Wowmaths Cbse Class 3

REVISED EDITION
3
BASED ON THE SINGAPORE BAR MODEL METHOD
AS PER LATEST
CBSE CURRICULUM
Content developed by

21

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First Published in 2018

Revised Edition 2019
Re-print Edition 2020
ISBN 978-81-932005-2-0
Published by6DUYHVK6KULYDVWDYD0DQDJLQJ'LUHFWRU3URÀFLHQF\/HDUQLQJ6ROXWLRQV3ULYDWH/LPLWHG
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5HJLVWHUHG2IÀFH 99, DSIDC Complex, Okhla Industrial Area Phase–I, New Delhi-110019, India
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All rights reserved.
Our Advisors
Yan Kow Cheong
Yan Kow Cheong, based out of Singapore has been active on the Singapore’s mathematics
educational scene for over two decades with teaching appointments at the ACS
(Independent), NUS Extension, Institute of Technical Education, and Singapore Science
Centre. He regularly conducts workshops and seminars for primary and secondary
school students, teachers and parents.
Kow-Cheong is the author of Singapore’s best-selling Mathematical Quickies & Trickies
series and the co-author of the MOE-approved Additional Maths 360. Besides editing
primary and secondary MOE-approved textbooks, co-writing Teachers’ Guides, and
ghost-writing assessment titles, he has also written contests questions and on-line
assessment tests, and provided contents for maths apps.
A contributor to mathematics periodicals and journals, such as The Mathematics
Educator, Mathematics Medley; he is also the author of The Stack Model Method: An
Intuitive and Creative Approach to Solving Word Problems [Primary 3–4 & 5–6] and
many other titles. His academic interests involve research in mathematics education, in
particular, the psychology of learning and teaching mathematics, and creative problem
solving.
Kow-Cheong writes about the good, the bad and the not-so-ugly of Singapore’s maths
education and of the local educational publishing industry. Read his two maths blogs
at www.singaporemathplus.com and www.singaporemathplus.net.
He can be reached at: [email protected]
Dr. Kevin Mahoney

Dr. Kevin Mahoney, based out of America has been a teacher of mathematics since
1989. A "math war" veteran, he has worked on wide variety of mathematics pedagogy
and curricular materials in both public and private schools. In 2012, he became the
ÀUVW$PHULFDQWRLQYHVWLJDWH6LQJDSRUH
VHOHPHQWDU\WHDFKLQJPHWKRGVDWWKHGRFWRUDO
level, publishing original academic research on the effects of Singaporean pedagogy on
American math students.
Dr. Kevin worked as Math Curriculum Coordinator at an independent school outside
Boston, Massachusetts. He consults with large numbers of schools and teacher training
institutes in U.S., Canada, Europe and India, training the faculty and helping schools
effectively implement mathematics curriculum and instruction.
Preface
WOW MATHS based on the Singapore model is a series of eight textbooks specially
designed to meet the mathematical needs and wants of primary and middle school
students in India, by incorporating the proven problem solving strategies and heuristics
commonly used in the Singapore maths curriculum.
Besides promoting critical and creative thinking in mathematics, the WOW MATHS
series introduces the Singapore Bar (or Model) Method-a powerful visualization and
problem-solving heuristic used to solve word problems and to help students gain a
better insight into mathematical concepts across all the eight grades.
Approach
The series infuses the Concrete-Pictorial-Abstract (CPA) approach of learning and
teaching interwoven with the bar model method. This blend makes the teaching of
mathematical concepts much simple and easier. The simpler and effective strategies
will not only motivate the students to learn a new topic, concept or skill, but will also
make the learning of mathematics more meaningful and relevant to their everyday life.
Venu has 3 cars. Siya has 2 cars.
Concrete
Pictorial
?
Abstract Venu Siya
3 + 2 = 5
They have 5 cars in all.
3 2
The WOW series has 15 unique features.
WOW KIDS
They are your Maths buddies. They stimulate interest,
explain concepts and create involvement in learning.
Venu Siya Tina Irfan
I Can
Quick recap of the concepts learnt in Consolidated check of the concepts
the previous class. learnt in the previous class.
Warm Up Topics Covered

Encourages active student Show scaffolded introduction of
participation and creates opportunity concepts. Develop conceptual learning.
for interaction and discussion.
Everyday Maths
Exercise
Relates the concepts taught to every Graded exercises assess understanding
situations and shows how mathematical of mathematical concepts.
concepts are applied to everyday
situations.
Think Smart
Mental Maths Helps students enhance their critical

Trains children to perform mental and creative thinking skills, and to
calculations quickly. arouse mathematical curiosity.
Mind It Fact Zone

Cautions/Alerts children of the
Mathematical facts about the topics.
common mistakes and errors.
Teaching
Tip
Consists of graded questions that test Includes suggestions/ideas for teacher

understanding and application of and parents to make the learning of the
concepts taught with an integrated topic comprehensive and complete.
approach.
Addition Worksheet
Maths Lab Activity
Theme based checking of how much
Hands on activities to further the children have learned about the
consolidate the concepts taught. concepts taught.
SINGAPORE BAR MODEL
:+<$1'+2:
Singapore Maths Curriculum is recognized around the world for its innovative
and effective teaching and learning practices. Singapore uses heuristics
(problem solving strategies) and Bar Model Method (an effective pedagogical
strategy recognized in over 30 countries and ranked the highest in TIMSS).
Bar or the Model drawing is a powerful visualization problems solving heuristic

that is used to solve both arithmetic and algebraic problems. The Model method
enables word problems that we traditionally set at higher grades (using algebra)
to be set at lower grades.
The Bar (or Model) method:

• helps students to gain a better insight into mathematical concepts such as
fraction, ratio and percentage
• helps students to plan for the solution steps for solving a maths problem
• is comparable to, but is less abstract than, the algebraic method
• empowers students to solve challenging problems
Let’s solve some problems by both the traditional and bar model methods.
Venu spent 1 of his pocket money on a movie and 1 on a new pen. What
2 4
fraction of his pocket money was left?
Traditional Method Model Method

Movie Pen
Money spent on movie = 1
2
Money spent on pen = 1
4 Money left
Total money spent = 1 + 1
2 4 Money left = 1
4
= 2 +1 =3
4 4 4 1 of his pocket money was
4
Money left = 1– 3
4 left.
= 4 – 3 =1
4 4 4
1 of his pocket money was left.
4
6DKLOHDUQHGDSURÀWRI`20.00 by selling a pair of shoes for `300.00. What was the
cost of the pair of shoes?
S.P.
Selling price (S.P.) = `300.00
3URÀW3 `20.00 `300.00
Cost price (C.P.) = ? `20.00
&3 63²3URÀW C.P. =? 3URÀW
C.P. = `300.00 – `20.00 C.P. = `300.00 – `20.00

C.P. = `280.00 C.P. = `280.00
The cost price of the pair of shoes The cost price of the pair of
was `280.00. shoes was `280.00.
Bar modeling is also helpful in solving mathematical problems of higher grades.
Tanya has two brothers. She gave 1 of her stamp collection to one of them and
6
2 of the remainder to the other. In the end, she was left with 12 stamps. How
5
PDQ\VWDPSVGLG7DQ\DKDYHDWÀUVW"

?
Number of stamps = x Total
Stamps given to one brother = 1 x Stamps
6
Remaining stamp collection = 5 x
6
Stamps given to other brother
= 2 × 5x= 1x
5 6 3
Remaining stamps = 12 Remainder Given to
ÀUVW
According to the question, brother
1 x + 1 x + 12 = x
6 3
x + 2x + 72 = x
6
3x + 72 = x Remainder Second First
6 12 brother brother
3x + 72 = 6x
3x – 6x = – 72 3 units = 12
–3x = – 72 1 unit = 12 ÷ 3 = 4
x = 24 6 units = 6 × 4 = 24
7DQ\DKDGVWDPSVDWÀUVW 7DQ\DKDGVWDPSVDWÀUVW
y a ' s
Pol
4-step Polya’s
Polya’s four-step
four-step model,
model, named
named after
after
problem solving process the
the Hungarian
Hungarian mathematician,
Polya
mathematician, George
Polya (1887-1985),
(1887-1985), is
is commonly
George
commonly used
used in
in
mathematical
mathematical problem
problem solving.
solving.
Step - 1 READ,
READ, VISUALIZE
VISUALIZE
&
& THINK
THINK
Understanding
the problem •• Identify
Identify wanted,
wanted, Given
Given &
&
Needed
Needed information
information
•• Restate
Restate the
the problem
problem
choose
choose a
a strategy
strategy
Step - 2 •• Draw
Draw aa model
model Total
Total People
People
•• Work
Work backwards
backwards 90
90
Devising •• Look
Look for
for aa pattern
pattern
a Plan •• Guess
Guess && Check
Check 60
60 ??
•• Simplify
Simplify aa problem
problem Men
Men Women
Women
solve
solve the
the problem
problem
Step - 3 •• Workout
Workoutthe
thesolution
solution Total
Total People
People
•• Tryout
Tryout different
different 90
90
Doing strategies
strategies
60
60 30
30
Men
Men Women
Women
explain
explain your
your work
work
Step - 4 •• Check
Check the
the solution
solution 60
60 ++ 30
30 == 90
90
•• Seek
Seek alternatives
alternatives Men
Men Women
Women People
People
Checking solutions,
solutions, if
if required
required (Given)
(Given)
•• Extend
Extend the
the method
method to
to other
other problems
problems
Contents
1. Numbers to 10,000 11
Mental Maths, Maths Lab
2. Addition 31
Part-Whole and Comparison Model
3. Subtraction 49
Everyday Maths , Practice Sheet
4. Multiplication 73
Worksheet, Maths Lab
5. Division 90
Problem Solving, Practice Sheet
6. Whole and Parts: Fractions 113

Maths Fun, Think Smart, Maths Lab
7. Measurement 130
Word Problems, Practice Sheet
8. Geometry 154
Practice Sheet, Maths Lab
9. Pattern and Symmetry 168

Everyday Maths , Practice Sheet
10. Time 179

Worksheet, Maths Lab
11. Money 190

Everyday Maths, Practice Sheet
12. Data Handling 204

Practice Sheet, Maths Lab
Answer Guide 214

1 Numbers to 10,000
I Have Learnt
Numbers to 1000
1.
100 + 100 + 100 + 100
+ 10 + 10 + 10 + 10 + 10 + 7 = 457
4 hundreds, 5 tens and 7 ones make
IRXUKXQGUHGÀIW\VHYHQ
H T O
4 5 7 Place Value Face Value
Ones place
Tens place
7 7
50 5
Hundreds place
400 4
Expanded form = 400 + 50 + 7 Standard form = 457
2.
100 + 100 + 100 + 100 + 100
+ 100 + 100 + 100 + 100 + 100 = 1000
10 hundreds make 1 thousand.
Th H T O
1 0 0 0 Place Value Face Value
Ones place
0 0
Tens place
0 0
Hundreds place
0 0
Thousands place
1000 1
Expanded form = 1000 + 0 + 0 + 0 Standard form = 1000

11
I Can
1. Write the place value of digit 9 in the given numbers.
a) 935 b) 109 c) 296
2. Count and write the missing numbers. Also, write the number and its
number name.
a) 100 10 10 1 1 1
100 100 10 10 1 1 1
Hundreds Tens Ones

Number: _________________________________
Number name: _____________________________
b) 100 100 100 10 10 1 1 1
100 100 100 10 10 1 1 1
Hundreds Tens Ones

Number: _________________________________
Number name: _____________________________
3. Fill in the missing numbers.
a) 459 = + 50 + 9 b) 136 = 100 + +6

c) 537 = 500 + 30 + d) = 900 + 10 + 2
4. In the numbers given below, write the place value of each digit.
a) 236 b) 786
i) Ones place i) Ones place
ii) Tens place ii) Tens place
iii) Hundreds place iii) Hundreds place
:ULWHWKHIROORZLQJQXPEHUVLQÀJXUHV
D 1LQHKXQGUHGWZHQW\VHYHQ
E 6L[KXQGUHGVHYHQW\
F 7KUHHKXQGUHGÀYH
G )RXUKXQGUHGQLQHW\QLQH
12
Warm Up
9+1= 10 Ten
99 + 1 = 100 One Hundred
999 + 1 = 1000 One Thousand
9999 + 1 = 10000 Ten Thousand
10 Ones 1 Ten 10 Tens 1 Hundred 10 Hundreds 1 Thousand
1000 cubes ( ) make a thousands block.

&RXQWLQJE\WKRXVDQGVZHKDYH
4000, 5000, 6000, 7000, 8000, 9000, 10000 cubes.
So, 10 Thousands o 1 Ten Thousand
13
1XPEHUVEH\RQG
Count the blocks and complete the following.
We write ‘Th’ for ‘thousands’

= 1000 and ‘TTh’ for ‘ten thousands’.
= 2000 1 block = 1000

2 blocks = 2000
3 blocks = 3000
= 3000
10 thousands are
written as 10,000
and read as ‘ten
thousand.’
= ________
= ________
= ________
= ________
= ________
= ________
= ________
14
Reading and Writing Numbers
Example 1
Thousands Hundreds Tens Ones
Number: 2478 Th H T O
1XPEHUQDPH7ZRWKRXVDQGIRXUKXQGUHGVHYHQW\HLJKW 2 4 7 8
Example 2
Number: 4099 Th H T O
1XPEHUQDPH)RXUWKRXVDQGQLQHW\QLQH 4 0 9 9
Fact Zone
999 + 1 = 1000
*UHDWHVWGLJLWQXPEHU 6PDOOHVWGLJLWQXPEHU
9999 + 1 = 10000
*UHDWHVWGLJLWQXPEHU 6PDOOHVWGLJLWQXPEHU
Teaching
Tip
+HOSFKLOGUHQXQGHUVWDQGWKDWLIDEORFNLVPLVVLQJDWDQ\SODFHWKDWYDOXHLVUHSUHVHQWHGE\D]HUR
15
Exercise 1.1
1. Complete the grids by counting forward.

a) 1001 to 1020
1001 1002 1009

1011 1020
b) 5721 to 5750
5721 5730
5735
5741 5750
c) 9951 to 10000
9951
9970
9971
9981
9991 10000
2. Match the numerals with their correct number names.
3. Write the number names for the following.
a) 4683
b) 9807
c) 8261
d) 5617
16
Thousands, Hundreds, Tens and Ones
Example 1
10 Ones make 1 Ten.
Th H T O 10 Tens make 1 Hundred.
1 2 4 3 10 Hundreds make 1 Thousand.
Face Value Place Value

3 3×1=3
4 4 × 10 = 40
2 2 × 100 = 200
1 1 × 1000 = 1000
There are 1 Thousand + 2 Hundreds + 4 Tens + 3 Ones

GLIIHUHQWZD\VRI
In words, 1243 can be written as:
writing numbers.
All of these 2QHWKRXVDQGWZRKXQGUHGIRUW\WKUHH
have the same
meaning. Expanded form: 1000 + 200 + 40 + 3
Example 2 Standard form: 1243
Th H T O
7 1 0 5
Face Value Place Value
5 5×1=5
0 0 × 10 = 0
1 1 × 100 = 100
7 7 × 1000 = 7000
7 Thousands + 1 Hundred + 0 Tens + 5 Ones

In words, 7105 can be written as:
All of these 6HYHQWKRXVDQGRQHKXQGUHGÀYH
have the same
meaning. Expanded form: 7000 + 100 + 0 + 5
Standard form: 7105
Think Smart
+RZPDQ\KXQGUHGVDUHWKHUHLQWKHJLYHQQXPEHUV"
a) 1600 = _____________ b) 1800 = _____________
c) 2300 = _____________ d) 2000 = _____________
17
Exercise 1.2
1. In 8796,
D ZKLFKGLJLWLVLQWKHWHQVSODFH"
b) which digit is in the thousanGVSODFH"
F ZKDWLVWKHSODFHYDOXHRIWKHGLJLW"
G ZKDWLVWKHIDFHYDOXHRIWKHGLJLW"
2. Express each of the following numbers in expanded form.

a) 4286 = ________________________________________
b) 1038 = ________________________________________
c) 7787 = ________________________________________
d) 9350 = ________________________________________
e) 6799 = ________________________________________
f) 8008 = ________________________________________
g) 10000 = ________________________________________
3. Write the following numbers in standard form.
a) 5000 + 30 + 9 =
b) 1000 + 7 =
c) 7000 + 300 + 40 + 9 =
d) 2000 + 600 + 8 =
e) 6000 + 500 + 40 =
Mental Maths
:KDWDUHWKHPLVVLQJQXPEHUV"
a) 3421 = 3000 + + 20 + 1 b) 4305 = 4000 + 300 +
c) 5050 = + 50 d) 6000 + 700 + 50 + 3 =
e) 7000 + 800 + 5 = f) 2000 + 90 =
18
Comparing and Ordering Numbers
Comparing Numbers
To compare the numbers, start from

the digit on the left in the order of their place
values.
Example 1 Example 2
:KLFKQXPEHULVVPDOOHU" :KLFKQXPEHULVJUHDWHU"
Th H T O Th H T O
9260 9 2 6 0 6342 6 3 4 2
3156 3 1 5 6 6569 6 5 6 9
3 Th < 9 Th 6 Th = 6 Th 5H>3H
So, 3156 is smaller than 9260. So, 6569 is greater than 6342.
3156 < 9260 6569 > 6342
Ordering Numbers
We write the numbers in Ascending order:

ascending or descending
order as per the need.
1, 2, 3, 4, 5
Descending order:
5, 4, 3, 2, 1
Amongst the two numbers, the number with more number of digits is the greater number.
Th H T O
4 3 2 6 Four digits
9 6 Two digits 4326 > 96
19
Example 3
Arrange the following numbers in ascending and descending order.
3456, 461, 6374, 3223
Th H T O
3 4 5 6
(Three digits) Smallest number
4 6 1
6>3 Greatest number
6 3 7 4
3 2 2 3
6 Th > 3 Th 2H<4H
3 Th = 3 Th
1. Write all the 2. There are three 3. 6 is the greatest 4. Now, 3 Th = 3

digits of the GLJLWQXPEHUV digit in the Th. So, compare
number in the DQGRQHGLJLW thousands place the digit in the
place value table. number. So, the DPRQJWKHGLJLW hundreds place.
Then compare GLJLWQXPEHU numbers. So, 6374 2H<4H
the digits of the (461) is the smallest is the greatest So, 3223 < 3456.
number. number of all. number.
Numbers in ascending order are: Numbers in descending order are:

461 < 3223 < 3456 < 6374 6374 > 3456 > 3223 > 461
Exercise 1.3
1. Look at the numbers. Fill in the blanks with >, < or =.
a) 1295 1925 b) 3654 3546

c) 5515 5019 d) 6295 6925
e) 7001 7001 f) 9999 9990
2. Arrange the following numbers in ascending order.

a) 4568, 7984, 5200, 5206, 7354
________ < ________ < ________ < ________ < ________
b) 5697, 3452, 5634, 9761, 5659
________ ________ ________ ________ ________
c) 4268, 1300, 9190, 9192, 3030
________ ________ ________ ________ ________
20
3. Arrange the following numbers in descending order.
a) 3254, 2222, 9983, 3245, 4090
________ > ________ > ________ > ________ > ________
b) 5821, 5812, 7709, 4830, 8809
________ ________ ________ ________ ________
c) 4239, 4232, 9764, 3573, 8354
________ ________ ________ ________ ________
Everyday Maths
The following are the number plates of some vehicles.
DL4S 6292 HR2B 4980 CG4K 9994 MP9T 8889
a) Write the number names of the last four digits of each number plate.
E :KLFKLVWKHJUHDWHVWDQGWKHVPDOOHVWQXPEHU"
c) Arrange them in descending order.
Forming Numbers
Forming the Smallest 4-digit Number

Example 1
0DNHWKHVPDOOHVWGLJLWQXPEHUIURPWKHGLJLWVDQG
Smallest digit
Th H T O Í
2 0 7 9 Greatest digit We write the
DIWHU]HUR digits in ascending
Zero cannot be written at the Greater digit order to form the
extreme left position, so the smallest number.
next position is chosen.
So, the required number is 2079.
Forming the Greatest 4-digit Number

Example 2
Í
We write
0DNHWKHJUHDWHVWGLJLWQXPEHUIURPWKHGLJLWVDQG the digits in
descending
Th H T O order to form the
greatest number.
Greatest digit 6 5 3 1 Smallest digit
Greater digit Smaller digit
So, the number formed is 6531.

21
Exercise 1.4
1. Form the greatest 4-digit number using the given digits.
a) 4, 5, 2, 0 b) 1, 3, 8, 2
c) 1, 3, 9, 5 d) 0, 1, 2, 3
e) 5, 0, 3, 1 f) 9, 7, 2, 6
2. Form the smallest 4-digit number using the given digits.

a) 9, 1, 3, 7 b) 0, 1, 5, 3
c) 2, 4, 6, 8 d) 4, 5, 3, 6
e) 6, 7, 2, 4 f) 2, 6, 9, 7
Think Smart
1. )RUPWKHVPDOOHVWDQGWKHJUHDWHVWGLJLWQXPEHUXVLQJDQGE\UHSHDWLQJ
one digit two times.
2. +RZPDQ\GLJLWQXPEHUVFDQ\RXIRUPXVLQJWKHGLJLWVDQGZLWKRXW
UHSHDWLQJ"
More About Numbers

Odd and Even Numbers
Even numbers 2÷2=1 4÷2=2

end in 0, 2, 4, 6
or 8.
6÷2=3 8÷2=4
1XPEHUVZKLFKDUHGLYLGHGE\H[DFWO\DUHFDOOHGeven numbers.
For example, 3452, 4526, 5788, 6450 and so on.
Odd numbers
Odd numbers ¸ " ¸ " when divided
end in 1, 3, 5, 7 E\OHDYHV
and 9 1 as its
remainder.
¸ " ¸ "
1XPEHUVZKLFKDUHQRWGLYLGHGE\H[DFWO\DUHFDOOHGodd numbers.
For example, 1231, 2563, 3557, 7589 and so on.
22
Successor and Predecessor
PRUHWKDQDQ\JLYHQQXPEHULVWKHsuccessor ( just after) of the given number.
For example, 1571 + 1 = 1572. So, successor of 1571 is 1572.
+1
1570 1571 1572 1573 1574 1575
OHVVWKDQDQ\JLYHQQXPEHULVWKHpredecessor (just before) of the given number.

For example, 3157 – 1 = 3156. So, predecessor of 3157 is 3156.
3155 3156 3157 3158 3159 3160
–1
Number Patterns
Numbers that are arranged in a proper sequence or in an order form a pattern.
+3 +3 +3 +3 +3
0, 3, 6, 9, 12, 15, .........

Each time 3 is added to the previous number.
+5 +5 +5 +5 +5 +5
0, 5, 10, 15, 20, 25, 30, ...........

Each time 5 is added to the previous number.
Example 1
&RXQWE\DQGFRPSOHWHWKHSDWWHUQ
+ 10 + 10 + 10 + 10
1380, 1390, 1400, 1410, " 1410 + 10 = 1420

– 10 – 10 – 10 – 10
4286, 4276, 4266, 4256, " 4256 – 10 = 4246
Example 2
+ 100 + 100 + 100 + 100
2281, 2381, 2481, 2581, " 2581 + 100 = 2681

– 100 – 100 – 100 – 100
1786, 1686, 1586, 1486, " 1486 – 100 = 1386
Example 3
+ 1000 + 1000 + 1000 + 1000
1935, 2935, 3935, 4935, " 4935 + 1000 = 5935

– 1000 – 1000 – 1000 – 1000
7530, 6530, 5530, 4530, " 4530 – 1000 = 3530
23
Exercise 1.5
1. Write all the even numbers between the two given numbers.
a) 1046 1060
b) 5356 5370
2. Write all the odd numbers between the following numbers.

a) 5237 5249
b) 4230 4241
3. Write the predecessor (just before) and the successor (just after) of the
following numbers.
a) 3130 b) 5237
c) 2468 d) 1357
e) 7172 f) 5235
4. Th H T O
8835 8 8 3 5
D :KLFKQXPEHULVPRUHWKDQ"
b) Which number is 10 morHWKDQ"
c) Which numberLVPRUHWKDQ"
d) Which numberLVPRUHWKDQ"
5. Write the missing numbers in each case.

D &RXQWE\WHQV
4135, 4145, 4155, 4165, , ,
E &RXQWE\KXQGUHGV
8700, 8800, 8900, 9000, , ,
F &RXQWE\WKRXVDQGV
1234, , 3234, 4234, , ,
24
Rounding off Numbers
5RXQGLQJRIIWKHQXPEHUVKHOSVXVWRÀQGDQHVWLPDWHGYDOXHRIDJLYHQDPRXQW
To the Nearest Tens
If the digit in the
Example 1 ones place is less
Round off 12 to the nearest 10s. than 5, round off
the number to
the same tens.
10 11 12 13 14 15 16 17 18 19 20
Near Far
12 is nearer to 10 than 20.

So, it is rounded off to 10.
Example 2 When the digit in

Round off 17 to the nearest 10s. the ones
place is equal to or
greater than 5, round
10 11 12 13 14 15 16 17 18 19 20 up the number to
the next tens.
Far Near

So, it is rounded up to 20.
To the Nearest Hundreds

Example 3
If the digit in the
Round off 144 to the nearest 100s. tens place
is less than 5, round
off the number
100 150
200 250
300 350
400 to the same
hundreds.
144
Near Far

Teaching
Tip *LYH H[DPSOHV WR VWXGHQWV IURP GDLO\ OLIH WR DVVRFLDWH URXQGLQJ RII WR HVWLPDWLRQ )RU H[DPSOH SULFH RI FORWKHV DQG
HOHFWULFDODSSOLDQFHVDUHJHQHUDOO\WROGDIWHUURXQGLQJRII
25
Example 4
Round off 256 to the nearest 100s. If the digit in the tens
place is greater than
or equal to 5, round
up the number to the
100 150
200 250
300 350
400 next hundreds.
256
Far Near

To the Nearest Thousands

Example 5 If a number is
halfway between two
Round off 1500 to the nearest 1000s. numbers, we round
it up to the greater
number.
1000 2000 2500 3000
1500
LVH[DFWO\KDOIZD\EHWZHHQDQG
So, we round it up to 2000.
Example 6
Round off 4358 to the nearest 1000s.
3000 4000 5000 6000 If the digit in the

4358 hundreds
Near Far place is less than 5, round
off the number to the
4358 is nearer to 4000 than 5000. same thousands.
Example 7
Round off 7620 to the nearest 1000s.
If the digit in the
hundreds
6000 7000 8000 9000
7620 place is greater than 5,
round up the number
Far Near to the next thousands.
26
Exercise 1.6
1. Round off the following numbers to the nearest tens.
a) 17 b) 59 c) 25
d) 99 e) 88 f) 43
g) 89 h) 46 i) 74
2. Round off the following numbers to the nearest hundreds.
a) 132 b) 391 c) 757
d) 257 e) 995 f) 467
g) 387 h) 726 i) 589
3. Round off the following numbers to the nearest thousands.
a) 5325 b) 6357
c) 2573 d) 4500
e) 5731 f) 9835
g) 1299 h) 3901
Roman Numerals
7KHV\VWHPRIQXPHUDWLRQLQYHQWHGE\WKH5RPDQVLVFDOOHGWKH5RPDQ
QXPHUDWLRQ7KHQXPHUDOVLQWKH5RPDQV\VWHPDUHZULWWHQXVLQJWKHVHYHQ
capital letters of the English alphabet.
Í
In Roman Numerals:
5RPDQQXPHUDOV\VWHP • WKHUHLVQR]HUR
XVHVRQO\VHYHQV\PEROVWR • there is no place value chart.
ZULWHDQ\QXPEHUEDVHGRQ
• QXPEHUVDUHREWDLQHGE\
some rules.
addition and subtraction.
7KHYDOXHVRIWKHVHYHQV\PEROVDUHJLYHQEHORZ
Roman Numerals I V X L C D M
Hindu-Arabic Numerals 1 5 10 50 100 500 1000
27
Rule 1: Repetition of a numeral Rule 2: A smaller numeral written
means addition. No numeral can be to the right of a greater numeral
repeated more than 3 times. means addition.
II = 1 + 1 = 2 VI = 5 + 1 = 6
III = 1 + 1 + 1 = 3 XV = 10 + 5 = 15
XX = 10 + 10 = 20 XXXV = 10 + 10 + 10 + 5 = 35
XXX = 10 + 10 + 10 = 30
Rule 3: A smaller numeral written Rule 4: When a smaller numeral is

to the left of a greater numeral placed between two numerals of
means subtraction. greater value, it is subtracted from
IV = 5 – 1 = 4 the numeral on its right.
IX = 10 – 1 = 9 XIV = 10 + (5 – 1)
XL = 50 – 10 = 40 = 10 + 4 = 4
XXIX = 10 + 10 + (10 – 1)
= 10 + 10 + 9 = 29
Example
Write the Roman numerals for the following.
a) 9 b) 21 c) 37 d) 43
a) Roman numeral for 9 is IX.
b) Roman numeral for 21 is XXI.
c) Roman numeral for 37 is XXXVII.
d) Roman numeral for 43 is XLIII.
Exercise 1.7
1. Write the Roman numerals for the following.

a) 6 b) 14 c) 23 d) 34
2. Write the Hindu-Arabic numerals for the following Roman numerals.
a) VII b) XII c) XXXVII d) XL
Fact Zone
• Repetition of a Roman numeral is not allowed more than thrice.
• ¶,·FDQEHVXEWUDFWHGIURP9DQG;RQO\ y¶;·FDQEHVXEWUDFWHGIURP/DQG¶&·RQO\
• ¶9·LVQHYHUVXEWUDFWHGIURPDQ\QXPEHU yV, L and D are never repeated .
28
a) 2641 2649
b) 8644 8651
2. Write the number name of each of the following.

a) 2195 b) 6304 c) 9009
3. Tick () the odd numbers and cross () the even numbers.
1092 1095 1147 1522 1693 1582 1400 1709 1923 1505
1882 1853 1794 1831 1928 1473 1929 1850 1463 1972
2481 5962 3429 7954 5556 7709 3491 4956 7804 9908
4. Put the correct sign in the circle (<, > or =).
a) 1010 1100 b) 29 XXXI c) 9321 9811
d) XIX 39 e) 30 XXX f) 7001 6999
5. Arrange 7987, 7789, 7978, 7798 in both ascending and descending order.
________________________________________________________________
________________________________________________________________
6. Using the given digits, form the greatest and the smallest 4-digit
numbers.
Digits Greatest 4-digit number Smallest 4-digit number
9, 5, 0, 4
3, 4, 6, 1
7. Write the predecessor and successor of the following numbers.

a) _______ 7999 _______ b) _______ 9999 _______
8. Round off the following numbers to the nearest tens and hundreds.
a) 7809 ____, ____ b) 5516 ____, ____ c) 7443 ____, ____
29
MATHS LAB ACTIVITY
Maths Lab Activity
Aim: 7RH[SORUHWKHIRUPDWLRQRIDGLJLWHYHQDQGRGGQXPEHUV
Requirements: A bowl, two sets of numbers slips with 0 to 9 written on
them
Steps:
1. Divide the class into two teams.
2. Make some slips of paper with the digits from 0 to 9 written on them. Fold
them and keep them in a bowl.
3. (DFKWHDPZLOOWDNHWXUQVDQGSLFNVOLSV7KH\ZLOOWKHQIRUPDOOSRVVLEOH
GLJLWHYHQQXPEHUVXVLQJWKHGLJLWVRQWKHLUVOLSV
4. 7KHWHDPVJHWSRLQWVIRUHDFKFRUUHFWQXPEHUIRUPHGE\WKHP
5. 5HSHDWWKHDFWLYLW\WLOOWLPHSHUPLWV,QWKHQH[WURXQGDVNWKHPWRIRUPWKH
odd numbers.
6. The team that gets the maximum points at the end is the winner.
30
2 Addition
I Have Learnt
1. Add 375 and 144.
Hundreds Tens Ones

H T O
1
375 3 7 5
+ 1 4 4
5 1 9
144
10 Tens = 1 Hundred
Part 375
519 Whole 375 + 144 = 519
Part 144
2. Add 132, 249 and 72.
H T O H T O H T O
1 Sum 1 1 1
1 3 2 3 8 1 1 3 2
+ + or
2 4 9 7 2 2 4 9
3 8 1 4 5 3 + 7 2
4 5 3
132 + 249 + 72 = 453
3. Siya’s school took the children on a trip to the amusement park. There
were 139 children in 2 small buses and 256 children in 2 big buses.
How many children were there in all?
139 256 H T O
1
1 3 9
? + 2 5 6
139 + 256 = 395 3 9 5
So, there were 395 children in all.
31
I Can
Boys Girls
Tickets sold 59 47
First
day Money
472 376
earned (in `)
Tickets sold 65 36
Second
Money
day 455 252
earned (in `)
Tickets sold 33 28
Third
Money
day 297 252
earned (in `)
1. Calculate the number of tickets sold on each day.
a) First day b) Second day c) Third day

1
5 9 5 9 5 9
+ 4 7 + 4 7 + 4 7
Total 1 0 6 Total 1 0 6 Total 1 0 6
2. Calculate the money earned (in rupees) on each day.
a) First day b) Second day c) Third day
5 9 5 9
+ + 4 7 + 4 7
Total Total 1 0 6 Total 1 0 6
3. Calculate the total number of boys and the total number of girls who
visited the park on all the three days.
Boys Girls
a) b)
5 5
+ 4 + 4
Total 1 0 6 Total 1 0 6
32
Warm Up
Can you tell

the sum of 4041 It would
and 1234? be around
5300.
I know that!
How did He rounded off
you calculate the numbers and
the sum so calculated the
quickly? estimated sum.
Addition without Regrouping

Example 1 ?
Add 4041 and 1234.
4041 1234
4041
1234
1
1 One + 4 Ones
= 5 Ones
Add the 2
4 Tens + 3 Tens = 7 Tens
RQHVÀUVW 3
0 Hundreds + 2 Hundreds = 2 Hundreds
4
4 Thousands + 1 Thousand = 5 Thousands
33
1. Add the ones. 2. Add the tens. 3. Add the hundreds. 4. Add the thousands.
Th H T O Th H T O Th H T O Th H T O
4 0 4 1 4 0 4 1 4 0 4 1 4 0 4 1
+ 1 2 3 4 + 1 2 3 4 + 1 2 3 4 + 1 2 3 4
5 7 5 2 7 5 5 2 7 5
Part 4041
4041 + 1234 = 5275
5275 Whole
Part 1234
Example 2
Add 1022, 321 and 5555. Mind It
? Th H T O Th H T O
3 5 2 1 3 5 2 1
1 4 1 4
1022 321 5555
$UUDQJHWKHQXPEHUVYHUWLFDOO\ÀUVW
1 0 2 2 1 0 2 2 1 0 2 2 1 0 2 2
3 2 1 3 2 1 3 2 1 3 2 1
+ 5 5 5 5 + 5 5 5 5 + 5 5 5 5 + 5 5 5 5
8 9 8 8 9 8 6 8 9 8
1022 + 321 + 5555 = 6898
Exercise 2.1
1. Add the following.
a) Th H T O b) Th H T O c) Th H T O
2 4 3 2 5 9 7 0 9 3 0 2
+ 5 + 1 7 + 5 1 5
Teaching
Tip Make students observe by giving examples that numbers can also be added by
expanding them.
34
d) Th H T O e) Th H T O f) Th H T O
2 3 1 7 1 5 0 8 2 3 4 5
+ 5 0 6 0 + 7 2 0 1 + 5 4 3 2
g) Th H T O h) Th H T O i) Th H T O
2 0 5 1 1 2 1 2 4 3 2 3
3 4 0 2 3 2 1 0 1 2 6 5
+ 4 3 4 6 + 5 4 5 7 + 3 4 0 1
2. Find the sum of the given numbers.

a) 2452 and 14 b) 6336 and 230 Í
Remember
c) 3759 and 5000 d) 1722 and 6167
to arrange
e) 7682 and 1005 f) 3591 and 4207 numbers
according to
g) 2125, 3420 and 1052 h) 1021, 4370 and 4000 their places.
i) 23, 312 and 6102 j) 70, 500 and 7000
Mental Maths
1. Write the expanded form and add.
2728 = Thousands + Hundreds + Tens + Ones
+ 111 = Thousands + Hundred + Ten + One
= Thousands + Hundreds + Tens + Ones
2. Observe the pattern and add.
4+5 = 9 60 + 3 = 63 5681 + 1 = 5682
40 + 50 = ____ 600 + 30 = ____ 5681 + 10 = _____
400 + 500 = ____ 6000 + 300 = ____ 5681 + 100 = _____
4000 + 5000 = ____ 5681 + 1000 = _____
35
Addition with Regrouping
Example 1
4318 2235
Add 4318 and 2235.
?
4318
2235
1
8 Ones + 5 Ones
= 13 Ones
13 Ones = 1 Ten 3 Ones
2
1 Ten + 1 Ten + 3 Tens = 5 Tens
3
3 Hundreds + 2 Hundreds = 5 Hundreds
4
4 Thousands + 2 Thousands = 6 Thousands
Th H T1 O Th H T1 O Th H T1 O Th H T1 O
4 3 1 8 4 3 1 8 4 3 1 8 4 3 1 8
+ 2 2 3 5 + 2 2 3 5 + 2 2 3 5 + 2 2 3 5
3 5 3 5 5 3 6 5 5 3
Part 4318
6553 Whole So, 4318 + 2235 = 6553
Part 2235
Teaching
Tip Encourage the students to form a habit of checking that the digits of the numbers are copied
correctly, before solving the questions.
36
Exercise 2.2
1. Add the following.
4 3 7 2 5 4 3 0 6 5 5 3
+ 9 + 8 7 + 7 6 9
1 5 3 6 3 4 8 1 2 3 4 3
+ 1 2 2 8 + 4 3 4 5 + 6 2 3 8
4 9 9 9 4 7 3 5 1 7 1 9
9 9 9 4 3 2 5 2 2 8 2
+ 9 9 + 6 0 + 5 4 2 3
j) Th H T O k) Th H T O l) Th H T O
1 8 7 9 1 8 6 7 2 7 9 3
6 2 1 0 3 8 6 9 3 6 5 8
+ 1 5 9 8 + 2 4 3 5 + 1 6 7 3
2. Find the sum of the given numbers.

a) 3632 and 5576 b) 5432 and 1375 c) 2375 and 3106
d) 6579 and 1105 e) 5106 and 3156 f) 1053 and 3564
Think Smart
Find the sum of the largest 3-digit number, 17 hundreds and three thousand
twenty-two.
37
More Ways to Add
Example 1 2625 + 8
2625 + 8
Í
Break the
numbers in
= 2625 + 5 + 3 such a way
that they form
2625 + 8 = 2630 + 3 groups of 10,
100 or 1000.
5 3
= 2633
Example 2 1274 + 20 1274 + 20
= 1270 + 20 + 4
1274 + 20 = 1290 + 4
4 1270 = 1294
Example 3 9735 + 200

9735 + 200
= 9700 + 200 + 35
9735 + 200
= 9900 + 35
35 9700
= 9935
Exercise 2.3
Add the following by breaking up the numbers.
1. 204 + 7 2. 312 + 9
3. 566 + 6 4. 663 + 10
5. 914 + 60 6. 1592 + 10
7. 4120 + 400 8. 3222 + 500
9. 5510 + 300 10. 6735 + 200
38
Addition Properties
Order Property
Numbers can be added in any order. This does not affect the sum.
Example 1 Add 4142 and 3623.
Th H T O Th H T O
4 1 4 2 Addend 3 6 2 3 Addend
+ 3 6 2 3 Addend + 4 1 4 2 Addend
7 7 6 5 Sum 7 7 6 5 Sum
4142 + 3623 = 7765

The sum is the same. Addends are the
3623 + 4142 = 7765
numbers being added. The
total is called the sum.
4142 + 3623 = 3623 + 4142
Grouping Property
The sum of three or more numbers does not change even when they are grouped
and added in any order.
Example 2 Add 2936, 1478 and 1002.
1 1 1 1 1 1
2 9 3 6 4 4 1 4 1 4 7 8 2 4 8 0
+ 1 4 7 8 + 1 0 0 2 + 1 0 0 2 + 2 9 3 6
4 4 1 4 5 4 1 6 2 4 8 0 5 4 1 6
(2936 + 1478) + 1002 (1478 + 1002) + 2936

= 4414 + 1002 = 2480 + 2936
= 5416 = 5416
(2936 + 1478) + 1002 = 5416

The sum is the same.
(1478 + 1002) + 2936 = 5416
(2936 + 1478) + 1002 = (1478 + 1002) + 2936
39
Property of Zero
The sum of a number and 0 is the number itself.
Example 3 Add 4658 and 0.
Th H T O Th H T O
4 6 5 8 Addend 0 Addend
+ 0 Addend + 4 6 5 8 Addend
4 6 5 8 Sum 4 6 5 8 Sum
4658 + 0 = 4658
The sum is the same.
0 + 4658 = 4658
This is called the property of zero.
Exercise 2.4
1. Fill in the blanks using order property.
a) 2349 + 5927 = 5927 + ________ b) 1573 + 7225 = _______ + 1573
c) 4123 + ________ = 3510 + 4123 d) ________ + 5913 = 5913 + 3633
2. Fill in the blanks.

a) (5423 + 357) + 160 = 5423 + (357 + ________ )
b) 1111 + (2222 + 3333) = ( ________ + 2222) + 3333
c) (1252 + 1917) + ________ = ________ + (1917 + 2325)
d) (2533 + 4753) + 2915 = ________ + (4753 + 2915)
3. Solve the following using property of zero.

a) 3173 + ________ = 3173 b) ________ + 1573 = 1573
c) 2148 + 0 = ________ d) ________ + 0 = 1739
4. Solve the following.

a) (2312 + 4592) + 133 b) 2312 + (4592 + 133)
c) (2312 + 133) + 4592
What do you observe?
40
Estimation of Sum Í
To round off to the
nearest tens, observe
We can estimate the sum of the given numbers by the digit in the ones
rounding them off to the nearest tens, hundreds and place.
thousands place as required. • If the digit in the
ones place is 0, 1,
To the nearest tens 2, 3 or 4, the digit
Example 1 is changed to ‘0’,
Estimate the sum of 63 and 28 to the nearest tens. keeping the other
digits same.
Estimated sum Actual sum • If the digit in the
rounded off
to the T O T O ones place is 5, 6,
63 60 7, 8 or 9, add 1 to
nearest 10s 6 0 6 3 the tens digit and
+ 3 0 + 2 8 change the ones
rounded up digit to 0.
28 to the 30 9 0 9 1
nearest 10s
Í
The estimated sum is close to the actual sum. To round off to the
nearest hundreds,
To the nearest hundreds observe the digit in the
tens place.
Example 2
• If the digit in the
Estimate the sum of 343 and 575 to the nearest hundreds. tens place is 0, 1, 2,
Estimated sum Actual sum 3 or 4, change both
rounded off the tens and the
to the H T O H T O ones digits to 0,
343 300 1
keeping the other
nearest 100s 3 0 0 3 4 3
digits same.
rounded up + 6 0 0 + 5 7 5 • If the digit in the
tens place is 5, 6,
to the
575 600 9 0 0 9 1 8 7, 8 or 9, add 1 to
nearest 100s the hundreds digit
The estimated sum is close to the actual sum. and change the
remaining digits
to 0.
To the nearest thousands
Similarly, we can
Example 3 round off the
Estimate the sum of 1293 and 6555 to the nearest thousands. numbers to the
nearest thousands.
rounded off Estimated sum Actual sum

to the
1293 1000 Th H T O Th H T O
nearest 1000s 1
1 0 0 0 1 2 9 3
rounded up
to the + 7 0 0 0 + 6 5 5 5
6555 7000
nearest 1000s 8 0 0 0 7 8 4 8
The estimated sum is close to the actual sum.
41
Exercise 2.5
1. Estimate each sum to the nearest tens. Also, find the actual sum.
a) 55 + 31
b) 247 + 375
2. Estimate each sum to the nearest hundreds. Also, find the actual sum.
a) 4215 + 2787
b) 2172 + 2461
3. Estimate each sum to the nearest thousands. Also, find the actual sum.
a) 7127 + 1654
b) 6217 + 1523
4. On a shopping trip, Mohit spent `1592 and his sister spent `5923. Round
off the amounts to the nearest thousands to find the estimated sum of
money they spent in all.
Maths Fun
1. Work in pairs.
2. Take a game board as shown below and slips of paper with 6 numbers
written on them. (1241, 5079, 3128, 4091, 4700 and 2266)
3. Choose any two numbers from the slips of paper.
4. Find the sum of the two numbers.
5. Take turns marking your answers on the game board. For example,
WKHÀUVWSOD\HUFURVVHVKLVDQVZHUZKLOHWKHVHFRQGSDUWQHUFLUFOHVKLV
answer.
6. 7KHÀUVWRQHWRJHWWKUHHFURVVHVRUWKUHHFLUFOHVRQWKHJDPHERDUGZLQV
9170 8422 7201 7219 6357 5941
9370 5394 6320 8591 3507 5322
9779 7108 6347 4369 8791 7345
6599 6966 8207 4365 5332 7828
42
Problem Solving using a Model
The model method is a form of problem representation that helps students gain a
better understanding of the operations they need to use to solve word problems.
Drawing bars help the students see the relationship among the given quantities
and help decide the method to be used to solve the problem given.
Mainly, two types of models are used:
a) Part-whole model
b) Comparison model
Part-Whole Model
The rectangular bars are used to represent the quantities that shows the ‘part’.
These rectangular bars are drawn proportionally to one another that helps
students see and understand the relationships between the quantities.
Part Part
The model can be seen as
one rectangular bar or a
Whole whole divided into parts.
Addition Model: Find the sum of 2 and 3.

2 3 2 3
? 5 Part + Part = Whole

Comparison Model
The comparison model is used to compare two quantities to show how much one
quantity is greater (or smaller) than the other. Without the model, children may
simply rely on the cue words "more than" and use addition to solve the problem
without realising that it is incorrect.
We draw different rectangular bars for different quantities.
The comparison models are generally drawn this way.
difference
Here, two bars are
A smaller quantity
drawn to show
B larger quantity comparison.
43
Addition Model: A has 5 coins. B has 2 coins more than A. How many coins does
B have?
5 2 5 2
A A
B B
? 7
Smaller quantity + Difference = Larger quantity
Solving Word Problems

Example 1
On Saturday, 1232 people attended a concert. On Sunday, 2754 people attended
the same concert. How many people attended the concert over two days?
Understanding The number of people who

attended the concert over two
GD\VLVJLYHQ:HKDYHWRÀQG
the total.
Here, we are given two parts

Planning DQGZHQHHGWRÀQGWKH whole.
Let’s draw a part-whole model
for it.
1232 2754
Saturday Sunday
?
Th H T O We need
Doing
1 2 3 2 WRÀQGWKH
sum of 1232
+ 2 7 5 4 and 2754.
3 9 8 6
3986 people attended the concert over two days.
44
Work backwards to check
Checking your answer.
The sum of 1232
Subtract any part from and 2754 is 3986.
the whole. 3986 – 2754 = 1232
3986 – 1232 = 2754
Th H T O
3 9 8 6
– 2 7 5 4
1 2 3 2
The answer is correct.
Example 2
SDVVHQJHUVDUHÁ\LQJWR6UL/DQND7KHQXPEHURISDVVHQJHUVÁ\LQJ
WR0DOGLYHVLVPRUHWKDQWKHSDVVHQJHUVÁ\LQJWR6UL/DQND+RZPDQ\
SDVVHQJHUVDUHÁ\LQJWR0DOGLYHV"
7RÀQGWKHDQVZHUZH 1569 72
add 72 to the number of Sri Lanka
SDVVHQJHUVÁ\LQJWR6UL/DQND
Maldives
Let’s draw a comparison
model for it. ?
Th H T O Check!
1 1
1 5 6 9 Work backwards to
check your answer.
+ 7 2
1641 – 72 = 1569
1 6 4 1 1641 – 1569 = 72
7KHQXPEHURISDVVHQJHUVÁ\LQJWR0DOGLYHVLV
Everyday Maths
You have `10,000 to buy 3 items. Which 3 items would you choose if you spend between
`9000 and `10,000?
4 chairs Bookshelf Sofa Cupboard Table
`2876 `3999 `7149 `5129 `1995
45
Exercise 2.6
1. Complete the given model, and then solve the addition sentence.
On Saturday, 1050 people went to a book fair. On Sunday, 1608 people

went to the book fair. How many people went to the book fair over two
days?
?
Saturday Sunday =
1050
Th H T O
2. Solve the following word problems. Draw a bar model to help yourself.
a) Rohit spent `1467 in January. He spent `2310 in February. How much

did he spend in both the months altogether?
b) A fruit seller has 1312 mangoes and 149 apples. How many fruits does
he have in all?
F 7KHVDOHRIDÁRZHUVKRSZDV`1023 on Monday, `1294 on Tuesday

and `3129 on Wednesday. What was the total sale of the shop on three
days?
d) At a Christmas carnival, there are 1650 men, 1413 women, 1512 girls
and 1119 boys.
i) How many adults attended the carnival?
ii) How many children were there in all?
e) A total of 2376 males and 3924 females visited the Kingdom of Dreams
last Sunday. Find the estimated and the actual sum of people who
visited the place on Sunday.
46
Play With Numbers Worksheet
Cricket matches were held for a number of schools of a city for six days
from Tuesday to Sunday. The number of viewers on each day is shown
in the table given below.
Tuesday 1715 Friday 2721

Wednesday 2141 Saturday 3312
Thursday 2004 Sunday 3871
$GGWKHQXPEHURIYLHZHUVIRUWKHÀUVWWZRGD\VODVWWZRGD\VÀUVW
three days and the last three days.
• On Tuesday and Wednesday, there were _____________ viewers.

• On Saturday and Sunday, there were _____________ viewers.
• On Tuesday, Wednesday and Thursday, there were __________ viewers.
• On Friday, Saturday and Sunday, there were _____________ viewers.
Find Out
How many players are there in a cricket team? ____________
Who are the captains of India's men’s and women’s cricket team?
________________________________ and ________________________________
47
MATHS LAB ACTIVITY
Maths Lab Activity
Aim: To revise the concept of addition of 4-digit numbers.
Requirements: Set of cards numbered from 0 to 9, a bowl
Steps :
1. Divide the class into groups of 4 students.
2. Call out one student from each group and ask them to pick 4 cards from the
bowl.
3. Instruct the groups to form two numbers such that their sum is the greatest
sum.
[Hint: They need to form the greatest possible and the second greatest
possible number with these digits and fill in the record table.]
Record Table
Greatest Second greatest

Number Sum
number number
1. 4, 0, 4, 1 4410 4140 8550
2.
3.
4.
5.
4. The group with the greatest sum wins the round.

5. Repeat steps 2 to 4, five times.
48
3 Subtraction
I Have Learnt
1. Subtract 35 from 174.
Hundreds Tens Ones Subtract the ones.
H T O
1 Ten = 10 Ones 6 1 Regroup
1 7 4
7 Tens 4 Ones into
– 3 5 6 Tens 14 Ones
14 Ones – 5 Ones
9
= 9 Ones
Subtract the tens.

H T O
6 1
1 7 4 6 Tens – 3 Tens
= 3 Tens
– 3 5
Finally, subtract
1 3 9 the hundreds.
174 – 35 = 139
2. On a school trip to an amusement park, there were 64 children in 3 small

buses and 125 children in 2 big buses. How many more children were
there in the big buses than the small buses?
125 H T O
0 1
1 2 5
– 6 4
64 ?
6 1
125 – 64 = 61
So, there were 61 more children in the big buses than in the small buses.
49
I Can
Children
Tickets sold 96
First day Money
672
earned
Tickets sold 101
Second day Money
808
earned
Tickets sold 61
Third day Money
549
earned
1. If there were 150 tickets in each booklet, then calculate the tickets left
at the end of each day.
First day Second day Third day

a) 0 14 1
b) c)
1 5 0 5 9 5 9
– 9 6 – 4 7 – 4 7
Difference 5 4 Difference 1 0 Difference 1 0
6 6
2. There was a target to earn `950 each day. Calculate the difference in the
money earned and the targeted earning for each day.
First day Second day Third day

a) b) c)
5 9 5 9 5 9
– 4 7 – 4 7 – 4 7
3. Find the difference in the earnings between the two given days.
Day 1 and Day 2 Day 2 and Day 3 Day 3 and Day 1

a) b) c)
5 9 5 9 5 9
– 4 7 – 4 7 – 4 7
50
Warm Up
We have to Difference!
ÀQGWKHGLIIHUHQFH So, this means we
of 1368 and 1106. have to subtract.
<HV7RÀQGWKH
difference, we subtract
the smaller number from
the greater number. So,
subtract 1106 from
1368.
But how do
we subtract four
digit numbers?
1368
Subtraction without Regrouping
Example 1
Subtract 1106 from 1368. 1106 ?
1368
1
8 Ones – 6 Ones = 2 Ones
2
6 Tens – 0 Tens = 6 Tens
3
3 Hundreds – 1 Hundred = 2 Hundreds
4
1 Thousand – 1 Thousand = 0 Thousands
51
We always subtract
the smaller number from
Í
the greater number. Begin subtraction
from the ones place.
1. Subtract the 2. Subtract the 3. Subtract the 4. Subtract the

ones. tens. hundreds. thousands.
1 3 6 8 1 3 6 8 1 3 6 8 1 3 6 8
– 1 1 0 6 – 1 1 0 6 – 1 1 0 6 – 1 1 0 6
2 6 2 2 6 2 0 2 6 2
1368 – 1106 = 262
Check:
1. To check the answer, add the difference to the smaller number.
2. If the sum obtained is equal to the greater number, the answer is correct.
Th H T O Th H T O
Difference
Greater number 1 3 6 8 2 6 2
Smaller number – 1 1 0 6 + 1 1 0 6
2 6 2 1 3 6 8 Greater
number
So, the answer is correct.
Exercise 3.1
1. Subtract the following.
3 5 4 7 4 7 9 3 5 9 3 2
– 3 – 7 3 – 3 0 0 0
52
6 7 8 9 4 2 3 9 5 7 3 8
– 5 7 0 3 – 1 2 1 7 – 2 1 3 0
5 9 1 2 4 8 1 9 7 6 0 8
– 2 3 0 2 – 1 8 1 0 – 3 0 0 0
j) Th H T O k) Th H T O l) Th H T O
2 3 2 0 8 9 1 8 6 8 4 8
– 1 3 1 0 – 7 1 0 7 – 2 0 0 5
m) Th H T O n) Th H T O o) Th H T O
6 8 7 6 1 9 0 0 6 6 7 8
– 1 1 2 5 – 5 0 0 – 2 3 4 5
p) Th H T O q) Th H T O r) Th H T O
4 4 2 0 8 9 9 9 7 7 7 7
– 1 3 1 0 – 7 1 7 1 – 6 6 6 6
2. Subtract the smaller number from the greater number to find the
difference. Also, check your answer.
a) 5638 and 4417 b) 4969 and 3333 c) 5671 and 6987
d) 3988 and 5999 e) 9999 and 9876 f) 5476 and 9887
Fact Zone
The difference of two numbers is always less than the greater number.
53
Subtraction with Regrouping
Example 1
Subtract 1509 from 2562. I cannot subtract
2562 9 ones from 2 ones. So,
I regroup 6 tens as 5 tens
and 10 ones.
1509 ?
2562
1
2
3
5 Hundreds – 5 Hundreds = 0 Hundreds
4
2 Thousands – 1 Thousand = 1 Thousand

5 1
2 5 5
6 1
2 2 5 5
6 1
2 2 5 5
6 2
1 2 5 6 2
– 1 5 0 9 – 1 5 0 9 – 1 5 0 9 – 1 5 0 9
3 5 3 0 5 3 1 0 5 3
2562 – 1509 = 1053
Teaching Help students observe that regrouping the next higher unit means making 10 units of the
Tip smaller unit, through various examples. For example, regrouping 1 thousand means making
10 hundreds.
54
Check:
Th H T O Th H T O
Difference
Greater number 2 5 6 2 1 0 5 3
Smaller number – 1 5 0 9 + 1 5 0 9
1 0 5 3 2 5 6 2 Greater
number
Example 2
Subtract 2500 from 3000.
3000
1
2
3
10 Hundreds – 5 Hundreds = 5 Hundreds
4
2 Thousands – 2 Thousands = 0 Thousands

3 0 0 0 3 0 0 0 2
3 10 0 0 32 1 0 0 0
– 2 5 0 0 – 2 5 0 0 – 2 5 0 0 – 2 5 0 0
0 0 0 5 0 0 0 5 0 0
3000 – 2500 = 500
55
Check:
Th H T O Th H T O
Difference
Greater number 3 0 0 0 5 0 0
Smaller number – 2 5 0 0 + 2 5 0 0
5 0 0 3 0 0 0 Greater
number
Exercise 3.2
5 6 3 4 4 9 9 6 3 4 2 7
– 9 – 9 8 – 5 1 6
1 0 0 0 4 0 0 0 7 4 3 1
– 9 9 9 – 3 9 8 8 – 5 6 7 1
6 8 4 8 8 9 1 8 2 3 8 4
– 2 9 0 5 – 6 1 9 7 – 1 5 7 5
2. Find the difference of the numbers and check your answer.

a) 2543 and 4357 b) 5498 and 9176
c) 1257 and 9100 d) 3577 and 8246
e) 2769 and 4758

Mind It
f) 2678 and 9000
Th H T O Th H T O
g) 3259 and 6043 3 56 0 17 3 5 6 9 0 17
– 1 3 4 8 – 1 3 4 8
h) 2765 and 5000 2 2 4 9 2 2 5 9
56
More Ways to Subtract
Example 1 3362 – 9
3362 – 9
= 3352 + 10 – 9
Í
3362 – 9 = 3352 + 1 We break
the numbers
3352 10 to subtract
= 3353 mentally.
Example 2 5562 – 50 5562 – 50
= 5502 + 60 – 50
5562 – 50 = 5502 + 10
5502 60 = 5512
Example 3 1853 – 400

1853 – 400
= 1053 + 800 – 400

1853 – 400
= 1053 + 400
1053 800
= 1453
Exercise 3.3
Subtract the following by breaking down the bigger number.
1. 286 – 8 2. 463 – 7
3. 724 – 6 4. 483 – 30
5. 555 – 50 6. 1581 – 300
7. 2724 – 500 8. 3940 – 600
9. 5648 – 60 10. 6490 – 200
57
Subtraction Properties
Order Property
Unlike addition, in subtraction, we cannot change the order of numbers
because we always subtract the smaller number from the greater number.
Example 1 Subtract 2132 from 4364.
Th H T O Th H T O
4 3 6 4 2 1 3 2
– 2 1 3 2 – 4 3 6 4
2 2 3 2 Not possible
Subtracting 0 Subtracting Number from Itself

When we subtract 0 from any When we subtract a number
number, the difference is the from itself, the difference is 0.
number itself.
Example 2 Subtract 0 from 1257. Example 3 Subtract 5235 from 5235.
Th H T O Th H T O
1 2 5 7 5 2 3 5
– 0 – 5 2 3 5
1 2 5 7 0 0 0 0
Subtraction Facts
An addition sentence can have two subtraction sentences.
Example 4
Addition sentence Subtraction sentence Subtraction sentence
1423 + 2142 = 3565 3565 – 1423 = 2142 3565 – 2142 = 1423
Th H T O Th H T O Th H T O
1 4 2 3 3 5 6 5 3 5 6 5
+ 2 1 4 2 – 1 4 2 3 – 2 1 4 2
3 5 6 5 2 1 4 2 1 4 2 3
Fact Zone
In general, we do not write zero on the left most position of a number.
Th H T O Th H T O
4 3 7 8 4 3 7 8
– 4 3 5 3 – 4 3 5 3
0 0 2 5 is written as 2 5
58
Exercise 3.4
9 6 8 9 5 6 7 8 6 3 4 8
– 0 – 5 6 7 8 – 0
6 9 7 1 4 8 3 8 7 3 5 2
– 6 9 7 1 – 0 – 7 3 5 2
2. Find the difference.

a) 4629 – 0 b) 2429 – 2429 c) 2738 – 0
d) 4235 – 4235 e) 7999 – 0 f) 9999 – 9999
g) 5641 – 5641 h) 6543 – 0 i) 8468 – 0
3. Is it possible to subtract 4973 from 1239?
4. Write two subtraction sentences for each of the following addition

sentences.
a) 2591 + 1235 = 3826 b) 7142 + 215 = 7357
c) 3333 + 2222 = 5555 d) 1723 + 2962 = 4685
e) 42 + 3213 = 3255 f) 5123 + 1671 = 6794
g) 1234 + 5678 = 6912 h) 4571 + 2587 = 7158
5. Can you form two subtraction sentences for 1241 + 1241 = 2482?
Mental Maths
Fill in the empty blue squares in the given subtraction 4274 – = 2742
puzzle.
The subtraction sentences across and down the puzzle – – –
must be correct. – =
= = =
2934 – = 2416
59
Estimating the Difference
For fast Í
calculations, we generally The rules of
use estimation. To estimate rounding off
the difference; we round off the remains the same in
numbers to the nearest estimation.
10s, 100s or 1000s.
To the Nearest Tens

Example 1 Estimate the difference of 78 and 52.
Estimated difference Actual difference
T O T O
rounded up to the
78 80 8 0 7 8
nearest 10s
rounded off to the – 5 0 – 5 2
52 50
nearest 10s 3 0 2 6
The estimated difference is close to the actual difference.
To the Nearest Hundreds

Estimated difference Actual difference
H T O H T O
rounded up to the
892 900 9 0 0 8 9 2
nearest 100s
rounded off to the – 7 0 0 – 7 2 1
721 700
nearest 100s
2 0 0 1 7 1
To the Nearest Thousands

Estimated sum Actual sum
Th H T O Th H T O
rounded up to the
7929 8000 8 0 0 0 7
8
9
1
2 9
nearest 1000s
rounded off to the – 3 0 0 0 – 3 4 4 9
3449 3000
nearest 1000s
5 0 0 0 4 4 8 0

60
Exercise 3.5
1. Estimate each difference to the nearest tens. Also, find the actual
difference.
a) 92 – 47
b) 72 – 21
2. Estimate each difference to the nearest hundreds. Also, find the actual
difference.
a) 439 – 302
b) 710 – 592
3. Estimate each difference to the nearest thousands. Also, find the actual
difference.
a) 5499 – 4001
b) 8625 – 8256
4. Estimate the difference between 5429 and 5907, by rounding off to the
nearest thousands.
5. The cost of a table is `3529. Rekha has `2325. Estimate the amount to the
nearest hundreds, to find the amount she needs more to buy the table.
6. Estimate the difference between 4576 and 4231 to the nearest tens,
hundreds and thousands.
Maths Fun
Solve the puzzle.
1. Choose two numbers from the circles. Subtract 4126
the smaller number from the greater number.
2. Write the difference in the circle between the
two numbers.
3. Repeat steps 1 and 2 to complete the puzzle.
3216 1523
61
Problem Solving using a Model
Part-Whole Model
Subtraction Model: Find the difference of 5 and 3.
5 5
3 ? 3 2 Whole – Part = Part
Comparison Model
Subtraction Model: A has 5 coins. B has 2 coins less than A. How many coins
does B have?
5 5
A A
B B
? 2 3 2
Larger quantity – Difference = Smaller quantity
Subtraction Model: A has 5 coins. B has 3 coins. How many more coins does A
have?
5 5
A A
B B
3 ? 3 2
Larger quantity – Smaller quantity = Difference
Solving Word Problems

Example 1
There are 1896 people at a book fair. 983 of them are adults and the rest are children.
a) How many children are there?
b) How many more adults than children are there?
a)
Total number of people
and adults are given. Í
:HKDYHWRÀQGWKH Use the four-step
number of children. problem solving
Should we add or process to solve.
subtract?
62
1896
Adults Children Th H T O Check!
983 ? 1 8 9 6
Work backwards
– 9 8 3 to check your
1896 – 983 = 913 9 1 3 answer.
983 + 913 = 1896
There are 913 children.
b) 983
1RZZHKDYHWRÀQG
Adults
how many more adults Children
are there than children?
Let’s draw a comparison 913 ?
model for it.
Th H T O
983 – 913 = 70
9 8 3
– 9 1 3
7 0
There are 70 more adults than children.
Check!
Work backwards to check your answer.
Th H T O
9 1 3 Number of children
7 0 Number of adults more than children
+
9 8 3 Number of adults
Example 4
The greater of two numbers is 6031. The difference between the smaller number
and the greater number is 3061.
a) What is the smaller number?
b) What is the sum of the two numbers?
63
6031
Greater number
?
Smaller number
? 3061
a) 6031 – 3061 = 2970
The smaller number is 2970. You can also
draw two
b) 2970 + 6031 = 9001 different models
for a) and b).
The sum of the two numbers is 9001.
Exercise 3.6
1. Complete each model, and then solve the subtraction sentence.
a) Ramya paid `4073 for her airfare. Raunak paid `2386 less than Ramya
for his airfare. How much did Raunak pay for his airfare?
Th H T O
Ramya
Raunak
?
b) There were 4536 participants in the Republic day parade. 1657 of

them were adults and the rest were children. How many children
participated in the parade?
4536
Th H T O
Adults Children
?
2. Solve the following word problems. Draw a bar model to help yourself.
a) The airfare to Goa is `5886. The airfare to Mumbai is `798 less than
that to Goa. What is the airfare to Mumbai?
64
b) A total of 8346 visitors visited the zoo in March. 6780 were Indians and
the rest were foreigners. How many foreigners visited the zoo?
c) The sum of two numbers is 6403. The smaller number is 2313. What is
the greater number?
d) The prices for four Domestic Tour packages for three days are given
below. What is the difference between the:
Manali `1500
Simla `1750
Nanital `1800
Darjeeling `1600
i) price of the cheapest and the most expensive packages?
ii) the price of package to Manali and Simla?
e) 890 people boarded a train at the

ÀUVWVWDWLRQ$WWKHVHFRQGVWDWLRQ
another 238 people boarded the
train, but 136 people got off. How
many people are on the train at the
second station now?
f) Jyoti baked 2380 cookies in September. She baked

565 fewer cookies in October. How many cookies
did she bake in October?
Think Smart
Form the smallest and the greatest number of 4-digit numbers using 5, 9, 0 and 1.
Find the estimated and the actual difference between the two numbers formed.
Framing Word Problems

Example
Frame a word problem using the following clues:
a) Siya, 1530, marbles, b) Siya, Tina, 1530, 1273,
Tina, 1273, total marbles, difference
65
a) Step 1 : First, categorise the clues.
Siya Tina 1530 1273 marbles total
Character 1 Character 2 Figure 1 Figure 2 Object Operation to

be performed
6WHS&OXEWKHÀUVWFKDUDFWHUZLWKDÀJXUHDQGDQREMHFW
Siya had 1530 marbles.
6WHS&OXEWKHVHFRQGFKDUDFWHUZLWKWKHRWKHUÀJXUHDQGWKHRWKHU
object.
Tina had 1273 marbles.
Step 4 : Frame the question using the given operation.
How many total marbles did they have?
So, the word problem will be:

We can frame
Siya had 1530 marbles. Tina had more than one story
1273 marbles. How many total problem from the given
set of clues.
marbles did they have?
Siya had 1530 marbles. Tina had Tina had 1530 marbles. Siya had
1273 marbles. Siya gave all the 1273 more marbles than Tina. Find
marbles to Tina. What is the total the total number of marbles Siya
number of marbles Tina has? had.
b) Siya had 1530 marbles. Tina had 1273 marbles. Find the difference in the
number of marbles.
Í
Follow the
Exercise 3.7 same steps as in
addition. Only
Frame word problems using the given clues. the operation
would change.
1. town, men, women, 5043, 3927, total population
2. tanker, 1529 L, 1922 L, petrol, how much
3. school, student, 5423, 2927, boys, number of girls
4. fair, 5525, 7750, people left
66
Finding the Missing Numbers
Example 1
When the greater number and the difference are given.
Th H T O To get the
2 4 3 5 Greater number smaller number,
subtract the difference
– Smaller number from the greater
number.
1 2 1 4 Difference
Th H T O Th H T O
2 4 3 5 Greater number 2 4 3 5
– 1 2 1 4 Difference – 1 2 2 1
1 2 2 1 Smaller number 1 2 1 4
Example 2
When the smaller number and the difference are given.
Th H T O To get the
greater number, add
Greater number the smaller number to
the difference.
– 2 4 2 5 Smaller number
3 3 6 4 Difference
Th H T O Th H T O
3 3 6 4 Difference 5 7 8 9
+ 2 4 2 5 Smaller number – 2 4 2 5
5 7 8 9 Greater number 3 3 6 4
Example 3
When one addend and the sum are given.
7RÀQGWKH
Th H T O missing addend,
Addend subtract the given
4 2 3 5
addend from the
+ Missing addend sum.
5 6 8 5 Sum
67
Th H T O Th H T O
5 6 8 5 Sum 4 2 3 5
– 4 2 3 5 Given addend + 1 4 5 0
1 4 5 0 Missing addend 5 6 8 5
Exercise 3.8
Find the missing numbers.
1. Th H T O 2. Th H T O
2 0 0 3
+ + 8 3 6 2
5 4 4 6 9 6 8 2
3. Th H T O 4. Th H T O
5 5 6 8
– – 2 3 0 1
2 3 2 4 3 2 2 7
Combining Addition and Subtraction

Follow these steps to solve questions involving both addition and subtraction.
Example 1 Always arrange

the numbers with
Solve 1423 + 5009 – 4722. ‘+’ sign together and
DGGÀUVW
1. Add 1423 and 2. Subtract 4772
5009. from the sum.
Th H T O Th H T O
1 4 2 3 5
6 4
1
3 2
+ 5 0 0 9 – 4 7 2 2
6 4 3 2 1 7 1 0
1423 + 5009 – 4722 = 1710
Teaching
Tip Tell students to make it a habit to check their answers using addition or subtraction every
time after solving a problem.
68
Example 2
Solve 5323 – 1213 + 2312. :HZLOOÀUVWDGG
5323 and 2312, and
then subtract 1213
1. Add 5323 and 2312. 2. Subtract 1213 from the sum.
from the sum.
Th H T O Th H T O
5 3 2 3 7 6 3 5
+ 2 3 1 2 – 1 2 1 3
7 6 3 5 6 4 2 2
5323 – 1213 + 2312 = 6422
Exercise 3.9
Solve the following.
1. 4513 + 2167 + 1259 2. 1523 + 4523 – 2351
3. 2493 – 3427 + 5234 4. 4573 + 1972 + 2423
5. 3214 + 1212 – 2313 6. 2532 + 3795 – 1725
7. 2935 + 6573 – 2576 8. 1000 – 4000 + 3000
Everyday Maths
Use the given menu to order. Calculate the amount you will have to pay. How much change
will you get if you use one `2000 note to pay your bill?
Our Order en
cim
Spe
: `500
Pizza : `250
a m
Ice C r e : `200
eg.
Mix V hawal : `2
00 Change returned
jm a C : ` 1 50
Ra
ich 00
Sandw Shake : `1
n g o 1 00
M a : ` =
Soup
Explain combining addition and subtraction through real-life examples. For example, when
Teaching
Tip goods are exchanged, the shopkeeper subtracts the volume/cost of the goods returned and
adds the volume/cost of the goods bought in its place.
69
8 9 6 4 4 2 6 0 9 7 6 1
– 2 8 – 3 8 2 – 6 9 8 1
2. Arrange in columns and subtract.

a) 5649 from 5649 b) 4853 from 9628
c) 1432 from 3656 d) 999 from 1000.
3. Write the subtraction sentences for each of the following addition

sentences.
a) 6429 + 382 = 6811 b) 4960 + 6222 = 11182
c) 999 + 999 = 1998 d) 4856 + 9602 = 14458
5 4 7 5
+ 3 2 5 3 – – 5 2 6 5
4 6 7 6 3 3 4 3 0 0 0 0
5. Solve the following.

a) 7285 – 6231 + 2242 b) 6201 – 6223 + 1129
c) 8657 – 4182 + 1111 d) 6999 – 6343 + 250
e) 450 + 3658 – 4108 f) 5547 + 950 – 1800
6. A carton has 3000 packets of biscuits. Out of these, 1998 packets are
chocolate biscuits. The rest are jam biscuits. How many packets of jam
biscuits are there?
7. 5030 people came to watch a match. Some people left early. 2691 people
stayed until the end. How many people left early?
70
MATHS LAB ACTIVITY
Maths Lab Activity
Aim: 7RÀQGWKHVPDOOHVWGLIIHUHQFH
Requirement: Number cards from 0 to 9 (1 set per group).
Steps :
1. Divide the student into groups of 4.
2. Make four sets of cards numbered from 0 to 9, using
sheets of paper.
3. Shuffle the cards. Each group draws four cards.
4. Make the greatest and the smallest 4-digit numbers.
5. Find the difference between the numbers and fill in the
record table.
Record Table
Greater number Smaller number Difference
9652 2569 9652 – 2569 = 7083
6. The group with the smallest difference wins the round. Repeat steps 3 to 5,
five times.
7. The group which wins the maximum rounds wins the game.
71
Worksheet
Addition and Subtraction Fun
Mishika has 1423 seashells. She has 345 more seashells than Varun. How
many seashells does Varun have?
a) Who has fewer seashells—Mishika or Varun?

Understanding _____________
b) Look at the following problem. Who has

Planning the correct way of solving the problem?
_____________
and
Doing 1423 345

Mishika
Varun
?
1423 + 345 = ?
Irfan
1423
Mishika
Varun
? 345
1423 – 345 = ?
Tina
c) Which answer is more likely to be correct?

Checking
Tick (9) the correct box.
i) Varun has 1768 seashells.
ii) Varun has 1078 seashells.
72
4 Multiplication
I Have Learnt
H T O
1. Multiply 68 by 2. 6 8
× 2
8×2 1 6
60 × 2 +1 2 0
16 + 120 1 3 6
1. Multiply the ones. 2. Multiply the tens.

H T O H T1 O
1
6 8 6 8
× 2 × 2
6 1 3 6
8×2
6 Tens × 2 = 12 Tens
8 Ones × 2 = 16 Ones
12 Tens + 1 Ten = 13 Tens
16 Ones = 1 Ten 6 Ones
13 Tens = 1 Hundred 3 Tens
68 × 2 = 136
H T O
2. Multiply 432 by 2. 4 3 2
× 2
2×2 4
30 × 2 + 6 0
400 × 2 +8 0 0
4 + 60 + 800 8 6 4
1. Multiply the ones. 2. Multiply the tens. 3. Multiply the hundreds.

H T O H T O H T O
4 3 2 4 3 2 4 3 2
× 2 × 2 × 2
4 6 4 8 6 4
2 Ones × 2 = 4 Ones 4 Hundreds × 2

3 Tens × 2 = 6 Tens
= 8 Hundreds
432 × 2 = 864
73
I Can
1. Complete the multiplication sentences by observing the blocks.
a) b)
3× = × =
2. Look at the number line given below. Fill in the missing numbers.
a) Count by 6 from 0 to 30.
0 6 30
b) Count by 6 from 30 to 60.
30 60
c) Count by 7 from 0 to 42.
0 7 42
3. Multiply the following.
a) H T O b) H T O c) H T O
2 6 4 2 2 1 2
× 3 × 4 × 2
d) H T O e) H T O f) H T O
4 2 5 1 2 7 1 0 9
× 1 × 8 × 7
g) H T O h) H T O i) H T O
1 0 8 2 1 9 3 1 3
× 9 × 4 × 3
74
Warm Up
These are 6 groups of

buttons. There are 11 buttons
in each group.
How many
total buttons
are there?
6 × 11 = 66. There
are 66 buttons.
Multiplication Tables
Table of 11
+ 11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 + 11
11 22 33 44 55 66 77 88 99 110
11 1 × 11 = 11
11 + 11 2 × 11 = 22
11 + 11 + 11 3 × 11 = 33
11 + 11 + 11 + 11 4 × 11 = 44
11 + 11 + 11 + 11 + 11 5 × 11 = 55
11 + 11 + 11 + 11 + 11 + 11 6 × 11 = 66
11 + 11 + 11 + 11 + 11 + 11 + 11 7 × 11 = 77
11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 8 × 11 = 88
11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 9 × 11 = 99
11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 + 11 10 × 11 = 110
75
Table of 12
+ 12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 + 12
12 24 36 48 60 72 84 96 108 120
12 1 × 12 = 12
12 + 12 2 × 12 = 24
12 + 12 + 12 3 × 12 = 36
12 + 12 + 12 + 12 4 × 12 = 48
12 + 12 + 12 + 12 + 12 5 × 12 = 60
12 + 12 + 12 + 12 + 12 + 12 6 × 12 = 72
12 + 12 + 12 + 12 + 12 + 12 + 12 7 × 12 = 84
12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 8 × 12 = 96
12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 9 × 12 = 108
12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 + 12 10 × 12 = 120
Table of 13
+ 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13
13 26 39 52 65 78 91 104 117 130
13 1 × 13 = 13
13 + 13 2 × 13 = 26
13 + 13 + 13 3 × 13 = 39
13 + 13 + 13 + 13 4 × 13 = 52
13 + 13 + 13 + 13 + 13 5 × 13 = 65
13 + 13 + 13 + 13 + 13 + 13 6 × 13 = 78
13 + 13 + 13 + 13 + 13 + 13 + 13 7 × 13 = 91
13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 8 × 13 = 104
13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 9 × 13 = 117
13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 + 13 10 × 13 = 130
76
Table of 14
+ 14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 + 14
14 28 42 56 70 84 98 112 126 140
14 1 × 14 = 14
14 + 14 2 × 14 = 28
14 + 14 + 14 3 × 14 = 42
14 + 14 + 14 + 14 4 × 14 = 56
14 + 14 + 14 + 14 + 14 5 × 14 = 70
14 + 14 + 14 + 14 + 14 + 14 6 × 14 = 84
14 + 14 + 14 + 14 + 14 + 14 + 14 7 × 14 = 98
14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 8 × 14 = 112
14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 9 × 14 = 126
14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 + 14 10 × 14 = 140
Table of 15
+ 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15
15 30 45 60 75 90 105 120 135 150
15 1 × 15 = 15
15 + 15 2 × 15 = 30
15 + 15 + 15 3 × 15 = 45
15 + 15 + 15 + 15 4 × 15 = 60
15 + 15 + 15 + 15 + 15 5 × 15 = 75
15 + 15 + 15 + 15 + 15 + 15 6 × 15 = 90
15 + 15 + 15 + 15 + 15 + 15 + 15 7 × 15 = 105
15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 8 × 15 = 120
15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 9 × 15 = 135
15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 10 × 15 = 150
77
Table of 16
+ 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16
16 32 48 64 80 96 112 128 144 160
16 1 × 16 = 16
16 + 16 2 × 16 = 32
16 + 16 + 16 3 × 16 = 48
16 + 16 + 16 + 16 4 × 16 = 64
16 + 16 + 16 + 16 + 16 5 × 16 = 80
16 + 16 + 16 + 16 + 16 + 16 6 × 16 = 96
16 + 16 + 16 + 16 + 16 + 16 + 16 7 × 16 = 112
16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 8 × 16 = 128
16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 9 × 16 = 144
16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 10 × 16 = 160
Table of 17
+ 17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 + 17
17 34 51 68 85 102 119 136 153 170
17 1 × 17 = 17
17 + 17 2 × 17 = 34
17 + 17 + 17 3 × 17 = 51
17 + 17 + 17 + 17 4 × 17 = 68
17 + 17 + 17 + 17 + 17 5 × 17 = 85
17 + 17 + 17 + 17 + 17 + 17 6 × 17 = 102
17 + 17 + 17 + 17 + 17 + 17 + 17 7 × 17 = 119
17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 8 × 17 = 136
17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 9 × 17 = 153
17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 + 17 10 × 17 = 170
78
Table of 18
+ 18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 + 18
18 36 54 72 90 108 126 144 162 180
18 1 × 18 = 18
18 + 18 2 × 18 = 36
18 + 18 + 18 3 × 18 = 54
18 + 18 + 18 + 18 4 × 18 = 72
18 + 18 + 18 + 18 + 18 5 × 18 = 90
18 + 18 + 18 + 18 + 18 + 18 6 × 18 = 108
18 + 18 + 18 + 18 + 18 + 18 + 18 7 × 18 = 126
18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 8 × 18 = 144
18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 9 × 18 = 162
18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 + 18 10 × 18 = 180
Table of 19
+ 19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 + 19
19 38 57 76 95 114 133 152 171 190
19 1 × 19 = 19
19 + 19 2 × 19 = 38
19 + 19 + 19 3 × 19 = 57
19 + 19 + 19 + 19 4 × 19 = 76
19 + 19 + 19 + 19 + 19 5 × 19 = 95
19 + 19 + 19 + 19 + 19 + 19 6 × 19 = 114
19 + 19 + 19 + 19 + 19 + 19 + 19 7 × 19 = 133
19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 8 × 19 = 152
19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 9 × 19 = 171
19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 + 19 10 × 19 = 190
Teaching
Tip
Make sure that the child knows multiplication tables of 6, 7, 8, 9 and 10. Stress on memorising the multiplication
tables as they form the basic facts of multiplication.
79
Table of 20
+ 20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 + 20
20 40 60 80 100 120 140 160 180 200
20 1 × 20 = 20
20 + 20 2 × 20 = 40
20 + 20 + 20 3 × 20 = 60
20 + 20 + 20 + 20 4 × 20 = 80
20 + 20 + 20 + 20 + 20 5 × 20 = 100
20 + 20 + 20 + 20 + 20 + 20 6 × 20 = 120
20 + 20 + 20 + 20 + 20 + 20 + 20 7 × 20 = 140
20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 8 × 20 = 160
20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 9 × 20 = 180
20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 + 20 10 × 20 = 200
Exercise 4.1
1. Match the following.

a) 16 × 6 i) 112
b) 19 × 5 ii) 150
c) 14 × 8 iii) 95
d) 15 × 10 iv) 96
2. Complete the following.
a) 20 × ____ = 40 b) 11 × 6 = ______ c) ____ × 5 = 60
d) 13 × 4 = ______ e) ____ × 9 = 126 f) ____ × 7 = 105
g) 16 × ____ = 144 h) 17 × 7 = ______ i) 19 × ____ = 171
Maths Fun
Try this with your friends.
1. Ask your friend to think of any number from 1 to 9 in his or her mind.
Suppose, your friend chose the number 8.
2. Ask him or her to multiply the number by 2. 8 × 2 = 16
3. Then, ask him or her to multiply the product by 5. 16 × 5 = 80
4. Now, ask them to tell the answer.
5. From the answer, drop the number ‘0’. What do you get?
You get the number 8, which is the number your friend started with.
80
Multiplication by 10s and 100s
Multiplication by 10s
When we multiply any number by 10, 20, 30, ... or 90; we multiply the number
by 1, 2, 3, ... or 9, respectively and put a zero to the right of the product obtained.
7 × 10 = 7 × 1 Ten = 7 Tens = 70 9 × 10 = 9 × 1 Ten = 9 Tens = 90
Example 1
Multiply 7 by 20.
We know that, 20 = 2 × 10
So, 7 × 20 = 7 × 2 × 10
= (7 × 2) × 10
= 14 × 10 = 140
Multiplication by 100s
When we multiply any number by 100, 200, 300, ... or 900; we multiply the
number by 1, 2, 3, ... or 9, respectively and put two zeros to the right of the
product obtained.
4 × 100 = 4 × 1 Hundred = 4 Hundreds = 400
8 × 100 = 8 × 1 Hundred = 8 Hundreds = 800
Example 2
Multiply 4 by 200.
We know that, 200 = 2 × 100
So, 4 × 200 = 4 × 2 × 100
= (4 × 2) × 100
= 8 × 100 = 800
Mental Maths
What are the missing numbers?
×1 ×1
a) 0 0 b) 0 0
×1 ×1
7 8
×100 ×100
×1 ×1
c) 0 0 d) 0 0
×1 ×1
4 9
× ×
81
Exercise 4.2
a) 12 × 30 = (12 × ) × 10 =
b) 36 × 20 = ( × 2) × 10 =
c) 49 × 90 = (49 × 9 ) × =
d) 4 × 300 = (4 × ) × 100 =
e) 2 × 400 = ( × 4) × 100 =
2. Find the product.

a) 5 × 10 = b) 11 × 20 =
c) 33 × 30 = d) 5 × 100 =
e) 3 × 300 = f) 9 × 90 =
Properties of Multiplication
Multiplication by 0 16 × 0 = 0
When a number is multiplied by 0, the product is 413 × 0 = 0
always 0. 6780 × 0 = 0
Multiplication by 1 27 × 1 = 27
When a number is multiplied by 1, the product is 692 × 1 = 692
always the number itself. 7123 × 1 = 7123
Order Property of Multiplication 7 × 2 = 14

The product of two numbers, in any order, 2 × 7 = 14
remains the same. So, 7 × 2 = 2 × 7.
Grouping Property of Multiplication 14 × 2 × 3 14 × 3 × 2

The product of three numbers, in any = 28 × 3 = 14 × 6
order, remains the same. = 84 = 84
So, (14 × 2) × 3 = 14 × (3 × 2).
82
Exercise 4.3
Fill in the missing numbers.
1. 167 × 0 = 2. 382 × 1 =
3. 4631 × = 4631 4. × 600 = 0
5. 6×4= ×6 6. 10 × 13 = × 10
7. 162 × = 5 × 162 8. (10 × 40) × 0 = 10 × (40 × )
9. (16 × 3) × 9 = × (3 × 9) 10. (81 × 6) × 5 = 81 ×( × )
11. ( × 4) × 7 = 21 × ( × ) 12. (73 × 0) × 5 = ×(0× )
Multiplication by a 1-digit Number

Without Regrouping
Example 1
Th H T O
Multiply 2123 by 3.
2 1 2 3 Multiplicand
× 3 Multiplier
3×3 9
20 × 3 6 0
100 × 3 3 0 0
2000 × 3 +6 0 0 0
9 + 60 + 300 + 6000 6 3 6 9 Product
Steps to multiply:
1. Multiply the ones. 2. Multiply the 3. Multiply the 4. Multiply the

tens. hundreds. thousands.
2 1 2 3 2 1 2 3 2 1 2 3 2 1 2 3
× 3 × 3 × 3 × 3
9 6 9 3 6 9 6 3 6 9
3 Ones × 3 2 Tens × 3 1 Hundred × 3 2 Thousands × 3
= 9 Ones = 6 Tens = 3 Hundreds = 6 Thousands
2123 × 3 = 6369
Teaching
Tip
Reiterate that the order property is used to read and remember tables.
83
With Regrouping Th H T O
Example 2 2 2 6 1
× 4
Multiply 2261 by 4.
1×4 4
60 × 4 2 4 0
200 × 4 8 0 0
2000 × 4 +8 0 0 0
Steps to multiply: 4 + 240 + 800 + 8000 9 0 4 4
1. Multiply the ones. 2. Multiply the 3. Multiply the 4. Multiply the

tens and add. hundreds and add. thousands and add.
2 1 2 1 2
2 2 6 1 2 2 6 1 2 2 6 1 2 2 6 1
× 4 × 4 × 4 × 4
4 4 4 0 4 4 9 0 4 4
6 Tens × 4 2 Hundreds × 4 2 Thousands × 4
1 Ones × 4 = 24 Tens = 8 Hundreds = 8 Thousands
= 4 Ones = 2 Hundreds 8 Hundreds 8 Thousands
4 Tens + 2 Hundreds + 1 Thousands
= 10 Hundreds = 9 Thousands
= 1 Thousand
0 Hundred
2261 × 4 = 9044
Fact Zone
We multiply any two numbers beginning from the right to the left (starting with the digit
in the ones place).
Exercise 4.4
1 2 2 4 1 3 1 2 1 8 0 3
× 2 × 3 × 5
Teaching Ask the children to use different coloured pens when doing regrouping to represent carry overs and the products of
Tip
the given numbers. This would reduce the chances of all the possible errors, while adding carry overs to the product
of the given numbers to get the final product.
84
1 2 0 2 3 2 1 0 1 4 0 2
× 4 × 3 × 2
1 4 6 3 2 2 6 7 9 8 9 9
× 4 × 4 × 0
2. Find the product of the following numbers.

a) 1246 and 5 b) 1305 and 4 c) 1513 and 3
d) 2124 and 4 e) 3213 and 2 f) 4324 and 2
3. Has Siya done the multiplication correctly?

Circle the incorrect digits. Show the correct multiplication in your
notebook.
1 1 1
1 2 3 5 1 7 3 2 1 4 2
× 3 × 3 × 3
3 9 2 5 3 2 1 9 6 6 2 6
Multiplication by a 2-digit Number
2-digit Number by a 2-digit Number
Example 1
Multiply 35 by 23.
H T O
3 5
20 + 3 × 2 3
Remember to multiply the
multiplicand with the multiplier 35 × 3 1 0 5
in order of the multiplier’s 35 × 20 +7 0 0
places, starting from the right.
105 + 700 8 0 5
85
Steps to multiply:
1. Multiply 35 by 3. 2. Multiply 35 by 20. 3. Add the products obtained.
H T O H T O H T O
3 5 3 5 3 5
× 2 3 × 2 3 × 2 3
1 0 5 1 0 5 1 0 5
7 0 0 +7 0 0
8 0 5
35 × 3 = 105 35 × 20 = 700 105 + 700 = 805
35 × 23 = 805
3-digit Number by a 2-digit Number

Example 2
Multiply 212 by 33. Th H T O
2 1 2
30 + 3 × 3 3
212 × 3 6 3 6
212 × 30 +6 3 6 0
Steps to multiply: 636 + 6360 6 9 9 6
2 1 2 2 1 2 2 1 2
× 3 3 × 3 3 × 3 3
6 3 6 6 3 6 6 3 6
6 3 6 0 + 6 3 6 0
6 9 9 6
212 × 3 = 636 212 × 30 = 6360 636 + 6360 = 6996
212 × 33 = 6996
Example 3
Multiply 203 by 34. Th H T O
2 0 3
30 + 4 × 3 4
203 × 4 8 1 2
203 × 30 +6 0 9 0
812 + 6090 6 9 0 2
86
Steps to multiply:
1
2 0 3 2 0 3 2 0 3
× 3 4 × 3 4 × 3 4
8 1 2 8 1 2 8 1 2
6 0 9 0 +6 0 9 0
6 9 0 2
203 × 4 = 812 203 × 30 = 6090 812 + 6090 = 6902
203 × 34 = 6902
Exercise 4.5
3 4 2 3 0 2 1 4
× 1 2 × 4 3 × 3 5
+ + +
2. Arrange the given numbers in columns and find the product.

a) 42 × 21 b) 24 × 12 c) 33 × 33
d) 22 × 13 e) 134 × 21 f) 221 × 43
g) 215 × 34 h) 249 × 37 i) 381 × 23
j) 546 × 13 k) 695 × 12 l) 326 × 24
Everyday Maths
A dozen is equal to 12. If you buy 13 dozen of bananas, then
how many bananas did you buy? × =
87
Shopping Time Worksheet
Puneet and his father went to a shop to do shopping for Diwali.

The price for the items they bought are given below.
A packet of A diya plate A box of A packet of

dry fruits candles rangoli colours
`1530 `523 `78 `25
Based on the above information, answer the following questions.

1. What is the cost of 5 dry fruit packets?
__________________________________________________________
2. What is the cost of 14 packets of rangoli colours?
__________________________________________________________
3. If Puneet buys 11 diya plates, then how much will these cost?
__________________________________________________________
4. If they buy 12 boxes of candles to decorate their home, then how much
will these cost?
__________________________________________________________
88
MATHS LAB ACTIVITY
Maths Lab Activity
Aim: 7RÀQGDQRWKHUZD\RIPXOWLSO\LQJQXPEHUV
Requirements: paper, pair of scissors, pen, ruler
Steps:
1. Cut 10 strips of paper as shown below from the sheet attached at the end of
the book.
1 2 3 4 5 6 7 8 9 1
2 4 6 8
1
0
1
2
1
4
1
6
1
8 2
3 6 9
1
2
1
5
1
8
2
1
2
4
2
7 3
4 8
1
2
1
6
2
0
2
4
2
8
3
2
3
6 4
5
1
0
1
5
2
0
2
5
3
0
3
5
4
0
4
5 5
6
1
2
1
8
2
4
3
0
3
6
4
2
4
8
5
4 6
7
1
4
2
1
2
8
3
5
4
2
4
9
5
6
6
3 7
1 2 4 4 5 7
8 6 4
3
2 0 8 6
6
4 2 8
1 2 3 4 5 6 7 8
9 8 7 6 5 4 3 2 1 9
2. Arrange the strips as shown below and use them to multiply, say 729 x 6.
3. First place the strips with the headers 7, 2 and 9 next to the red strip as
shown below.
4. Choose the boxes in the strips with the headers 7, 2 and 9, that are aligned
with the number equal to the multiplier as shown below in the blue dotted
box.
$GGWKHQXPEHUVGLDJRQDOO\WRÀQGWKHSURGXFWDQVZHU&KHFN\RXU
answer.
1 7 2 9
2 1
4 4
1
8
3 2
1 6
2
7
4 2 3 Check
8 8 6
5 3
5
1
0
4
5
4 3 7 4 1 5
6 4
2
1
2
5
4
4
2
1
2
5
4
7 2 9
7 4
9
1
4
6
3 × 6
8 5
6
1
6
7
2 4 3 7 4
9 6
3
1
8
8
1
729 × 6 = 4374
Try this:8VLQJWKHDERYHPHWKRGÀQGWKHYDOXHRI
a) 134 × 3 b) 681 × 4 c) 479 × 5
89

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REVISED EDITION

First Published in 2018

Dr. Kevin Mahoney

Venu has 3 cars. Siya has 2 cars.

Warm Up Topics Covered

Mental Maths Helps students enhance their critical

Mind It Fact Zone

Consists of graded questions that test Includes suggestions/ideas for teacher

Bar or the Model drawing is a powerful visualization problems solving heuristic

The Bar (or Model) method:

Traditional Method Model Method

&3 63²3URÀW C.P. =? 3URÀW

C.P. = `300.00 – `20.00 C.P. = `300.00 – `20.00

Bar modeling is also helpful in solving mathematical problems of higher grades.

Traditional Method Model Method

6. Whole and Parts: Fractions 113

9. Pattern and Symmetry 168

10. Time 179

11. Money 190

12. Data Handling 204

Answer Guide 214

Expanded form = 400 + 50 + 7 Standard form = 457

10 hundreds make 1 thousand.

Expanded form = 1000 + 0 + 0 + 0 Standard form = 1000

Hundreds Tens Ones

b) 100 100 100 10 10 1 1 1

100 100 100 10 10 1 1 1

Hundreds Tens Ones

3. Fill in the missing numbers.

a) 459 = + 50 + 9 b) 136 = 100 + +6

10 Ones 1 Ten 10 Tens 1 Hundred 10 Hundreds 1 Thousand

1000 cubes ( ) make a thousands block.

Count the blocks and complete the following.

We write ‘Th’ for ‘thousands’

= 2000 1 block = 1000

Thousands Hundreds Tens Ones

Thousands Hundreds Tens Ones

1. Complete the grids by counting forward.

1001 1002 1009

2. Match the numerals with their correct number names.

3. Write the number names for the following.

Face Value Place Value

There are 1 Thousand + 2 Hundreds + 4 Tens + 3 Ones

7 Thousands + 1 Hundred + 0 Tens + 5 Ones

b) which digit is in the thousanGVSODFH"

2. Express each of the following numbers in expanded form.

3. Write the following numbers in standard form.

a) 3421 = 3000 + + 20 + 1 b) 4305 = 4000 + 300 +

c) 5050 = + 50 d) 6000 + 700 + 50 + 3 =

e) 7000 + 800 + 5 = f) 2000 + 90 =

To compare the numbers, start from

We write the numbers in Ascending order:

1. Write all the 2. There are three 3. 6 is the greatest 4. Now, 3 Th = 3

Numbers in ascending order are: Numbers in descending order are:

1. Look at the numbers. Fill in the blanks with >, < or =.

a) 1295 1925 b) 3654 3546

2. Arrange the following numbers in ascending order.

Forming the Smallest 4-digit Number

So, the required number is 2079.

Forming the Greatest 4-digit Number

&3 63²3URÀW C.P. =? 3URÀW

OHVVWKDQDQ\JLYHQQXPEHULVWKHpredecessor (just before) of the given number.

40 + 50 = 600 + 30 = 5681 + 10 = _

400 + 500 = 6000 + 300 = 5681 + 100 = _

4000 + 5000 = 5681 + 1000 = _