten to the tens place.
Step 2:
Now add tens.
1 Tens Ones
Add tens place numbers.
1 2
1 ten + 1 ten (carry forward) = 2 tens.
+ 9
write ‘2’ in tens place.
2 1
12 + 9 = 21
Sunny and Bunny brought 21 carrots together.
Try these:
a) b) c) d)
Tens Ones Tens Ones Tens Ones Ones

Tens
2 2 3 4 6 8 7 6
+ 8 + 7 + 8 + 9
Addition of 2-digit numbers (Regrouping) :
Sunny and Bunny want to buy story books. So, they collected money from their
parents and also from their savings.
Sunny has specimen specimen specimen = 38
Bunny has specimen specimen specimen = 32
How much do they have together?
3 8 + 3 2 = ?
Tens Ones
1
specimen specimen specimen

3 8
+ 3 2
Add ones place numbers first. 8 ones + 2 ones = 10 ones.

But, we regroup 10 ones to 1 ten specimen
ten ones = 1 ten + 0 ones.

Write ‘0’ in ones place and carry over ‘1’ ten to tens place.
Now add tens place numbers.
Tens Ones
1
3 8 specimen specimen specimen

specimen
+ 3 2 specimen specimen specimen
7 0
Add tens place numbers = 3 tens + 3 tens + 1 ten (carry forward)

38+32 = ?
= 7 tens Tens Ones
1
Write ‘7’ in tens place.
3 8
38 + 32 = 70
+ 3 2
Sunny and Bunny have a total of `70 together.
7 0
23 Maths Magic - 2
Try these:
a) Tens Ones b) Tens Ones c) Tens Ones d) Tens Ones
3 7 5 6 7 3 4 9
+ 4 3 + 1 5 + 1 8 + 3 4
Word problems :
Example : In an aquarium 18 big fish and 14 small fish are kept. Find how many
fish are there in total?
Step-1 : Read the problem and understand the question.
Step-2 : Find the given important information in the problem.

We know that there are 18 big fish and 14 small fish.
Step-3 : Decide what to do.

We need to find out the total number of fish.
So we must add.
Step-4 : Solve the problem. Tens Ones

1
Big fish = 1 8
Small fish = + 1 4
Try these: Total fish = 3 2
In a fruit garden there are 28 papaya trees and 26 banana trees.

How many trees are there in the garden ?
Tens Ones
Papaya trees = 2 8
Banana trees = 2 6
Total trees =
Bujji’s book shop :
Bunny and Sunny went to ‘Bujji’s book shop’ to buy a story book each. T.he book
costs ` 26.
Bunny gave
Sunny gave
Did Bunny and Sunny give the correct amount to Bujji?

Verify it.
Try these:
Count and write how much ?
1)
en en en
specim specim specim
2)
3) specim
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specim
en
specim
en
4) specim
en
specim
en specim
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Activity:
From Kurnool to Gooty the bus fare is ` 100.

The bus conductor collects the amount from
passengers and gives tickets. Four of the
passengers give the amount to the conductor
as shown below. Verify if it is equal to
` 100. If yes put ‘ 3 ’ mark, otherwise put
‘ 5 ’ mark in the given boxes.
25 Maths Magic - 2
Passenger Amount given P or O
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Exercise
I) Fill in the blanks.

1) 9 + 1 = _____
2) 9 + 9 = _____
3) 16 + 0 = _____
4) 20 + 10 = _____
5) 25 + 26 = _____
II) Observe and complete the addition pattern:

1) 4 + 3 = 7 2) 2 + 3 = 5 3) 7 + 2 = 9
1 4 + 3 = 17 1 2 + 3 = ____ 1 7 + 2 = ____
2 4 + 3 = 27 2 2 + 3 = _____ 2 7 + 2 = _____
III. Do the following :
1) 33 + 47 = __ 2) 25 + 69 = ___ 3) 38 + 58 = _____ 4) 68 + 29 = _____
IV) Check if the problems done are right or wrong. Correct them, if they are wrong.
1. 26 + 42 = 69 2. 27 + 5 = 77 3. 30 + 4 = 70 4. 54 + 47 = 101
V) Add and circle the correct answer.

Example : 36+28 62 64 68
1) 45+36 81 85 76
2) 48+7 57 65 55
3) 37+27 54 64 57
4) 68+23 81 71 91
5) 50+49 90 99 89
VI) Complete the boxes by adding the numbers in the boxes below and reach the cake.
89
12
5 21
3 2 5 9 12
VII) Put a (P ) mark on the notes and coins you will use to buy this doll.
en en en en
a) specim
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b) specim
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specim
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specim specim
c) specim
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d) specim
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27 Maths Magic - 2
How much I Left CHAPTER
3
A bazaar in a village
On Sunday, Peddanna and Beemala went to a

bazaar (Varapu santha) to buy things. Few
were selling fruits and goods.
2. Among all the monkeys how many are baby monkeys?
A merchant is selling caps. There are
8 caps in his shop. A monkey has taken
away 2 caps from his shop. How many
caps are remaining in his shop?
- 2
Try these :
a) 4 b) 5 c) 6 d) 7
- 2 - 4 - 5 - 3
Subtraction of 1-digit number from the numbers below 20 (Backward counting)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Example : 14 - 5 = 9
Hint: Start from the number 14
and count 5 steps backward.
Solve the following:
a) 11 - 6 = b) 11 - 8 =
c) 12 - 7 = d) 12 - 8 =
e) 13 - 7 = f) 14 - 6 =
29 Maths Magic - 2
Subtraction of 1 - digit number from 2 - digit numbers (without regrouping)
Ademma purchased 18 eggs.

In those eggs 5 eggs are broken.
How many eggs are remaining ?
Tens Ones
= 1 ten + 8 ones
1 8
- 5 = 5 ones
1 3 = 1 ten + 3 ones
Try these : = 13
a)
Tens Ones
= 2 ten + 5 ones
2 5
= 2 ones
- 2
= __ ten + __ ones
Tens Ones = ___ ten + ___ nes
b) 4 7 = ___ ones
- 4
= ____ ten + ___ ones
Subtraction of 1 - digit number from 2 - digit numbers (with regrouping)
There were 57 passengers in a bus.

9 of them got down on the way. How
many passengers are left in the bus?
Step - 1 : Read the given statement and identify the operation that has to be done to solve
the problem. Write the numbers in vertical form according to their places.
Tens Ones 1 ten = 10 ones
5 7
_ 9
Step - 2 : We cannot subtract 9 ones from 7 ones.

So, regroup 1 ten into 10 ones.
Tens Ones
4 17
5 7
_ 9
So, 1 ten + 7 ones = 10 ones + 7 ones
= 17 ones
8
17 ones - 9 ones = 8 ones
Step - 3 : Tens Ones * Write 8 ones under the ones column.

Remaining tens = 4 tens
4 17
5 7 No of tens to be removed from 4 tens.
_ 9
4 tens - 0 tens = 4 tens
So, write 4 in the tens column.
4 8
Passengers left in the bus are 48.
31 Maths Magic - 2
Try these :
1) 2) 3) 4)
4 3 5 6 7 1 9 4
8 8 5 7
- - - -
5) 32 - 6 = ____ 6) 42 - 9 = ____ 7) 53 - 8 = ____ 8) 60 - 4 = ___
3 2 4 2
- 6
- - -
9) Hussain has 15 chocolates. He gave 7 of them to his sister. How many chocolates are
now with him?
Tens Ones
Number of chocolates Hussain has = 1 5
Number of chocolates he gave to his sister = 7

-
Number of chocolates remaining with Hussain =
10) There are 72 pages in a story book. Sara read 9 pages in that book. How many more
pages are to be read by Sara to complete the book?
Tens Ones
_____________________________ =
_____________________________ = -
_____________________________ =
Subtraction of 2 - digit numbers from 2 - digit numbers (without regrouping)
Peddanna went to bazaar with 95. He

spent 43. How much money is now
left with Peddanna?
Tens Ones
Money taken to bazaar by Peddanna = 9 5
Money spent by Peddanna =
- 4 3 specimen specimen specimen
Step - 1 : Subtract the ones, Tens Ones

5 ones - 3 ones = 2 ones
9 5 specimen specimen specimen
Write 2 in the ones column.
- 4 3 specimen specimen specimen
Step - 2 : Now, subtract the tens, Tens Ones specimen specimen specimen
9 tens - 4 tens = 5 tens 9 5 specimen specimen specimen
Write 5 in tens column. specimen specimen

- 4 3
specimen
5 2
So, the amount left with Peddanna = 52.
33 Maths Magic - 2
Try these :
1) 57 - 41= ____ 2) 65 - 23 = ____ 3) 79 - 25 = ____ 4) 87 - 43 = ____
5 7 6 5 7 9 8 7
- 4 1 - 2 3 - 2 5 - 4 3
5) 26 - 13 = ____ 6) 59 - 41 = ____ 7) 78 - 33 = ____ 8) 97 - 42 = ___
- - - -
9) Satvika brought 78 chocolates on her birthday. She distributed 56 chocolates among her
friends. How many chocolates are left with her?
Tens Ones
Number of chocolates Satvika brought =
Number of chocolates she distributed =

-
Number of chocolates left with her =
10) Razia has 36 oranges. 4 of them are rotten. How many of them are in good condition?
Tens Ones
_____________________________ =
_____________________________ = -
_____________________________ =
Subtracting 2 - digit number from a 2 - digit number (with regrouping)
Beemala purchased medicine for 12.

She gave 50 to the shopkeeper. How much
does the shopkeeper return to Beemala?
Tens Ones
Amount given to the shopkeeper = 5 0
specimen specimen
Cost of medicine purchased = - 1 2
1 Ten = 10 Ones
Step - 1 : We subtract the ones first.
Tens Ones specimen specimen specimen
It is not possible to subtract 2 from 0.
So, we regroup 1 ten from the tens 4 5 0 10
specimen
column into 10 ones.

1 2
Now, subtract 2 ones from 10 ones.
10 - 2 = 8 8
* Write 8 in the ones column.
Step - 2 : Now, subtract the tens, Tens Ones
We are left with 4 tens. 4 5 0 10

So, 4 tens - 1 ten = 3 tens
1 2
Write 3 in the tens column
3 8
So, the amount to be returned by the shopkeeper = 38.
35 Maths Magic - 2
Try these :
1) 52 - 38 = ____ 2) 64 - 28 = ____ 3) 70 - 27 = ____ 4) 81 - 26 = ___
5 2 6 4 7 0 8 1
- 3 8 - 2 8 - 2 7 - 2 6
5) 47 - 28 = ____ 6) 52 - 26 = ____ 7) 73 - 57 = ____ 8) 91 - 18 = ___
- - - -
9) There are 45 seats in a bus. 35 passengers are seated in that bus. How many seats are
vacant in the bus?
Tens Ones
Number of seats in the bus =
Number of passengers in the bus =

-
Number of vacant seats in the bus =
10) How much is 64 more than 39 ? 11) How much is 27 less than 92 ?
Tens Ones Tens Ones
Word problems :
Akbar got 75 chocolates. He distributed
58 chocolates among his friends on his
birthday. How many chocolates are left
with him?
Step - 1: Read the problem and understand it.
Step - 2: Find the given important information in the problem. We know that out of 75
chocolates, 58 chocolates were distributed.
Step - 3: Decide what to do.

We need to find out how many chocolates are left. So, we must subtract.
Step - 4: Solve the problem.
Tens Ones
How can I check
10 15 whether it is correct
6 7 5
The number of chocolates left or wrong?
with him = 17 - 5 8
1 7
Try these :
1) A school library has 83 English story books and 75 Telugu story books. How many more
story books are there in English than Telugu?
Tens Ones
Number of English story books =
Number of Telugu story books = -

Number of English story books more than Telugu =
37 Maths Magic - 2
,
1) 2)
Tens Ones Tens Ones
6 5 Tens Ones 3 7 Tens Ones
- 2 4 - 1 8
+ +
Fact families
Each group contains the numbers in a fact family.
Add or subtract using the three numbers.
Example : 5 1) 6
2 3 4 2
2 + 3 = 5 4 + 2 =
3 + 2 = 5 ___+ ____= ____
5 - 3 = 2 6 - 4 = 2
5 - 2 = 3 ___- ____= ____
2) 3) 4)
10 12 21
6 4 5 7 14 7
___+ ____= ____ ___+ ____= ____ ___+ ____= ____

___+ ____= ____ ___+ ____= ____ ___+ ____= ____
___- ____= ____ ___- ____= ____ ___- ____= ____
___- ____= ____ ___- ____= ____ ___- ____= ____
39 Maths Magic - 2
Look at the subtraction done by Manisha, Ashish and Ismail.
Manisha Ashish Ismail
Tens Ones Tens Ones Tens Ones
7 14
8 4 8 4 14 8 4
- 2 8 - 2 8 - 2 8
6 4 6 6 5 6
Who did it correctly?

Observe the mistakes.
Manisha:
We have to subtract 8 ones from 4 ones but not 4 ones from 8 ones.
Ashish :
Subtraction of ones, that is subtraction of 8 ones from 4 ones is not possible.
So, he regrouped 1 ten into ones.
Then, 1 ten + 4 ones = 14 ones.
So, 14 ones - 8 ones = 6 ones.
But, he didn’t reduce the number in tens place.
Ismail: Now, you observe the subtraction done by Ismail.
He did correctly.
Look at the following subtractions. If it is wrong discuss the mistakes with your
friends and write the correct answer in the blanks.
a) b) c)
Tens Ones Tens Ones Tens Ones
2 5 3 2 4 3
- 1 7 - 2 6 - 1 7
1 8 1 4 2 6
Exercise
Do the following subtractions.
1) 32 - 19 = ____ 2) 54 - 26 = ____ 3) 80 - 46 = ____ 4) 93 - 69 = ___
- - - -
5) Subtract the number in the columns from the number in the rows. Fill in the blank
boxes.
- 60 50 30 20
90
80
70
60
6) Rajini bought books for Rs.39 and she gave Rs.50 to the shopkeeper. How much
money should the shopkeeper return ?
7) Kamala read 42 pages in a book and Deepthi read 28 pages. How many pages did
Kamala read more than Deepthi?
8) Write the subtraction fact into addition fact.
30 - 20 = 10
Addition fact = _____________________________
41 Maths Magic - 2
Play with Numbers CHAPTER
4
1. How much money does Deva have?

Deva has a good habit, that is when his
parents give him money, he always keeps it in his
kiddy bank. One day, he wants to buy a story book.
It costs ` 100. He opens his kiddy bank.
Let us see how much money he has saved?
There were 9 currency notes, picking up every note
one by one he counted as 10, 20, 30, 40, 50, 60, 70, 80 and 90.
There were 9 rupee coins. Oh! I have

90 + 9 = 99
He counted them as 91, 92, 93, 94, 95, rupees
96, 97, 98 and 99.
Just then, his mother gave him another rupee coin. Deva said, now I have ten
one rupee coins. He gave 10 one rupee coins to his sister in exchange of a 10 rupee
9+ 1 =
+ = 10 rupees
Now I have Wow! After You know Do you observe
10 ten rupee ninety nine Deva ! All these ten the number on
notes rupee notes are equal this note? It is
comes one
to this single note Hundred
Hundred
specimen
specimen
Tens Ones
10 0
specimen specimen specimen specimen 90 + 9+1

specimen specimen specimen specimen
specimen
+ specimen
= specimen
= 90 +10
= 100
rupees
2. Identify how many sticks are there in the following bundles.
Bundle of sticks Number of Number of

( Each bundle has 10 sticks) bundles sticks
1 10
2 20
43 Maths Magic - 2
3. Observe the following :
10 20 30 40 50 60 70 80 90
91
92
93
94
95
96
97
98
99
99 + 1 = 100 100
4. Let us do and find.

There are ten 10 rupee notes on the teacher’s table. From the bundle of ten 10 rupee
notes, the teacher gave some notes at random to Ajay and remaining notes to Vijay. They
counted them. Ajay got 3 ten rupee notes that is 30 rupees where as Vijay got 7 ten rupee notes
that is 70 rupees. This can be written as 30+70=100.
Now fill the following table.
Student 1 Student 2 Total
30 70 100 30 + 70 = 100
20 80 100
40 ......... 100
50 50 100
.......... 90 100
80 20 100
Try these :
Fill in with numbers following the patterns.
1.
10 20 30 60
2.
……… ………. 100
92 93 ……… ……… ………. ……….
91
.
3.
98 ……… ……… 95 ………. ……… ……….
100 99
.
4. Fill in the gaps given below.
100 90 80 50 10
5. Write the numbers in blank wheels to add up to hundred.
100 100 100
+ + +
30 40 50
Counting in 100s
An old man was selling vegetables

and betel leaves. He used to tie 100 betel
leaves as one bundle and sell them. He fell
ill on Sunday. As it was Sunday, his
grandson Ravi wanted to help him in
making betel leaf bundles.
45 . Maths Magic - 2
100 =100
100+100 =200
100+100+100 =300
100+100+100+100 =400
100+100+100+100+100 =500
100+100+100+100+100+100 =600
100+100+100+100+100+100+100 =700
100+100+100+100+100+100+100+100 =800
100+100+100+100+100+100+100+100+100 =900
Think! If we add one more 100 bundle to the above, how many leaves are there in total?
7. a) Match the following
1 500
2 600
3 900
4 100
5 400
6 200
7 800
8 300
700
Making of 3-digit numbers:
9 I0
Hey! I am the biggest 2-digit numbers start with me.
single digit number.
I am the smallest 2-digit number.
But I am bigger than 9.
100
2-digit numbers end with me. I am 3-digit number.
Dear friends ! I am the I am next to ninety nine.
99 biggest 2-digit number. I am the first one in 3-digit
numbers.
What comes After 99, numbers

after 99? go like this.
100 101 102 103 104 105 106 107 108 109
110
117 116 115 114 113 112 111

119 118
120
121 122 123 124 125 126 127 128 129
130
137 136 135 134 133 132 131

139 138
140 141 142 143 144 145 146 147 148 149
150
47 Maths Magic - 2
3 - Digit Numbers
Look at the pictures and read numbers.
100 + 0 + 1 101
100 + 0 + 2 102
100 +1 0 +1 111
100 + 4 +5 105
400 + 30 + 7 437
500 + 40 + 9 549
600 + 50 + 8 658
800 + 60 + 6 866
900 + 90 + 9 999
Try these :
1) Write the numbers for the given blocks.
105
2) Match the following.
347
678
850
902
49 Maths Magic - 2
3) Read the following numbers and write them in words.
Example: 213 : Two hundred and thirteen
a. 439 : _____________________________________
b. 501 : _____________________________________
c. 880 :_____________________________________
4) Write numbers:
Example: One hundred and ninety six ______
196
a. Three hundred and forty eight : ____________
b. Nine hundred and five : ____________
c. Five hundred and thirty four : ____________
BEFORE – BETWEEN - AFTER
135 136 137 138 139 140 141 142 143 144 145
1) What comes before? 2) What comes after?
136 137 142 135 136 137
144 139 141 143
3) What comes in between?
683 685 685 687
687 689 699 701
Place value and face value
H T O
I am at 100s place.
2
Hai friends! My place value is 2
I am in 243.
2 4 3 2 hundreds.
2 Hai friends! I am at 10s place. 2

I am in 324. 3 2 4 My place value is 2 tens.
My place value is = 20
2
Hai friends! I am at 1s place.
I am in 432. 4 3 2 My place value is 2 ones
2
In the number 543 5 is in hundreds place.

So, it’s place value is 5 hundreds = 500
H T O
5 4 3
7 5 6
In the number 756 5 is in tens place.
8 2 5
So it’s place value is 5 tens= 50
In the number 385 5 is in ones place.

So it’s place value is 5 ones = 5
500 50 5
51 Maths Magic - 2
Comparison between two numbers:
Fill in the given boxes using the correct symbols (<, >, =)
One has been done for you.
a) 600 > 300 b) 300 100
c) 600 800 d) 600 900
e) 500 500 f) 200 200

Comparing numbers.
There is a tea shop in a village. Tea vendor sold 138 HTO T O

cups of tea in the morning and 56 in the evening. 138 5 6
When did he sell more cups of tea, morning
100 > 5 0
or evening?
138 > 56 138 > 5 6
Read the given table.
S. No. Number Number has Greater Lesser

200 3 digits
1. 200 45
45 2 digits
406 3 digits
2. 406 86
86 2 digits
890 3 digits
3. 890 99
99 2 digits
What do you observe ?

Try these :
1. Compare using symbols < or >
1) 456 68
All the 3-digit numbers
2) 76 106 are greater than
2- digit numbers.
3) 676 98
2. Read the given table and write the place value and face value.
Number 426 Number 903

Digit 4 2 6 Digit 9 0 3
Place Hundred tens Ones Place
Place value 400 Place value
Face Value 4 Face Value
Let us help:
Three friends collected money separately for an Orphanage. Look at the table given
below. Complete the table as shown in row (1).
Amount hundreds tens ones

Amount total
collected by Notes value notes value coins value
1 Mustafa 356 3 300 5 50 6 6 300+50+6 = 356
2 Sarala 503
3 Neha 472
Who collected more amount?................................

Try these :
Writing in short form Writing in expansion form:

Example: Example:
300 + 60 + 7 = 367
723 = +
700 + +
20 + 3
a) a) 625 = + + +
400 + 0 + 3= =
+ +
b) 700 + 80 + 5 = b) 560 =
53 Maths Magic - 2
Comparing 3- digit numbers with 3- digit numbers
Example 1:
One day Ramayya collected 427 eggs from his poultry. On the same day, Rafi collected
135 eggs from his poultry. Who collected more?
HTO HT O
427 > 135 427 contains 4 Hundreds.
427 13 5 135 contains 1 Hundred.
4 0 0 > 10 0 400 > 100

So 427 > 135
4 00 > 10 0
Ramayya collected more eggs then Rafi.
Example 2:
Kamala earned 350, and Maramma earned 320. Who earned more?
HTO HT O 350 contains 3 Hundreds.
350 320
320 contains 3 Hundreds.
350 > 320 Here, Hundreds are equal in number.
3 0 0 > 30 0 Now, compare tens place in
50 > 20 both numbers.
350 contains 5 tens.
350 > 320
320 contains 2 tens.
Kamala earned more than Maramma.
5 tens > 2 tens. So 350 > 320.
Example 3: Compare 142 and 149
HTO HT O
142 contains 1 hundred. 149 contains 1 hundred.
142 149
Here, hundreds are equal. Now, compare tens place in
100 = 100 both numbers. 142 contains 4 tens. 149 contains
40 = 40 4 tens. Here, tens are equal. Now, compare ones
places in both the numbers. 142 contains 2 ones.
2 < 9 149 contains 9 ones. 2 ones <9ones
142 < 149
So, 142 < 149
Try these :
1. Fill in the boxes with appropriate symbol. 2. Write any two 3 digit numbers
(<, >, =) in the boxes to make it true.
a) 376 66 a) 265 >
b) 388 375 b) 654 <
c) 705 701 c) 734 =
3) Arrange the numbers in ascending and descending order:
a) 100, 500, 300 b) 532, 586, 549

Ascending order: Ascending order:
Descending order: Descending order:

1 1
4) Find out which group of hundreds, the given numbers belong to.
Number Circle the 100 s pair

123 100-200 200-300 300-400
156 100-200 200-300 300-400
235 100-200 200-300 300-400
476 500-600 300-400 400-500
Which side
803 600-700 700-800 800-900 does the ball
role?
Rounding numbers to nearest hundred.
Round off 180 to its nearest hundred. Observe the picture.
Ball is at 180. Does it roll to 100 or 200? 150 160
140 170
130
So , if we want to round off 180 to its nearest 180
120
hundred, it will be 200. 110 190
100 200
55 Maths Magic - 2
Try these :
1) Round to the nearest hundreds.
Number Circle the nearest 100

123 100 200
156 100 200
235 200 300
476 400 500
2) Make 2-digit numbers using the given digits.

a) 2, 1, 5 ____, ____, ____, ____, ____, ____,
b) 3, 7, 4 ____, ____, ____, ____, ____, ____,
Tender change: specimen
specimen

specimen
specimen
specimen
specimen
specimen
specimen I have a 200
rupee note
specimen
specimen specimen
specimen
I have a 500
specimen rupee note
specimen
specimen specimen
specimen
Try these :
Fill the price tags for these things using notes given.
300 specimen specimen
specimen specimen specimen specimen specimen
specimen specimen
specimen specimen
Math lab activity

Objective : To build and read 3- digit numbers.
Material : One complete set of 9 strips with 300+50
320+8 990+9
3- digit number cards like 450+6 500+5
710+8
100, 200, 300, …. 900. 110+6
9 strips with 2- digit numbers like 10,20,30….90.
9 strips with 1- digit numbers like 1,2,3….9.
Steps to form the number 458
1. One student picks a hundreds card with 400 written on it. 4 0 0

2. The second student picks a tens card with 50 written on it and
places it over the hundred card (400) as shown. 4 5 0
3. The third student then, picks a ones card with 8 written on it
and places it over the tens card as shown. 4 5 8
4. The team members then, read the number aloud that has been made.
5. The sets can be exchanged for the next round. Record the activity.
Try out : Form the numbers 689, 235 and 306.
57 Maths Magic - 2
How many Times ? CHAPTER
5
Suri went to a vendor to buy

coconuts for a function. He asked the
vendor to give 8 coconuts. The vendor
gave him 2 coconuts at a time for four
times.
Number of coconuts taken by Suri
= 2+2+2+2
= 2 added 4 times repeatedly
Four twos are eight (8)
Identify the equal groups.

Put a tick mark (P)for equal groups under their boxes. One is done for you.
1)
3 3 3
2)
3)
Butchaiah is a carpenter. He makes furniture with
wood. He wants to make 2 tables with 4 legs each.
Then, what is the total number of legs to be made?
Let us count…
4 legs + 4 legs = 8 legs.
Here 4 is counted in 2 groups.
We can write it as 2 x 4 = 8.
Read as 2 fours are 8.
Here ' x ' is a symbol of multiplication and pronounced as ‘into’.
Repeated addition is called ‘MULTIPLICATION’.
Try these :
1) Observe the following pictures. Fill in the blanks correctly.
a) b)
2 eyes + 2 eyes + 2 eyes .....leaves + .....leaves + .....leaves

2 + 2 + 2 + +
3 x 2 = 6
2. Shade the number as per multiplication fact. First two are done for you.
2x3 = 3 + 3 + 3 + 3 + 3 + 3
3x4 = 4 + 4 + 4 + 4 + 4 + 4
1x5 = 5 + 5 + 5 + 5 + 5 + 5
4x2 = 2 + 2 + 2 + 2 + 2 + 2
3x5 = 5 + 5 + 5 + 5 + 5 + 5
59 Maths Magic - 2
Multiplication Tables: 1 , 2, 10, 5, 3 and 4
Ø Let us count the dolls in each group and write in the form of repeated addition.
We will get the multiplication table. Multiplication Table for 1
Number of Teddy Bears Addition form Multiplicatin Table
form form
1 1x1=1 1x1=1
1+1 2x1=2 1x2=2
1+1+1 3x1=3 1x3=3
1+1+1+1 4x1=4 1x4=4
1+1+1+1+1 5x1=5 1x5=5
1+1+1+1+1+1 6x1=6 1x6=6
1+1+1+1+1+1+1 7x1=7 1x7=7
1+1+1+1+1+1+1+1 8x1=8 1x8=8
1+1+1+1+1+1+1+1+1 9x1=9 1x9=9
1+1+1+1+1+1+1+1+1+1 10 x 1 = 10 1 x 10 = 10
Let us count the chappals in each group and write in the form of repeated addition.
Multiplication Table for 2
Table
Number of Chappals Addition form Multiplication
form form
2 1x2=2 2x1=2
2+2 2x2=4 2x2=4
2+2+2 3x2=6 2x3=6
2+2+2+2 4x2=8 2x4=8
2+2+2+2+2 5 x 2 = 10 2 x 5 = 10
2+2+2+2
6 x 2 = 12 2 x 6 = 12
+2+2
2+2+2+2 7 x 2 = 14 2 x 7 = 14
+2+2+2
2+2+2+2+ 8 x 2 = 16 2 x 8 = 16
2+2+2+2
2+2+2+2+ 9 x 2 = 18
2 x 9 = 18
2+2+2+2+2
2+2+2+2+
10 x 2 = 20 2 x 10 = 20
2+2+2+2+2+2
61 Maths Magic - 2
Let us count marbles. Multiplication Table for 10
Multiplication Table
Packets of Marbles Addition form
form form
10 1 x 10 = 10 10 x 1 = 10
10+10 2 x 10 = 20 10 x 2 = 20
10+10+10 3 x 10 = 30 10 x 3 = 30
10+10+10+10 4 x 10 = 40 10 x 4 = 40
10+10+10+10+10 5 x 10 = 50 10 x 5 = 50
10+10+10+10+10+10 6 x 10 = 60 10 x 6 = 60
10+10+10+10+10 10 x 7 = 70
7 x 10 = 70
+10+10
10+10+10+10+10 10 x 8 = 80
8 x 10 = 80
+10+10+10
10+10+10+10+10
9 x 10 = 90 10 x 9 = 90
+10+10+10+10
10+10+10+10+10
10 x 10 = 100 10 x 10 = 100
+10+10+10+10+10
Fill in the blanks.
Wow! Any
number
multiplied with
1 gives the
same number.
Reading of Table 2
2 x 1= 2 2 ones are 2
2 x 2= 4 2 twos are 4
2 x 3= 6 2 threes are 6
2 x 4= 8 2 fours are 8
2 x 5 = 10 2 fives are 10
2 x 6 = 12 2 sixes are 12
2 x 7 = 14 2 sevens are 14
2 x 8 = 16 2 eights are 16
2 x 9 = 18 2 nines are 18
2 x 10 = 20 2 tens are 20
Ø Fill in the blanks by adding ‘2’ to build the table for 2.
2 6 10 14 18
63 Maths Magic - 2
Ø Now we count the number of lines. And write in the form of repeated addition.
We get the multiplication for table 5.

Number of lines Addition form
form form
5 1x5=5 5x1=5
5+5 2 x 5 = 10 5 x 2 = 10
5+5+5 3 x 5 = 15 5 x 3 = 15
5+5+5+5 4 x 5 = 20 5 x 4 = 20
5+5+5+5+5 5 x 5 = 25 5 x 5 = 25
5+5+5+5+5+5 6 x 5 = 30 5 x 6 = 30
5+5+5+5+5+5+5 7 x 5 = 35 5 x 7 = 35
5+5+5+5+5+5+5+5 8 x 5 = 40 5 x 8 = 40
5+5+5+5+5+5+5+5+5 9 x 5 = 45 5 x 9 = 45
5+5+5+5+5+5+5+5+5+5 10 x 5 = 50 5 x 10 = 50
Let us count the wheels of autos.

Number of Multiplication Table
Addition form
wheels in autos form form
3 1x3=3 3x1=3
3+3 2x3=6 3x2=6
3+3+3 3x3=9 3x3=9
3+3+3+3 4 x 3 = 12 3 x 4 = 12
3+3+3+3+3 5 x 3 = 15 3 x 5 = 15
3+3+3+3+3+3 6 x 3 = 18 3 x 6 = 18
3+3+3+3+3+3+3 7 x 3 = 21 3 x 7 = 21
3+3+3+3+3+3+3+3 8 x 3 = 24 3 x 8 = 24
3+3+3+3+3+3+3+3+3 9 x 3 = 27 3 x 9 = 27
3+3+3+3+3+3+3+3+3+3 10 x 3 = 30 3 x 10 = 30
65 Maths Magic - 2
Ø Let us count the legs of cows. Multiplication Table for 4
Number of legs of cow Addition form
form form
4 1x4=4 4x1=4
4+4 2x4=8 4x2=8
4+4+4 3x4=12 4x3=12
4+4+4+4 4x4=16 4x4=16
4+4+4+4+4 5x4=20 4x5=20
4+4+4+4+4+4 6x4=24 4x6=24
4+4+4+4+4+4+4 7x4=28 4x7=28
4+4+4+4+4+4+4+4 8x4=32 4x8=32
4+4+4+4+4+4+4+4+4 9x4=36 4x9=36
4+4+4+4+4+4+4+4+4+4 10x4=40 4x10=40
Observe the following pictures:
4 Frogs 3 Frogs
3 Frogs
4 Frogs
3 Frogs
4 Frogs 3 Frogs
Multiplication form : 3 x 4 =12 frogs Multiplication form : 4 x 3=12 frogs
The result of What do you observe from the

3 x 4 is equal above pictures?
to 4 x 3.
Fill the boxes with the help of adjacent table grids.

First one has been done for you.
5 x 5 Table grid
1. 2 x 3 = 3 x 2 = 6
2. 1 x 2 = 2 x 1 = x4 1 2 3 4 5
2 x 4 = 4 x 2 =
1 1 2 3 4 5
3.
2
4 2 4 6 8 10
4. 2 x 5 = x 2 =
3 3 6 9 12 15
5. 3 x 1 = 1 x 3 = 4 4 8 12 16 20
6. 4 x 1 = 1 x = 5 5 10 15 20 25
7. 4 x 5 = x 4 =
We can multiply the given numbers in any order.
67 Maths Magic - 2
Multiplying with Zero
Dheeraj went for fishing. He tried catching fish using the fishing hook in the water.
He repeated a number of times. He tried it once and did not catch any fish. He tried four more
times. But could not catch any fish.
Let us calculate how many fish he caught.
Repeated addition:
0 + 0 +0+0+0 =0
Multiplication form is 5 x 0 = 0
Example:
1x0=0 2x0=0
Try these: :
1) Do the following:
a) 3 x 0 = b) 4 x 0 = c) 5 x 0 =
d) 6 x 0 = e) 7 x 0 = f) 8 x 0 =
2) Dharma Rao wants to stitch 5 shirts. He wants 4 buttons for one shirt.
How many buttons will be needed?
Number of shirts = 5
Number of buttons for a shirt = ………....
Total buttons needed = 5x4
= …….......
2. On an evening, 3 families visited a park.
There were 3 members in each family. Find the
total number of members who visited the park.
Number of families = 3
Members in each family = 3
Total members in all =
Multiplication in daily life.

Example:
Ø Rahim went to a shop with his father to buy some items of stationery. He took 3
note books, 4 pencils, 5 ice creams, and 2 pens.
Let us find how much money is spent by his father on each item.
Money spent on each, item is as follows.
3x5= 15
3
4x2= 8
5
5x3= 15
2
2x5= 10
5
69 Maths Magic - 2
Multiplication of 2- digit number with 1- digit number:
A school bus has 2 seats in each row. There are 12 rows.

Find the number of seats in the bus.
T O
Let us multiply 12 by 2. 1 2
x 2
Step 1: Arrange the numbers in column form
as shown.
T O
Step 2: Multiply the ones.
1 2
2 ones x 2 = 4 ones x 2
4
Write 4 under the column ‘ones’.
Step 3: Multiply the tens.
1 tens x 2 =2 tens
T O
Write the 2 under ‘tens column’. 1 2
x 2
So, our answer is 24. 2 4
Try these :
a) b) T O c) T O
T O
1 2 1 1 1 3
x 3 x 5 x 1
d) In a school, children planted saplings in 3 rows. T O

1 3
There are 13 plants in each row.
x 3
Find the total number of plants.
More Multiplications (with carrying)
How ?
Example: 15 x 3
An almirah has 3 shelves. 15 books are kept in
each shelf. How many books are there in the almirah?
We need multiplication of 15 by 3.
Let us multiply 15 by 3.
Step 1: Arrange the numbers in column

T O
as shown.
1 5
x 3
Step 2: Multiply the ones.
5 ones x 3 = 15 ones T O
= 1 ten + 5 ones. 1
1 5 T O
Write 5 under the column ones. x 3 1
5 1 5
And carry over 1 to the tens column. x 3
Step 3: Multiply the tens. 4 5
1 tens x 3 =3 tens
= 3 tens + 1 ten (carried over) = 4 tens.
Try these :
1) T O 2) T O 3) T O
1 6 1 8 1 3
x 2 x 3 x 5
71 Maths Magic - 2
4) There are 12 candles in a packet. T O
Find the total number of candles in 6 packets.
Try these:
Number of candles in one packet = …………………. 1 2
x 6
Number of packets = ……………………
Total number of candles in 6 packets = ……………………
M ath Lab Activity
Objective : Understand multiplication.
Material required : To demonstrate on understanding of multiplication.
Egg trays (available in every school) Marbles, several
multiplication cards 15 cards ) without answers.
2x5 3x4 3x2

Preparation:
Students may work independently or
in pairs with one egg tray and marbles.
Steps:
· One student picks up a card and say 3 x 2 .
· The other student demonstrates the
multiplication on the egg tray as shown
and says 3 groups of 2 marbles each.
· The first student, then, calls out and records
the answer.
· The students repeat the activity with
other cards.
3x2
Exercise
1. Fill in the boxes.

2. Find the multiplication fact as repeated
addition.
a. 4 x 5 = 5 +5 + 5 + 5 = .......
b. 3 x 4 = ....................................= 12
= + + + =
c. x 2= 2 + 2 + 2 + 2 + 2 =............
= twos =
3. There are 3 wheels. 1 wheel has 5 spokes. 4. Do the multiplication.

How many spokes are there?
11 12 13
x 2 x 3 x 3
..... ..... .....
3x5 = ...... ..... ......
5. Solve the problems.

a. There are 4 baskets. Each basket has 5 mangoes. How many mangoes are there in all?
Number of baskets = .......
Mangoes in each baskets =.......
Total mangoes =.............x...........=...........
b. Ramanamma made 3 garlands. She used 14 flowers for each garland.

Find the flowers she had used.
Garlands =................
Flowers in each garland =.................
Total flowers =.........x.......=..........
73 Maths Magic - 2
Share It CHAPTER
6
Let us play a game.

Teacher: Form 3 children as a group.
Children: Madam, Rani is alone. So, she is out.
Teacher: How many groups are formed? Out
Children: Three groups are formed, Madam.
Teacher: Now form 4 children as a group.
Children: Madam, Vani is out.
Teacher: How many groups are formed?
Children: Two groups are formed.
Note: According to the strength, the teacher should decide the group number and play with them.
Do these :
a) Some objects are given in the pictures below. Put a tick mark on the equal number of
objects in each case.
1.
3 3
Class-2 Mathematics 74 7
Make the objects in equal groups.
1. Make the objects into 5 equal groups. 2. Make the objects into 2 equal groups
Rama and her friends:
Rama has 12 mangoes. She wants to distribute

those to her three friends equally.
Now observe the way how Rama is distributing the
mangoes.
Process of distribution to her three friends
Total no. of mangoes to be distributed = 12
No. of pupils to be distributed = 3
First distribute one for each friend.
Remaining 9
Now for second time, distribute one for each friend.

Remaining 6
Now for third time, distribute another one for each friend.
Remaining 3
Now for fourth time, distribute another one for each friend.
Remaining 0
75 75 Maths Magic - 2
Total no. of mangoes = 12
No. of pupils to be distributed = 3
No. of times distributed equally = 4 ÷symbol

is the
of
No. of mangoes each got = 4 division. It is
read as
divided by.
Example:
Divide 12 pencils into 2 groups equally.
Division form = 1 2 ÷ 2 = 6
Try these :
a)
Division form
÷ =
b) Draw the balls on each box with equal distribution.
If 10 balls are kept in 5 boxes equally, each box will have
The division form for this is ÷ =
Division by doing subtraction:
Rani is going to distribute 8 beads to her 2 friends.
Observe the way of distribution:
Total number of beads with Rani = 8
Number of beads distributed first = -2 1
Remaining beads = 6
Number of beads distributed second time =- 2 2
Remaining beads = 4
Number of beads distributed 3rd time = -2 3
Remaining beads = 2
Number of beads distributed 4th time = -2 4
Remaining beads = 0
Division form is = ÷ =
Distribute 1 bead to each person at a time. Then, 2 beads are removed from
the remaining. Here 2 is subtracted 4 times from 8. So, it is called repeated
subtraction. It is also known as division.
Do repeated subtraction and write division form.

1. Latha packed 15 balls equally in 5 packets. Find the balls in each packet.
15 1st
-5
___
10
2nd
-5
____
5
- 5 3rd
____
0
Division form ÷ =
Number of balls in each packet = ..
Try these :
Rama distributed 9 biscuits equally among his 3 friends.
Find how many biscuits each friend will get ?
_ 9
--------
Division form
_ ÷ =
---------
_
---------
Share it ! (Division regular form)

If 6 balls are kept in 2 boxes equally,
how many balls will be there in each box?
It can be done in another way:

Step 1: Write the total number of balls
)6(
as shown on the right side.
Step 2: Write the number of boxes as 2) 6 (

6 ÷2 = 3
shown on the right side.
nd
Step 3: Now write down the 2 table. 2x1= 2
Identify 6 as the result in the 2nd table. 2x2= 4
2x3= 6
Step 4: 2 times of 3 is 6. 2x4= 8
2 x 5 = 10
So, place 3 and 6 as shown on the right side. 2) 6 (3 2 x 6 = 12
6 2 x 7 = 14
2 x 8 = 16
Step 5: Now subtract 6 from 6 and write the 2 x 9 = 18
2 x 10 = 20
remaining as shown on the right side. 2) 6 (3
-6
Division form for this is 6 ÷ 2 = 3 0
In this division form
6 means total number of balls
2 means number of boxes.
3 means number of balls kept in each box.
Total balls ÷ number of boxes = number of balls in each box.
Try these :
Mahi shared 15 biscuits among 3 friends. How many will each get?
Sol: Total biscuits = 1 5
Number of friends = 3
3x1= 3
Number of biscuits each will get = 3x2= 6
3x3= 9
Sol: 3 ) 15 ( 3 x 4 = 12
3 x 5 = 15
- 3 x 6 = 18
3 x 7 = 21
……… 3 x 8 = 24
3 x 9 = 27
3 x 10 = 30
Division form for this is = ÷ =

Project work:
Surya distributed 12 guavas each time equally among different number of pupils given below.
Then how many fruits each pupil will get?
Total number of Guavas Number of pupils Guavas got

12 2
12 3
12 4
12 6
12 12
What do you observe?........................................................................................
Exercise
1. Identify the groups having equal number of mangoes and put a tick ( 3) against them.
2. Share 15 carrots among 3 rabbits.
..................... carrots for each rabbit.

3. Distribute the balloons equally and write the number in given circles..
4. 6 divided by 2 equals
6÷2=
10 divided by 5 equals
10 ÷ 5 =
12 divided by 3 equals
12 ÷ 3 =
5 . Do the following divisions. 6. Match the following.
a) 8÷2 = a) 18÷3 2
16÷4 6
b) 9÷3 = b)
10 ÷ 5 4
7. Fill in the blanks with suitable numbers.
a) 8 = 2 b) 18 ÷ = 9
÷
Shapes around Us CHAPTER
7
On Radha's birthday, she bought some cakes, biscuits, chocolates, gifts, candles, ice
creams and caps.
1) What do you observe in the picture?

2) What are the objects in round shape?
Matching 3D objects
Activity: 1. Circle the objects with their similar shapes which were given in the picture.
One is done for you.
81 Maths Magic - 2
Roll and slide:
The ball is rolling. The boy is sliding. The tyre is rolling. The bag is sliding.
Observe the above pictures and answer the questions.

1. What are sliding? .........., ................
2. What are rolling? ......... , ............
Maths lab activity:

1. Some books are kept one above the other on
the table.
2. A child holds a slate/writing pad in slant
position against the books.
3. Another child places some objects on the
pad one by one.
Teacher Note:
4. The children record which object rolls and
Teacher should observe carefully
which one slides.
that each object should be kept on
slanting object in different positions.
Marbles Book Pencil Eraser Bangles
Object
Slides 5
Rolls 3
1. Colour the objects that will roll.
2. Colour the objects that will slide.
Trace the outlines of different 3D objects.

Activity 1:
Place your palm on a sheet of paper. Draw the outline of the fingers of palm with a
pencil. Remove the hand from the paper and observe the shape.
We can make beautiful pictures like this, after tracing.
Group Activity:
Children! Trace the outlines of leaf available at
your school. Let us see what shape do we get when
we trace the outline of a leaf with a pencil.
83 Maths Magic - 2
Let us trace:
Place a book on a sheet of paper.
Draw the outline along the edges of the
book and observe the shape.
Try with bangle, dice and carrot.
Try these :
1) Colour and count the shapes, using colour codes.
No. of =
No. of =
No. of =
No. of =
2) No. of =
No. of =
No. of =
No. of =
3) No. of =
No. of =
No. of =
No. of =
4. Write the number of shapes in each figure.
a)
Number of = 3 or 8 (think critically!)
b)
Number of = 6 or 8 (think critically!)
Preparation of 3D objects with 2D shapes

1. Making of Pipe:
a. Take a post card.
b. Roll a post card to make a pipe.
c. Use tape to stick the edges together.
Try these :
Children! Try to make a party cap.

1. Draw O shape by using plate on a newspaper.
2. Cut the paper along the edges.
3. Cut the paper upto the centre.
4. Fold it into a cone by overlapping both ends without crumbling.
5. Glue the overlapping ends together. Leave it to dry, so that it forms a shape.
We call this shape a cone!
6. Make two small holes on opposite sides with a sharp pencil. Tie a thread through
them so that the thread is strong and long enough to fit around your face.
Decorate your cap as you like. Your party cap is ready.
85 Maths Magic - 2
Project work:
1. Collect easily available leaves from your surroundings and trace out the shapes of
leaves on a paper, colour those shapes and write the names of leaves.
1) 2)
3) 4)
5)
The biggest leaf among those is _____________
The smallest leaf among those is ____________
Patterns:
On the Independence Day, a
girl went to school. She saw some
decorations made with colour
papers, balloons and garlands in
the school.
Observe the patterns in the picture. Tick the one that comes next, in the following.
1.
2.
3.
4.
While going home, a boy saw some patterns on a house.
Do you see these types of patterns anywhere?

Patterns in shapes:
Patterns in different shapes can be used to make interesting designs.
Have you seen some other type of designs on sarees, carpets, blankets etc. in your home ?
Colour the shapes according to your pattern.
87 Maths Magic - 2
Observe the pattern . Tick the one that comes next.
1. ............. or
2. ............. or
3. ............. or
4. ............. or
5. ............. or
6. ............. or
Pattern in numbers:
Observe the pattern of numbers and write the one that comes next. Ans
0 1 0 1 0 1 0 1 0
Try these :
a) 1 2 1 2 1 2
b) 10 5 10 5 10 5
c) 10 1 10 1 10 1
d) 5 15
10 5 10 15
Patterns in alphabets: Ans
AA BB AA BB AA BB AA BB AA BB
Observe the above pattern, read and write what comes next.
Try these :
Ans
a) AB CD AB CD
b) A B A B
c)
A C A C
d) ABC DEF ABC DEF
Exercise
1. Count the number of different shapes.
=
=
89 Maths Magic - 2
2. Find the path to the pond and count the shapes along the way.
No. of =
No. of =
No. of =
No. of =
3. Observe the patterns and fill the boxes in each sequences.
1.
2.
3.
4. 1 11 1 11
4. Observe the patterns and tick ( 3 ) the one that comes next.
1)
2)
3)
4)
5. How many are there in ...................
6. Tick ( 3 ) the correct one, what shape do you see after tracing?
1)
2)
3)
4)
7. Count the number of shapes according to the colour.
No. of shapes = , No. of shapes =
8. No. of in
91 Maths Magic - 2
CHAPTER
My Diary
8
Get your pupils to observe the above picture. Let them discuss what they do every day
from morning to night. Help them to understand the concept of time.
When do you wake up ?
My Diary
Look at the picture and write the order of things you do everyday.
93 Maths Magic - 2
Try these :
1) On which activity, do you spend more time on the holiday? Mark those activities
with a ‘ P ’ mark.
Health tip: You should have at least 8 hours of sleep.
2) Order the following activities, according to the time when you do them.
Days of a week
Saturday
Friday
One day Monday
went to Tuesday
Sunday
to see Wednesday
and asked Thursday Thursday
to tell Friday
and also Saturday Monday
that Sunday is a Funday! Wednesday
Tuesday
Fill in the blanks :
a) The day after Sunday is ______________
b) The day before Wednesday is ______________
c) The day in between Monday and Wednesday is _________
d) Today is Monday. After how many days, does Friday come? _________
e) 2 days after Sunday is _________________
I am a teacher!
Some children of class-2 love to play “I am a teacher!”. They have decided to take turns
in playing the teacher’s role.
Student playing
Day teacher's role
Monday Surya
Tuesday Ramya
Wednesday Wahida
Thursday Mary
Friday Krishna
Saturday Charan
Now fill in the blanks.
a) _____________ will be the teacher, the day after Friday.

b) _____________ will play the teacher’s role on the day before Tuesday.
c) Children will play the teacher’s role on the day after ______________
d) Krishna will play the teacher’s role on the day before ____________
95 Maths Magic - 2
Try these :
Write the names of the week days from the given jumbled words and match
them with the sequential order. One is done for you.
a) E D T A Y U S T U E S D A Y SUNDAY
b) T S D R YAUA D A Y MONDAY
c) O D M Y N A D A Y TUESDAY
d) Y U S A T R H D D A Y WEDNESDAY
e) S D Y U A N D A Y THURSDAY
f) I D R F YA D A Y FRIDAY
g) D S E Y D E N W A D A Y SATURDAY
Yesterday, Today and Tomorrow
Wednesday Yesterday Tomorrow

June
21st
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

SUN MON TUE WED THU FRI SAT
. .
Today is Wednesday Yesterday was Tuesday Tomorrow will be Thursday
Complete the following sentences.
If today is Yesterday was __________________

Tuesday, Tomorrow will be ________________
If today is Yesterday was __________________
Friday, Tomorrow will be ________________
Months in a year :
Look at the months in the picture .
Now answer the following questions.
a) Which month comes after January ?
b) The month between April and June is January

February
c) How many months are there in a year ? March
April
d) Which month comes after July ? May
June
e) The number of months between July
September and December is August
f) Your birthday falls in the month of September
October
g) Which is the first month of the year ? November
December
h) Which is the last month of the year?
I) Which month comes after March ?
Teacher’s Note :
Get your pupils observe the above picture. Let them discuss the number of months in the year and their order.
Math Lab Activity:

12 cards with the months of the year are placed
on the floor in a larger circular shape as shown.
6 7
One student at a time stands inside 8
the circle at the current month. He 9
5
then walks clockwise around the Months
circle calling out the name of the in 10
4 year
months he passes. He stops at his 11
“birthday” month and counts, how 3
2 12
many months to go to celebrate to 1
his birthday.
97 Maths Magic - 2
Try these: Names of some of the months are missed in the list given below.
Fill the names of those months.
January, February, ________, April, ________________, June, ___________,
August, September, ___________________, _________________, December.
Seasons :
We have 3 different seasons in a year. They are Summer, Rainy and Winter.
Let us look at the months in which these seasons occur.
Season The months they occur in
Summer March, April, May and June
Rainy July, August, September and October
Winter November, December, January and February
1) During which months do we have Rainy season ? _______________

2) During which season do we have more holidays ? ________________
3) During which season do we wear woollen clothes ? ________________
Try these:
1) Match the following. One has been done for you.

A) Children’s day August
B) Gandhi Jayanthi January
C) Independence day November

D) Republic day October
Reading the time :
I tell you the time. I have

Hello children!
12 numbers written in
I am a clock. Have you
the order from 1 to 12. I
seen me before? Do you
have two hands, one long
know what I do?
and one short.
The exact hour happens when the long hand (minute hand)
points exactly to 12 and the short hand (hour hand) points
to a number. The hour hand moves slower than the minute hand.
The long hand

(minute hand) The short hand
points to 12. (hour hand) tells
what hour it is.
The short hand

(hour hand)
points to 7.
The time is 7 O’clock.
99 Maths Magic - 2
Reading clocks :
1) Write the time in the given clock. Fill in the boxes.
a) b) c)
O’ Clock O’ Clock O’ Clock
2) Draw the minute and hour hand in the clock to the given time.
5 O’ Clock 1 O’ Clock 9 O’ Clock
Saranya’s diary :
Draw the hands on the face of the clock wherever the time is given and
write the time whatever it is shown by the clock.
Discipline is important for successful life.
Saranya does all her activities on time

during a day.
Waking up early in the morning keeps
her healthy.
Saranya wakes up at 6 O’clock in the
morning.

Eating meals on time keeps us fit. Saranya eats
breakfast at _____________
She takes lunch at ____________
and takes dinner at ____________
Playing helps us refresh our mind and also

increases our physical strength. Saranya goes
for playing everyday evening at
5 O’clock.
Saranya loves to study and learn new

things. She does her home work everday at
7 O’clock in the evening.
Write a daily schedule of your activities.
101 Maths Magic - 2

Exercise
I) Fill in the blanks.
1) Write the day that comes two days before Friday ______________
2) The day that comes after Sunday is ____________________________
3) The day between Monday and Wednesday is _____________________
4) Generally school holiday falls on _______________________________
5) A week has ___________ days.
th
6) What will be the day on the 7 day from today? ___________________
II) Match the following.
a) January 6 th month
b) March 7 th month
c) May 1st month
d) June 3rd month
e) July 5 th month
III) Choose the correct answer and write the letter in the given .
i) The clock shows
a) 4 o’clock b) 5 o’clock c) 3 o’clock

ii) The month between April and June is __________
a) July b) May c) March
iii) We celebrate our Independence day in the month of __________
a) January b) November c) August
IV) Draw the hands in the clock to show the given time.
4 o’clock 11 o’clock 9 o’clock

Let us Measure CHAPTER
9
The Race
Both of
you run fast and
I move slowly
Let us see who
crosses the finish
line first
We will not run.
We will walk
rt
a t
s
Three friends (a rabbit, an elephant and a deer)
Now the friends started the game. Finally elephant won.

m Can you say why did elephant win?
m Who takes the longest steps?
m Who reaches the end line with less number of steps?
Note to Teacher: Dramatize the story with children.
103 Maths Magic - 2

Try these :
Picture - 1 Picture - 2
Picture - 3 Picture - 4
Observe the above pictures and answer the following questions. (orally)
1) Measuring tool used in picture -1 is ___________
2) Measuring tool used in picture - 2 is ___________
Measure the following using your fingerspan.
My book is ______ fingerspans. My water bottle is ______ fingerspans.

t Measure the following using your handspan (approximately).
Pic ook
B
tur
es
This book is _______ handspans. My teacher’s table is ______ handspans.
t Measure the following using your cubit (approximately)
Our class black board is ______ cubits. Our class room window is _______ cubits.
t Measure the following using your footspan (approximately).
My class room carpet is My sitting mat is

___________ footspans. ___________ footspans.
105 Maths Magic - 2

Subbaiah made a rope with jute. He told his two children to measure that
rope in cubits.
I got 10 cubits.
I got 12 cubits.
t Do you think they both got same number of cubits? Yes / No.
Now you both measure the same rope with this stick.
I got 15 sticks.
I got 15 sticks.
¨ Do you think they both got same number of sticks? Yes / No

Activity : Form a group with four of your friends. Measure the length of the teacher’s table
with yours and your friends handspans, cubits and a pencil. Record your findings
Teacher’s table length

S.No. Name of the Student Number of Number of Number of
Handspans Cubits Pencil lengths
Number of handspans of all students same / different

Number of cubits of four students same / different
Number of pencils of four students same / different
So, we need standard measurement to get exact measure.
107 Maths Magic - 2

Try these :
t Colour the boxes up to the length of the object, then count coloured boxes and write
in the circle given on right side.
t Write the lengths of crayons in the
1 2 3 4 5 6 7 8 9
boxes
boxes
boxes
boxes
boxes

t Rangaiah and his
family is coming
from a village market.
Identify lighter / heavier object
t Observe the above figure and answer the following.

Who is carrying the lightest weight ________
Who is carrying the heaviest weight _______
t Tick P the heavier object.
t Tick P the lighter object.
109 Maths Magic - 2

t Arrange below the objects from the lightest to the heaviest by using 1, 2 and 3 in the
given boxes.
a) b)
1 3 2
c)
d)
Rafi’s Juice Stall
Rafi is running a juice stall. He
sells juice in glasses. He uses a jug
to fill the glasses with juice, . Geetha
and her mother went to the juice shop
to drink juice. They saw one jug fills
10 glasses.
a) Circle the object whose capacity is more
b) Jugful fills _____ number of glasses.

Try these :
t Circle the object which holds less water. One is done for you.
.
a) b) c)
t Circle the object which holds more water.
a) b) c)
t Arrange the following objects in the order of increasing capacity by writing number 1, 2, 3
in the given boxes.
111 Maths Magic - 2

Activity : Step 1: Step 2:
Take a jug and fill it with water using a t Take a bucket and fill it with water
glass. Count and colour the number of using jugs. Count and colour the
number of jugs of water required to
fill the bucket.
Exercise
1. My slate is ______ fingerspans.
2. My text book is ______ handspans.
3. My sitting carpet is _______ cubits.
4. My class room wall is _____ footspans.
5. Count the blocks to find the length of the following objects and fill in the blanks.
blocks
blocks
blocks

113 Maths Magic - 2
Journey towards 3rd Class...

Learning outcomes
Subject: Mathematics Class: 2
Unit – 1: Shall we count
Learner will be able to
? identify the numbers below 100.

? write expanded form and short form of 2-digit numbers.
? understand the place value and face value of 2-digit numbers.
? arrange the 2-digit numbers in ascending and descending order.
? rounding to nearest tens of 2-digit numbers.
? read and write the 2-digit numbers in words and vice versa
? compare the 2-digit numbers using with appropriate symbols (<, =, >)
? use 2-digit numbers in daily life situations.
? make connection to expanded and short form of given 2-digit number.
? represent the numbers up to 99 as numbers using base 10 blocks and
vice versa.
Unit – 2: Let us add
? solve addition problems of 2 -digit numbers with and without

regrouping (sum not exceeding 99)
? understand the algorithm to solve word problems of addition.
? identify errors and correcting mistakes in addition problem.
? solve addition problems in different situations presented through
pictures and stories.
? frame daily situation problems for given addition facts.
? apply the concept of addition in daily life situations.
? tender amount up to `100 using notes and coins.
115 Maths Magic - 2

Unit – 3: How much I left
? do the subtraction of 2-digit numbers (with and without regrouping)

? identify the mistakes in subtraction and correct the mistakes.
? solves subtraction problems in different situations presented
through pictures and stories.
? solve daily life problems/ situations based on subtraction of 2-digit
numbers.
? write the subtraction statements as addition statements (by using
symbols).
? solve the given subtraction problems using pictures/ things/ spike
abacus etc.
Unit – 4: Playing with numbers
? know the formation of 100.

? count in hundreds up to 900.
? say place and face values of digits in the given 3-digit number.
? write the number in expanded form and short form.
? write the given 3-digit numbers in ascending and descending order.
? write all possible 2-digit numbers with the given 3 different digits.
? rounding 3-digit number to its nearest hundreds.
? read and write all 3-digit numbers in words and vice versa.
? compare the 3-digit numbers using with appropriate symbols (<, =, >).
? use 3-digit numbers in daily life situations.
? make connection to expand and short form of given 3-digit number.
? tender change for `200 and `500.
? represents 3 -digit numbers using base 10 blocks or dummy currency
and vice versa.

Unit – 5: How many times
? count in equal groups.

? recognize multiplication as repeated addition.
? construct tables from 1-5 and 10.
? count numbers with skipping.
? creates patterns using numbers involving multiplication tables 2, 3, 4,
5 and 10.
? read a multiplication phrase (3x5)
? change the multiplication sentence into addition form and vice versa.
? show the multiplication form in picture representation and vice versa.
Unit – 6: Share it
? identify division as sharing equally.

_.
? recognize the symbol of division ‘ . ’.
? identify division as repeated subtraction.
? do division up to 20 numbers by using numbers below 5.
? complete the division fact by finding the missing part (divisor or
dividend)
? read and write the division symbol and use it in mathematical
statements.
? apply division in day to day life situations and solve the problems.
? show the division form in picture representation and vice versa.
Unit – 7: Shapes around us
? make 3D objects by using 2D shapes.

? identify the next figures in a shapes pattern.
? identify the patterns in given number series or alphabet and extend the
pattern.
? identify the objects which are rolls, slide for given objects.
117 Maths Magic - 2

? identifies 3D shapes in objects (without using the names of the
shapes)
? understand and count the 2D shapes which are formed by tracing
along the edges of 3D objects are used in our daily life.
Unit – 8: My diary
? say the names of the days/ months in sequential order.

? identify the sequence of events happening in terms of hours/ days.
? arrange the incidents happening in daily life in sequential order.
? read the clock in hours.
? identify the fruits/ vegetables available in different seasons/ months.
? draw the hands of clock to the given time.
Unit – 9: Let us measure
? measure and compare length of given objects by using non-standard

measurements.
? identify the importance of standard measurements by measuring with
the help of stick/ pencil.
? identify capacity of vessel which holds more/ less liquid and measure
the capacity of liquid using the non-standard measurements.
? estimate length of given objects by using non-standard measurements.
? identify the heavier/ lighter object among the given objects and keep
them in order.
? do simple problems connecting with length, weight and capacity in
daily life situations.
? compare the weights using balance (picture representation).

119 Maths Magic - 2

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MATHS MAGIC

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Sri. D. Madhusudhana Rao MA., B.Ed.

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

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

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

Dr. T. Swarupa Rani M.Sc., M.Ed., M.Phil., Ph.D.

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

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

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

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

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

First Published 2020

All rights reserved

No part of this publication may be

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

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

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

Sri B. Vijaya Kumar M.Sc., B.Ed.

Sri B. Vijaya Kumar SGT Sri B. Kishore babu SGT

Sri S. Uma Gupta SGT Sri C. Dhanunjaya Raju SGT

Sri J. Ajay Kumar SGT Sri K. Venkata Krishna SGT

Sri Ch. Balakrishna SGT Sri N. Murali Krishna SGT

Sri N. Suryanarayana SGT Sri P. Leela Krishnaiah SGT

Sri O. Pratap SGT Sri S. Chandra Mohan Reddy SGT

Smt T. Srilakshmi SA(Maths) Sri S. Govardhana SGT

Sri Ch. S. N. Murthy SGT Sri L. Himagiri SGT

Artist DTP & Designing

Dr. B. Pratap Reddy

♦ 45 minutes for practising the concepts of text book.

♦ 45 minutes for practising the sums of work book.

India is my country. All Indians are my brothers and sisters.

Readiness June, July

1. Shall we count August 1-13

2. Let us Add August, September 14-27

3. How much I left September 28-41

4. Playing with numbers October 42-57

5. How many times November 58-73

6. Share it November, December 74-80

7. Shapes around us December 81-91

8. My diary January 92-102

9. Let us Measure February 103-112

Teacher Corner Student Corner

1. What do you observe in the picture?

Vijay gave 23 flowers to

23 flowers = 2 garlands +3 flowers

1. How many flowers are there in total?

1) Help them to make garlands with flowers brought by the children.

T O Tens Ones T O Tens Ones

3. Use the colour code to colour the balloons.

Orange : 5 in the ones place Green : 2 in the ones place

25 is more than 13.

Sister has I have

16 is less than 24.

So, 13 is equal to 13.

Colour the bigger number.

Colour the smaller number.

Colour the equal numbers.

I don’t eat less fish.

Ascending order : ___, _, , ___

Descending order : ___, _, _, ___

Ascending order : ___, _, , ___

1) 33 + 47 = 2) 25 + 69 = _ 3) 38 + 58 = _ 4) 68 + 29 = _