4 Maths SEM-1 Textbook

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AndhraPradesh
MATHS MAGIC
Class - 4 (Semester - 1)
Textbook Development Committee
Editorial Board
Sri Praveen Prakash IAS Sri. S. Suresh Kumar IAS
Principal Secretary to Government Commissioner of School Education , AP
Department of School Education, AP
Sri. B. Srinivasa Rao IAS Sri. K. Ravindranath Reddy MA., B.Ed.

State Project Director, Samagra Shiksha, AP Director, Government Textbook Press, AP
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director, SCERT, AP
Programme Co-ordinator
Dr. G. Kesava Reddy, M.Sc., M.Sc., M.Ed., Mphil, Ph.D
Prof. C&T, SCERT, AP.
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. (Edn.)
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.
i
© Government of Andhra Pradesh, Amaravati
First Published 2020

New Impression 2021, 2022, 2023, 2024
All rights reserved
No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
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 220 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Textbook Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Text Books Coordinator, Dept. of C&T, SCERT, AP.
Sri B. Kishore Babu M.Sc., B.Ed.

Maths Text Books Coordinator, MPUPS, K. Kothapalem, Mopidevi(M), Krishna District.
Sri A. Kishore M.Sc., B.Ed.

MPPS, Kothapalem, Bellamkonda mandalam, Guntur District.
Authors
Sri K. Venkata Krishna SGT Sri B. Kishore babu SGT
MPUPS, Bhairavapatnam, Krishna District MPUPS, K.Kothapalem, Krishna District
Sri A. Kishore SGT Sri B. Vijaya Kumar SGT

MPPS, Kothapalem, Guntur District MPPS, Y.P.G.Palli, Y.S.R.Kadapa District
Sri L. Himagiri SGT Sri P. Eswara Rao SGT

MPPS, Kothuru, Srikakulam District MPUPS, Tekkali, Vizianagaram District
Sri K. Nanaji SGT Sri N. Murali Krishna SGT

MPPS, Mulagapudi, Visakhapatnam District MPUPS, Tungalavaripalem, Krishna District
Sri M. S. Prasad SGT Sri Ch. S. N. Murthy SGT

MPPS, Purreyavalasa, Vizianagaram District MPUPS, Jayanthipuram, Krishna District
Sri S. Adinarayana SGT Sri S. Uma Gupta SGT

MPPS, Prathipadu, Guntur District MPPS, Giriprasadnagar, Visakhapatnam District
Smt V. Triveni SGT Sri S. Govardhana SGT

MPPS, Gummalladoddi, East Godavari District MPPS, Kurugunta, Ananthapuram District
Sri S. Chandra Mohana Reddy SGT Sri K. Raghu Babu SGT

MPPS, Gajjalavaripalli, Ananthapuram District MPPS, J.N.R. Colony, Pedana, Krishna District
Artist
Uttam
DTP & Designing

Star Media Services, Hyderabad Stockassortment, Vijayawada
iii
iv
Instructions to Teachers
F The new text books designed for class 1 to 5 are in accordance with the recommendations
of NCF – 2005, RTE – 2009.
F 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.
F 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.
F The text book contains three important components under headings like – Do these, Try
these and Exercise. The questions under the component ‘Do these’, will be direct and
simple and ‘Try these’ are difficult. Similarly the ‘Exercise’ component contains mixed
questionaire of 2 or 3 concepts.
F The teacher should read and understand every concept in the textbook before going for
teaching. Also they should conduct the individual, group and whole class activities in
the class room. Teacher should use the handbook designed for this purpose.
F Teacher should prepare and use teaching learning material related to the activities of the
textbook by using available resources, to make the children understand the concepts.
F Teacher should provide required practice activities to teach children different concepts
keeping in mind the academic standards of the subject.
F Workbook 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.

F New text book is designed with exercises and activities. In such a way that the pupil will be
able to understand the concept of Number system, Fractions, Geometry, Multiples and
factors, Measurements and Time. The first chapter, Let’s Recall and practice the previous
classes concepts. Hence special care should be taken, while teaching this chapter. In this
process locally available objects like pebbles, seeds, sticks, beads etc... must be used.
v
Our National Anthem | C²rjáT ^Ôá+
Jana-gana-mana-adhinayaka jaya he Èq>·DeTq n~óHjáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata uó²sÁÔá uó²>·«$<óÔ!
Panjaba-Sindhu-Gujarata-Maratha |+C², d¾+<óT , >·TÈsÔá, eTssÄ,
Dravida-Utkala-Banga ç<$&, ÔáØÞø, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<ó« , V¾²eÖ#á\, jáTeTTH, >·+>±!
uchchala-jaladhi-taranga #áÌ\ È\~ó ÔásÁ+>±!
Tava Subha name jage, Ôáe XøuóH yûT C²¹>!
tave subha asisa mage, Ôáe Xøuó ¥w eÖ"¹>
gahe tava jaya-gatha. >±V² Ôáe ÈjáT>±<¸!
Jana-gana-mangala-dayaka jaya he Èq>·D eT+>·Þ<ø jáT¿£ ÈjáTV²!
Bharata-bhagya-vidhata. uó²sÁÔá uó²>·« $<óÔ!
Jaya he, Jaya he, Jaya he, ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he. ÈjáT ÈjáT ÈjáT ÈjáTV²!!
- Rabindranath Tagore - sÁM+ç<H<¸ sÄ>·ÖsY
Pledge | ç|ÜÈã
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.
- Pydimarri Venkata Subba Rao
uó²sÁÔ<á Xû +ø H eÖÔáuóÖ $T. uó²sÁrjáTT\+<sÖÁ H d¬<sTÁ \T.
HûqT H <ûXæ ç|$TdTHï qT. dTd+|qyîTq® , VQ$<óy Tî q® H <ûXø ysÁdÔ Çá d+|< HÅ£ >·sÇÁ ¿±sÁD+.
B¿ì nsÁ½Ôá bõ+<&Â¿Õ dsÇÁ < HûqT ¿£w¾ #ûkÍïqT.
H Ôá*<¢ + ç&T*, bÍ<ó«jáTT*, |<\Ý +<] >sÁ$kÍïqT. ç|Üy]ÔÃqT eTs«<>± q&T#áT¿=+{²qT.
È+ÔáTeÚ\|³¢ <jTá ÔÃ +{²qT.
H <ûXø+|³,¢ H ç|È\|³¢ dysÁÜÔÃ +{²q ç|ÜÈã #ûdTïHqT.
y] çXâjÖî _óe<TýÆ ñ H q+<¿ì eTÖý+.
- |Õ&eTç] yî+¿£³ dTu²ÒseÚ
vi
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.
vii
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• <îqÕ +~q J$Ô >·DÔì ¿ì nqTd+<óq+ #ûjáT&+.
• yûs¹ ÇsÁT du¨ÅÉ £\¼ ÔÃ >·DÔì nqTd+<óq+ #ûjTá &+.
• >·DìÔ+á ýËHû yûs¹ ÇsÁT bÍsÄ«+Xæ\Å£ d++~ó+ºq uó²eq\qT nqTd+<óq+ #ûjTá &+.
• uó²eq\qT, VQÞø|< ÆÔ Tá \Å£ nqTd+<óq+ #ûjáT&+.
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viii
Maths Magic
>·DìÔá+ÔÃ >·eTÔáTï
Class (ÔásÁ>·Ü)
-4
Semester (d$Td¼sY) - 1
Lesson No. Lesson Name Month Pages
bÍsÄ+Á d+K« bÍsÄÁ+ |sÁT Hî\ |J\T
1. Let’s Recall June 2-27

>·TsÁTïÅ£ Ôî#áTÌÅ£+<+ pH
2. Large Numbers July 28-59

|<Ý d+K«\T EýÉÕ
3. Addition August 60-81

d+¿£\q+ >·w§ ¼
4. Subtraction September 82-113

e«e¿£\q+ d|¼+sÁT
5. Multiplication October 114-139

>·TD¿±sÁ+ n¿Ã¼sÁT
Teacher corner Student corner

Chapter
Let’s Recall
1
Harshita is at a toy shop with her grandmother Nagamma. The price tags were attached
to them. She is reading the price marked on them. You also observe picture.
Now answer the following questions.

1. Have you ever been to a toy shop?
2. What did you see in the toy shop?
3. How many toy cars are there in the picture?
4. How many soft toys are there in the picture?
5. What is the cost of the white teddy bear?
6. What is the cost of the green car?
2 Class - 4 Maths Magic

n<ó«jáT+
>·TsÁTïÅ£ Ôî#áTÌÅ£+<+ 1
V²]üÔá Ôáq HjáTqeT H>·eTÔÃ ¿£*d¾ u¤eT\ <T¿±D²¿ì yî[ß+~. u¤eT\|Õ sd¾ q <ós \Á qT |]o*dTqï ~.MTsÁT
Å£L& y{ì|Õ q <ós \Á qT |]o*+#á+&.
|ð&T ¿ì+~ ç|Xø\Å£ deÖ<óH\T sjáT+&.

1. MTÂs|ð&îHÕ u¤eT\ <T¿±D²¿ì yîÞ²ßs ?
2. u¤eT\ <T¿±D+ýË MT¹syûT$T #áÖXæsÁT ?
3. |³+ýË m ¿±sÁT u¤eT\T HsTT ?
4. |³+ýË m eT<TyîÕq u¤eT\T HsTT ?
5. Ôî\¢ fÉ&u¦ sñ Y u¤eT <ós Á m+Ôá?
6. Å£|#Ìá ¿±sÁT <ós Á m+Ôá ?
Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 3
After purchasing some toys for her grand daughter, Nagamma went to work with her
group members. Nagamma was the leader of the agriculture workers in the village. Everyday
she goes to the field to work with 8 men, 10 women and distributes the daily wages.
In a particular week they worked for 5 days and received the amount. Daily wage for a
man and a woman is same but the leader gets ` 75 more than the others. Daily wage for each
worker is ` 150.
Now, observe the following.
Number of days worked = 5
Number of men worked = 8
Number of women worked = 10
Total number of workers in the group = 8 + 10
= 18
Daily wage for the leader = ` 150 + 75 = 225

Daily wage for each worker = ` 150

H>·eT Ôáq eTqes*¿ì ¿= u¤eT\T ¿=q ÔásÁTyÔá yÞøß eTTsÄ duóT«\ÔÃ ¿£*d¾ |¿ì yî[ß+~. yîT
yÞøß ç>±eT+ýË e«ekÍjáT ¿±]Å£\ eTTsÄ yûTçd¾ï. yîT ç|ÜsÃp 8 eT+~ eT>·yÞøß, 10 eT+~ &yÞøßÔÃ
¿£*d¾ bõ\+ |¿ì yî[ß, y]¿ì Å£L© &TÒ\qT |+#áTÔáT+~.
ÿ¿£ ysÁ+ýË ysÁ+<sÖÁ 5 sÃE\T | #ûd,¾ ¿=+Ôá kõeTT d+bÍ~+#sÁT.

sÃEy¯ Å£L© eT>·y]¿ì eT]jáTT &y]¿ì deÖqyûT. ¿±ú, eTTsÄ yûTçd¾ï¿ì eÖçÔá+ ` 75 mÅ£Øe. sÃE
y¯ Å£L© ÿ¿=Ø¿£Ø]¿ì ` 150.
¿ì+~ y{ì |]o*+#á+&.
|#ûd¾q sÃE\T R5
|#ûdq¾ eT>·y] d+K« R8
|#ûd¾q &y] d+K« R 10
eTTsÄýË yîTTÔáï+ |#ûd¾q ysÁT R 8G10
R 18
eTTsÄ yûTçdÓï sÃE y¯ Å£L© R ` 150 G ` 75 R ` 225

ÿ¿=Ø¿£Ø] sÃE y¯ Å£L© R ` 150

In the evening they started counting the money earned in the following manner.
Money Expanded form Short form
225 200 + 20 + 5 225
150 100 + 50 + 0 150
Exercise -1.0
1. Write the number names for the following.

a) 8 b) 20 c) 35 d) 46 e) 100 f) 101 g) 150
h) 200 i) 375 j) 425 k) 802 l) 892 m) 956

2. Write the numerals for the number names given.
a) six = ____ e) Four hundred and seventy = ________
b) eighteen = ____ f) Six hundred and four = ________
c) fifty two = ____ g) Eight hundred and one = ________
d) seventy five = ____ h) Two hundred and twenty two = ________
3. Write the place and place value of the underlined digits of the given numbers.
Serial number Number Place Place Value

1 784
2 305
3 693
4. Write the expanded form of the following.

a) 56 b) 62 c) 83 d) 87 e) 95 f) 110
g) 175 h) 325 i) 1450 j) 3752 k) 5927
5. Write the short form of the following.

a) 20 + 5 =____ b) 40 + 7 =____
c) 80 + 2 = ____ d) 300 + 20 = ____
e ) 600 + 40 + 8 = ____ f ) 900 + 90 + 9 = ____
g) 3000 + 400+ 20 + 5 = ____ h) 5000 + 20 + 7 = ____

sÃE kÍjáT+çÔá+ ysÁT d+bÍ~+ºq kõeTTqT ¿ì+~ $<ó+ >± ýÉ¿Øì +#sÁT.
kõeTT $dïsÁD sÁÖ|+ d+¿ì|ï sÁÖ|+
225 200 + 20 + 5 225
150 100 + 50 + 0 150
nuó²«d+ ` 1.0
1. ¿ì+~ d+K«\qT n¿£s\ýË sjáT+&.
n) 8 ) 20 ) 35 ) 46 ) 100 }) 101 TT) 150
TÖ) 200 m) 375 @) 425 ×) 802 ÿ) 892 z) 956
2. ¿ì+~ y d+U²«sÁÖ|+ýË sjáT+&.
n) sÁT R _________ ) H\T>·Te+<\ &îuÉíÒÛ R _________
) |<îÆ$T~ R _________ }) sÁTe+<\ H\T>·T R _________
) jáÖuóÉÕ Âs+&T R _________ TT) m$T~e+<\ ÿ¿£{ì R _________
) &îuÉíÒÛ×<T R _________ TÖ) sÂ +&Te+<\ sÁyÕî sÂ +&T R _________
3. ¿ì+~ d+K«\ýË ^Ôá ^jáT&q n+Â¿\ kÍq+, kÍq$\Te\T sjáT+&.

esÁTd d+K« d+K« kÍq+ kÍq$\Te
1 784
2 305
3 693
4. ¿ì+~ y¿ì $dïsÁD sÁÖ|+ sjáT+&.

n) 56 ) 62 ) 83 ) 87 ) 95 }) 110
TT) 175 TÖ)325 m) 1450 @) 3752 ×) 5927
5. ¿ì+~ y¿ì d+¿ì|ï sÁÖ|+ sjáT+&.
n) 20 G 5 R ____ ) 40 G 7 R ____
) 80 G 2 R ____ ) 300 G 20 R ____
) 600 G 40 G 8 R ____ }) 900 G 90 G 9 R ____
TT) 3000 G 400 G 20 G 5 R ____ TÖ) 5000 G 20 G 7 R ____
Now, the farmer called Nagamma to work with three women and four men. After
working for two days, the farmer gave ` 225 to Nagamma, ` 150 each per day to other
workers as wages and ` 75 for auto charges. Then she added the amount she received like
this….
Wage for Nagamma for two days = 225 + 225 = ` 450

Wage for three women per day = 150 + 150 + 150 = ` 450
Wage for women for two days = 450 + 450 = ` 900
Wage for four men per day = 150 + 150 + 150 + 150 = ` 600
Wage for men for two days = 600 + 600 = ` 1200
Auto charges for two days = 75 + 75 = ` 150
Total amount = 450 + 900 + 1200 + 150 = ` 2700
Exercise -1.1
1. Add the following.
a) 4 b) 22 c) 356 d) 845 e) 284 f) 865
+3 + 63 + 47 + 328 + 328 + 342
2. Do the following additions.

a) 4 b) 28 c) 289 d) 428 e) 509 f) 325
6 49 93 47 254 947
+9 + 38 + 26 + 52 + 668 + 526
3. Write the correct number in the given blanks.

a) 526 G 326 G 94 R
b) 829 G 408 R 408 G
c) G 396 R 396
4. Round off the following numbers to the nearest 10s
a) 56 b) 79 c) 42 d) 91 e) 28
5. Round off the following numbers to the nearest 100 s
a) 235 b) 374 c) 929 d) 562 e) 810
6. In a garden, there are 235 mango trees, 652 guava trees and 120 coconut trees. How
many trees are there in the garden altogether?

ÿ¿£ sÂ ÔÕ Tá Ôáq bõ\+ýË | #ûjTá {²¿ì eTT>·TsZ TÁ &yÞøß, q\T>·TsÁT eT>·yÞøßqT rdTÅ£sÁeT H>·eTÅ£
#îbÍÎ&T. sÂ +&T sÃE\T |#ûdq¾ ÔásTÁ yÔá sÂ ÔÕ Tá ÿ¿=Ø¿£Ø]¿ì sÃEÅ£ ` 150 #=|ðq, H>·eTÅ£ sÃEÅ£ ` 225
\T eT]jáTT {Ë #¯¨\T ` 75 \T #=|ðq yûTçdÓï H>·eTÅ£ #Ì&T. yîT rdTÅ£q kõeTTqT $<ó+>±
ýÉ¿ìØ+º+~.
H>·eT Âs+&T sÃE\ Å£L© R 225 G 225 R ` 450.
eTT>·TZsTÁ &y] ÿ¿£sÃE Å£L© R 150 G 150 G 150 R ` 450.
eTT>·TZsTÁ &y] Âs+&T sÃE\ Å£L© R 450 G 450 R ` 900.
q\T>·TsÁT eT>·y] ÿ¿£ sÃE Å£L© R 150 G 150 G 150 G 150 R ` 600.
q\T>·TsÁT eT>·y] Âs+&TsÃE\ Å£L© R 600 G 600 R ` 1200.
sÂ +&T sÃE\ {Ë #¯¨ R 75 G 75 R ` 150.
yîTTÔá+ï kõeTT R 450 G 900 G 1200 G 150 R ` 2700.
nuó²«d+ ` 1.1
1. ¿ì+~ y Å£L&+&.
n) 4 ) 22 ) 356 ) 845 ) 284 }) 865
+3 + 63 + 47 + 328 + 328 + 342
2. ¿ì+~ Å£L&¿\£ qT #ûjTá +&.

n) 4 ) 28 ) 289 ) 428 ) 509 }) 325
6 49 93 47 254 947
+9 + 38 + 26 + 52 + 668 + 526
3. ¿ì+~ eÇ&q U²°\ýË d]jî®Tq d+K«qT sjáT+&.

n) 526 G 326 G 94 R .......................
) 829 G 408 R 408 G .......................
) ....................... G 396 R 396
4. ¿ì+~ d+U«\qT dMT| |<T\Å£ de]+º sjáT+&.
n) 56 ) 79 ) 42 ) 91 ) 28
5. ¿ì+~ d+K«\qT dMT| e+<\Å£ de]+º sjáT+&.
n) 235 ) 374 ) 929 ) 562 ) 810
6. ÿ¿£ ÔÃ³ýË 235 eÖ$T&, 652 C²eT eT]jáTT 120 ¿=Ò] #î³T¢ ¿£\eÚ.ÔÃ³ýË yîTTÔá+ï #îf¢É ?

In a school, the number of girls is 92 more than the number of boys. If the number of
girls is 358, what is the total number of children in the school?
Try these
Write the correct number in the given blanks.
a) 5 + 3 = 3 + b) 82 + 40 = + 82 c) + 596 = 596
Nagamma paid ` 150 to the auto driver and counted the rest of the money
with her as follows.
Now think of workers in the group. Who are more men or women?
Number of men workers =4
4
Number of women workers =3 or
-3
Difference in the number of workers =4-3
1
=1
Who gets more income? leader? or the worker?
And by how much?
Leader’s income per day = ` 225
Worker’s income per day = ` 150
So, leader gets more income. By how much?
Difference = 225 - 150 (or) 225
- 150
= ` 75
75
Total money she had = 2700
Auto charges = – 150
---------------
Amount remain at Nagamma = ` 2550
---------------
Exercise -1.2
1. Do the following subtractions.

a) 6 b) 8 c) 35 d) 56
-2 -3 - 15 - 27

ÿ¿£ bÍsÄXÁ æ\ýË u²*¿£\ d+K«, u²\TsÁ d+K« ¿£H 92 mÅ£Øe. u²*¿£\T 358 eT+~ nsTTq bÍsÄXÁ æ\ýË yîTTÔá+ï
$<«sÁTÆ\ d+K« m+Ôá?
ç|jáTÜ+#á+&
¿ì+~ eÇ&q U²°\ýË d]jî®Tq d+K«\qT sjáT+&.
n) 5 + 3 = 3 + ) 82 + 40 = + 82 ) + 596 = 596
H>·eT {Ë ç&îeÕ sYÅ£ ` 150 ºÌ, Ôáq e<Ý q $TÐ*q kõeTTqT ç¿ì+~ $<ó+>± ýÉ¿ìØ+º+~.
|ð&T H>·eT eTTsÄýË me] d+K« mÅ£Øe>± q~ ? eT>·yÞ²ß ? ýñ¿£ &yÞ²ß ?
eT>· Å£L©\ d+K« R4 4
& Å£L©\ d+K« R3 (ýñ<) -3
Å£L©\ d+U²« uóñ<+ R 4`3 1
R1
me] <jáT+ mÅ£Øe ? yûTçdÓï< ? Å£L©< ? m+Ôá ?
yûTçdÓï sÃE y] <jáT+ R ` 225
225
Å£L© sÃE y] <jáT+ R ` 150
(ýñ<) - 150
¿±eÚq yûTçd¾ï <jáT+ mÅ£Øe. (m+Ôá ?)
uóñ<+ R 225`150 75
R ` 75
yûTçd¾ï e<Ý q yîTTÔá+ï kõeTT R 2700

{Ë #ó¯¨\T R ` 150
H>·eT e<Ý $TÐ*q~ R ` 2550
nuó²«d+ ` 1.2
1. ¿ì+~ rd¾yûÔá\qT #ûjáT+&.
n) 6 ) 8 ) 35 ) 56
-2 -3 - 15 - 27

e) 57 f) 457 g) 960 h) 835
–38 –228 –456 –346
2. Subtract.
a) 59 from 62 b) 86 from 92 c) 192 from 536 d) 485 from 928
3. Find the difference of 205 and 62.
4. What must be subtracted from 653 to get 268?
5. What must be added to 246 to get 859?
6. The sum of two numbers is 453. If one number is 285, then what is the other number?
7. The difference of two numbers is 568. If one number is 796, then what is the other
number?
On the other day Nagamma went to Rajaiah’s field for plantation work along with 5 men
and 6 women workers. They worked for four days. Rajaiah had to pay ` 150 to each worker as
wage. He wanted his grandson to calculate the total amount he needed to pay. His grandson did
as follows:
Number of men workers = 5

Number of days they worked = 4
Number of women workers =6
Number of days they worked =4
Total workers per day = 5 + 6 = 11
Number of days they worked =4
= 11 x 4 = 44
150
Daily wage for men per day = 150 x 5 x 5
= 750 (or) 750
150
Daily wage for women per day = 150 x 6 = 900 (or) x 6
So, the total amount per day = 900 + 750 = ` 1650 900
Total amount paid for four days = 1650 x 4 = ` 6600

) 5 7 }) 4 5 7 TT) 960 TÖ) 835
–38 –228 –456 –346
2. rd¾yjû Tá +&.
n) 62 qT+º 59 ) 92 qT+º 86 ) 536 qT+º 192 ) 928 qT+º 485
3. 205 eT]jáTT 62 \ uñ<ó+ m+Ôá ?
4. 653 qT+& m+Ôá rd¾ydû q¾ 268 edTï+~ ?
5. 246 Å£ m+Ôá ¿£*|¾q 859 edTï+~ ?
6. sÂ +&T d+K«\ yîTTÔá+ï 453. y{ìýË ÿ¿£ d+K« 285 nsTTq sÂ +&e d+K« m+Ôá ?
7. Âs+&T d+K«\ uóñ<+ 568. y{ìýË ÿ¿£ d+K« 796 nsTTq Âs+&e d+K« m+Ôá ?
H>·eT eTs&T sÈjáT« bõý²¿ì 5 >·TsÁT eT>·yÞøß eT]jáTT 6 >·TsÁT &yÞøßqT rdT¿= H³T¢ yûjTá &¿ì
yî[ß+~. ysÁT H\T>·T sÃE\T |#ûXæsÁT. sÈjáT« ç|Ü ÿ¿£Ø]¿ì ` 150 #=|ðq Å£L* eÇe\d¾ +~. sÈjáT«
Ôáq eTqe& m+Ôá yÇýË ýÉ¿Øì +#áeT n&>±&T. nÔá&T ¿ì+~ $<ó+>± ýÉ¿Øì +#&T.
|ÚsÁTw§\ d+K« R 5
|#ûd¾q sÃE\ d+K« R 4
çdÓï\ d+K« R 6
| #ûd¾q sÃE\ d+K« R 4
sÃEÅ£ |#ûdq¾ yîTTÔá+ï eTqTw§\T R 5 G 6 R11
ysÁT |#ûdq¾ sÃE\ d+K« R 4
Å£L© ~qeTT\ d+K« R 11 I 4 R 44
150
|ÚsÁTw§\ ÿ¿£ sÃE Å£L© R 150 I 5 x 5
150
R ` 750 (ýñ<) 750
x 6
çdÓï\ ÿ¿£ sÃE Å£L© R 150 I 6 R ` 900 (ýñ<) 900
\ yîTTÔá+
ï &TÒ R 900 G 750 R ` 1650
H\T>·T sÃE\Å£ #î*+¢ ºq yîTTÔá+ï R 1650 I 4 R ` 6600

Exercise -1.3
1. Do the following multiplications.
a) b) 1 5 c) d) 8 7 e) 8 9 f) g)
5 27 96 754
x3 x4 x6 x25 x1 x1 x10
2. Find the product of the following.

a) 395 x 7 = ________ b) 402 x 9 = ________ c) 534 x 4 = ________
d) 826 x 5 = ________ e) 498 x 9 = ________ f) 0 x 35 = ________

3. Cost of a pen is ` 25. What is the cost of 9 pens?
4. One basket of mangoes weighs 36 kg. What is the weight of 10 such baskets
of mangoes?
5. A rice bag weighs 24 kg. What is the total weight of 478 bags of rice?
6. The product of a number and 5 is zero. Find the number.
One day Nagamma along with 5 workers went to Rajaiah's field in two autos. They seated
equally in two autos. She received ` 975 from Rajaiah. Auto charges ` 90 were to be paid by
Rajaiah. She distributed the amount to the workers as given below.
Number of workers including Nagamma = 5 + 1 = 6
Number of persons seated in each auto = 6 ÷ 2 = 3
2) 6 (3
–6
Total amount received from Rajaiah = ` 975

Wage for Nagamma per day = ` 225
Total wages for remaining 5 workers = 975 - 225 = 750
Wage for each worker per day = 750 ÷ 5
= ` 150

nuó²«d+ ` 1.3
1. ¿ì+~ >·TD¿±s\qT #ûjTá +&.
n) 5 ) 1 5 ) 2 7 ) 8 7 ) 8 9 }) 9 6 TT)
754
x3 x4 x6 x25 x1 x1 x10
2. ¿ì+~ \u²Æ\qT ¿£qT>=q+&.

n) 395 x 7 = ________ ) 402 x 9 = ________ ) 534 x 4 = ________
) 826 x 5 = ________ ) 498 x 9 = ________ }) 0 x 35 = ________
3. ÿ¿£ |qT <ósÁ ` 25. ×q 9 |qT\ <ós Á m+Ôá?
4. ÿ¿£ eÖ$T& |+&¢ T³¼ sÁTeÚ 36 ¿ì.ç>±. n³Te+{ì 10 eÖ$T& |+&¢ T³¼\ sÁTeÚ m+Ôá?
5. ÿ¿£ _jáT«+ kÍï sÁTeÚ 24 ¿ì.ç>±. 478 kÍï\ _jáT«+ sÁTyî+Ôá?
6. ÿ¿£ d+K« eT]jáTT 5 \ \Æ+ »0µ. d+K«qT ¿£qT¿ÃØ+&.
ÿ¿£ sÃE H>·eTÔÃ ¿£*|¾ 6 >·TsÁT eTqTw§\T sÈjáT« bõý²¿ì sÂ +&T {Ë\ýË yîÞ²ßsÁT. ysÁ+<sÖÁ sÂ +&T
{Ë\ýË deÖq+>± Å£LsÁTÌHsÁT. yîT sÈjáT« qT+º ` 975 rdTÅ£q~. {Ë #¯¨\T ` 90 sÈjáT« #î*+¢ #sÁT. yîT
kõeTTqT n+<]¿¡ ¿ì+~ $<ó+ >± |+º+~.
H>·eTÔÃ ¿£*d¾ yîTTÔáï+ eTqTw§\T R 5 G 1 R 6
ÿ¿=Ø¿£Ø {ËýË Å£LsÁTÌqysÁT R 6 ª 2 R 3
2) 6 (3
–6
sÈjáT« e<Ý rdTÅ£q yîTTÔá+ï kõeTT R ` 975

H>·eT ÿ¿£ sÃE Å£L© R ` 225
$TÐ*q 5 >·T] yîTTÔá+ï Å£L© R 975 ` 225 R ` 750
ÿ¿=Ø¿£Ø] ÿ¿£ sÃE Å£L* R 750 ª 5 R
R ` 150

dividend
divisor 5) 7 5 0 (150 quotient
–5
25
–25
00
– 00
0 remainder
Exercise -1.4
1. Do the following divisions.

a) 6 ÷ 2 b) 8 ÷ 4 c) 9 ÷ 3 d) 24 ÷ 6
e) 45 ÷ 3 f) 96 ÷ 4 g) 224 ÷ 7 h) 845 ÷ 8
2. a) 40 ÷ 4 = ? b) 60 ÷ 10 = ?
3. How many 9s are there in 90?
4. Find the quotient in each of the following divisions.
a) 69 ÷ 3 b) 76 ÷ 4 c) 96 ÷ 2 d) 846 ÷3 e) 925 ÷ 5
5. Complete the following table
S. No. Division Dividend Divisor Quotient Remainder

1 9¸4
2 64 ¸ 5
3 67 ¸ 7
4 73 ¸ 9
6. From a ribbon of 57cm. length, how many 3cm. long pieces can be cut?
7. A man shares 12 chocolates to 4 children equally. How many chocolates does each child get?
8. Find the number of weeks in 91 days.

$uó²È«+
$uó²È¿£+ 5) 7 5 0 (150 uó²>·|\ +
–5
25
–25
00
– 00
0 Xâw+
ºe]>± ÿ¿=Ø¿£Ø]¿ì eºÌq Å£L© R 150 ` 15 R ` 135

nuó²«d+ ` 1.4
1. ¿ì+~ uó²>·Väs\T #ûjáT+&.
n) 6 ÷ 2 ) 8 ÷ 4 ) 9 ÷ 3 ) 24 ÷ 6
) 45 ÷ 3 }) 96 ÷ 4 TT) 224 ÷ 7 TÖ) 845 ÷ 8
2. n) 40 ÷ 4 = ? ) 60 ÷ 10 = ?
3. 90 ýË m 9 \T HsTT ?
4. ¿ì+~ uó²>·Väs\¿Å£ uó²>·|ý²\qT ¿£qT¿ÃØ+&.
n) 69 ÷ 3 ) 76 ÷ 4 ) 96 ÷ 2 ) 846 ÷3 ) 925 ÷ 5
5. ¿ì+~ |{¿¼ì q£ T |P]+#á+&.

esÁTd d+K« uó²>·VäsÁ+ $uó²È«+ $uó²È¿£+ uó²>·|\+ Xâw+
1 9¸4
2 64 ¸ 5
3 67 ¸ 7
4 73 ¸ 9
6. 57 d+.MT bõ&eÚ >·\ ]ÒHqT m 3 d+.MT eTT¿£Ø\T>± ¿£Ü]ï +#áe#áTÌ?
7. ÿ¿£ e«¿ìï 12 #Â¿³
¢ q¢ T 4 >·TsÁT |¾\\¢ Å£ deÖq+>± |+ºq, ÿ¿=Ø¿£Ø |¾\y¢ &¿ì mHî #Â¿³
¢ T¢ ekÍïsTT?
8. 91 sÃE\ýË ys\T m ?

At the end of the work, Nagamma and her workers collected paddy and cotton in bags.
Which weighs more? One bag of paddy? Or one bag of cotton? (bags are of same size)
Exercise -1.5
1. Circle with more weight object.
a) Pencil Sharpener Pen
b) Tiffin box Pencil box Lunch box
c) Rat Cat Dog
2. Arrange the following vehicles in the ascending order of their weights.
a) Cycle b) Bus c) Motor bike d) Car
Ans:
3. Write the correct units of measurement (kgs or grams).
a) Rice bag b) Eraser c) Books bag
On her way back to home Nagamma visited a cloth store to buy some shirting cloth
for her husband. Shopkeeper asked her the length of the cloth she required. 1.20 metres she
replied.
Exercise -1.6
1. Identify which of the following objects are measured in metres and which in
centimetres.
a) length of your classroom black board b) length of a pencil
c) length of a flag pole d) length of your finger
2. Arrange the following lengths in descending order.
a) 8m. b) 10cm. c) 5m. d) 20cm.
3. Write any three objects measured in metres and three objects in centimetres.
Now Nagamma is at Milk booth. She purchased 1 litre of milk for her family. The
family uses milk for making coffee, tea and curd.
1litre = 1000 ml

| nsTTq ÔásÁTyÔá H>·eT, Å£L©\T <óH«, ç|Üï kÍï\ýË +bÍsÁT. @~ mÅ£Øe sÁTeÚ? <óq«+
kÍïH? ýñ¿£ ç|Üï kÍïH? ( ÿ¹¿ |]eÖD+ ¿£\ >ÃÔ\T)
nuó²«d+ ` 1.5
1. mÅ£Øe sÁTeÚ ¿£*Ðq edTeï ÚÅ£ dTq #áT³¼+&.
n) |à\T |à\T eTsÁ |qT
) {ì|q¾ T u²Å£à |à\T u²Å£à uóËÈq+ u²Å£à
) m\T¿£ |¾*¢ Å£¿£Ø
2. ¿ì+~ yV²H\qT y{ì sÁTeÚ\qT {ì¼ sÃV²D ç¿£eT+ýË neTsÁÌ+&.
n) dÕ¿ì\T ) dTà ) yîÖ{²sÁT dÕ¿ì\T ) ¿±sÁT
ÈyT:
3. dÂsÕq ¿=\Ôá ç|eÖD+ (¿ìýËç>±+ ýñ¿£ ç>±+\ýË) sjáT+&.
n) _jáT«+ kÍï ) sÁÒsÁT ) |Údï¿±\ d+º
H>·eT +{ì¿ì edÖï, <]ýË Ôáq uósÁïÅ£ #=¿±Ø Å£{ì¼+#áT³Å£ ¿±e\d¾q edï+ (¿±¢ÔY) ¿=sÁÅ£ ³¼\ <T¿±D²¿ì
yî[ß+~. <T¿±D<sÁT m+Ôá ³¼ ¿±y\ n&ÐÔû yîT 1.20 MT³sÁT¢ n #î|¾Î+~.
nuó²«d+ ` 1.6
1. ¿ì+~ yýË @$ MT³sÁý¢ Ë eT]jáTT @$ d+{¡ MT³sÁý¢ Ë ¿=\TkÍïsÃ >·T]ï+#á+&.
n) MT Ôás>Á Ü· >·~ q\¢\¢ bõ&eÚ ) |à\T bõ&eÚ
) CÉ+& d+ï uó+ bõ&eÚ ) ú #ûÜyû\T bõ&eÚ
2. ¿ì+~ bõ&eÚ\qT sÃV²D ç¿£eT+ýË neTsÁÌ+&.
n) 8 MT. ) 10 d+.MT. ) 5 MT. ) 20 d+.MT.
3. @yîHÕ eTÖ&T edTeï Ú\T MT³sÁý¢ Ë eT]jáTT eTÖ&T edTeï Ú\T d+{¡ MT³sÁý¢ Ë ¿=*#û$ sjáT+&.
|ð&T H>·eT bÍ\ ¿¹ +ç<+ e<Ý q~. yîT Ôáq Å£³T+u²¿ì ÿ¿£ ©³sÁT bÍ\T ¿=q~. yîT ¿±|,Ó {¡ eT]jáTT
|sÁT>·TÅ£ bÍ\T |jÖî ÐdT+ï ~.
1 ©³sÁT R 1000 $T.©.

Exercise -1.7
1. Write any three objects measured in litres.
2. Tick the object that has highest capacity.

mug bucket water bottle water tank
3. Give a rough estimate of water for the following in litres.
a) drinking water for one person per day b) for bathing
c) for brushing your teeth d) for watering a plant
As she stopped at cloth store and milk booth on her way to home, Nagamma
reached her home one hour late.
1 hour = 60 minutes
Exercise -1.8
1. Read the clock and write the time.
a) b) c) d)
2. Show the following time on the clock.

a) 9 : 45 b) 1 : 15 c) 6 : 30 d) 11 : 20
After having dinner, Nagamma and her co-worker Rajamma were discussing the
shape of the field they worked during the day. Rajamma asked “What is the shape of the
field?” Nagamma answered “It is in square shape.”
Can you identify the following shapes?

nuó²«d+ ` 1.7
1. ©³sÁý¢ Ë ¿=*#û ¿= |<sÆ\qT sjáT+&.
2. mÅ£Øe |]eÖD+ >·\ edTïeÚ\Å£ {ì¿ù |³¼+&.

eT>·TZ Â¿Ø³T¼ úÞøßdÓkÍ úÞøß{²«+Å£
3. ¿ì+~ y{ì ©³sÁ¢ýË dTeÖsÁT>± n+#áHyûd¾, #î|Î+&.

n) ÿ¿£ sÃEÅ£ ÿ¿£ e«¿ìï çÔ¹>úsÁT ) ÿ¿£ kÍ] ÿ¿£ e«¿ìï kÍH¿ì ¿±e\d¾q úsÁT
) <+Ôá<óeH¿ì ¿±e\d¾q úsÁT ) ÿ¿£ yîTT¿£ØÅ£ bþjáT{²¿ì ¿±e\d¾q úsÁT
yîT <]ýË ³¼\ <T¿±D²¿ì eT]jáTT bÍ\¹¿+ç<¿ì yîÞøß&+ e\q +{ì¿ì ÿ¿£ >·+³ \d«+>± eºÌ+~.
1 >·+³ R 60 $TcÍ\T
nuó²«d+ ` 1.8
1. >·&j
Öá s\ýË deTjáÖ #á~$ sjáT+&.
n) ) ) )
2. ¿ì+~ deTjáÖ\qT >·&jáÖs\ýË dÖº+#á+&.

n) 9 : 45 ) 1 : 15 ) 6 : 30 ) 11 : 20
sçÜ uóËÈq+ #ûdq¾ ÔásTÁ yÔá H>·eT eT]jáTT ÔÃ{ì Å£L© sÈeT sÃE |#ûdq¾ bõ\+ jîTT¿£Ø
¿±sÁ+ >·T]+º eÖ{²¢&T Å£+³THsÁT. bõ\+ @ ¿±sÁ+ýË +~ n sÈeT n&Ð+~. n~ #á<s +Á ý²
+~ n H>·eT #î|Î¾ +~.
¿ì+~ ¿±s\qT >·T]ï+#á>·\s ?

Do these
Complete the following table.
Serial number Shape Number of Vertices Number of Edges or Sides

1 Triangle
2 Square
3 Rectangle
4 Circle
Exercise -1.9
1. Write the names of the following shapes in the boxes provided.
a) b) c) d)
2. Fill the following table.

Serial Name of the Name of the Number of Number of
number Object Shape Corners (Verticles) Edges (sides)
1 Match box Rectangle 4 4
2 Ball
3 Jocker cap
4 Chalk piece box
3. Fill the following table.
Serial Number Shape of the object Objects in the given shape

1. Rectangle
2. Square
3. Circle
4. Triangle
At the end of the week Nagamma counted the amount she saved during the week. She
separated the saved money as per denominations.

~ #ûjáT+&
¿ì+~ |{¿¼ì q£ T |P]ï#j
û Tá +&.
esÁTd d+K« ¿±sÁ+ eTÖ\\ d+K« (osü\T) n+#áT\ d+K« (uóTC²\T)
1 çÜuóTÈ+
2 #áÔáTsÁçd+
3 BsÁ#é Ôá Tá sÁçd+
4 eÔáï+
nuó²«d+ ` 1.9
1. ¿ì+~ ¿±s\ |sÁ¢qT eÇ&q |fÉ¼\ýË sjáT+&.
n) ) ) )
2. ¿ì+~ |{¿¼ì q£ T |P]+#á+&.

esÁTd d+K« edTïeÚ|sÁT ¿±sÁ+ |sÁT eTÖ\\ d+K« n+#áT\ d+K«
(osü\T) (uóT C²\T)
1 nÐZ|fÉ¼ BsÁé#áÔáTsÁçd+ 4 4
2 +Ü
3 CË¿£sÁT {Ë|Ó
4 Xø<ÆeTT¿£Ø |fÉ¼
3. ¿ì+~ |{¿¼ì q£ T |P]+#á+&.
esÁTd d+K« edTeï Ú jîTT¿£Ø ¿±sÁ+ eÇ&q ¿±sÁ+ýË >·\ edTïeÚ\T

1 BsÁ#é Ôá Tá sÁçd+
2 #áÔáTsÁçd+
3 eÔá+ï
4 çÜuóTÈ+
H>·eT ys+Ôá+ýË ÔqT ysÁ+ýË < #ûd¾q yîTTÔï ýÉ¿ìØ+º+~. yîT < #ûd¾q kõeTTqT HÃ³¢ y¯>± yûsÁT
#ûd¾+~.

Number of Amount
Rupees
currency notes
|||| = 4 ` 400
||| = 3 ` 150
||| = 3 ` 60
|| = 2 ` 20
Total ` 630
Exercise -1.10
1. Write the tally marks for the following numbers.

a) 4 = b) 3 = c) 1 = d) 2 =
2. Write the numbers for the following tally marks.
a) ||| = ____ b) | = ____ c) || = ____ d) |||| = ____
3. Complete the following table.
Number of pupils interested
Game
Tally marks Number of players
Cricket |||| 4
Foot ball ||
Star 3
Kho-Kho |||
Chess 1
In the evening Nagamma bought a bun and shared it Siva

equally between her grandson. Siva and grand daughter
Harshitha
Harshitha as shown in the adjacent figure.

sÁÖbÍjáT\T HÃ³¢ d+K« yîTTÔá+ï
|||| = 4 ` 400
||| = 3 ` 150
||| = 3 ` 60
|| = 2 ` 20
yîTTÔáï+ ` 630
nuó²«d+ ` 1.10
1. ¿ì+~ d+K«\Å£ >·Dq ºVä\T sjáT+&.
n) 4 = ) 3 = ) 1 = ) 2 =
2. ¿ì+~ >·Dq ºVä\Å£ d+K«\T sjáT+&.
n) ||| = ____ ) | = ____ ) || = ____ ) |||| = ____
3. ¿ì+~ |{¿¼ì q£ T |P]+#á+&.
³ d¿ìï ¿£*Ðq $<«sÁTÆ\ d+K«
>·Dq ºVä\T ³>±Þøß d+K«
ç¿ìÂ¿{Ù |||| 4
|Ú{Ùu²ýÙ ||
kÍ¼sY 3
UË ` UË |||
#á<sÁ+>·+ 1
ÿ¿£ sÃE kÍjáT+çÔá+ H>·eT ÿ¿£ s=fÉq¼ T ¿= eTqe&T ¥e
eT]jáTT eTqes\T V²]üÔ\á Å£ deÖq+>± ç|¿Ø£ qTq u¤eTýË #áÖ|¾q ¥e
$<ó+>± |+º+~. V²]üÔá

Do these
Identify the figures which are divided into equal parts and put tick (3) mark.
Exercise-1.11
1. Tick (3) the figures which are divided into equal parts.
a) b) c) d)
æ1ö
2. Shade half ç ÷ part of the following figures.
è 2ø
a) b) c) d)
æ1ö
3. Shade one - fourth ç ÷ part of the following figures.
è 4ø
a) b) c) d)

~ #ûjáT+&
deÖq uó²>±\T>± $uó +#á&q |{²\qT >·T]ï+#á+&.
nuó²«d+ ` 1.11
1. deT uó²>±\T>± $uó +#á&q |{²\qT {ì¿ù ( ü) #ûjTá +&.
n) ) ) )
æ1ö
2. ¿ì+~ u¤eT\ýË d>· ç ÷ uó²>± w& #ûjTá +&.
è 2ø
n) ) ) )
æ1ö
3. ¿ì+~ u¤eT\ýË bÍeÚ ç ÷ uó²>± w& #ûjTá +&.
è 4ø
n) ) ) )

Chapter
Large Numbers
2
2.0 Introduction
Observe the following picture. Have you seen people in your village
doing these works? Potter, Blacksmith, Cobbler, Farmer, Drummer,
Washerman, Tailor, Shepherd, Poultry worker and Agriculture labourers. They
are our helpers.

n<ó«jáT+
|<Ý d+K«\T
2
2.0 |]#ájáT+
¿ì+~ |{²\qT |]o*+#á+&. MTsÁT |qT\T #ûd y] MT ç>±eT+ýË #áÖXæs?
Å£eT], ¿£eT], #î|ð \T Å£fñy¼ sÁT, sÂ ÔÕ Tá \T, &|ð ¿=fñy¼ sÁT, sÁÈÅ£&T, ¿=ÞøßbÍsÁ+ýË |#ûd ysÁT
eT]jáTT e«ekÍjáT Å£L©\T. MsÁ+<sTÁ eTq dVä jáTÅ£\T.

Can we do all the above jobs on our own? No, we can't. They help us a lot. Have you ever
thought of their daily income/earning? Their monthly income is not fixed. It depends on the
work they do.
\
John wanted to know how much they earn. He met these people and enquired about their
monthly income. He noted the information and his findings as follows:
Daily income Monthly income

Professions
(`) (`)
Potter 325 9,325

Blacksmith 400 8,400
Cobbler 150 4,150
Washer man 275 6,275
Drummer 175 5,175
Tailor 325 9,325
Shepherd 160 4,160
Poultry worker 275 8,275
Agricultural labour 225 5,225
Here Daily incomes are expressed in 3 digit numbers. Monthly incomes are expressed in
4 digit numbers.
Write above numbers in words in the given blank space.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________
9. __________________________________________________________
Do these
Write the income and expenditure details of your family in words.

|qT\ú eTqÂ¿Õ eTq+ #ûjTá >·\eÖ ? #ûjTá ýñ+. ysÁT eTqÅ£ #ý² dVä jáT+ #ûdT Hï sÁT. y] jîTT¿£Ø sÃE
+³T+~. \
y¯ <jáT+ >·T]+º m|ð&îÕH ýËº+#s ? y] jîTT¿£Ø Hî\y¯ JÔá+ d¾sÁyîT®q~ ¿±<T. ysÁT #ûd¾q | {ì¼
C²H ysÁT m+Ôá d+bÍ~kÍïsÃ Ôî\TdT¿Ãy\qTÅ£H&T. nÔá&T y] ¿£*d¾ y] Hî\y¯ <jáÖ
Ôî\TdTÅ£H&T. nÔáqT ¿£qT¿= Øq$ ¿ì+~ $<ó+>± HsTT.
eÔáTï\T sÃpy¯ <jáT+ Hî\y¯ <jáT+

(`) (`)
Å£eT] 325 9,325
¿£eT] 400 8,400
#î|ð \T Å£fñy¼ sÁT 150 4,150
sÁÈÅ£&T 275 6,275
&|ð ¿= fñy¼ &T 175 5,175
<¯¨ 325 9,325
>= çÂs\ ¿±|] 160 4,160
¿ÃÞøßbÍsÁ+ýË |#ûdy&T 275 8,275
e«ekÍjáT Å£L© 225 5,225
¿£Ø& sÃp y] <jáÖ\T 3 n+Â¿\ d+K«\T>± HsTT. Hî\y¯ <jáÖ\T 4 n+Â¿\ d+K«\T>±
HsTT.
|Õ d+K«\qT eÇ&q U²°\ýË n¿£sÁsÁÖ|+ýË sjáT+&.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________
9. __________________________________________________________
~ #ûjáT+&
MT Å£³T++ jîTT¿£Ø <jáT, KsÁTÌ\ $es\qT n¿£s \ýË sjáT+&.

2.1 Large Numbers
Bharath lives alone in his house. His son sends him ` 1000 every month. He makes
note of this on a paper. Help him to do so.
For one month I receive `1000. (one thousand.)
For two months I receive ` 2000. (two thousand.)
3 months_________________________
4 months_________________________
5 months_________________________
6 months_________________________
7 months_________________________
8 months_________________________
9 months_________________________
How to write the amount for ten months?
It is ten thousand. This is the smallest 5-digit number and it is written as 10,000.
If one block ( ) represents one thousand (1,000) then
1,000 - one thousand.
2,000 - _____________________
3,000 - _____________________
4,000 - _____________________
5,000 - _____________________
6,000 - _____________________
7,000 - _____________________
8,000 - _____________________
9,000 - _____________________
10,000 - _____________________
Now observe the following

9+1 = 10 10 + 1 = 11
99 + 1 = 100 100 + 1 = 101
999 + 1 = 1000 1000 + 1 = 1001
9999 + 1 = 10000 10000 + 1 = 10001
2.1 |<Ý d+K«\T
uós ÁÔY Ôáq +{ìýË ÿ+³]>± J$dTHï &T. nÔá Å£eÖsÁT&T ç|Ü Hî\ ` 1000 \T |+|ÚÔáTH&T. nÔá&T
B ¿±ÐÔá+ |Õ sdTÅ£H&T. nÔá¿ì dVä jáT|&+ &.
ÿ¿£ Hî\Å£ HÅ£ n+~q~ ` 1000. (ÿ¿£ yûsTT)
Âs+&T Hî\\Å£ HÅ£ n+~q~ ` 2000. (Âs+&Tyû\T)
3 Hî\\Å£ __________________
4 Hî\\Å£ __________________
5 Hî\\Å£ __________________
6 Hî\\Å£ __________________
7 Hî\\Å£ __________________
8 Hî\\Å£ __________________
9 Hî\\Å£ __________________
|~ Hî\\ yîTTÔï mý² skÍï+ ?
n~ |~ yû\T Å£ deÖq+. ~ 5 n+Â¿\ d+K«\ýË ºq~. B 10,000 n skÍïeTT.
ÿ¿£yÞû ø ÿ¿£ u²¢¿ù ( ) ÿ¿£ yîsTT« (1,000) dÖºdï ...
1,000 - ÿ¿£ yûsTT.
2,000 - _____________________
3,000 - _____________________
4,000 - _____________________
5,000 - _____________________
6,000 - _____________________
7,000 - _____________________
8,000 - _____________________
9,000 - _____________________
10,000 - _____________________
|ð&T ¿ì+~ y |]o*+#á+&

9+1 = 10 10 + 1 = 11
99 + 1 = 100 100 + 1 = 101
999 + 1 = 1000 1000 + 1 = 1001
9999 + 1 = 10000 10000 + 1 = 10001

We observe the same patterns on a spike of an abacus, then it looks like this.
O T O
+ 1 =
9
1 0
T O
H T O
+ 1 =
9 9 1 0 0
H T O
Th H T O
+ 1 =
9 9 9 1 0 0 0
Th H T O
T Th Th H T O
+ 1 =
9 9 9 9 1 0 0 0 0
Can you write the next twenty numbers?
10,000 + 1 10,000 + 2 10,000 + 3 10,000 + 4

10,001 10,002 10,003 10,004
Ten Thousand One Ten Thousand Two Ten Thousand Three Ten Thousand Four
10,000 + 5
10,005
Do these
Write the following numerals in words.
a) 10,049 b) 20,000 c) 30,000 d) 40,000 e) 50,000

|Õ neT]¿£qT |Pd\ #áç³+ |Õ |]o*+#á+&.
ÿ | ÿ
+ 1 =
9
1 0
| ÿ
e+ | ÿ
+ 1 =
9 9 1 0 0
e+ | ÿ | ÿ
yû e+
+ 1 =
9 9 9 1 0 0 0
yû e+ | ÿ |.yû yû e+ | ÿ
+ 1 =
9 9 9 9 1 0 0 0 0
ÔásTÁ yÔá sÁyÕî d+K«\qT MTsÁT sjáT>·\s ?
10,000 + 1 10,000 + 2 10,000 + 3 10,000 + 4
10,001 10,002 10,003 10,004
|~yû\ ÿ¿£{ì |~yû\ Âs+&T |~yû\ eTÖ&T |~yû\ H\T>·T
10,000 + 5
10,005
~ #ûjáT+&
¿ì+~ d+K«\qT n¿£s\ýË sjáT+&.
n) 10,049 ) 20,000 ) 30,000 ) 40,000 ) 50,000
2.2. Let us represent the numbers on the spike abacus
T th Th H T O T th Th H T O T th Th H T O T th Th H T O T th Th H T O
Do these
1. Represent the given numbers on the spike abacus.
a) b) c) d)
2. Write numbers by reading the beads on the spike abacus.

a) b) c) d)
3. Represent the following numbers on spike abacus.

a) 60060 b) 60600 c) 66000
2.3. Numbers beyond Ten thousand
According to place value the 5 digit numbers can be tabulated as follows
Place value
Number
Ten thousands Thousand Hundreds Tens Ones
3246 - 3 2 4 6
62487 6 2 4 8 7
23809 2 3 8 0 9

2.2. |Pd\ #áç³+ |Õ d+K«\qT dÖº+#á&+.
|.yû . yû. e. |. ÿ |.yû. yû. e. |. ÿ |.yû. yû. e. |. ÿ |.yû. yû. e. |. ÿ |.yû. yû. e. |. ÿ
~ #ûjáT+&
1. eÇ&q d+K«\qT |Pd\ #áç³+|Õ dÖº+#á+&.
n) ) ) )
2. |Pd\ #áç³+ýË |Pd* #á~$ d+K«\qT sjáT+&.

n) ) ) )
3. ¿ì+~ d+K«\qT |Pd\ #áç³+|Õ dÖº+#á+&.

n) 60060 ) 60600 ) 66000
2.3 |~yû\ ¿£H |<Ý d+K«\T

d+K«\ýË n+Â¿\ kÍq $\Te\qT nqTd]+º, 5 n+Â¿\ d+K«\T |{ì¼¿£ýË eÇ&q$.
kÍq $\Te
d+K«\T
|~yû\T yû\T e+<\T |<T\T ÿ¿£³T¢
3246 - 3 2 4 6
62487 6 2 4 8 7
23809 2 3 8 0 9

Let us observe how to write the numbers according to the place values by using commas.
In our system of numeration, we use ones, tens, hundreds, thousands, ten thousands etc. The
comma comes after hundreds place. (i.e., 3 digits from the right side) and need as thousand.
Commas help us in reading and writing large numbers.
Complete the following table
No. Number by putting commas Number in words

12635 12,635 Twelve thousand six hundred and thirty five.
23809 23,809 Twenty three thousand eight hundred and nine.
40210 40,210
74845 74,845
95026 95,026
Do these
1. Put commas to the given numbers then write in words.

a) 16372 b) 29450 c) 86004
2. Write the following numbers in words.
a) 32,896 b) 46,900 c) 92,006
2.4. Face value and place value of a digit in a number

Face value
The face value of a digit in the given number is the value of the digit itself.
In the number 5 8 6 9.
the face value of 9 is 9
Place value
The place value of a digit in the given number depends on its place.
For example in the numeral 86342
Ten thousands Thousand Hundreds Tens Ones

8 6 3 4 2

kÍq $\Te\ <ósÁ+>± ¿±eÖ\T |jîÖÐdÖï d+K«\qT mý² sjáÖýË |]o*<Ý+. eTq d+U²« |<ÆÜýË
ÿ¿£³T¢, |<T \T, e+<\T, yû\T eT]jáTT |~yû\ kÍH\T yîTT<ýqÕÉ $ |jÖî ÐkÍïsTÁ . Å£& qT+º eTÖ&T n+Â¿\ ÔásTÁ yÔá
»¿±eTµ skÍï+. ÔásÇÔá d+K«qT yû\T>± #á<T eÚÔ+. |<Ý d+K«\qT Ôû*¿£>± #á<e {²¿ì eT]jáTT sjáT{²¿ì eTqÅ£
¿±eÖ\T dVä jáT|&Ô sTT.
¿ì+~ |{¿¼ì q£ T |P]+#á+&.
d+K« ¿±eÖ\T |{ì¼q d+K« d+K« jîTT¿£Ø n¿£s Á sÁÖ|+
12635 12,635 |Hî+&T yû\ sÁTe+<\ eTT|ÕÎ ×<T
23809 23,809 sÁyîÕ eTÖ&Tyû\ m$T~ e+<\ Ô=$T~
40210 40,210
74845 74,845
95026 95,026
$ #ûjáT+&
1. ¿ì+~ d+K«\qT ¿±eÖ\T |{ì¼, n¿£s\ýË sjáT+&.
n) 16372 ) 29450 ) 86004
2. ¿ì+~ d+K«\qT n¿£s\ýË sjáT+&.
n) 32,896 ) 46,900 ) 92,006
2.4` d+K«ýË n+Â¿\ dV² È $\Te, kÍq $\Te

dV²È $\Te
d+K«ýË n+Â¿ dV²È $\Te @ kÍq+ýË H eÖsÁ<T.
5869 d+K«ýË
9 jîTT¿£Ø dV² È $\Te 9.
kÍq $\Te
d+K«ýË n+Â¿ jîTT¿£Ø kÍq $\Te < jîTT¿£Ø kÍq+|Õ <ósÁ|& +³T+~.
<V²sÁDÅ£ 86342 d+K«ýË
|~yû\T yû\T e+<\T |<T \T ÿ¿£³T¢
8 6 3 4 2

2 is in ones place. So, place value of 2 is = 2x1 = 2
4 is in tens place. So, place value of 4 is = 4 x10 = 40
3 is in hundreds place. So, place value of 3 is = 3 x100 = 300
6 is in thousands place. So, place value of 6 is = 6 x1000 = 6000
8 is in ten thousands place. So, place value of 8 is = 8 x10000 = 80000
……………………………………………………………………
Therefore the value of numeral is 86342 sums up to,
80000 + 6000 + 300 + 40 + 2 = 86,342
Do you know!
As a digit moves to left its value increases 10 times than its previous place value.
Number T th Th H T O Place value of 6
6 6 6
65 6 5 60
638 6 3 8 600
6954 6 9 5 4 6000
63847 6 3 8 4 7 60000
2.5. Expanded form of a Number:
We can express any number in expanded form as using the place values is shown below.
Example-1 Write the expanded form of 7, 496.
7 4 9 6
Th H T O
7496 = 7 thousands + 4 hundreds + 9 tens + 6 ones

= 7 x 1000 + 4 x 100 + 9 x 10 +6x1
= 7000 + 400 + 90 +6
Example -2 Write the expanded form of 52,374.
52374 = 5 ten thousands + 2 thousands + 3 hundreds + 7 tens + 4 ones
= 5 x 10000 + 2 x 1000 + 3 x 100 + 7 x 10 + 4 x 1
= 50000 + 2000 + 300 + 70 +4
We get their respective short forms by adding the addends of expanded form.

2 ÿ¿£³¢ kÍq+ýË +~ ¿±eÚq, 2 kÍq $\Te = 2x1 = 2
4 |<T\ kÍq+ýË +~ ¿±eÚq, 4 kÍq $\Te = 4 x10 = 40
3 e+<\ kÍq+ýË +~ ¿±eÚq, 3 kÍq$\Te = 3 x100 = 300
6 yû\ kÍq+ýË +~ ¿±eÚq, 6 kÍq $\Te = 6 x1000 = 6000
8 |~yû\ kÍq+ýË +~ ¿±eÚq, 8 kÍq $\Te = 8 x10000 = 80000
.................................................................................................
n+Â¿\ kÍq $\Te\ ç|¿±sÁ+ 80000 G 6000 G 300 G 40 G 2 = 86,342
MTÅ£ Ôî\TkÍ !
d+K«ýË Å£& qT+º m&eTÅ£ yî[ßq ¿=~Ý < jîTT¿£Ø kÍq $\Te ç|dT Ôï á kÍq $\Te ¿£H
10 sÂ ³T¢ |sÁT>·TÔáT+~.
d+K« |~yû\T yû\T e+<\T |<T\T ÿ¿£³T¢ 6 kÍq$\Te
6 6 6
65 6 5 60
638 6 3 8 600
6954 6 9 5 4 6000
63847 6 3 8 4 7 60000
2.5 d+U«\ $dïsÁD sÁÖ|+

@<îÕH d+K« jîTT¿£Ø $dïsÁD sÁÖ|+, < jîTT¿£Ø kÍq $\Te\ <ósÁ+>± ¿ì+< #áÖ|¾q $<ó+>± skÍï+.
<V²sÁD `1 7,496 jîTT¿£Ø $dïsDÁ sÁÖ|+ sjáT+&.
7 4 9 6
yû\T e+<\T |<T\T ÿ¿£³ T¢
7496 R 7 yû\T G 4 e+<\T G 9 |<T \T G 6 ÿ¿£³T¢
R 7 I 1000 G 4 I 100 G 9 I 10 G6I1
R 7000 G 400 G 90 G6
<V²sÁD ` 2 52,374 jîTT¿£Ø $dsï ÁD sÁÖ|+ sjáT+&.
52374 R 5 |~yû\T G 2 yû\T G 3 e+<\T G 7 |<T \T G 4 ÿ¿£³T¢
R 5 I 10000 G 2 I 1000 G 3 I 100 G 7 I 10 G 4 I 1
R 50000 G 2000 G 300 G 70 G4
$dïsÁD sÁÖ|+ýË d+K«\ yîTTÔáï+, d+K« jîTT¿£Ø d+¿ì|ï sÁÖ|+ neÚÔáT+~.

Example-3 Short form of 8000 + 900 + 60 + 2 = 8962
8 9 6 2
Th H T O
Example-4 Short form of 90000 + 6000 + 200 + 80 + 3 = 96,283
9 6 2 8 3
T Th Th H T O
Do this
1. Write the expanded form of the following numbers.
a) 15,387 b) 42,609 c) 67,892 d) 98,205
a) 80000 G 6000 G 900 G 20 G 8 b) 90000 G 20 G 4
Try these:
Write the place values of the given digits and digits for the given place values
Exercise -2.0
1. Write the following numbers in words.
a) 25,250 b) 41,415 c) 43,721 d) 72,300
2. Write the numeral for the number names.
a) Thirty three thousand eight hundred fifteen.
b) Ninety two thousand eighty five.
3. Write a number that has...
a) 1 ten thousand, 9 thousands, 4 hundreds, 5 tens, 8 ones =
b) 3 ones, 2 tens, 6 hundreds, 7 thousand, 4 ten thousands =

<V²sÁD : 3 8000G900G60G2 jîTT¿£Ø d+¿ì|ï sÁÖ|+ R 8962
8 9 6 2
yû\T e+<\T |<T\T ÿ¿£³T¢
<V²sÁD : 4 90000G600G200G80G3 jîTT¿£Ø d+¿ì|ï sÁÖ|+ R 96,283
9 6 2 8 3
|~yû\T yû\T e+<\T |<T\T ÿ¿£³T¢
~ #ûjTá +&
1. ¿ì+~ d+K«\ jîTT¿£Ø $dïsÁD sÁÖ|+ sjáT+&.
n) 15,387 ) 42,609 ) 67,892 ) 98,205
n) 80000 G 6000 G 900 G 20 G 8 ) 90000 G 20 G 4
ç|jáTÜ+#á+&
eÇ&q n+Â¿\Å£ kÍq$\Te\T eT]jáTT kÍq$\Te\Å£ n+Â¿\T sjáT+&.
nuó²«d+ 2.0
1. ¿ì+~ y n¿£s Á sÁÖ|+ýË sjáT+&.
n) 25,250 ) 41,415 ) 43,721 ) 72,300
2. n¿£s Á sÁÖ|+ýË y{ì¿ì d+U²« sÁÖ|+ sjáT+&.
n) eTT|ÎÕ eTÖ&Tyû\ m$T~ e+<\ |~V²qT.
) Ô=+uóÕÉ sÂ +&T yû\ mquóÕÉ ×<T.
3. M{ì¿ì d+K«\qT sjáT+&.
n) 1 |~yû\T, 9 yû\T, 4 e+<\T, 5 |<T\T, 8 ÿ¿£³T¢ R
) 3 ÿ¿£³T¢, 2 |<T\T, 6 e+<\T, 7 yû\T, 4 |~yû\T R

4. What is the place value of 4 in each of the following numbers. One is done for you.
a) 95,403 ________ 4 hundreds or 400
b) 4,327……………………………………………..
c) 84,932……………………………………….......
5. Fill in the blanks.
a) 5,642 = …………+ ……….. + ……….. + ………….....
b) 24,926 = ……….. +………...... + ………. + ……… + ……….
c) 6..,3… ….= ……….. + 5000 + ………. + 80 + 2
a) 90000 + 3000 + 400 + 70 + 6 b) 20000 + 4000 + 0 + 80 + 9 c) 40000 + 6
7. Write the following numbers in the place value chart.
a) 3 5 4 2 7 b) 6 8 4 2 9 c) 9 7 2 3 4
TTh Th H T O TTh Th H T O TTh Th H T O
2.6 Comparison of numbers
To compare two numbers we should follow below

Rule-1 If two numbers have different number of digits, then the number with lesser
digits is less than the other number, the number with more digits is greater than
the other number.
Example -5 8,694 < 24,365 or 24,365 > 8,694

4 digit number < 5 digit number 5 digit number > 4 digit number
Rule-2 If two numbers have the same number of digits , then the left most digits of the
numerals are to be compared. The numeral having greater left most digit is bigger
and the lesser left most digit is smaller.
Example-6 62,425 < 76,392 (6 < 7 in ten thousands place)
and 76,392 > 62,425 (7 > 6 in ten thousands place)

4. ¿ì+~ d+K«\ýË 4 jîTT¿£Ø kÍq $\TeqT sjáT+&. MT¿Ãd+ ÿ¿£{ì #ûjTá &+~.
n) 95,403 ................ 4 e+<\T ýñ¿£ 400
) 4,327 .........................................
) 84,932 ......................................
5. U²°\qT |P]+#á+&.
n) 5,642 R ................. G ................. G ................. G .................
) 24,926 R ................. G ................. G ................. G .................
) 6 .., 3 ..., ... R................. G 5000 G ................. G 80 G 2
n) 90000 G 3000 G 400 G 70 G 6 ) 2000 G 4000 G 0 G 80 G 9
) 40000 G 6
7. ¿ì+~ d+K«\qT kÍq$\Te\ |{ì¼¿£ýË sjáT+&.
n) 3 5 4 2 7 ) 6 8 4 2 9 ) 9 7 2 3 4
|.yû yû e+ | ÿ |.yû yû e+ | ÿ |.yû yû e+ | ÿ
2.6 d+U«\qT bþ\TÌ³

sÂ +&T d+K«\qT bþ\TÌ³Å£ eTq+ ¿ì+~ jáTeÖ\qT nqTd]+#*.
jáTeT+ ` 1 Âs+&T d+K«\ýË n+Â¿\ d+K« yûsÁT>± q³¢sTTÔû, ÔáÅ£Øe n+Â¿\T >·\ d+K« ºq d+K« eT]jáTT
mÅ£Øe n+Â¿\T >·\ d+K« |<Ý d+K« neÚÔsTT.
<V²sÁD `5 8,694 < 24,365 ýñ< 24,365 > 8,694
4 n+Â¿\d+K« < 5 n+Â¿\d+K« 5 n+Â¿\d+K« > 4 n+Â¿\d+K«
jáTeT+ ` 2 Âs+&T d+K«\ýË, n+Â¿\ d+K« deÖq+>± +fñ m&eTyîÕ|Ú ºe] n+Â¿\qT bþý²Ì*. m&eTyîÕ|Ú
ºe] n+Â¿ @ d+K«ýË |<Ý~ nsTTÔû n~ |<Ý~, Âs+&e d+K« ºq~.
<V²sÁD ` 6 62,425 < 76,392 (|~yû\ kÍq+ýË 6 < 7)
eT]jáTT 76,392 > 62,425 (|~yû\ kÍq+ýË 7 > 6)

Rule - 3
If the left most digits of the numerals having the same number of digits are also same,
then the second left most digits are to be compared. This rule is to be followed till the units
place of the numerals.
Example -7 34251 < 36879 (4 < 6 in thousands place)
59368 < 59475 (4 > 3 in hundreds place)
23572 < 23589 (7 < 8 in tens place)
95683 < 95687 (7 > 3 in ones place)
Think and Discuss :
Same
different
Hence 35,724 < 35,728. Is it true?
Do these
Put the correct symbol <, > or = in the boxes given below.
a) 52,927 64,327 b) 43,004 42,004 c) 72,549 72549
2.7. Ordering of Numbers

jáTeT+ ` 3
sÂ +&T d+K«\ýË m&eT ºe] n+Â¿\T deÖq+>± +fñ m&eT qT+º sÂ +&e kÍq+ýË n+Â¿\qT
bþý²Ì*. ý² d+K«\ýË n+Â¿\qT esÁTd>± ÿ¿£³¢ kÍq+ esÁÅ£ bþý²Ì*.
<V²sÁD : 7 34251 < 36879 (yû\ kÍq+ýË 4 < 6)
59368 < 59475 (e+<\ kÍq+ýË 4 > 3)
23572 < 23589 (|<T \ kÍq+ýË 7 < 8)
95683 < 95687 (ÿ¿£³¢ kÍq+ýË 7> 3)
ýËº+º, #á]Ì+#á+&
deÖq+
yûsÁTyûsÁT>±
¿±eÚq 35,724 < 35,728. ~ dÔá«eÖ?
~ #ûjáT+&
¿ì+< eÇ&q U²°\ýË dÂsÕq >·TsÁTï <, > ýñ¿£ R qT +#áT³ <Çs d+K«\qT bþ\Ì+&.
n) 52,927 64,327 ) 43,004 42,004 ) 72,549 72,549
2.7 d+K«\ ç¿£eT+

Ascending and Descending order of numbers
The prices of five items in a shop are
` 15,295Ñ ` 26,499Ñ ` 89,426Ñ ` 3,900Ñ ` 54,000
Arrange the numbers from the smallest to the largest of the given.
Then ` 3,900, ` 15,295, ` 26,499, ` 54,000, ` 89,426
The arrangement of numbers in the order from smallest to the
largest is known as Ascending order.
The costs of five TVs of different brands are ` 25,390; ` 36,000; ` 49,800; ` 18,200; ` 86,900.
Let us arrange these prices from the largest to the smallest.
` 86,900; ` 49,800; ` 36,000; ` 25,390; ` 18,200
The arrangement of numbers in the order from largest to the smallest is
known as Descending order.
Do these
Arrange the following numbers in Ascending and Descending order.

a) 16256, 20380, 96465, 30856, 56492 b) 27438, 5682, 38648, 97294, 56642
Do you know !
The greatest 1-digit number is 9
2.8. Forming numbers

Forming of numbers by using different digits 5 3 2 9 6
Arrange these digits in descending order to form a 5-digit number 9 6 4 3 2
Can you write a number greater than this number using the same digits?
No, so to form the greatest number we arrange these digits in descending order.
Then we get 96432
Therefore the greatest number is 96,432

d+K«\ sÃV²D eT]jáTT nesÃV²D ç¿£eT+:
<T¿±D+ýË edTïeÚ\ <ósÁ\T
` 15,295Ñ ` 26,499Ñ ` 89,426Ñ ` 3,900Ñ ` 54,000
eÇ&q d+K«\qT ºq d+K« qT+º nÜ |<Ý d+K« esÁÅ£ sjáT+&.
n|ð&T ` 3,900, ` 15,295, ` 26,499, ` 54,000, ` 89,426
d+K«\qT nÜ ºq d+K« qT+º nÜ |<Ý d+K« esÁÅ£ sjáT&yûT
sÃV²D ç¿£eT+.
$$<ó sÁ¿±\ ×<T {ì.$ \ <ósÁ\T ` 25,390; ` 36,000; ` 49,800; ` 18,200; ` 86,900. M{ì nÜ |<Ý d+K« qT+º
nÜ ºq d+K« esÁÅ£ neTsÁÌ+&.
` 86,900; ` 49,800; ` 36,000; ` 25,390; ` 18,200
d+K«\qT nÜ |<Ý d+K« qT+º nÜ ºq d+K« esÁÅ£ sjáT&yûT nesÃV²D ç¿£eT+.
~ #ûjáT+&
¿ì+~ d+K«\qT sÃV²D eT]jáTT nesÃV²D ç¿£eÖ\ýË sjáT+&.
n) 16256, 20380, 96465, 30856, 56492 ) 27438, 5682, 38648, 97294, 56642
MTÅ£ Ôî\TkÍ !
1 n+Â¿ |<Ý d+K« 9
2 n+Â¿\ |<Ý d+K« 99
3 n+Â¿\ |<Ý d+K« 999
4 n+Â¿\ |<Ý d+K« 9999
5 n+Â¿\ |<Ý d+K« 99999
2.8 d+K«\ @sÎ³T

yûsTÁ yûsTÁ n+Â¿\ÔÃ d+K«\qT @sÁÎsÁ#³
á +. 5 3 2 9 6
5 n+Â¿\ |<Ý d+K« @sÁÎsÁ#áT³Å£ ºÌq n+Â¿\qT nesÃV²D ç¿£eT+ýË neTsÁÌ+&. 9 6 4 3 2
MTsÁT yû n+Â¿\ÔÃ B ¿£H |<Ý d+K« sjáT>·\s ?
ýñ<T, ¿±eÚq |<Ý d+K«qT sjáÖ\+fñ n+Â¿\qT nesÃV²D ç¿£eT+ýË neT]Ì sjáÖ*.
n|Ú&T eTqÅ£ 96432 edT+ï ~.
¿±eÚq nÜ |<Ý d+K« 96,432 neÚÔáT+~.

Arrange these digits in ascending order to form a 5- digit number 2 3 4 6 9
Can you write a number less than this using the same digits?
No, so to form the smallest number, we arrange these digits in ascending order.
Then we get 23469
Therefore the smallest number is 23,469.
Example - 8
Write the greatest and the smallest 5-digit number using the digits 9, 0, 5, 2, 3.
Solution: To form the greatest 5-digit number arrange the digits in the decreasing order.
That is 9, 5, 3, 2, 0.
Therefore, the greatest number is 95,320.
To form the smallest 5- digit number arrange the digits in the increasing order. If one of
the given digits is ‘0’, then we write the smallest digit other than zero in the highest
place.
We write 0 next to it. Write the rest of the digits in ascending order.
Therefore the smallest number is 20,359.
Do these
By using the given digits write the greatest and the smallest number without
repetition of any digit.
Serial number Digits Greatest Number Smallest Number
1. 7, 2, 8, 3, 9
2. 3, 7, 0, 4, 6
3. 2, 9, 5, 9, 4
2.9. Let us learn how to form different numerals with the given digits.
(without repeating the digits)
Example - 9 Write all the possible 2-digit numbers with 6, 8.
Solution: They are 68 and 86
Example - 10 Write all the possible 3-digit numbers with the digits 2, 6, 9.
Solution: 2 69 6 29 9 2 6 2 9 6 6 9 2 9 6 2

5 n+Â¿\ ºq d+K«qT @sÁÎsÁ#áT³Å£ ºÌq n+Â¿\qT sÃV²D ç¿£eT+ýË neTsÁÌ+&. 2 3 4 6 9
MTsÁT yû n+Â¿\ÔÃ B ¿£H ºq d+K«qT sjáT>·\s? ýñ<T .
¿±eÚq, ºq d+K«qT sjáÖ\+fñ n+Â¿\qT sÃV²D ç¿£eT+ýË neT]ÌsjáÖ*.
n|Ú&T eTqÅ£ 2 3 4 6 9 edTï+~.
¿±eÚq, nÜ ºq d+K« 23,469 neÚÔáT+~.
<V²sÁD ` 8
9,0,5,2,3 n+Â¿\ÔÃ @sÁÎ&û nÜ |<Ý d+K«, nÜ ºq d+K«\qT sjáT+&.
kÍ<óq : 5 n+Â¿\ nÜ |<Ý d+K«qT @sÁÎsÁ#Tá ³Å£ n+Â¿\qT nesÃV²D ç¿£eT+ýË neTsÁÌ+&.
n~ 9,5,3,2,0.
¿±eÚq, nÜ |<Ý d+K« 95,320
5` n+Â¿\ nÜ ºq d+K«qT @sÁÎsÁ#Tá ³Å£ n+Â¿\qT sÃV²D ç¿£eT+ýË neTsÌ*. eÇ&q n+Â¿\ýË ÿ¿£{
»0µ nsTTÔû »0µ ¿±Å£+& $TÐ*q n+Â¿\ýË ºq< >·]w¼ kÍq+ýË sd¾ < |¿Ø£ q »0µ sjáTeýÉqT. $TÐ*q
n+Â¿\qT sÃV²D ç¿£eT+ýË neT]Ì sjáÖ*.
¿±eÚq, nÜ ºq d+K« 20,359.
~ #ûjáT+&
¿ì+~ n+Â¿\qT ÿ¿£ØkÍ] eÖçÔáyûT |jîÖÐdÖï, nÜ |<Ý d+K« eT]jáTT nÜºq d+K«\qT
sjáT+&.
esÁTd d+K« n+Â¿\T nÜ |<dÝ + K« nÜ ºq d+K«
1. 7, 2, 8, 3, 9
2. 3, 7, 0, 4, 6
3. 2, 9, 5, 9, 4
2.9 ºÌq n+Â¿\ÔÃ $_óq d+K«\qT @sÁÎsÁ#áT³ (n+Â¿\qT ÿ¿£ØkÍ] eÖçÔáyûT y&*)
<V²sÁD `9 6,8 \ÔÃ @sÁÎ&û MýÉqÕ 2 n+Â¿\ d+K«\qT sjáT+&.
kÍ<óq : n$ 68 eT]jáTT 86
<V²sÁD `10 2, 6, 9 \ÔÃ @sÁÎ&û MýÉqÕ 3 n+Â¿\ d+K«\qT sjáT+&.
kÍ<óq : 2 69 629 926 296 692 962

They are 269 296 629 692 926 962.
Greatest number : 962 (digits are arranged in descending order.)
Smallest number : 269 (digits are arranged in ascending order.)
Do these
a) Write all the possible 2-digit numbers formed by the digits with 5 and 4.
b) Write all the possible 3-digit numbers formed by the digits with 4, 7 and 2.
Try this
Write all the possible 4-digit numbers formed by the digits 2,4,8,1.
How many are there?
2.10 Predecessor and Successor
To get the very next number of a given number we add 1 to that number. This
number is called successor of the given number. In other words, the number that comes
immediately after a number is its successor.
Successor of 25630 is 25630 + 1 = 25631
To get the previous or before number we should subtract 1 from the given number.
This number is called predecessor of the given number. In other words, the number that
comes immediately before a number is Predecessor of the given number.
Predecessor of 64351 is 64351 – 1 = 64350.
Do these
a) Write the successor of 24564.
b) Write the predecessor of 34323.
c) Complete the following table.
Number Prodecessor Successor

42,356
38,600
25,999

269 269 629 692 926 962
nÜ |<Ý d+K« : 962 (n+Â¿\T nesÃV²D ç¿£eT+ýË neTsÁÌ&q$.)
nÜ ºq d+K« : 269 (n+Â¿\T sÃV²D ç¿£eT+ýË neTsÁÌ&q$.)
~ #ûjTá +&
n) 5,4 n+Â¿\ÔÃ @sÁÎ&û MýÉqÕ 2 n+Â¿\ d+K«\qT sjáT+&.
) 4,7,2 n+Â¿\ÔÃ @sÁÎ&û MýÉqÕ 3 n+Â¿\ d+K«\qT sjáT+&.
ç|jáTÜ+#á+&
2, 4, 8, 1 n+Â¿\ÔÃ @sÁÎ&û MýÉqÕ 4 n+Â¿\ d+K«\qT sjáT+&. n$ m?
2.10 eTT+<T d+K«, ÔásÁTyÔá d+K«

ÿ¿£ d+K«Å£ ÔásTÁ yÔá d+K« sjáT{²¿ì, eÇ&q d+K«Å£ 1 ¿£\bÍ*. d+K«Hû eÇ&q d+K« jîTT¿£Ø
»ÔásÁTyÔá d+K«µ n+{²sÁT. ÿ¿£ d+K«Å£ yî+³Hû e#ûÌ d+K« < ÔásÁTyÔá d+K« neÚÔáT+~.
25630 jîTT¿£Ø ÔásTÁ yÔá d+K« 25630 G 1 R 25631.
ÿ¿£ d+K«Å£ eTT+<T d+K«qT çyjáT{²¿ì eÇ&q d+K« qT+& 1 rd¾yj
û áÖ*. d+K«Hû eÇ&q
d+K« jîTT¿£Ø eTT+<T d+K« n+{²sÁT. ÿ¿£ d+K«Å£ ÿ¿£{ì ÔáÐ+Z º sjáT>± e#ûÌ d+K« <¿ì eTT+<T d+K«
neÚÔáT+~.
64351 jîTT¿£Ø eTT+<T d+K« 64351`1 R 64350.
~ yûjáT+&
n) 24564 Å£ ÔásTÁ yÔá d+K«.
) 34323 Å£ eTT+<T d+K«.
) ¿ì+~ |{ì¼¿£qT |P]+#á+&.
d+K« eTT+<T d+K« ÔásÁTyÔá d+K«
42,356
38,600
25,999

2.11 Applications of numbers in daily life:
Numbers play a pivotal (important) role in our lives. Our life revolves around
numbers since the day we were born.
The following are some uses of numbers in our daily life.
1. Switching the channel of favourite TV shows.
2. Weighing of vegetables, fruits and meat in market.
3. Calculating budget for food and other expenses of your family.
4. Calling a friend using a mobile to his number.
Do you know ?
* The length of blood
vessels of our human body
Exercise -2.2 is nearly 97,000 kilometres.
1. Circle the smallest number. * The total land border
a) 28828; 82988; 63215; 24321 of India is 15,200 kilometres.
b) 98234; 36707; 64994; 24322
2. Circle the greatest number.
a) 80,081; 80,801; 80,180; 80,108
b) 34,567; 78,893, 34,765; 78,398
3. Write the predecessor of the given number.
a) …….…. 46,250 b) ……… 72,579 c) …….. 38,205
4. Write the predecessor and successor for the following numbers.
a) 43565 b) 67543 c) 98887 d) 40000
5, Fill in the blanks with “ >, < or = ” .
a) 8154 ______ 8514 b) 59260______ 59260
c) 97306 ______ 93706
d) Thirty seven thousand Thirty seven thousand
five hundred and twenty six hundred and twenty five

2.11 Ôá« J$Ôá+ýË d+K«\ $jîÖ>·+:
d+K«\T eTq J$Ôá+ýË eTTK« uóÖ $T¿£qT bþw¾kÍïsTT. eTq+ |Ú{ìq¼ ~ yîTT<\T eTq J$Ôá+ d+K«\ÔÃ
eTT&|& +~.
Ôá« J$Ôá+ýË d+K«\ |jîÖ>±\T ¿= ¿ì+< eÇ&q$.
1. eTqÅ£ wy¼ Tî q® ºçÔ\ {ì.$. ýË #áÖ&{²¿ì eTq+ <¿ì ¿±e\d¾q #óqýÙ d+K«qT y&TÔeTT.
2. eÖÂsØ{ÙýË Å£LsÁ>±jáT\T, |+&T¢ eT]jáTT eÖ+d+ sÁTeÚ ýÉ¿Øì +#áT³Å£.
3. eTq +{ì¿ì ¿±e\d¾q VäsÁ |<sÆ\T eT]jáTT ÔásÁ KsÁTÌ\qT ýÉ¿Øì +#áT³Å£.
4. dV¾²ÔáT¿ì bþH #ûjÖá \+fñ #ásyÁ DìýË n+Â¿\qT |jÖî Ð+#áT³Å£.
úÅ£ Ôî\TkÍ !
nuó²«d+ `2.2 * eÖqeÚ Xø¯sÁ+ýË sÁ¿+ï£ ç|eV¾²+#û
HÞ²\ bõ&eÚ dTeÖsÁT>± 97,000
¿ìýËMT³sÁT¢.
1. eÇ&q d+K«\ýË nÜ ºq d+K«Å£ dTq #áT³¼+&.
* uó²sÁÔ<
á Xû +ø jîTT¿£Ø uóÖ d]V²<TÝ bõ&eÚ
n) 28828 Ñ 82988Ñ 63215Ñ 24321 15,200 ¿ìýË MT³sÁT¢.
) 98234 Ñ 36707Ñ 64994Ñ 24322
2. eÇ&q d+K«\ýË nÜ |<Ý d+K«Å£ dTq #áT³¼+&.
n) 80,081 Ñ 80,801Ñ 80,180Ñ 80,108
) 34,567 Ñ 78,893Ñ 34,765Ñ 78,398
3. eÇ&q ç|Ü d+K«Å£ eTT+<T d+K«qT sjáT+&.
n) .........46,250 ) .......... 72,579 ) ............ 38,205
4. ¿ì+~ d+K«\ eTT+<T eT]jáTT ÔásTÁ yÔá d+K«\T sjáT+&.
n) 43565 ) 67543 ) 98887 ) 40000
5. ¿ì+~ U²°\qT < ýñ< > ýñ< R ÔÃ |P]+º, ºÌq d+K«\qT bþ\Ì+&.
n) 8154 ...........8514 ) 59260 ............... 59260 ) 97306 .......... 93706
) eTT|ÕÎ @&T yû\ ×<T e+<\ sÁyîÕ eTT|ÕÎ @&Tyû\ sÁTe+<\ sÁyîÕ ×<T.

6. Adeiah was elected as the president in a major panchayat election. He got 6,450
votes and Somayya got 5,225 votes. Write the total votes polled?
7. The number of people who visited an exhibition in four days are 1826, 1493, 1630
and 1863 respectively. Arrange these numbers in the ascending order.
8. In a public distribution shop, a dealer received 2,893 bags of rice in a month. He

distributed 2,936 bags of rice to the white card holders. Is it possible?
9. The income of a cinema theater during four shows is as follows
Noon Show Matinee First Show Second Show
` 36,750 ` 54,290 ` 48,540 ` 29,370
a) Arrange the above incomes in ascending order and in descending order.
b) Which show has more income?
c) Which show has less income?
10. Aditya purchased a car for ` 75,000 and sold it at ` 82,000. Does he gain or lose?
11. The hall ticket number of Swathi, who is appearing for Jawahar Navodaya Vidyalaya
Entrance Exam is 42384. Can you guess the hall ticket numbers of students sitting
back and in front of her?
12. Complete the following number series.
a) 18100, 19100, 20100 ________, ________, ________.
b) 17250, 17275, 17300 ________, ________, ________.
c) 99999, 89999, 79999 ________, ________, ________.

6. <îjTá « m¿£\ýË |+#sTTr n<ó« Å£>± m¿£jÖá «&T. nÔá¿ì 6,450 z³T¢ s>±, kþeTjáT«Å£ 5,225
z³T¢ e#ÌsTT. me]¿ì mÅ£Øe z³T¢ e#ÌsTT ?
7. ÿ¿£ ç|<s ÁôqXæ\qT H\T>·T sÃEýýË esÁTd>± 1826,1493,1630 eT]jáTT 1863 eT+~ d+<]ô+#sÁT.
d+K«\qT sÃV²D ç¿£eT+ýË sjáT+&.
8. ÿ¿£ ç|C² |+|¾D¡ &\sÁTÅ£ ÿ¿£ Hî\Å£ 2,893 kÍï\ _jáT«+ e#ÌsTT. nsTTÔû nÔáqT 2,936 kÍï\
_jáT«+ |+|¾D¡ #ûXæ&T. ~ kÍ<ó«eTeÚÔáT+<?
9. ÿ¿£ d¾eÖ ~¸jûT³sYýË ÿ¿£ sÃEýË H\T>·T ç|<sÁôq\Å£ eºÌq <jáT+ ¿ì+~ $<ó+>± +~
<jáT+ eT<ó«V²+ kÍjáT+çÔá+ sçÜ
` 36,750 ` 54,290 ` 48,540 ` 29,370
n) |Õq eºÌq <jáÖ\qT nesÃV²D eT]jáTT sÃV²D ç¿£eÖ\ýË sjáT+&.

) @ ç|<sÁôqÅ£ mÅ£Øe <jáT+ eºÌ+~?
) @ ç|<sÁôqÅ£ ÔáÅ£Øe <jáT+ eºÌ+~?
10. ~Ôá« ÿ¿£ ¿±sÁTqT ` 75,000 Å£ ¿= ` 82,000 Å£ n$Tq, nÔá¿ì ý²uóe Ö ?qwe¼ Ö ?
11. ÈeV²sY qyÃ<jáÖ $<«\jáÖ\ ç|yûXø |¯¿£Å£ VäÈsÁeÚÔáTq kÍÇÜ jîTT¿£Ø VäýÙ {ìÂ¿{Ù d+K« 42384.
yîTÅ£ eTT+<T eT]jáTT ÔásTÁ yÔá >·\ $<«sÁT\ VäýÙ{¿Âì {Ù d+K«\T }V¾²+º sjáT+&.
12. ¿ì+~ ç|Ü d+U²« çXâDì |P]+#á+&.
n) 18100, 19100, 20100 ..............., ..............., ...............,
) 17250, 17275, 17300 ..............., ..............., ...............,
) 99999, 89999, 79999 ..............., ..............., ...............,

Palindrome
Project Work:
Observe the numbers.
252 131 656
These numbers can be read the same from left to right and vice versa.
These numbers are known as “ Palindrome Numbers”
Can you write some more Palindrome Numbers of 3-digit and
4-digit numbers?
Do you know multiplication is one of the method to write plaindromes ?
Here it goes
1 x 1 = 1
11 x 11 = 121
111 x 111 = 12321
1111 x 1111 = 1234321
Like this, write the next three palindrome numbers.
Riddle:
I am a 4-digit number. The digit in my tens place is 2 times the digit in my ones
place. The digit in the hundreds place is 2 times the digit in the tens place. The digit in
the thousands place is 2 times the digit in the hundreds place. Who am I?
Maths Lab Activity

Divide the class into five groups.
¨ Give each group a deck of cards from 0 to 9.
¨ Then ask the children to shuffle the cards and take five cards at random
and form a five digit number.
¨ Ask the children to compare the numbers formed by each group.
¨ The group that forms the greatest number is the winner.

~ÇeTTK d+K«
çbÍCÉÅ£¼ esYØ:
¿ì+~ d+K«\qT |]o*+#á+&.
252 131 656
d+K«\qT m&eT qT+º Å£&¿ì eT]jáTT Å£& qT+º m&eT¿ì #á~$Ôû ÿ¹¿ $<ó+>± +{²sTT.
d+K«\qT »»~ÇeTTK d+K«\Tµµ n+{²sÁT. MTsÁT eT]¿= 2 n+Â¿\ eT]jáTT 4 n+Â¿\ ~ÇeTTK
d+K«\T sjáT>·\s ?
~ÇeTTK d+K«\qT sd |<ÆÜýË >·TD¿±sÁ |<ÆÜ ÿ¿£{ì n MTÅ£ Ôî\TkÍ ?
n~ ¿ì+~ $<ó+>± +³T+~.
1 x 1 = 1
11 x 11 = 121
111 x 111 = 12321
1111 x 1111 = 1234321
<û $<ó+ >± ÔásTÁ yÔá e#ûÌ eTÖ&T ~ÇeTTK d+K«\qT sjáT+&.
ºÅ£ØeTT& :
= HûH ¿£ 4 n+Â¿\ d+K«qT. H jîTT¿£Ø |<T\ kÍq+ýË n+Â¿, ÿ¿£³¢ kÍq+ýË n+Â¿Å£
sÂ {ì+¼ |Ú. e+<\ kÍq+ýË n+Â¿ |<T \ kÍq+ýË n+Â¿Å£ sÂ {ì+¼ |Ú. yû\ kÍq+ýË n+Â¿ e+<\
kÍq+ýË n+Â¿Å£ Âs{ì¼+|Ú. nsTTq HûHîe] ?
>·DìÔá ç|jîÖ>·¿£Ôá«+
¨ ÔásÁ>·Ü >·~ýË $<«sÁT\+<]ú 5 deTÖVä\T>± #ûjáT+&.
¨ ç|Ü deTÖVä¿ì 0 qT+º 9 esÁÅ£ >·\ ¿±sÁT\ ¦ ¿£³q¼ T eÇ+&.

¨ ¿±sÁT\ ¦ qT u²>± ¿£*|¾, < qT+º ×<T ¿±sÁT\¦ qT rd¾, y{ìÔÃ 5 n+Â¿\ d+K«qT @sÁÎsÁ#eá T
deTÖV²+ýË $<«sÁT\ Å£ #î|Î +&.
¨ ç|Ü deTÖV²+ýË @sÁÎsÁºq d+K«\qT bþ\ÌeT $<«sÁT\ Å£ #î|Î +&.
¨ @ deTÖV²+ |<Ý d+K«qT @sÁÎsÁTdT+ ï <Ã ysÁT $CñÔá .

Chapter
Addition
3
3.0 Addition: (Without carrying)
Ramaiah and Venkaiah were good friends. They helped each other in cultiva-
tion. One day Ramayya sold tomatoes and potatoes and bought groceries for his
home. After purchasing groceries, he went back to home on bullock cart. He met
Venkaiah on the road.
They had the following conversation.
Venkaiah : Hi, Ramaiah ! Why are you looking so happy?
Ramaiah : I was able to sell all tomatoes and potatoes in the market.
Venkaiah : How much did you earn on tomatoes?
Ramaiah : ` 7145
Venkaiah : How much did you earn on potatoes?
Ramaiah : ` 2513
Children, have you followed the conversation?

n<ó«jáT+
d+¿£\q+
3
d+¿£\q+ ( kÍqeÖ]Î& ýñ d+¿£\q+)
seTjáT«, yî+¿£jTá « eT+º dV¾²ÔáT\T. ysÁT e«ekÍjáT+ýË ÿ¿£]¿=¿£sTÁ dV² ¿£]+#áT¿=+{²sÁT. seTjáT«
ÿ¿£sÃE ³eÖ{² eT]jáTT +>±Þø<T +|\qT n$T, +{ì¿ì ¿±e\d¾q dsÁTÅ£\qT ¿=H&T. dsÁTÅ£\T ¿=q
ÔásÇÔá Ôáq m<T\Ý +& |Õ +{ì¿ì Ü]ÐedT+ï &>± <]ýË yî+¿£jTá « ¿£*kÍ&T.
y] eT<ó« È]Ðq d+uó²wD ¿ì+< eÇ&+~.
yî+¿£jáT« : @+, seTjáÖ« ! sÃE #ý² q+<+>± ¿£|¾dT Hï eÚ. m+<TÅ£ ?
seTjáT« : HûqT H bõ\+ýË |+&q ³eÖ{² eT]jáTT +>±Þø<T +|\qT d+ÔáýË $ç¿£sTT+#qT.
yî+¿£jáT« : ³eÖ{² <Çs m+Ôá d+bÍ~+#eÚ?
seTjáT« : ` 7145
yî+¿£jáT« : +>±Þ²<T+|\ <Çs m+Ôá d+bÍ~+#eÚ?

seTjáT« : ` 2513
|¾\¢\Ö ! d+uó²wD $HsÁT ¿£< !

Let's find the total amount earned by Ramaiah
Money earned by Ramaiah on Tomatoes = 7145
Money earned by Ramaiah on Potatoes = + 2513
Total amount earned by Ramaiah = ` 9658
Process of addition
Th H T O Can you add?

7 1 4 5 7 2 1 3 2 5 4
2 5 1 3 + 2 5 4 + 6 2 4 3
9 6 5 8
Ones Place 5+3 = 8

Ten Place 40 + 10 = 50
Hundreds Place 100 + 500 = 600
Thousands Place 7000 + 2000 = 9000
9658
3.1 Addition (With carrying)
There is a big library in ZPH School, Saravakota. There are 2857 books in Telugu and 1496
books in English in the library.

eTq+, seTjáT« d+bÍ~+ºq yîTTÔá+ï kõeTTqT ¿£qTÅ£Ø+<+.
seTjáT«, ³eÖ{²\ |+³ <Çs bõ+~q kõeTT = 7145
seTjáT«, +>±Þ²<T+|\ <Çs bõ+~q kõeTT = + 2513
seTjáT« bõ+~q yîTTÔá+ï kõeTT = ` 9658

d+¿£\q ç|ç¿ìjTá
yû e+ | ÿ Å£L&¿£ #ûjáT>·\s ?
7 1 4 5 7 2 1 3 2 5 4
2 5 1 3 + 2 5 4 + 6 2 4 3
9 6 5 8
ÿ¿£³¢ kÍq+ 5+3 = 8

|<T\ kÍq+ 40 + 10 = 50
e+<\ kÍq+ 100 + 500 = 600
yû\ kÍq+ 7000 + 2000 = 9000
9658
3.1 d+¿£\q+ (kÍqeÖ]Î&ÔÃ)
ý²¢ |]wÔY qÔá bÍsÄÁXæ\, kÍsÁe¿Ã³ýË |<Ý ç>·+<¸\jáT+ ¿£\<T. ç>·+<ó\jáT+ýË 2857 Ôî\T>·T
|Údï¿±\T eT]jáTT 1496 +>·¢ |Údï¿±\T ¿£\eÚ.

How many books are available in the library?
To find the total books in the Library, we have to add 2857 and 1496 .
Th H T O
1 1 1
Number of books in Telugu = 2 8 5 7

1 4 9 6
Number of books in English =
Total number of books available in the Library = 4 3 5 3
Now we observe another process for Addition
2857 = 2 Thousands + 8 Hundreds + 5 Tens + 7 Ones
1496 = 1 Thousand + 4 Hundreds + 9 Tens + 6 Ones
Total = 3 Thousands + 12 Hundreds + 14 Tens + 13 Ones
= 3 Thousands + (10+2) Hundreds + (10+4) Tens + (10+3) Ones
= (3+1) Thousands + (2+1) Hundreds + (4+1) Tens + 3 Ones

= 4000 + 300 + 50 + 3
= 4353
Example -1 In the same way, we add 8956 and 6487.
Tth Th H T O
1 1 1
8 9 5 6
(+) 6 4 8 7
1 5 4 4 3

ç>·+<¸\jáT+ýË n+<Tu²³TýË q yîTTÔá+ï |Úd¿ï ±\T m ?
ç>·+<¸\jáT+ýË yîTTÔá+ï |Úd¿ï ±\ d+K«qT Ôî\TdT¿=qT³Å£ eTqeTT 2857 eT]jáTT 1496 \qT ¿£\bÍ*.
yû e+ | ÿ
1 1 1
Ôî\T>·T |Údï¿±\ d+K« R 2 8 5 7

1 4 9 6
+>·¢ |Údï¿±\ d+K« R
ç>·+<¸\jáT+ýË \uó«eTjûT« yîTTÔáï+ |Údï¿±\ d+K« R 4 3 5 3
sÂ +&T d+K«\ yîTTÔï ¿£qT¿ÃØe&+ýË eTs=¿£ sÁ¿£yTî q® d+¿£\q ç|ç¿ìjTá qT |]o*<Ý+.
2857 R 2 yû\T G 8 e+<\T G 5 |<T\T G 7 ÿ¿£³T¢
1496 R 1 yûsTT G 4 e+<\T G 9 |<T \T G 6 ÿ¿£³T¢
yîTTÔá+ï R 3 yû\T G 12 e+<\T G 14 |<T \T G 13 ÿ¿£³T¢

3 yû\T G (10G2) e+<\T G (10G4) |<T \T G (10G3) ÿ¿£³T¢
R (3G1) yû\T G (2G1) e+<\T G (4G1) |<T\T G 3 ÿ¿£³T¢

R 4 yû\T G 3 e+<\T G 5 |<T\T G 3 z¿£³T¢
R 4000 G 300 G 50 G 3
R 4353
<V²sÁD`1 : n<û $<ó+ >± eTq+ 8956 eT]jáTT 6487 \qT Å£L&e#áTÌ.
|.yû yû e+ | ÿ
1 1 1
8 9 5 6
(+) 6 4 8 7
1 5 4 4 3

Addition Game: Play and Win
0 1 2 3 4 5 6 7 8 9
0 1 2 3 4 5 6 7 8 9
v Divide the students into 2 groups.

v Supply each group 2 sets of number cards from 0 to 9.
v Each student will take one set.
v Flip the cards to hide the numbers.
v Jumble the cards to change the order.
v One student from the first group selects 4 cards and makes a four digit number
with them.
v Second student in the same group selects 4 cards from second set of numbers
and makes another four digit number.
v Then they add two numbers and write the sum in the note book.
v Every group have to do the same.
v The group which gets the largest sum will get 1 point.
v After 10 rounds who got more points they will be declared as winners.
Group-1 Group-2 Group-3
5 4 9 3
(+) 7 8 2 6 (+) (+)
1 3 3 1 9

d+¿£\q+|Õ ÿ¿£ ³: ³ - Â>\TeÚ
0 1 2 3 4 5 6 7 8 9
0 1 2 3 4 5 6 7 8 9
v $<«sÁT\ qT <sÝ TÁ #=|ðq +&û³T¢ Ôás>Á Ü· deTÖVä\T>± #ûjTá +&.

v sÂ +&T ÈÔá\ 0 qT+& 9 esÁÅ£ q n+Â¿\ ¿±sÁT\¦ ç|Ü deTÖVä¿ì n+<Cj ñ Tá +&.
v ç|Ü $<«] ÿ¿£ ÿ¿£ (0 qT+& 9 ¿±sÁT\¦ T) ¿±sÁT\¦ T rdT¿Ãy*.
v n+Â¿\T ¿£|¾+#áÅ£ +& ¿±sÁT\¦ qT eTÖd¾ +#* / uË]¢+#*.
v ¿±sÁT¦\qT u²>± ¿£*|¾ ç¿£eÖ eÖsÌ*.
v yîTT<{ì ç>·Ö|Ú qT+º ÿ¿£ $<«] 4 ¿±sÁT\¦ T mqT¿=, y{ìÔÃ H\T>·+¿Â \ d+K«qT ÔájÖá sÁT#ûjÖá *.
v sÂ +&e $<«] (n<û ç>·Ö|Ú qT+º) eTsÃ 4 ¿±sÁT\¦ qT rdT¿=, y{ìÔÃ eTs=¿£ H\T>·+¿Â \ d+K«qT
ÔájáÖsÁT#ûjáÖ*.
v <ÝsÁÖ, Âs+&T d+K«\qT Å£L&>± eºÌq d+K«qT ÔáeT HÃ³T |Údï¿£+ýË sdT¿Ãy*.
v <û $<ó+>± ç|Ü ç>·Ö|Ú #ûjáÖ*.
v @ ç>·Ö|Ú nsTTÔû |<Ý d+K«qT yîTTÔá+ï >± bõ+<TÔsÃ y]¿ì 1 bÍsTT+³T.
v ý² 10 kÍsÁT¢ &q ÔásÇÔá mÅ£Øe bÍsTT+³T¢ bõ+~q ç>·Ö|Ú $CñÔá.
deTÖV²+ 1 deTÖV²+ 2 deTÖV²+ 3
5 4 9 3
(+) 7 8 2 6 (+) (+)
1 3 3 1 9

3. 2 Addition Machine
This is an Addition machine. It has a fixed 4-digit number

4728. If you place any 4 digit number in the machine, it is added
to 4728 and the sum is displayed on the screen. You should
place a 4-digit number of your choice and find the number
displayed by the machine.
1. 2 8 9 6 2. ________ 3. ________ 4. ________ 5. ________

(+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8
7 6 2 4
Do these
1. Add
1 3 6 5 7 9 8 9 4 6 0 9 9 9 9 9
(+) 7 6 3 5 (+) 1 1 1 1 (+) 3 8 8 4 (+) 7 2 4
2. Add 4789 and 2946 3. Find 7645 + 5895
3.3 Addition by Estimation
Bhavadeep, Mokshith and their father Ravi

went to purchase bicycles. The shop keeper said
the big cycle costs ` 5100 and the small cycle costs
` 3850. Ravi had ` 10000 with him. He thought
whether the amount would be sufficient or not to
purchase two bicycles.

3.2 Å£L&¿£ jáT+çÔá+
~ ÿ¿£ Å£L&¿£ jáT+çÔá+. BýË 4728 nHû d+K« d¾s +Á >± +³T+~. MTsÁT
jáT+çÔá+ýË ÿ¿£ H\T>·+¿Â \ d+K«qT yûdï d+K« 4728 ÔÃ Å£L&&TÔáÖ sÂ +&T
d+K«\ yîTTÔá+ï jáT+çÔá+ jîTT¿£Ø ÔîsÁ |Õ ¿£q&TÔáT+~. MTsÁ+<sÖÁ MTÅ£ qºÌq H\T>·+¿Â \
d+K«qT jáT+çÔá+ýË yûd¾ ÔîsÁ |qÕ ¿£q&û d+K«qT ¿£qT¿ÃØ+&.
1. 2 8 9 6 2. ________ 3. ________ 4. ________ 5. ________

(+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8 (+) 4 7 2 8
7 6 2 4
~ #ûjáT+&
1. Å£L&+&.
1 3 6 5 7 9 8 9 4 6 0 9 9 9 9 9
(+) 7 6 3 5 (+) 1 1 1 1 (+) 3 8 8 4 (+) 7 2 4
2. 4789 eT]jáTT 2946\ yîTTÔï ¿£qT¿ÃØ+&. 3. 7645 G 5895 $\Te ¿£qT¿ÃØ+&.
3.3 d+¿£\H n+#áH yûjáT&+

uóe B|t eT]jáTT yîÖ¿ìÔY yÞøß Hq sÁ$ÔÃ ¿£*d¾ d¿Õ ìÞø ß ¿=q&¿ì
yîÞ²ßsÁT. <T¿±D<sÁT&T, |<Ý d¿Õ \ì T K¯<T ` 5100 eT]jáTT ºq
dÕ¿ì\T K¯<T ` 3850 n #îbÍÎ&T. sÁ$ e<Ý ` 10000 HsTT. sÁ$
Ôáq e<Ý q kõeTT, Âs+&T dÕ¿ìÞøß ¿=q&¿ì d]bþÔáT+<Ã, ýñ<Ã
n ýËºdTHï &T.

Let's help Ravi in guessing the sum.
If we rounded off 5100 to its nearest thousands then we get 5000
If we rounded off 3850 to its nearest thousands then we get 4000
The sum of 5100 and 3850 is now nearer to 5000 + 4000 = 9000
So, the estimated amount is ` 9000.
Hence the amount is sufficient to purchase two bicycles.
Example - 2
In another shop there are two types of bicycles namely gear bicycles and small bicycles.
Now you find out the two bicycles whose cost would be less than ` 10000 and fill the table.
The cost of each bicycle is given in boxes.
GEAR BICYCLES SMALL BICYCLES
` 7150 ` 5100 ` 8150 ` 1800 ` 2670 ` 3850

Cost of Gear Cost of small
Cost of Gear Cost of small bicycle rounded bicycle rounded Total
S.No.
bicycle bicycle nearest to nearest to Cost
thousands thousands
1 ` 7150 ` 1800 ` 7000 ` 2000 ` 9000
2
3
4
5
Do these
1 1686 + 3250 4000 5000 6000 7000
1. Estimate the sum in each 2 2432 + 2980 4000 5000 6000 7000
case and tick (P) on the 3 3480 + 5700 6000 7000 8000 9000
correct box which is 4 1984 + 5680 6000 7000 8000 9000
nearest to its sum. 5 4830 + 987 6000 7000 8000 9000

n+#áH yûjTá &+ýË sÁ$¿ì dV² ¿£]<Ý+.
5100 qT <>sZ· Á yû\Å£ de]dï e#ûÌ d+K« R 5000
3850 qT <>sZ· Á yû\Å£ de]dï e#ûÌ d+K« R 4000
5100 eT]jáTT 3850 \ yîTTÔï <>s·Z Á yû\Å£ de]dï e#ûÌ d+K« R 5000 G 4000 R 9000
¿±eÚq n+#áH e«jáT+ ` 9000
¿±{ì¼ sÁ$ e<Ý q kõeTTÔÃ sÂ +&T dÕ¿Þì ø ß ¿=qe#áTÌ.
<V²sÁD ` 2
ÿ¿£ dÕ¿ìÞøß <T¿±D+ýË ç|<óq+>± Âs+&T sÁ¿±\ dÕ¿ìÞøß ¿£\eÚ. n$ ¹>sÁT dÕ¿ìÞøß eT]jáTT ºq dÕ¿ìÞøß. |ð&T MTsÁT
@ sÂ +&T d¿Õ Þì ßø yîTTÔá+ï ` 10000 ¿£+fñ ÔáÅ£ Øe neÚÔáT+<Ã n+#áHyûjTá +&. eT]jáTT ¿ì+~ |{¿¼ì ý£ Ë U²°\qT
+|+&. dÕ¿ìÞøß <ósÁ\T ¿ì+< eÇ&¦sTT.
¹>sÁT dÕ¿ì\T ºq dÕ¿ì\T
` 7150 ` 5100 ` 8150 ` 1800 ` 2670 ` 3850
e. ¹>sÁT dÕ¿ì\T ºq dÕ¿ì\T <>·ZsÁ yû\Å£ n+#áH <>·ZsÁ yû\Å£ n+#áH
yîTTÔáï+ <ósÁ
d+K« <ós Á <ós Á yûd¾q ¹>sÁT dÕ¿ì\T <ósÁ yûd¾q ºq dÕ¿ì\T <ósÁ
1 ` 7150 ` 1800 ` 7000 ` 2000 ` 9000

2
3
4
5
~ #ûjáT+&
1 1686 + 3250 4000 5000 6000 7000
1. yîTTÔï\qT n+#áH yûjTá +&.
2 2432 + 2980 4000 5000 6000 7000
yîTTÔï <>·ZsÁ yû\Å£ n+#áH
3 3480 + 5700 6000 7000 8000 9000
yûd,¾ m<TsÁT>± q dsÂ qÕ
deÖ<óH¿ì {ì¿ù (ü) 4 1984 + 5680 6000 7000 8000 9000
#ûjáT+&. 5 4830 + 987 6000 7000 8000 9000

2. Estimate the Sum
There is a kids train. All the compartments have their numbers on them. Find the pairs
of compartments whose sum is greater than 8000.
GRAMA SABHA
In Mahasingi panchayat, the village secretary collected ` 5960 towards House Tax,
` 2398 towards water tax and ` 895 towards other cess. Find the total amount collected?
Help the Secretary to find out the total amount.
Th H T O
2 2 1
Amount collected towards House tax = 5 9 6 0
Amount collected towards Water tax = 2 3 9 8
Amount collected towards other cess = 8 9 5
Total amount collected by the Secretary = ` 9 2 5 3

2. yîTTÔï n+#áH yûjTá +&.
¿£Ø& |¾\¢\ ÂsÕ\T ¿£\<T. ç|Ü ÂsÕ\T uËÐ|Õ y{ì d+K«\T ¿£\eÚ. @ Âs+&T ÂsÕ\T uËÐ\|Õ q d+K«\
yîTTÔáï+ 8000 ¿£+fñ mÅ£Øe neÚÔáT+<Ã n+#áH yûd¾ ¿£qT¿ÃØ+&.
ç>±eT duó
eTVäd¾+Ð |+#sTTrýË ` 5960 qT +{ì |qT ¿=sÁÅ£ , ` 2398 qT ú{ì |qT¿=sÁÅ£, ` 895 qT ÔásÁ n\yîqTà\
¿=sÁÅ£ |+#sTTr ¿±sÁ«<]ô edÖ\T#ûdH¾ sÁT. nsTTÔû nÔáqT edÖ\T #ûdq¾ yîTTÔá+ï kõeTT m+Ôá ?
yîTTÔá+ï kõeTT ¿£qT¿ÃØe&+ýË |+#sTTr ¿±sÁ«<]ô¿ì dV² ¿£]+#á+&.
yû e+ | ÿ
2 2 1
+{ì |qT¿=sÁÅ£ edÖ\T#ûdq¾ kõeTT = 5 9 6 0
ú{ì |qT¿=sÁÅ£ edÖ\T#ûdq¾ kõeTT = 2 3 9 8
ÔásÁ ddTà\ ¿=sÁÅ£ edÖ\T#ûdq¾ kõeTT = 8 9 5
¿±sÁ«<]ô edÖ\T#ûdq¾ yîTTÔá+ï kõeTT = ` 9 2 5 3

Example- 3
Total expenditure of Anuradha’s family in a month is ` 9385.
If she saves `7895, what is her income in the month? TTh Th H T O
Solution: 1 1 1
Expenditure of Anuradha’s family = 9 3 8 5
Money saved = (+) 7 8 9 5
Her income in the month = 1 7 2 8 0
Example- 4
There are 1786 scooters in a parking place. The number
of bikes is 396 more than the number of scooters . Find
the number of bikes in the parking place.
Solution: Total number of bikes = number of
scooters + number of bikes more than scooters. Th H T O
Number of Scooters in the parking place = 1 1 1
1 7 8 6
Number of bikes more than the scooters = (+)
3 9 6
Total number of bikes in the parking place = 2 1 8 2
Do these
1. A water tank supplies drinking water to two villages. One village

gets 3870 buckets of water. The other gets 5295 buckets. How
many buckets of water in total are supplied to both the villages?
2. On an Independence day, 7365 saplings were planted in schools
and 2859 saplings were planted in offices. How many saplings
were planted in total?
Observe the following additions.
4 + 5 = 9 = 5 + 4

<V²sÁD- 3
nqTs<ó Å£³T++ ÿ¿£ Hî\ýË KsÁTÌ #ûdq¾ kõeTT ` 9385. yîT ` 7895 Hî\ýË bõ<T|Ú #ûdqT.
Hî\ýË yîT <jáT+ m+Ôá? |.yû yû e+ | ÿ
kÍ<óq : 1 1 1
nqTs<ó Å£³T++ #ûdq¾ KsÁTÌ = 9 3 8 5
bõ<T|Ú #ûdq¾ kõeTT = (+) 7 8 9 5
Hî\ýË yîT <jáT+ = 1 7 2 8 0
<V²sÁD- 4
ÿ¿£ bÍ]Ø+>´ kÍ¼+& ( yV²H\T \T|Ú d\+ýË ) 1786 dÖØ³sÁT¢ ¿£\eÚ.
dÖØ³sÁ¢ ¿£+fñ uÉÅÕ £ \T 396 mÅ£Øe>± ¿£\eÚ. nsTTÔû uÉÅÕ £ \T m ?
kÍ<óq : yV²H\ \T|Ú d\+ýË >·\ uÉÕÅ£\ d+K« R
dÖØ³sÁ¢ d+K« G dÖØ³sÁ¢ ¿£+fñ mÅ£Øe >·\ uÉÕÅ£\ d+K« yû e+ | ÿ
yV²H\T \T|Ú d\+ýË >·\ dÖØ³sÁ¢ d+K« R 1 1 1
1 7 8 6
dÖØ³sÁ¢ ¿£+fñ mÅ£Øe >·\ uÉÅÕ £ \ d+K« R (+)
3 9 6
yîTTÔá+ï uÉÅÕ £ \ d+K« R 2 1 8 2
~ #ûjáT+&
1. ÿ¿£ {²«+Å£sTÁ ÔÃ Ô>·TúsÁT sÂ +&T ç>±eÖ\Å£ dsÁ|s #ûjTá &TÔáT+~.
ÿ¿£ ç>±eÖ¿ì 3870 Â¿³¢ úsÁT, sÂ +&e ç>±eÖ¿ì 5295 Â¿³¢
úsÁT ds|Á s #ûjáT&Ô,û sÂ +&T ç>±eÖ\Å£ m Â¿³¢ Ô>·TúsÁT dsÁ|s #ûkÍsÁT?
2. kÍÇÔá+çÔá«~HÃÔáàe+ H&T bÍsÄXÁ æ\ýË¢ 7365 yîTT¿£Ø\qT, ¿±s«\jáÖýË¢
2859 yîTT¿£Ø\qT H{ìÔ,û sÃE H{ìq yîTTÔá+ï yîTT¿£Ø\T m ?
¿ì+~ d+¿£\H\qT |]o*+#á+&.
4 + 5 = 9 = 5 + 4

Find the sum of 3265 and 2678
1 1
Pavan added like this: 3 2 6 5 Charan added like this: 2 6 7 8
2 6 7 8 3 2 6 5
5 9 4 3 5 9 4 3
3265 + 2678 = 5943 2678 + 3265 = 5943
Conclusion: 3265 + 2678 = 2678 + 3265
If two numbers are added in any order we always get the same sum.
Making a word problem
Example - 5 2568 + 3890 = ? Make a word problem
In Ramapuram village,
there were 2568 male and Srinu has ` 2568 and
3890 female population. Seshu has ` 3890.
What is the total What is the total
population of the village? amount with them?
Try this
Make word problems for the following.
a) 6854 + 3521 b) 5340 + 3564 c) 4563 + 8520
3.4 Addition in expanded form

Example - 6 234 + 425
We can add numbers in another way, observe the following procedure.
Now we add 234 and 425 using expanded form.
200 + 30 + 4
400 234 = 200 + 30 + 4
600
+ 425 = 400 + 20 + 5
20 50
+ 659 = 600 + 50 + 9
5 9
= 600 + 50 + 9
= 659

3265 eT]jáTT 2678 \ yîTTÔï ¿£qT¿ÃØ+&.
1 1
|eH ý² Å£L&¿£ #ûXæ&T: 3 2 6 5 #îç¯ ý² Å£L&¿£ #ûXæ&T: 2 6 7 8
2 6 7 8 3 2 6 5
5 9 4 3 5 9 4 3
3265 + 2678 = 5943 2678 + 3265 = 5943
eTTÐ+|Ú : 3265 + 2678 = 2678 + 3265
Âs+&T d+K«\qT @ ç¿£eT+ýË Å£L&H ÿ¹¿ d+K« yîTTÔáï+>± edTï+~.
sÔá deTd« ÔájáÖ¯
<V²sÁD : 5 2568G3890R ? sÔá deTd«qT ÔájáÖsÁT#ûjáT+&.
seÖ|ÚsÁ+ ç>±eT+ýË 2568 eT+~ lqT <>·ZsÁ ` 2568, Xâw§

|ÚsÁTw§\T, 3890 eT+~ çdÓ\ï T <>·ZsÁ ` 3890 ¿£\eÚ.
¿£\sÁT. ç>±eT+ýË yîTTÔá+ï y]<Ý] e<Ý q yîTTÔáï+
ÈHuó² m+Ôá? kõeTT m+Ôá?
ç|jáTÜ+#á+& :
¿ì+~ y{ì¿ì sÔá deTd«\T sjáT+&.
n) 6854 + 3521 ) 5340 + 3564 ) 4563 + 8520
3.4 $dïsÁD sÁÖ|+ýË d+¿£\q+
<V²sÁD ` 6 234 + 425
eTq+ d+K«\qT eTs=¿£ |<ÜÆ ýË Å£L& Å£L&e#áTÌ. ¿ì+~ ç|ç¿ìjTá qT |]o*+#á+&.
234, 425 \qT $dsï D
Á sÁÖ|+ýË Å£L&T³qT #áÖ<Ý+.
200 + 30 + 4
400 234 = 200 + 30 + 4
600
+ 425 = 400 + 20 + 5
20 50
+ 659 = 600 + 50 + 9
5 9
= 600 + 50 + 9
= 659

3.5 Oral Addition :
Now let's discuss on Oral Addition. The basic idea is to add in parts, such as tens and
ones separately.
For example to find 7+8 in an easy way ,7 is close to 10 and less by 3, So we write 8 as
3+5.
So, 7 + 8 =7+3+5 or 7+8 =5+2+8
= 10 + 5 = 15 = 5 + 10 = 15
Example- 7 Add 386 + 9
Solution: We rewrite the above in the following way.
386 + 9 = 386 + 4 + 5 (9=4+5)
= 390 + 5
= 395
Example- 8 Find the sum by suitable regrouping.
38 + 2 6 + 24 + 12
Solution: We have to re-group the above numbers for easy addition as
38 + 12 + 26 + 24
= 50 + 50
= 100
Example- 9 Find the sum by suitable re-grouping.
47 + 584 + 416 + 953
Solution: Re-group the given numbers.
We get 584 + 416 + 953 + 47
= 1000 + 1000
= 2000

3.5 eTHÃ d+¿£\q+ :
eTq+ eTHÃd+¿£\q+ >·T]+º Ôî\TdTÅ£+<+. eTTK«+>± eTHÃ d+¿£\q+ýË d+K«\qT uó²>±\T>± $&>=³¼&+
<Çs Å£L&¿#£ kû Íï+. mý² n+fñ |<T \qT, ÿ¿£³q¢ T yûs¹ ÇsÁT>± Å£L&ÔeTT.
<V²sÁDÅ£, 7G8 dT\TeÚ>± ¿£qT>=qT³Å£ 7 nHû~ 10 ¿ì #ûsTÁ eýË 3 ÔáÅ£ Øe>± +~. n+<Te\¢ 8 3G5
>± skÍï+.
¿±eÚq
7 G 8 R 7 G 3 G 5 (8 R 3 G 5) 7 G 8 R 5 G 2 G 8 (7 R 5 G2)
R 10 G 5 R 15 (ýñ<) R 5 G 10 R 15
<V²sÁD ` 7 : 386G9 Å£L&+&.
kÍ<óq : 386G9 ¿ì+~ $<ó+>± sjáTe#áTÌ.
386 G 9 R 386 G 4 G 5 (9 R 4 G 5)
R 390 G 5
R 395
<V²sÁD ` 8 : yîTTÔï ¿£qT>=qT³Å£ d+K«\ ç¿£eÖ eÖ]Ì, Å£L&+&.
38 G 26 G 24 G 12
kÍ<óq : dT\TeÚ>± Å£L&T³Å£ ºÌq d+K«\ ç¿£eÖ eÖsÌ*.
38 G 12 G 26 G 24
R 50 G 50
R 100
<V²sÁD ` 9 : yîTTÔï ¿£qT>=qT³Å£ d+K«\ ç¿£eÖ eÖ]Ì, Å£L&+&.
47 G 584 G 416 G 953
kÍ<óq : dT\TeÚ>± Å£L&T³Å£ ºÌq d+K«\ ç¿£eÖ eÖsÌ*.
584 G 416 G 953 G 47
R 1000 G 1000
R 2000

Try this
1. Find the missing numerals.
a) 7 3 b) 4 7 9
(+) 1 3 6 5 (+) 2 8 7
8 7 5 8 7 3 5 6
2. Find the sum by suitable re-grouping.

a) 740 + 320 + 260 + 2680
b) 5986 + 2976 + 14 + 24
c) 4893 + 894 + 106 + 107
3.1 Exercise
1. Add
a) 6 9 7 6 b) 8 0 7 9 c) 5 3 7 9 d) 6 4 3 5
(+) 3 4 6 8 (+) 4 8 9 8 (+) 8 9 6 5 9 8 7
(+) 7 6
2. Identify whether the following additions are correct or not. Justify your answer.
a) 3 6 4 8 b) 5 0 1 7 c) 3 8 9 7
(+) 4 8 2 6 (+) 3 9 7 7 (+) 4 0 6 9
7 4 6 4 9 0 9 4 7 8 5 6
3. Write word problems for the following additions.
a) 3268 + 5634 = ? b) 6240 + 5425 = ?
4. Fill in the blanks.
a) 632 + 984 = 984 + _____________
b) 2735 + _____________ = 2569 + 2735
5. A number exceeds 6897 by 5478. What is that number ?
6. Veeraiah sold maize for ` 5397 and pearl millets for ` 3849 in a village fair.
How much amount did he get?

ç|jáTÜ+#á+&
1. U²°\qT |P]+#á+&.
) 7 3 ) 4 7 9
(+) 1 3 6 5 (+) 2 8 7
8 7 5 8 7 3 5 6
2. ÔáÐq $<ó+>± d+K«\ ç¿£eÖ eÖ]Ì yîTTÔï\qT ¿£qT>=q+&.
n) 740 + 320 + 260 + 2680
) 5986 + 2976 + 14 + 24
) 4893 + 894 + 106 + 107
3.1 nuó²«d+
1. Å£L&+&.
n) 6 9 7 6 ) 8 0 7 9 ) 5 3 7 9 ) 6 4 3 5
(+) 3 4 6 8 (+) 4 8 9 8 (+) 8 9 6 5 9 8 7
(+) 7 6
2. ¿ì+~ d+¿£\H\T dsÂ qÕ yÃ ¿±<Ã |]o*+#á+&. Ôá|ð \T+fñ d]#ûd,¾ ¿±sÁD²\qT sjáT+&.
n) 3 6 4 8 ) 5 0 1 7 ) 3 8 9 7
(+) 4 8 2 6 (+) 3 9 7 7 (+) 4 0 6 9
7 4 6 4 9 0 9 4 7 8 5 6
3. ¿ì+~ d+¿£\H\Å£ sÔá deTd«\qT ÔájÖá sÁT#ûjTá +&.
n) 3268 G 5634 R ? ) 6240 G 5425 R ?
4. U²°\qT |P]+#á+&.
n) 632 G 984 R 984 G _____________
) 2735 G _____________ R 2569 G 2735
5. ÿ¿£ d+K« 6897 ¿£+fñ 5478 |<Ý~. d+K« @~?
6. MsÁjáT« C¤q\qT ` 5397 Å£, s>·T\qT ` 3849 Å£ ÿ¿£ d+ÔáýË n$Tq, nÔáqT bõ+~q yîTTÔáï+
kõeTT m+Ôá?
Chapter
Subtraction
4.0 Subtraction without borrowing
Teacher : What do you see in the picture?

Student : Gum bottle, letters, men, women, dustbin ...,
Teacher : Can you say the name of this place?
Student : Yes, it is a post office.
Teacher : Why do we go to the post office?
Student : We go to post letters, transfer, deposit and withdraw money.
Teacher : What do you think Saidulu is doing at the post office?
Student : I don't know
Saidulu is a Vegetable seller. He deposits his daily profit with the post office.
In a particular week he deposited like this.

n<ó«jáT+
e«e¿£\q+
4.0 kÍqeÖ]Î& ýñ e«e¿£\q+
bÍ<ó«jáTT&T : ºçÔá+ýË @$T >·eT+#sÁT ?

$<«] : >·yT u²{ìýÙ, Ôásï \T, eT>·ysÁT, &ysÁT, #îÔïá T³¼, yîTT<ýqÕÉ $
bÍ<ó«jáTT&T : ç|<Xû +ø |sÁT úeÚ #î|Î >·\y ?
$<«] : neÚqT, ~ ÿ¿£ bþkÍ¼|dÓ T
bÍ<ó«jáTT&T : bþkÍ¼|ÓdTÅ£ eTq+ m+<TÅ£ yîÞøÔ+.
$<«] : Ôásï \qT |+|¾+#á&¿ì, &TÒ\T ~© #ûjTá &¿ì, &TÒ\T ÈeT#ûjTá &¿ì, <#áTÅ£q &TÒ\T
rdT¿Ãe&¿ì yîÞ²ï+.
bÍ<ó«jáTT&T : d<Õ T \T bþkÍ¼|dÓ T ¿ì m+<TÅ£ yî[ß +{²&Ã ýËº+#á+&.
$<«] : HÅ£ Ôî*jáT<T kÍsY.
dÕ<T \T Å£LsÁ>±jáT\T nyûT y«bÍ]. nÔáqT sÃE y¯ e#ûÌ ý²uó² bþkÍ¼|ÓdTýË ÈeT#ûdÖï
+{²&T. ÿ¿£ ysÁ+ýË nÔáqT ÈeT #ûd¾q $es\T ¿ì+~ $<ó+>± HsTT.

Day Deposit
Monday ` 850
Tuesday ` 700
Wednesday `0
Thursday ` 600
Friday ` 925
Saturday ` 650
What is the difference between the amounts deposited on Monday and Tuesday?
How do we find the difference?
What is the mathematical process required to find the difference?
Yes, subtract smaller value from the bigger value.
So, the difference = ` 850 - 700 = ` 150 (or)
850
What is the amount available in his account? -700
How do you find it? We add all deposits during the week. 150
Sum = 850 + 700 + 600 + 925 + 650

= ` 3725
Saidulu deposited some money in the Post office and updated his passbook. ` 3725 was
available on that day. On next Monday he withdrew ` 3200 from his account. How much money
is left in his account?
Let's find the balance amount. How?

sÃE sÃE ÈeT#û
d¾qd¾q&&TÒTÒ
ÈeT#û
kþeTysÁ ` 850
kþeTysÁ++
eT+>·
eT+>·ÞÞøyøysÁsÁ++ ` 700
T<ó
T<óy y sÁsÁ++ ` 0 `
>·>·TsÁTsÁTysÁ
TysÁ++ ` 600
XøXøç¿£ç¿£yysÁsÁ++ ` 925
XøXøysÁysÁ++ ` 650
kþeTysÁ+ H&T ÈeT #ûd¾q &TÒÅ£, eT+>·ÞøysÁ+ H&T ÈeT#ûd¾q &TÒÅ£ eT<ó« uóñ<+ m+Ôá?
uó<ñ @ $<ó+ >± ¿£qT¿=Ø+{²eÚ?
uó<ñ ¿£qT¿ÃØe&¿ì @ >·DÔì á ç|ç¿ìjTá neds+Á ? 850
|<Ý d+K« qT+º ºq d+K«qT rd¾yûjáT&+ <Çs uóñ< ¿£qT¿ÃØe#áTÌ. -700
150
uóñ<+ R ` 850 - 700 R ` 150
nÔá U²ÔýË \Ç q kõeTT m+Ôá ?
nÔá U²ÔýË \uó«eTjûT« kõeTTqT @ $<ó+>± ¿£qT¿=Ø+{²+?
ysÁ+ýË ÈeT #ûd¾q kõeTTqT Å£L&*.
\Ç q yîTTÔáï+ kõeTT R 850 G 700 G 600 G 925 G 950
R ` 3725
dÕ<T\T bþkÍ¼|ÓdTýË ¿=+Ôá kõeTTqT ÈeT #ûXæ&T. Ôáq bÍdT |Údï¿£+ýË qyîÖ<T #ûsTT+#&T. yîTTÔáï+ ` 3725
n+<Tu²³TýË HsTT. ÔásTÁ yÔá kþeTysÁ+ H&T dÕ<T \T bþkÍ¼|ÓdT ýË Ôáq U²Ô qT+º ` 3200 rdTÅ£H&T. nsTTÔû
|ð&T nÔá U²ÔýË $TÐ*q kõeTT m+Ôá ?
eTq+ $TÐ* q kõeTTqT @ $<ó+ >± Ôî\TdTÅ£+{²eTT ?

Balance = Total amount existing - amount withdrawn
Th H T O
Available amount = ` 3 7 2 5
Amount withdrawn = (-) ` 3 2 0 0
Amount left in his account = ` 0 5 2 5
Explanation:
Subtracting Ones : 5 Ones – 0 Ones = 5 Ones
Write 5 under Ones column
Subtracting Tens : 2 Tens – 0 Tens = 2 Tens
Write 2 under Tens column
Subtracting Hundreds : 7 Hundreds – 2 Hundreds
= 5 Hundreds
Subtracting Thousands : 3 Thousands – 3 Thousands
= 0 Thousands
Example -1: Subtract 4235 from 9467.
Solution: Arrange the given numbers in columns and subtract column wise, we get
Th H T O
9467 (Minuend) 9 4 6 7 (Minuend)

4235 (Subtrahend) (-) 4 2 3 5 (Subtrahend)
5232 (Difference) 5 2 3 2 (Difference)
Th = Thousands H = Hundreds T = Tens O = Ones

$TÐ*q kõeTT R U²ÔýË \uó« eTjûT« kõeTT ` rdTÅ£q kõeTT
yû e+ | ÿ
n+<Tu²³TýË q kõeTT = ` 3 7 2 5
rdTÅ£q kõeTT = (-) ` 3 2 0 0
U²ÔýË $TÐ*q kõeTT = ` 0 5 2 5
$esÁD :
ÿ¿£³¢ rd¾yûÔá : 5 ÿ¿£³T¢ ` 0 ÿ¿£³T¢ R 5 ÿ¿£³T¢
5 ÿ¿£³¢ kÍq+ ¿ì+< sjáÖ*.
|<T \ rd¾yûÔá : 2 |<T \T ` 0 |<T \T R 2 |<T \T
2 |<T\ kÍq+ýË sjáÖ*.
e+<\ rd¾yûÔá : 7 e+<\T ` 2 e+<\T R 5 e+<\T
5 e+<\ kÍq+ýË sjáÖ*.
yû\ rd¾yûÔá : 3 yû\T ` 3 yû\T R 0 yû\T
0 yû\ kÍq+ýË sjáÖ*.
<V²sÁD `1 9467 qT+& 4235 rd¾yûjáT+&.
kÍ<óq : ºÌq d+K«\qT \TeÚ esÁTdýË sdT¿= rd¾yj
û Öá *.
yû e+ | ÿ
9467 $jîÖ>·+ 9 4 6 7 $jîÖ>·+
4235 $jîÖ>·¿+£ (-) 4 2 3 5 $jîÖ>·¿+£
5232 uóñ<+ 5 2 3 2 uóñ<+
yû R yû\T e R e+<\T | R |<T\T ÿ R ÿ¿£³T¢

4.1 Subtraction by re-grouping
The Riverview Park is situated on the bank of Nagavali river in Srikakulam. On a
Sunday 3264 persons visited the park. Out of these, 1896 were adults and the remain-
ing were children. How many children visited the park on Sunday?
To know the number of children who visited the park,

Th H T O
we have to subtract the number of adults (1896) from the total
2 11 15 14
number of persons, who visited the park (3264).
1 5
Number of persons visited the park = 3 2 6 4
Number of adults visited the park = (-) 1 8 9 6
Number of children visited the park = 1 3 6 8
Explanation :
Step -1 Subtracting Ones: Th H T O
We want to subtract 6 from 4 . But, 6 > 4 5 14
So, bring 1 ten from 6 tens and change it into 10 ones, then 5 3 2 6 4
tens remain in tens place 1 8 9 6
Now 1 ten + 4 ones = 10 ones + 4 ones = 14 ones 8
14 ones - 6 ones = 8 ones
write 8 under ones column

4.1 e«e¿£\q+ (kÍqeÖ]Î&)
l¿±Å£Þø+ýË H>±e[ q~ ÿ&T¦q ]esY eP« bÍsYØ ¿£\<T. bÍsYØqT ~ysÁ+ H&T 3264 eT+~
d+<]ô+ºHsÁT. y]ýË 1896 eT+~ |<Ý\T, $TÐ*q ysÁT |¾\¢\T. nsTTÔû ~ysÁ+ H&T m+Ôá eT+~ |¾\¢\T
bÍsÁTØqT d+<]ô+#sÁT.
bÍsYØqT d+<]ô+ºq |¾\\¢ d+K«qT Ôî\TdT¿=qT³Å£, eTq+ yîTTÔá+ï d+<sÁôÅ£\ yû e+ | ÿ

d+K« (3264) qT+º d+<]ô+ºq |<Ý\ d+K« (1896) qT rd¾yûjáÖ*. 2 11 15 14
bÍsYØqT d+<]ô+ºq e«Å£ï\ d+K« = 1 5

3 2 6 4
bÍsYØqT d+<]ô+ºq |<Ý\ d+K« = (-) 1 8 9 6
bÍsYØqT d+<]ô+ºq |¾\¢\ d+K« = 1 3 6 8
$esÁD :
kþbÍq+ ` 1 : ÿ¿£³¢qT rd¾yûjáT&+ yû e+ | ÿ
eTq+ 4 qT+º 6 qT rd¾yûjáÖ*. ¿± 6 > 4 5 14
n+<Te\¢ 6 |<T \ýË 1 |~ rdT¿= 10 ÿ¿£³T¢ >± eÖsÁTÌ¿Ãy*. 3 2 6 4

|Ú&T |<T\ kÍq+ýË 5 $TÐ* +³T+~. 1 8 9 6
|ð&T 1 |~ G 4 ÿ¿£³T¢ R 10 ÿ¿£³T¢ G 4 ÿ¿£³T¢ R 14 ÿ¿£³T¢. 8
14 ÿ¿£³T¢ ` 6 ÿ¿£³T¢ R 8 ÿ¿£³T¢
8 ÿ¿£³¢ \Te esÁTdýË sjáÖ*.
Step - 2 Subtracting Tens :
Observe the digits in tens column they are 5 and 9 (why?) Th H T O
15 14
We want to subtract 9 from 5. But, 9 > 5
So, from the Hundreds column, bring one hundred from 1 5
2 hundreds and change 1 Hundred into 10 tens, then 3 2 6 4
1 hundred remained in hundred's place. 1 8 9 6
Now 1 Hundred + 5 Tens = 10 Tens + 5 Tens = 15 Tens
6 8
15 Tens – 9 Tens = 6 Tens (write 6 under Tens place)
Step - 3 Subtracting Hundreds

We want to subtract 8 from 1. But, 8 > 1 Th H T O
So, from the thousands column, bring 1 thousand from
11 15 14
3 thousands and change 1 thousand into 10 hundreds
2 1 5
then 2 Thousands remained in thousands place.
3 2 6 4
Now, 1 Thousand + 1 Hundred = 10 Hundreds + 1 Hundred
1 8 9 6
= 11 Hundreds
11 Hundreds – 8 Hundreds = 3 Hundreds 3 6 8
write 3 under Hundreds column
Step - 4 Subtracting Thousands : Th H T O

2 Thousands – 1 Thousand = 1 Thousand 2 11 15 14
write 1 under Thousands column 1 5
Thus 3264 - 1896 = 1368 3 2 6 4

1 8 9 6
1 3 6 8
Note: We can check the answer in the following way. If we add the answer to the
smaller number, we should get the bigger number.

kþbÍq+ ` 2 : |<T \qT rd¾yj
û Tá &+
|<T \ \TeÚ esÁTdýË n+Â¿\qT |]o*dï n¿£Ø& 5 eT]jáTT 9 ¿£\eÚ. m+<TÅ£? yû e+ | ÿ
15 14
ýËº+#á+&?
eTq+ 5 qT+& 9 rd¾yûjáÖ*. ¿± 9 > 5. n+<Te\¢ , e+<\ kÍq+ýË 2 1 5
e+<\ýË 1 e+< rdT¿=, 10 |<T\ >± eÖsÁTÌ¿Ãy*. |ð&T e+<\kÍq+ýË 1 $TÐ* 3 2 6 4

+³T+~. 1 8 9 6
|ð&T 1 e+< G 5 |<T\T R 10 |<T \T G 5 |<T \T R 15 |<T \T 6 8
15 |<T\T `9 |<T\T R 6 |<T\T. 6 |<T\ kÍq+ýË sjáÖ*.
kþbÍq+` 3 : e+<\qT rd¾yûjáT&+ yû e+ | ÿ

eTq+ 1 qT+º 8 rd¾yûjáÖ*. ¿± 8 > 1. 11 15 14
n+<Te\¢, yû\ kÍq+ýË 3 yû\ýË 1 yûsTT rdT¿=, 10 e+<\T>± eÖsÁTÌ¿Ãy*. |ð&T yû\ 2 1 5
kÍq+ýË 2 $TÐ* +³T+~. 3 2 6 4
1 yûsTT G 1 e+<R 10 e+<\T G 1 e+< R 11 e+<\T 1 8 9 6
11 e+<\T ` 8 e+<\T R 3 e+<\T.3 e+<\ kÍq+ýË sjáÖ*. 3 6 8
kþbÍq+` 4 : yû\qT rd¾yj

û Tá &+ : yû e+ | ÿ
2 yû\T ` 1 yûsTT R 1 yûsTT. 2 11 15 14
1 yû\ kÍq+ýË sjáÖ*. 1 5
¿±eÚq 3264 ` 1896 R 1368 3 2 6 4

1 8 9 6
1 3 6 8
>·eT¿£ : eTq+ rd¾yj

û Tá &+ <Çs eºÌq deÖ<óH dsÂ qÕ <Ã, ¿±<Ã d]#áÖdT¿Ãe#áTÌ. ºÌq sÂ +&T d+K«\ýË ºq d+K«qT
eºÌq deÖ<óH¿ì ¿£*|¾Ôû, Âs+&T d+K«\ýË |<Ý d+K« edTï+~.

In the above case:
Smaller number = 1 8 9 6 (Subtrahend) Do you know?
Answer obtained = (+) 1 3 6 8 (Difference) Minuend =
3 2 6 4 (Minuend) Subtrahend +
Difference
Hence the answer is correct.
Do these
1. a) 8 4 5 7 b) 9 0 4 0 c) 5 000
(-) 5 8 9 7 (-) 3 6 2 7 (-) 2 8 2 9
2. Subtract 4385 from 9230

Word Problems:
Example - 2
Raminaidu made 8450 bricks in his brick yard. After selling some bricks, 4852
bricks were left in the yard. How many bricks were sold?
Solution: Th H T O
The number of bricks sold = Number of bricks made 7 13 14 10
- Number of bricks left 3 4

Number of bricks made = 8 4 5 0
Number of bricks available now = (-) 4 8 5 2
Number of bricks sold = 3 5 9 8

|Õ deTd«ýË
ºq d+K« R 1896 ($jîÖ>·¿£+)
eºÌq deÖ<óq+ R (G) 1368 (uóñ<+) MTÅ£ Ôî\TkÍ!
$jîÖ>·+ R $jîÖ>·¿+£ G uó<ñ +
R 3264 ( $jîÖ>·+)
n+<Te\¢ eºÌq deÖ<óq+ d]jîT® q~.
$ #ûjTá +&.
1. n) 8 4 5 7 ) 9 0 4 0 ) 5 0 00
(-) 5 8 9 7 (-) 3 6 2 7 (-) 2 8 2 9
2. 9230 qT+& 4385 qT rd¾yûjáT+&.
sÔá deTd«\T:
<V²sÁD ` 2
s$THjáTT&T Ôáq ³T¿£\ {¡¼ýË 8450 ³T¿£\qT ÔájáÖsÁT#ûdqT. ¿= ³T¿£\qT n$Tq ÔásÁTyÔá 4852
³T¿£\T $TÐ*q$. nsTTÔû nÔáqT n$Tq ³T¿£\T m?
kÍ<óq : yû e+ | ÿ
7 13 14 10
n$Tq ³T¿£\ d+K« R ÔájáÖsÁT #ûd¾q ³T¿£\ d+K« ` $TÐ*q ³T¿£\ d+K«
3 4
ÔájáÖsÁT #ûd¾q ³T¿£\ d+K« R 8 4 5 0
ç|dTïÔá+ $TÐ*q ³T¿£\ d+K« R (`) 4 8 5 2
n$Tq ³T¿£\ d+K« R 3 5 9 8

Example - 3 Rajani bought a saree for ` 9000 and Ramani
bought another saree for ` 6895. How much money did Rajani Th H T O
pay more than Ramani?
8 9 9 10
Solution: 10 10
Cost of the saree purchased by Rajani = ` 9 0 0 0
Cost of the saree purchased by Ramani = (–) ` 6 8 9 5
Money paid by Rajani more than Ramani = ` 2 1 0 5
Do these
1. Sri krishna had ` 9213 in his bank account. He withdraw ` 7435. How much money
was left in his account?
2. Nanaji wanted to buy a sprayer of cost ` 9500. Government provided a subsidy of
` 2500. Then how much money should he pay ?
4. 2 Subtraction by Estimation :
Leela collects Addakulu from the

forest at Araku. She sells the leaves for
` 9230. She purchased some household
items for ` 5890. How much money did

she have now? Can you guess? Estimate
the answer.
Solution:
Money earned by selling the leaves = ` 9230
If 9230 is rounded off to its nearest thousands then we get 9000.
Money spent for purchasing household items = ` 5890
If 5890 is rounded off to its nearest thousands then we get 6000.
Money left with her approximately = 9000 - 6000 = ` 3000

<V²sÁD ` 3 sÁÈ ÿ¿£ NsÁqT ` 9000 Å£ ¿=q~. sÁeTDì eTs=¿£ NsÁqT
` 6895 Å£ ¿=q~. sÁeTDì ¿£+fñ sÁÈ m+Ôá mÅ£Øe kõeTTqT yû e+ | ÿ
#î*¢+º+~? 8 9 9 10
kÍ<óq : 10 10
sÁÈ ¿=q NsÁ K¯<T R ` 9 0 0 0
sÁeTDì ¿=q NsÁ K¯<T R (–) ` 6 8 9 5
sÁeTDì ¿£+fñ sÁÈ #î*¢+ºq mÅ£Øe kõeTT R ` 2 1 0 5
$ #ûjTá +&
1. l¿£w e<Ý Ôáq u²«+Å£ U²ÔýË ` 9213 ¿£\eÚ. nÔáqT Ôáq U²Ô qT+º ` 7435 |d+V²]+#&T. nÔá
U²ÔýË $TÐ*q kõeTT m+Ôá?
2. HHJ ` 9500 $\Te >·\ çdÎjáTsY ¿=H\qTÅ£H&T. ç|uóTÔáÇ+ ` 2500 d_à& ºÌ+~. nsTTÔû nÔáqT +¿±
m+Ôá #î*+¢ #* ?
4.2 n+#áH yûjáT&+ <Çs e«e¿£\q+ :

©\ n&¦Å£ \qT n&$ qT+º d¿£]dT+ï ~. yîT
d¿£]+ºq Å£\qT ` 9230 Å£ n$T+~. n+<TýË
` 5890 ÔÃ ¿= dsÁTÅ£\qT ¿=q~. ç|dTïÔá+ yîT e<Ý
q kõeTT m+Ôá? }V¾²+#á>·\y? n+#áH yûjáT+&.
kÍ<óq :
Å£\T neT&+ <Çs yîT bõ+~q kõeTT R ` 9230
9230 qT <>·ZsÁ yû\Å£ de]dï 9000 neÚÔáT+~.
+{ì ¿=sÁÅ£ ¿=q dsÁTÅ£\ K¯<T R ` 5890
5890 qT <>·ZsÁ yû\Å£ de]dï 6000 neÚÔáT+~.
dTeÖsÁT>± yîT e<Ý $TÐ*q kõeTT R 9000`6000R ` 3000

Do these
1. In a Village, there are 8142 trees. Out of these 3780 trees fell down due to Hud-Hud
cyclone. The number of trees remaining is………. (approximately)
a) 3000 b) 4000 c) 5000 d) 6000

2. The sum of two numbers is 7152 and one of the numbers is 5200. The other number
nearest to thousands is ______________
3. Write correct symbol of <, >, or = by estimating the difference.
a) 2300 – 800 2950 – 1100
b) 4100 – 1800 8005 – 6200
c) 3900 – 890 7020 – 5630
Try these
1. Correct the following subtractions

9 9
a) 8 10 b) 5 10 10 10
5920 6 0 0 0
(-) 3486 (-) 3 9 8 4
2426 2 1 2 6
4.3 : Addition and Subtraction

facts
Kalpana wanted to go to Vizag
with her daughter, Ridhi by bus. They
boarded the bus. Indira was also going
to Vizag. Bus fare from Narasannapeta
to Vizag was ` 80 for a child and ` 120
for an adult. Both gave ` 200 each for
their tickets. How much money would
be returned to Indira ?
$ #ûjáT+&
1. ÿ¿£ ç>±eT+ýË 8142 #î³T¢ ¿£\eÚ. n+<TýË 3780 #î³T¢ VQ<`VQ< ÔáTbÍqTÅ£ |&bþsTTq$. $TÐ*q #î³T¢
dTeÖsÁT>±
n) 3000 ) 4000 ) 5000 ) 6000
2. Âs+&T d+K«\ yîTTÔáï+ 7152. n+<TýË ÿ¿£ d+K« 5200. Âs+&e d+K«qT <>·ZsÁ yû\Å£ de]dï ............
............edTï+~.
3. rd¾yÔû \á qT n+#áH yûdÖ ,ï eºÌq uó<ñ \qT {ì¼ <, >, R >·TsÁTï\ýË dÂsÕqy{ì U²°\ýË |P]+#á+&.
n) 2300 ` 800 2950 ` 1100
) 4100 ` 1800 8005 ` 6200
) 3900 ` 890 7020 ` 5630
ç|jáTÜ+#á+& :
1. ¿ì+~ rd¾yÔû \á T d]#ûjTá +&.
9 9
n) 8 10 ) 5 10 10 10
5920 6 0 0 0
(-) 3486 (-) 3 9 8 4
2426 2 1 2 6
4.3 : d+¿£\q, e«e¿£\q y¿±«\T

¿£\Îq, Ôáq Å£LÔáTsÁT ]~¸ <ÝsÁÖ dTàýË yîCÕ ²>´
yîÞ²ß\qTÅ£HsÁT. ysÁT dTà m¿±ØsÁT. +~sÁ Å£L&
n<û dTàýË yîÕC²>´ yîÞøï+~. dTà #ó¯¨ qsÁdq |³
qT+& yîÕC²>´Å£ |¾\¢\Å£ ` 80, |<\Ý Å£ ` 120.
¿£\Îq, +~sÁ <ÝsÁT #îs=¿£ ` 200 {ìÂ¿Ø³¢ ¿Ãd+
¿£+&¿£¼sYÅ£ #ÌsÁT. +~sÁÅ£ m+Ôá kõeTT Ü]Ð
sy*à+~.

Bus fare for Kalpana = ` 120
Bus fare for Ridhi = (+) ` 80
Total bus fare for them = ` 200
The amount given by Indira = ` 200

Bus fare for Indira = ` 120
The amount to be returned to her = 200 - 120
= ` 80
So, we have
80 + 120 = 200
200 - 80 = 120
We write subtraction fact from addition fact. Children,

also observe 200 - 80 = 120
So for the addition fact 80 + 120 = 200 we have two subtraction facts
80 + 120 = 200
They are 200 –120 = 80 200–80 = 120
In the same way we write addition fact for a subtraction fact.

368 – 215 = 153
153+215= 368 215+153=368
4.4 : Oral Subtraction

You are already acquainted with skip counting in tens.
Let us recall it.
Consider the pattern : 90, 80, 70,---- , ---- , ---- , ----
Clearly, the above pattern may be completed as: 90, 80, 70, 60, 50, 40, 30

¿£\ÎqÅ£ dTà #ó¯¨ R ` 120
]~¸Å£ dTà #ó¯¨ R (G) ` 80
<Ý]¿ì yîTTÔáï+ dTà #ó¯¨ R ` 200
+~sÁ ¿£+&¿£¼sÁTÅ£ ºÌq kõeTT R ` 200

+~sÁÅ£ dTà #ó¯¨ R ` 120
yîTÅ£ Ü]Ð #î*+¢ #á&q kõeTT R 200 - 120
R ` 80
n+<Te\¢
80 G 120 R 200
200 - 80 R 120
eTqeTT d+¿£\q y¿£«+ qT+º e«e¿£\q y¿±«\T sjáT>·\eTT.

|¾\\¢ Ö ~ >·eT+#á+&
n+<Te\¢ 80 G 120 R 200 nHû d+¿£\q+ y¿£«+ qT+º Âs+&T e«e¿£\q y¿±«\qT bõ+<e#áTÌqT.
80 + 120 = 200
n$ 200 –120 = 80 200–80= 120
n<û $<ó+>± e«e¿£\q y¿£«+ qT+º d+¿£\q y¿±«\T Å£L& sjáTe#áTÌ.

368 – 215 =
153
153+215= 368 215+153=368
4.4 : eTHÃ e«e¿£\q+

MTsÁT ~ esÁ¹¿ 10 ÔÃ d¾Ø|t ¿+{ì+>´ HûsÁTÌÅ£HsÁT. ÿ¿£kÍ] >·TsÁTïÅ£ Ôî#Tá ÌÅ£+<+.
d+U²« esÁTd #áÖ&+& : 90, 80, 70, ........, ........, ........, ........,
|Õq Ôî*Îq d+U²« esÁTdqT $<ó+>± |P]+#á>·\eTT: 90, 80, 70, 60, 50, 40, 30.

Again, consider the pattern 86, 76, 66, 56, 46, 36, 26.
(Skip counting in tens is based either on adding or subtracting 10)
Let us use this principle to carry out subtractions orally or mentally.
Example - 4 Subtract 23 from 96.

Solution : Clearly 23 is 20 and 3.
So, first we subtract 20 from 96 and then we subtract 3 from the difference
so obtained.
Now, 96 – 20 = 76 To subtract orally, we split
And 76 - 3 = 73 the number to be sub-
tracted into tens and ones.
So, 96 – 23 = 73
Example -5 Subtract 32 from 54.
Solution : Clearly 32 is 30 + 2
54 – 30 = 24 and 24 – 2 = 22
Do these
1. Subtract orally.
a) 95 - 21 b) 88 - 55 c) 68 - 47 d) 52 - 26 e) 73 - 37
2. Write subtraction facts for the given addition facts.
a) 734 + 268 = 1002
b) 3140 + 2869 = 6009
3. Write addition facts for the given subtraction facts.
a) 480 – 320 = 160
b) 5286 – 3812 = 1474
Exercise - 4.1
1. Do the following.
a) 5 8 8 9 b) 8926 c) 9600 d) 8001 e) 7000
(-) 3 6 4 3 (-) 2 6 3 4 (-) 2 7 8 0 (-) 3 6 7 5 (-) 4 5 0 8

eTs=¿£ çXâDì |]o*<Ý+. 86, 76, 66, 56, 46, 36, 26
(10 d¾Ø|t ¿+{ì+>´ nHû~ 10 ¿£\|&+ <Çs >± 10 rd¾yûjáT&+ <Çs >± ÈsÁT>·TÔáT+~).
dÖçÔ |jÖî Ð+#áT¿= eTòÏ¿£+>± rd¾yÔû \á qT dT\TeÚ>± #ûjTá e#áTÌ.
<V²sÁD ` 4 96 qT+& 23 rd¾yûjáT+&.
kÍ<óq : 23 nHû~ 20 eT]jáTT 3 nq>± 20G3
n+<Te\¢ eTT+<T>± 96 qT+º 20 rd¾y<û Ý+. n|ð&T eºÌq uó<ñ + qT+& 3 rd¾yj
û Tá >±
deÖ<óq+ edT+ï ~.
96 ` 20 R 76
|ÚÎ&T 76 ` 3 R 73 eTòÏ¿£+>± rd¾yj û áTT³Å£,
¿±eÚq\ 96 ` 23 R 73 rd¾yjû áÖ*àq d+K«qT |<T\T,
<V²sÁD `5 : 54 qT+& 32 rd¾yûjáT+&. ÿ¿£³T¢>± $&>={²¼*.
kÍ<óq : 32 nq>± 30 G 2
54 ` 30 R 24 eT]jáTT 24 ` 2 R 22
$ #ûjáT+&.
1. eTòÏ¿£+>± rd¾yûjáT+&.
n) 95 - 21 ) 88 - 55 ) 68 - 47 ) 52 - 26 ) 73 - 37
2. ¿ì+~ d+¿£\q y¿±«\ qT+& e«e¿£\q y¿±«\T sjáT+&.
n) 734 G 268 R 1002
) 3140 G 2869 R 6009
3. ¿ì+~ e«e¿£\q y¿±«\ qT+& d+¿£\q y¿±«\T sjáT+&.
n) 480 ` 320 R 160
) 5286 ` 3812 R 1474
nuó²«d+ 4.1
1. ¿ì+~ deTd«\qT kÍ~ó+#á+&.
n) 5889 ) 8926 ) 9600 ) 8 0 0 1 ) 7 0 0 0
(-) 3 6 4 3 (-) 2 6 3 4 (-) 2 7 8 0 (-) 3 6 7 5 (-) 4 5 0 8

2. Subtract 7425 from 9015.
3. Take away 3086 from 8415.
4. How much 3189 is more than 2883?
5. Estimate the difference to the nearest thousands by rounding.
5742 – 4265 = ..................................
6. Do a quick estimate to check which of the following is more than 4000.
a) 5555 – 1266 b) 9885 – 7657
7. Fill the with <, > or =
a) 5000 – 1200 3600 – 2400
b) 9200 – 4020 7680 – 2118
c) 7900 – 4200 6020 – 1950
8. In a school, the children collected ` 8562 for CM Relief fund. The staff
donated 2892 less than the amount donated by children. How much money did the staff
donate?
9. A website was visited by 9125 people on its first day and 6532 people on the second day.
How many more people visited the website on the first day than on the second day?
10. Abhiram covered a journey of 3120 kilometres to Kashmir. He travelled 1968 kilometres
by train and the rest by bus .What distance did he cover by bus?
Game:
Select any four digits, for example
8, 2, 6, 3. Form the smallest and the biggest
4-digit numbers with these digits.
Now, subtract the smallest number from the biggest
numbers.
Biggest number – Smallest number = Difference.
8632 – 2368 = 6264
Again, subtract the smallest number from the biggest number which are formed by the
digits 6 , 2 , 6 , 4.

2. 7425 qT 9015 qT+& rd¾yûjáT+&.
3. 8415 eT]jáTT 3088 \ uóñ<+ m+Ôá?
4. 3189 nHû d+K« 2883 ¿£+fñ m+Ôá |<Ý~?
5. <>·ZsÁ yû\Å£ de]+º, ¿ì+~ uóñ< n+#áH yûjáT+&.
5742 ` 4265 R ..........................
6. ¿ì+~ y{ìýË @~ 4000 ¿£+fñ mÅ£Øe ? n+#áH yûjáT&+ <Çs yû>·+>± deÖ<óq+ #îbÍÎ*.
n) 5555 ` 1266 ) 9885 ` 7657
7. <, >, R >·TsÁTï\ÔÃ \qT |P]+#á+&.
n) 5000 ` 1200 3600 ` 2400
) 9200 ` 4020 7680 ` 2118
) 7900 ` 4200 6020 ` 1950
8. ÿ¿£ bÍsÄÁXæ\ýË |¾\¢\T eTTK«eT+çÜ dVäjáT ~ó¿ì ` 8562 qT d¿£]+#á>±, bÍsÄXÁ æ\ d¾Ò+~ |¾\\¢ ¿£+fñ
` 2892 ÔáÅ£Øe kõeTTqT d¿£]+#sÁT. nsTTÔû bÍsÄÁXæ\ d¾Ò+~ d¿£]+ºq kõeTT m+Ôá?
9. ÿ¿£ yîuÙdÕ³T yîTT<{ì sÃE 9125 eT+~, sÂ +&esÃE 6552 eT+~ M¿ì+ #sÁT. yîTT<{ì sÃE, sÂ +&e sÃE ¿£+fñ m+Ôá
mÅ£Øe eT+~ M¿ì+#sÁT?
10. n_ósyT Ôáq }sÁT qT+& ¿±osY ç|jáÖD+ýË 3120 ¿ì.MT. ç|jÖá D+ #ûXæ&T.n+<TýË 1968 ¿ì.MT. sÂ \Õ T <Çs
ç|jáÖD+ #ûd,¾ $TÐ*q <Ös dTà <Çs ç|jÖá D+ #ûd,ï dTà <Çs ç|jÖá D+ #ûd¾q <ÖsÁ+ m+Ôá?
³
@yîÕH H\T>·T n+Â¿\qT m+#áT¿Ã+&. <V²sÁDÅ£ 8,

2, 6, 3. n+Â¿\ÔÃ @sÁÎ&û H\T>·+Â¿\ $T¿ìØ* |<Ý d+K«,
$T¿ìØ* ºq d+K«\qT ÔájáÖsÁT#ûjÖá *. |ð&T $T¿ìØ* |<Ý d+K«
qT+º $T¿ìØ* ºq d+K«qT rd¾yûjáÖ*.
|<Ýd+K« ` ºq d+K« R uóñ<+
8632 ` 2368 R 6264
eTsÁ\ 6, 2, 6, 4 n+Â¿\ÔÃ @sÁÎ&û $T¿ìØ* |<Ý d+K« qT+º $T¿ìØ* ºq d+K«qT rd¾yûjáÖ*.

Biggest number – Smallest number = Difference
6642 – 2466 = 4176
Again, Subtract the smallest number from the biggest number
which are formed by the digits 4 , 1 , 7 , 6.
7641 – 1467 = 6174
Again, Subtract the smallest number from the biggest
number which are formed by the digits 6 , 1 , 7 , 4.
7641 – 1467 = 6174
Observe that this activity stops at 6174.
Select another 4 digit number. Continue the game
in the same way. Observe whether you get the
same number 6174 or not. Dattatreya Ramachandra
The number 6174 is known as Kaprekar Constant. Kaprekar
Dattatreya Ramachandra Kaprekar (1905 – 1986) an Indian Mathematician, was a

school teacher who worked on recreational properties of numbers . His findings include
Harshad numbers, Self numbers and Demlo numbers. He discovered the special nature
of the number 6174 which was named after him as Kaprekar Constant.
PROJECT WORK:
Collect the information from your Head master and complete the table.
Total Number of stu- Number of
Serial Day Present in dents availing students not
number your School MDM availing MDM
1. Monday
2. Tuesday
3. Wednesday
4. Thursday
5. Friday
6. Saturday

6642 ` 2466 R 4176
eTsÁ\ 4,1,7,6 n+Â¿\ÔÃ @sÁÎ&û $T¿ìØ* |<Ý d+K« qT+º $T¿ìØ* ºq
d+K«qT rd¾yûjáÖ*.
7641 ` 1467 R 6174
eTsÁ\ 6,1,7,4 n+Â¿\ÔÃ @sÁÎ&û $T¿ìØ* |<Ý d+K« qT+º $T¿ìØ* ºq
d+K«qT rd¾yûjáÖ*.
7641 ` 1467 R 6174
|]o*+#s! ¿£Ôá«+ (³) 6174 ÔÃ ÐbþÔáT+~.
MTsÁT Å£L& eTs=¿£ H\T>·T n+Â¿\qT m+#áT¿Ã+&. <û $<ó+ >± ³qT
¿=qkÍÐ+#á+&. ³ ºesÁÅ£ 6174 ÔÃ >·TÔáT+<Ã ýñ<Ã |]o*+#á+&.
<ÔïçÔûjTá seT#á+ç< ¿±ç|¿£sY
d+K« 6174 qT ¿±ç|¿£sY d¾s+¿£+ n+{²sÁT.
<ÔïçÔj
û Tá seT#á+ç< ¿±ç|¿£sY (1905`1986) uó²sÁrjáT >·DÔì Xá ægyûÔ.ïá jáTq ÿ¿£ bÍsÄXÁ æ\ýË bÍ<ó«jáTT&T>±
|#ûdÖ ,ï d+U²« $HÃ<+|Õ $$<ó d+K«\ \¿£D ²\qT ¿£|{²¼sTÁ . jáTq |]XË<óq \ýË V²sÁü< d+K«\T, dýÙÎÛ
d+K«\T, &îyîÖ¢ d+K«\T yîTT<ýÉÕq$ ¿£qT¿=ØHsÁT.6174 jîTT¿£Ø $¥w¼ÔáqT ç||+#¿ì Ôî*jáTCñXæsÁT. ÔásÁTyÔá
6174 qT ¿±ç|¿£sY d¾s+¿£+ n HeT¿£sÁD+ #ûXæsÁT.
bç ÍCÉÅ£ ¼ | MT ç|<ó HÃbÍ<ó«jáTT qT+º deÖ#s d¿£]+º ç¿ì+~ |{¿¼ì q£ T +|+&.
&ýË eT<ó«V² eT<ó«V² uóËÈH
e.d+K« ysÁ+ MTbÍsÄXÁ æ\ýË uóËÈH rdTÅ£q
$<«sÁT\ VäÈsÁT rdT¿Ã $<«sÁT\
$<«sÁT\ d+K« d+K«
1. kþeTysÁ+
2. eT+>·ÞøysÁ+
3. T<óy sÁ+
4. >·TsÁTysÁ+
5. Xøç¿£ysÁ+
6. XøysÁ+

4.5 Application of Subtraction
Rangayya bought some mangoes for ` 200 from a farmer and he sold them
for ` 250 in the market.
Bought for ` 200 Sold for ` 250
Do you know! Do you know!

The amount of money The amount which we
which we pay to buy an receive from a customer by
article is its
selling an article is its
Cost Price (C.P.).
Selling Price (S.P.).
As, Rangayya paid `200 for mangoes at the garden.

Cost price of mangoes = ` 200
As, Rangayya received ` 250 by selling mangoes at
the market.
Selling Price of the mangoes = ` 250
4.5 e«e¿£\q nqTesÁïH\T
sÁ+>·jTá « ` 200 Å£ ÿ¿£ ÂsÕÔáT qT+& eÖ$T&|+&¢qT ¿= ` 250 Å£ C²sÁTýË nyîTqT.
` 200 Å£ ¿=HîqT ` 250 Å£ nyîTqT
MTÅ£ Ôî\TkÍ !
ÿ¿£ edTeï ÚqT ¿=q|Ú&T edTeï Ú MTÅ£ Ôî\TkÍ !
¿=sÁÅ£ eTq+ #î*¢+#û kõeTTqT ÿ¿£ edTeï ÚqT n$Tq|Ú&T eTq+ bõ+<û
¿=qyî\ n+{²sÁT. kõeTTqT n$Tqyî\ n+{²sÁT.
eÖ$T& |+&¢ ¿=sÁÅ£ ÔÃ³ýË ` 200 qT sÁ+>·jáT« #î*¢+#&T.

¿±eÚq eÖ$T& |+&¢ ¿=qyî\ R ` 200
sÁ+>·jTá « eÖ$T& |+&q¢ T C²sÁTýË n$T ` 250 qT bõ+<&T.
¿±eÚq eÖ$T& |+&¢ n$Tq yî\ R ` 250

Do these
Write the Cost Price and Selling Price from the following contexts.
a) Seetha bought lemons for ` 600 and sold them for ` 850.
b) Laxmi bought flowers for ` 1500 and sold them for ` 1350.
c) Veerayya sold bananas for ` 2450 and previously he bought for ` 1940.
d) Adilaxmi bought leafy vegetables for ` 150 and sold them for ` 120.
Complete the table:
Cost Price Selling Price Which Which

Context is less?
is more?
Mohan bought one quintal of
Dal for `5800 and sold it for
` 5580
Gopal bought a bicycle for

` 8860 and sold it for ` 9210
Gowri bought one quintal of

millets for ` 3250 and sold
it for ` 3780
Akbar bought flowers for

` 980 and sold for ` 900
Ranjith bought a rice bag for ` 1540 and sold it for ` 1860.
After selling the bag he wanted to find out whether he got
more money then he paid for it ?
Cost Price of the Rice bag = ` 1540
Selling Price of the Rice bag = ` 1860
1540 < 1860

$ #ûjáT+&
¿ì+~ d+<sÒÛ\Å£ ¿=qyî\, n$Tqyî\ sjáT+&.
n) dÓÔá eT¿±jáT\qT ` 600 Å£ ¿=, ` 850 qT n$T+~.
) \¿¡ë |ÚeÚÇ\qT ` 1500 Å£ ¿=, ` 1350 Å£ n$T+~.
) MsÁjTá « ` 2450 Å£ nsÁ{ì |+&¢qT neÖ&T. n+ÔáÅ£ eTT+<T y{ì ` 1940 Å£ ¿=H&T.
) ~\¿ìë Å£LsÁ>±jáT\qT ` 150 Å£ ¿=, y{ì ` 120 Å£ n$Tq~.
¿ì+~ |{ì¼¿£qT |P]+#á+&.

d+<sÁÒÛ+ ¿=qyî\ n$Tqyî\ ¿=qyî\, n$Tqyî\ýË¢ ¿=qyî\, n$Tqyî\ýË¢
@~ mÅ£Øe @~ ÔáÅ£ Øe
yîÖV²H ÿ¿£ ¿ìÇ+{²ýÙ ¿£+~||ð qT
` 5800 Å£ ¿=
` 5580 Å£ neÖ&T.
>ÃbÍýÙ ÿ¿£ dÕ¿ì\TqT ` 8860 Å£

¿= ` 9210 Å£ neÖ&T.
>¯ ÿ¿£ ¿ìÇ+{²ýÙ s>·T\qT

` 3250 Å£ ¿=,
` 3780 Å£ n$T+~.
n¿£ÒsY |ÚeÚÇ\qT ` 980 Å£ ¿=,

y{ì ` 900 Å£ neÖ&T.
sÁ+ÔY ÿ¿£ _jáT«+ kÍïqT ` 1540 Å£ ¿= ` 1860 Å£ neÖ&T.
n$Tq ÔásTÁ yÔá, nÔáqT ¿=qyî\ ¿£+fñ _jáT«+ kÍïqT mÅ£ØeÅ£ neÖ&? ÔáÅ£ ØeÅ£
neÖ&? n nÔáqT ýËº+#&T.
_jáT«+ kÍï ¿=q yî\ = ` 1540
_jáT«+ ukÍï n$Tqyî\ = ` 1860
1540 < 1860

Clearly he observed that Cost Price < Selling Price
The extra amount is called “Profit”
So Profit = Selling price - Cost price.
Do You Know !
When the selling price (S.P.) of an
article is more than its Cost Price
(C.P.), Profit is made
Thus, Ranjit got profit.

Keerthi bought a mobile phone for ` 8550 and sold it for ` 7800.
Does she get profit?
Cost Price of a mobile = ` 8550
Selling Price of a mobile = ` 7800
8550 > 7800
Cost Price > Selling Price
Here Keerthi got some amount less than she bought by

selling it. This amount is called “loss”
So Loss = Cost price - Selling price.
Do you know !
When the Selling Price (S.P.) of an article is less than
its Cost Price (C.P.) a Loss is made.
So, Keerthi got loss.

Do these
1. Say whether profit or loss made in each of the following cases.
a) CP = ` 3100 SP = ` 2950
b) CP = ` 2505 SP = ` 3160
2. Padmaja bought a saree for ` 7500 and sold it to Rupa
for ` 5850. Say whether Padmaja made profit or loss?

»¿=qyî\ < n$Tqyî\µ n nÔáqT |]o*+#&T
n<q+>± eºÌq kõeTTqT ý²uó+ n+{²sÁT.

ý²uó+ R n$Tqyî\ ` ¿=qyî\.
MTÅ£ Ôî\TkÍ!
ÿ¿£ edTeï Ú ¿=q yî\ ¿£+fñ n$Tqyî\
mÅ£Øe nsTTÔû ý²uó+ edTï+~.
n+<Te\¢ sÁ+ÔY ý²uó² bõ+<&T.

¿¡]ï ÿ¿£ #ásÁyDì ( yîTTuÉÕýÙbþH) ` 8550 Å£ ¿=, < ` 7800 Å£ n$Tq, yîTÅ£ ý²uó+ edTï+<?
#ásÁyDì ¿=qyî\ R ` 8550
#ásÁyDì n$Tqyî\ R ` 7800
8550 > 7800
¿=qyî\ > n$Tqyî\
¿£Ø& ¿¡],ï ¿=qyî\ ¿£+fñ ¿=+Ôá kõeTT ÔáÅ£ ØeÅ£ n$Tq~.
kõeTTqT qw¼+ n+{²sÁT.
qw¼+ R ¿=qyî\ ` n$Tqyî\.
MTÅ£ Ôî\TkÍ !
ÿ¿£ edTeï Ú ¿=q yî\ ¿£+fñ n$Tqyî\ ÔáÅ£ Øe nsTTÔû
qw¼+ edT+ï ~.
n+<Te\¢ ¿¡]ï qcÍ¼ bõ+~q~.

$ #ûjáT+&
1. ¿ì+~ d+<sÒÛ\ýË ý²uó+ edTï+< ? qw¼+ edT+ï < ? #î|Î+&.
n) ¿=qyî\ R ` 3100Ñ n$Tq yî\ R ` 2950
) ¿=qyî\ R ` 2505Ñ n$Tq yî\ R ` 3160
2. |<È ÿ¿£ NsÁqT ` 7500 Å£ ¿=, sÁÖ|Å£ ` 5850 Å£ NsÁqT nyîTqT.
|<ÈÅ£ ý²uó+ edTï+<? qw¼+ edTï+<?

Exercise - 4.2
1. Write 'P' for Profit and 'L' for Loss in the given brackets for the following.
a) CP = ` 420 SP = ` 390 ( )
b) CP = ` 920 SP = ` 990 ( )
c) CP = ` 4860 SP = ` 5002 ( )
d) CP = ` 3140 SP = ` 2849 ( )
e) CP = ` 2195 SP = ` 3000 ( )
2. A shop keeper bought a bag of sugar for ` 1650 and sold it for ` 90 more. Say whether he
made profit or loss?
3. Kumar bought oranges for ` 1520 and sold them for ` 150 less. Say whether it is profit or
loss?
4. Rahim bought umbrellas for ` 2100 and sold them for `1950. Say whether it is profit or
loss?
5. Salman bought a goat for ` 7850 and sold it for ` 8325. Say whether it is profit or loss?
Solve Puzzle:
Horizontal Vertical 1 2 3
1) 9 + 9 1) 8 – 7
3) 7 – 6 2) 13 – 5 4 10
4) 7 + 8 3) 9 + 6
5) 9 + 7 4) 1 + 0 5 6
6) 8 – 2 5) 8 + 8
8) 5 + 7 6) 12 – 6 7 8 9
10) 9 – 4 8) 3 – 2
9) 9 – 7

nuó²«d+ 4.2
1. ¿ì+~ d+<sÒÛ\ýË ý²uó+ edï ‘P’n, qw¼+ edï ‘L’ n m<TsÁT>± q çu²Â¿³¢ýË sjáT+&.
n) ¿=qyî\ R ` 420Ñ n$Tqyî\ R ` 390 ( )
) ¿=qyî\ R ` 920Ñ n$Tqyî\ R ` 990 ( )
) ¿=qyî\ R ` 4860Ñ n$Tqyî\ R ` 5002 ( )
) ¿=qyî\ R ` 3140Ñ n$Tqyî\ R ` 2849 ( )
) ¿=qyî\ R ` 2195Ñ n$Tqyî\ R ` 3000 ( )
2. ÿ¿£ <T¿±D<sÁT&T |+#á<sÁ kÍïqT ` 1650 Å£ ¿= ` 90 mÅ£ØeÅ£ neÖ&T. nÔá¿ì ý²uóe Ö? qwe¼ Ö?
3. Å£eÖsY ç<¿£|+&¢qT ` 1520 Å£ ¿=, ` 150 ÔáÅ£ ØeÅ£ neÖ&T. nÔá¿ì ý²uóe Ö? qwe¼ Ö?
4. sÁVÓ²+ >=&T>·T\qT ` 2100 Å£ ¿=, y{ì ` 1950 Å£ n$Tq, nÔá¿ì ý²uóeÖ? qw¼eÖ?
5. kÍ\H ÿ¿£ yûT¿£qT ` 7850 Å£ ¿=, < ` 8325 Å£ n$Tq, nÔá¿ì ý²uóeÖ? qw¼eÖ?
|ýÙ
n&¦+>± \TeÚ>± 1 2 3
1) 9 + 9 1) 8 – 7
3) 7 – 6 2) 13 – 5 4 10
4) 7 + 8 3) 9 + 6
5) 9 + 7 4) 1 + 0 5 6
6) 8 – 2 5) 8 + 8
8) 5 + 7 6) 12 – 6 7 8 9
10) 9 – 4 8) 3 – 2
9) 9 – 7

Chapter
Multiplication
5.0 Introduction
Nikhila, along with her family members went to an exhibition. They were two children
and three adult in all. The entrance fee for adult is `120 and for child is `65. Nikhila's father
gave ` 500 to buy tickets.
How much does he need to pay for the tickets?
“Can you tell how much it is?
Rajani worked out it as follows…
First, let me find the

cost of tickets for two
children.
In 65 × 2,
65 is called
Entrance fee for each child = ` 65 Multiplicand,
Number of children =2
and 2 is
Multiplier
Total entrance fee for two children = 65 × 2
and result is
= ` 130 called
Product
Now, let me find the cost of tickets
for three adults. multiplicand = _____
multiplier = _____
Entrance fee for each adult = ` 120 product = _____
Number of adults =3
Total amount to be paid
Total entrance fee for adults = 120 × 3
= ` 130 + ` 360
= ` 360
= ` 490

n<ó«jáT+
>·TD¿±sÁ+
5.0 |]#ájáT+
Ï\, yÞøß Å£³T+ duTó «\ÔÃ mÐ¨_wHÅ £ yî[ß+~. yÞøßýË <sÝ TÁ |¾\\¢ T, eTT>·TsZ TÁ |<yÝ Þøß HsÁT. ç|<s ôÁ qXæ\Å£
ç|yXû øsÁTdTeTT (m+ç³qTà {ìÂ¿{Ù) |<Ý\Å£ ` 120, |¾\¢\Å£ ` 65 n sd¾ +~. Ï\ yÞøß Hq {ì¿Â {Ù ¿+³sYýË
` 500 ºÌ {ìÂ¿³T¢¿=H&T.
×Ôû {ìÂ¿³¢Å£ nÔáqT m+Ôá #î*¢+#&Ã qTeÚÇ #î|Î>·\y?
sÁÈ $<ó+>± #ûd¾+~.
eTT+<T>± <ÝsÁT |¾\¢\Å£

{ì¿Â {Ù <ós Á ¿£qT>=H*.
65 I 2 ýË 65 qT
>·TD«+ n+{²sÁT.
|¾\¢\Å£ ÿ¿=Ø¿£Ø]¿ì ç|yûXø sÁTdTeTT R ` 65
2 qT >·TD¿£+
|¾\\¢ d+K« R2 n+{²sÁT. >·TDì+#á>±
|¾\¢\Å£ ç|yûXø sÁTdTeTT R 65 I 2 eºÌq |*Ôá+qT
R ` 130 \Æ+ n+{²sÁT.
|ð&T |<Ý yÞøß {ì¿Â {Ù <ós Á

¿£qT>=+<+. >·TD«+ R _____________
>·TD¿£+ R _____________
|<Ý\Å£ ÿ¿=Ø¿£Ø]¿ì {ìÂ¿{Ù <ósÁ R ` 120 \Ý+ R _____________
|<\Ý d+K« R3
|<Ý\Å£ ç|yûXø sÁTdTeTT R120 I 3 #î*¢+#áe\d¾q yîTTÔáï+
R ` 360 R ` 130 G ` 360 R ` 490

If three children and four adults of your family went to the exhibition, then how much do
you need to pay?
Cost of ticket for each child = ______________

Number of children went to the exhibition = ______________
Total cost of tickets for children = ______________
Cost of ticket for each adult = ______________
Number of adults went to the exhibition = ______________
Total cost of tickets for adults = ______________
Total cost of tickets for children and adults = ______________
Do these
1. In the multiplication fact 124 × 2 = 248, write multiplicand, multiplier and the product.
2. Find the products.
a) 243 × 2 b) 232 × 3 c) 212 × 4 d) 440 × 2
Let us observe : Observe the following multiplications and fill in the blanks.
1) 1 × 200 = 200 1) 1 × 300 = 300 1) 1 × 400 = 400

2) 2 × 200 = 400 2) 2 × 300 = ....... 2) 2 × 400 = .......
3) 3 × 200 = 600 3) 3 × 300 = ....... 3) 3 × 400 = .......
4) 4 × 200 = ....... 4) 4 × 300 = ....... 4) 4 × 400 = .......
5) 5 × 200 = ....... 5) 5 × 300 = ....... 5) 5 × 400 = .......
6) 6 × 200 = ....... 6) 6 × 300 = ....... 6) 6 × 400 = .......
7) 7 × 200 = ....... 7) 7 × 300 = ....... 7) 7 × 400 = .......
8) 8 × 200 = ....... 8) 8 × 300 = ....... 8) 8 × 400 = .......
9) 9 × 200 = ....... 9) 9 × 300 = ....... 9) 9 × 400 = .......
10) 10 × 200 = ....... 10) 10 × 300 = ....... 10) 10 × 400 = .......
What do you observe?

ÿ¿£ yûÞø MT Å£³T++ qT+º eTT>·TZsÁT |¾\¢\T, q\T>·TsÁT |<Ý\T mÐ¨_wHÅ£ yî[Ôû y]¿ì ç|yûXøsÁTdTeTT
m+Ôá #î*+¢ #* ?
|¾\¢\Å£ ÿ¿=Ø¿£Ø]¿ì ç|yûXø sÁTdTeTT R __________________
mÐ¨_wHÅ £ yî[ßq |¾\\¢ d+K« R __________________
yîTTÔáï+ |¾\¢\Å£ #î*¢+ºq ç|yûXø sÁTdTeTT R __________________
|<Ý\Å£ ÿ¿=Ø¿£Ø]¿ì ç|yûXø sÁTdTeTT R __________________
mÐ¨_wHÅ £ yî[ßq |<\Ý d+K« R __________________
yîTTÔáï+ |<Ý\Å£ #î*¢+#*àq ç|yûXø sÁTdTeTT R __________________
|¾\¢\T, |<Ý\Å£ #î*¢+ºq yîTTÔáï+ ç|yûXøsÁTdTeTT R __________________
~ #ûjáT+&
1. ¿ì+~ >·TD¿±sÁ y¿£«+ýË >·TD«+, >·TD¿£+ eT]jáTT \Æ+\qT sjáT+&.
124 I 2 R 248
2. ¿+ì ~ \u²Æ\qT ¿£qT>=q+&.
n) 243 I 2 ) 232 I 3 ) 212 I 4 ) 440 I 2
|]o*+#á+& : ¿ì+~ >·TD¿±sÁ |{ì¼¿£\T |]o*+#á+&. U²°\T |P]+#á+&.

1) 1 × 200 = 200 1) 1 × 300 = 300 1) 1 × 400 = 400
2) 2 × 200 = 400 2) 2 × 300 = ....... 2) 2 × 400 = .......
3) 3 × 200 = 600 3) 3 × 300 = ....... 3) 3 × 400 = .......
4) 4 × 200 = ....... 4) 4 × 300 = ....... 4) 4 × 400 = .......
5) 5 × 200 = ....... 5) 5 × 300 = ....... 5) 5 × 400 = .......
6) 6 × 200 = ....... 6) 6 × 300 = ....... 6) 6 × 400 = .......
7) 7 × 200 = ....... 7) 7 × 300 = ....... 7) 7 × 400 = .......
8) 8 × 200 = ....... 8) 8 × 300 = ....... 8) 8 × 400 = .......
9) 9 × 200 = ....... 9) 9 × 300 = ....... 9) 9 × 400 = .......
10) 10 × 200 = ....... 10) 10 × 300 = ....... 10) 10 × 400 = .......
úyû$T >·eT+#eÚ?

Do these Write the following products. What do
you observe?
1) 11 × 200 = ________ 200 × 11 = ___________ 13 × 200 =
2) 13 × 200 = ________ 200 × 13 = __________ 200 × 13,
3) 12 × 300 = ________ 300 × 12 = ___________ is it?
4) 14 × 300 = ________ 300 × 14 = ___________
5) 12 × 400 = ________ 400 × 12 = ___________
6) 14 × 400 = ________ 400 × 14 = ___________
7) 4 × 500 = ________ 500 × 4 = ___________
8) 6 × 500 = ________ 500 × 6 = __________
If two numbers are multiplied in any order the product is always the same. Observe
the following multiplications.
12 x 100 = 100 x 12 16 x 100 = 100 x 16
5.1 Multiplication of a 3-digit number by a 1- digit number :
Gangaraju of Sarugudu village collects

custard-apples from the forest and sells in the
village market. One day he collected
3 baskets of custard-apples and sold each
basket at `145. How much money did he earn?
Can you help him to calculate?
Praneetha worked out in the following way….

Cost of one basket of custard-apples = `145 To find the cost of
Cost of three baskets of custard-apples = 145 × 3 3 baskets of
She wrote the expanded form of 145 as 100 + 40 + 5 custard-apple
(100 + 40 + 5) × 3
100 × 3 = 300 40 × 3 = 120 5 × 3 = 15
By adding the results in three places, we get 300 + 120 + 15 = ` 435

~ #ûjáT+& ¿ì+~ y{ì¿ì \u²Æ\T sjáT+&. úyû$T
1) 11 × 200 = ________ 200 × 11 = ___________ >·eT+#eÚ?
2) 13 × 200 = ________ 200 × 13 = __________ 13 × 200 =
200 × 13
3) 12 × 300 = ________ 300 × 12 = ___________
4) 14 × 300 = ________ 300 × 14 = ___________
5) 12 × 400 = ________ 400 × 12 = ___________
6) 14 × 400 = ________ 400 × 14 = ___________
7) 4 × 500 = ________ 500 × 4 = ___________
8) 6 × 500 = ________ 500 × 6 = __________
Âs+&T d+K«\qT >·TDì+#áTq|Ú&T, y{ì ç¿£eT+ eÖ]H \Æ+ eÖsÁ<T. ¿ì+~ >·TD¿±s\qT |]o*+#á+&.
12 × 100 = 100 × 12 16 × 100 = 100 × 16
5.1 3`n+Â¿\ d+K«qT ÿ¿£ n+Â¿ d+K«#û >·TDì+#áT³.

dsTÁ >·T&T ç>±eT+ýË >·+>·sE nHû e«¿ìï n&$¿ì yî[ß dÓÔ|ý ²\T
d¿£]+º, y{ì ç>±eT d+ÔáýË neTTÔ&T. ÿ¿£ sÃE nÔáqT 3
T³¼\ dÓÔ|ý²\T d¿£]+#&T. d+Ôá y{ì ÿ¿£ T³¼ ` 145
#=|ðq neÖ&T. nsTTÔû nÔáqT dÓÔ|ý²\T neT&+ <Çs m+Ôá
d+bÍ~+#&T?
>·TDì+#áT³ýË nÔá¿ì dVäjáT|&Ôy?

ç|D¡Ôá ýÉ¿£ØqT ¿ì+~ $<ó+>± #ûd¾+~...
ÿ¿£ T³¼ dÓÔ|ý ²\ K¯<T = `145

eTÖ&T dÓÔ|ý²\ T³¼\
eTÖ&T T³¼\ dÓÔ|ý²\ K¯<T = 145 × 3
K¯<TqT ¿£qT>=qT³.
yîT 145 qT 100 G 40 G 5>± $dï]+º sd¾+~.
(100 + 40 + 5 ) × 3
100 × 3 = 300 40 × 3 = 120 5 × 3 = 15
eú Å£L&&+ <Çs ` 435 eºÌ+~ (300 G 120 G 15 R ` 435)

First, I multiplied 5 by
3, next 40
and 100 then added Gangaraju got ` 435
these three products.
Chandradeep did as fol-
145
low…..
Step - 1 Cost of one basket of custard-apples = ` 145 × 3
Cost of three baskets of custard-apples =
?Step - 2
Hundreds Tens Ones
In 145, multiply by 5 in ones
1
place by 3, the product is 15.
1 4 5
5 × 3 = 15 ones. Write 5 in 15
under ones place and 1 above the 4 × 3
in tens place.
3 5
Step - 3
Hundreds Tens Ones
In 145, multiply by 4 in tens place by 3,
1 1
the product is 12 then add 1, we get 13
tens 4 × 3 = 12, and 12 + 1 = 13 tens. 1 4 5
Write 3 in 13 under tens place and 1 × 3
above the 1 in hundreds place .
5
Step - 4
In 145, multiply by 1 in hundreds place
by 3, the product is 3 then add 1, we Hundreds Tens Ones
get 4 hundreds, 1 × 3 = 3, and 3 + 1 = 1 1
4 hundreds. Write 4 under hundreds 1 4 5

place. Now the product is 435. × 3
Sharif did as follows… 4 3 5

H TO
1 1
145 × 3 = 1 4 5 ×3
4 3 5
What do you observe from the above?
eTT+<T>± 5 qT 3 ÔÃ >·TDì+º
ÔásÁTyÔá 40 ÔásÁTyÔá 100
3 ÔÃ >·TDì+º yîTTÔï\qT
Å£L&*. >·+>·sE ` 435 bõ+<&T.
#ásÁç<B|t deTd«qT ý² #ûkÍ&T... 145

kþbÍq+ : 1 ÿ¿£ T³¼ dÓÔ|ý²\ K¯<T R ` 145 × 3
3 T³¼\ dÓÔ|ý²\ K¯<T R
kþbÍq+ : 2 e+<\T yû\T ÿ¿£³T¢
145 ýË ÿ¿£³¢ kÍq+ýË q 5 qT 3 ÔÃ >·TDì+#á&+
1
e\¢ \Æ+ 15 edTï+~. 5 I 3 R 15 ÿ¿£³T¢.
1 4 5
15 ýË 5 qT ÿ¿£³¢ kÍq+ýË sd¾, 1
|<T \ kÍq+ýË q 4 |Õq sjáÖ*. × 3
kþbÍq+ : 3
145 ýË |<T\ kÍÆq+ýË q 4 qT 3 ÔÃ >·TDì+#á>± e+<\T yû\T ÿ¿£³T¢
\Æ+ 12 edTï+~. B¿ì 1 ¿£\|>± 13 edTï+~. 1 1
nq>± 13 |<T \T n nsÁ+Æ . 4 I 3 R 12 eT]jáTT 1 4 5
12 G 1 R 13 |<T\T. 13 ýË 3 qT |<T\kÍq+ýË
× 3
¿ì+<sjáÖ*. 1 qT, 1 ¿ì |Õq e+<\ kÍq+ýË
sjáÖ*. 3 5
kþbÍq+ : 4
145 ýË e+<\ kÍÆq+ýË q 1 qT 3 ÔÃ >·TDì+#á>±,
\Æ+ 3 edTï+~. B¿ì 1 ¿£\|>± 4 edTï+~. e+<\T yû\T ÿ¿£³T¢
1 I 3 R 3 eT]jáTT 3 G 1 R 4 e+<\T. 4 qT 1 1
e+<\ kÍq+ýË ¿ì+< sjáÖ*. |ð&T \Æ+ 435 1 4 5

neÚÔáT+~. × 3
w¯|t deTd«qT ý² #ûkÍ&T... 4 3 5

e+ yû ÿ
1 1
145 × 3 = 1 4 5 × 3
4 3 5
M³+{ì qT+º qTeÚÇ @$T >·eT+#eÚ ?
Do these
1. Find the products in the above methods and observe the answers.
a) 164 × 2 b) 246 × 3 c) 209 × 4
2. Verify the following and correct them wherever necessary.
a) 264 × 2 = 4128 b) 342 × 3 = 1026 c) 253 × 4 = 82012
Try these
1. In Chammachintha school, there are 126 pupils. The teacher asked them to plant saplings
in the nearby village. If each student planted 4 saplings, how many saplings did they
plant?
2. If a box contains 164 mangoes, how many mangoes will be there in 5 such boxes?
3. Ramayya went to agriculture work for 2 days. If his wage was ` 425 per day, what was
the total wage for 2 days?
Maths Lab Activity :
Multiplication using straws. 423 = 4 hundreds + 2 tens + 3 ones
Objective : The students learn to multiply using straws.

Material : Take 3 different coloured straws each about 10 in number. (say blue for
ones, red for tens and green for hundreds)
Procedure : Write the problem on the board.
Ex : Multiply 423 by 4.
The teacher writes the expanded form of the number 423. The students use the three
different coloured straws for hundreds, tens and ones. So they take 4 green, 2 red and 3 blue
straws and place them as shown below. Alternately you can draw four green lines, two red lines
and three blue lines with colour chalks.

~ #ûjáT+&
1. |Õ |<ÝÔáT\ýË >·TD¿±s\T #ûjáT+&.
n) 164 I 2 ) 246 I 3 ) 209 I 4
2. ¿ì+~ \u²Æ\T |]o*+º nedsÁyîT®q #Ã³ d]#ûjáT+&.
n) 264 I 2 R 4128 ) 342 I 3 R 1026 ) 253 I 4 R 82012
ç|jáTÜ+#á+& :
1. #áeTº+Ôá bÍsÄÁXæ\ýË 126 eT+~ |¾\¢\THsÁT. bÍ<ó«jáTT&T ç|Ü |¾\¢y¿ì 4 yîTT¿£Ø\T #=|ðq ºÌ y{ì
ç>±eT+ýË H³eT #îbÍÎsÁT. nsTTÔû ysÁT m yîTT¿£Ø\T H{²sÁT ?
2. ÿ¿£ T³¼ýË 164 eÖ$T&|+ &T¢ HsTT. 5 T³¼\ýË m eÖ$T&|+ &T¢ +{²sTT?
3. seTjáT« e«ekÍjáT Å£L* |¿ì yîÞ²ï&T. nÔáqT sÃEÅ£ ` 425 d+bÍ~dï, 2 sÃEýË¢ m+Ôá d+bÍ~kÍï&T?
>·DÔì á |
ç j
Öî >· ¿£Ôá«eTT :
423 = 4 e+<\T + 2 |<T \T + 3 ÿ¿£³T¢
çkÍ¼\ÔÃ >·TD¿±sÁ+ #ûjáT&+.
<ûÝX«ø eTT : çkÍ¼\ÔÃ >·TD¿±sÁ+ #ûjáT&+
kÍeÖçÐ : 3 yû¹sÇsÁT sÁ+>·T\Tq çkÍ¼\T, ÿ¿ÃØsÁ+>·TÅ£ 10 #=|ðq
(ú* sÁ+>·T ` ÿ¿£³T¢, msÁT|Ú sÁ+>·T ` |<T \T , Å£|#Ìá ` e+<\T)
|<ÆÜ : q\¢ \¢|Õ >·TD¿±sÁ ýÉ¿£ØqT sjáT+&.
< : 423qT 4ÔÃ >·TDì+#á+&.
{¡#ásÁT 423 jîTT¿£Ø $dïsÁD sÁÖ|+ sjáÖ*. e+<\T, |<T\T, ÿ¿£³¢ ¿=sÁÅ£ $<«sÁT\T $_óq sÁ+>·T\ çkÍ¼\T
|jîÖÐ+#*. 4 Å£|#áÌ çkÍ¼\T, 2 msÁT|Ú sÁ+>·T çkÍ¼\T, 3 ú* sÁ+>·T çkÍ¼\T rdT¿Ãy*. ç|Ô«eÖjáT+>± q\¢\¢|Õ
4 Å£|#áÌ ^Ôá\T, 2 msÁT|Ú sÁ+>·T ^Ôá\T, 3 ú*sÁ+>·T ^Ôá\T ^jáÖ*. sÁ+>·T dT<ÝeTT¿£Ø\T $jîÖÐ+º Å£L& #ûjáTe#áTÌ.

The straws for the number 4 (ones)
placed across the straws with the help of pins/
drawing pins showing 423×4. The straws
which are in vertical position represent the
4 ones (blue)
multiplicand (423), similarly the horizontal
straws represent the multiplier (4). Count the
number of common points on the horizontal
and vertical straws. There are sixteen such
points in hundreds place. There are 8 such 4 Hundreds 2 Tens 3 Ones
common points in tens place. There are 12 (black) (red) (blue)
such points in ones place.
The net result is 16 hundreds + 8 tens + 12 ones
= 16 hundreds + 8 tens + (one ten + 2 ones)

= 16 hundreds + (8 tens + one ten)+ 2 ones
= 16 hundreds + 9 tens + 2 ones
= 1600 + 90 + 2
= 1692
Therefore, the product of 423, 4 is 1692
423 × 4 = 1,692
Do these
Do the following by above method.
a) 114 × 3 = __________ d) 134 × 6 = __________
b) 314 × 4 = __________ e) 243 × 5 = __________
c) 213 × 5 = __________ f) 126 × 7 = __________

>·TDì+#áe\d¾q 4qT dÖº+#û kÍ¼\T ºçÔá+ýË dÖº+ºq
$<ó+ >± n&+¦ >± +#*. kÍ¼\T ÿ¹¿ <ÔÃ ÿ¿£{ì ¿£*|¾q ç|<ûX+ø ýË
>·T+&T dÖ~ >·T#Ì*. 423 I 4 qT dÖº+#û $<ó+>± \TeÚ
4 ÿ¿£³T¢ (ú\+)
esÁTdýË q çkÍ¼\T >·TD«+qT (423), n&T¦ esÁTdýË¢ q çkÍ¼\T
>·TD¿£+qT (4) dÖºkÍïsTT. \TeÚ esÁTdýË¢, n&T¦ esÁTdýË¢ çkÍ¼\T
ÿ¿£ <ÔÃ ÿ¿£{ì ¿£*d eT& _+<TeÚ\T ýÉ¿ìØ+#*. ný²+{ì
eT& _+<TeÚ e+<\ kÍq+ýË 16, |<T\ kÍq+ýË 8, ÿ¿£³¢
4 e+<\T 2 |<T \T 3 ÿ¿£³T¢
kÍq+ýË 12 HsTT. (Å£|#áÌ) (msÁT|Ú) (ú\+)
|* Ôá+ 16 e+<\T G 8 |<T\T G12 ÿ¿£³T¢
R 16 e+<\T G 8 |<T\T G (ÿ¿£ |~ G 2 ÿ¿£³T)¢

R 16 e+<\T G (8 |<T \T G ÿ¿£ |~) G 2 ÿ¿£³T¢
R 16 e+<\T G 9 |<T \T G 2 ÿ¿£³T¢
R 1600 G 90 G 2
R 1692
n+<Te\¢ 423, 4\ \Æ+ 1692
423 I 4 R 1,692
~ #ûjáT+&
ºÌq ýÉ¿Ø£ \qT |Õ |<ÜÆ ýË #ûjTá +&.
n) 114 × 3 = __________ ) 134 × 6 = __________
) 314 × 4 = __________ ) 243 × 5 = __________

) 213 × 5 = __________ }) 126 × 7 = __________

5.2 Multiplication of a 3-digit number by a 2-digit number:
On her birthday, Sita decided to present blankets to

the poor people on the road side. Her father appreciated
her decision and took her to cloth store.
The shop-keeper appreciated her decision of kindness
and offered at ` 295 which actually costs
` 350. She bought 14 blankets. Sita’s father asked the shop-
keeper, “How much do we need to pay?”
The shop-keeper has done the multiplication as follows…..
The amount to be paid to
295 × 14 = 295
shop-keeper by Sita’s father = ` 4,130 ×14
1 1 8 0 (295 × 4)
+ 2 9 5 (295 × 1)
1 1
4130
The next day, teacher explained another method to do the same multiplication.
Step - 1
Thousands Hundreds Tens Ones

First multiply 295 by
4 and write down
2 9 5
(14 = 10 + 4) the result.
x 1 4
1 1 8 0 (295 × 4)
Now multiply 295

with 10 and write
down the result.
2 9 5
x 1 4 (14=10+4)
1 1 8 0 295×4
2 9 5 0 295×10

5.2 3`n+Â¿\ d+K«qT 2`n+Â¿\ d+K«#û >·TDì+#áT³.
dÓÔá Ôáq |Ú{ì¼q sÃEH&T sÁV²<] ç|¿£Øq q |<\Å£ <T|Î³T¢
|+º |{²¼\qTÅ£+~. yîT Ôá+ç& dÓÔá sÁjáÖ ç|d+¥+º, cÍ|ÚÅ£
rdTÅ£yîÞ²ß&T.
Öá yîT#áTÌ¿= ` 350 $\Te >·\
cÍ|Úy&T Å£L& dÓÔá sÁj
<T|Î{ì ÿ¿=Ø¿£Ø < ` 295 kÍïqH&T. dÓÔá 14 <T|Î³T¢ ¿=qT>Ã\T
#ûd¾+~. dÓÔá Ôá+ç& cÍ|Ú yÔÃ yûTeTT m+Ôá #î*¢+#*. n n&>±&T.
cÍ|Úy&T $<ó+>± >·TD¿±sÁ+ #ûd¾ #îbÍÎ&T. 295 × 14 = 295
×14
dÓÔá Ôá+ç& cÍ|Úy¿ì #î*¢+ºq kõeTT ` 4130 1 1 8 0 (295 × 4)
+ 2 9 5 (295 × 1)
11
4130
eTsÁTd{ì sÃE <û >·TD¿±s {¡#ásÁT $<ó+>± #îbÍÎsÁT.
kþbÍq+ : 1
yû\T e+<\T |<T\T ÿ¿£³T¢ yîTT<³ 295 qT 4 #û
>·TDì+º, |*Ô
2 9 5
(14 = 10 + 4) qyîÖ<T#ûjáT+&.
x 1 4
(295 × 4)
1 1 8 0
ÔásÁTyÔá 295 qT
10 #û >·TDì+º, |* Ô
yû\T e+<\T |<T\T ÿ¿£³T
qyîÖ<T#ûjáT+&.
2 9 5
x 1 4 (14 =10 + 4)
1 1 8 0 295 × 4
2 9 5 0 295 × 10

Add both the
2 9 5 results. Write down
x 1 4 (14=10+4)
as shown in the
1 1 8 0 295×4 table.
2 9 5 0 295×10
4 1 3 0
Example -1 : A weaver's family produced 23 sarees. They sold each saree in

the market at ` 385. Calculate the
money they earn.
Solution:
Cost of each saree = ` 385
Number of sarees sold = 23
Total money earned = 385 x 23
385 × 23 = 385
×23
1155 (385 × 3)
+ 7700 (385 × 20)
8855
The weaver's family earned = ` 8,855

(Note: 23 = 20 + 3)
Do these
Do the following multiplications
a) 342 × 15 b) 423 × 21 c) 233 × 26
Try these
1. How many trees are there in the garden, if there are 124 rows and each row contains
65 trees?
2. The owner of a dairy farm sold 496 milk packets in 15 days. If each packet was sold
at ` 25, how much money did he earn?

yû\T e+<\T |<T\T ÿ¿£³T¢
2 9 5
Âs+&T |*Ô\qT Å£L&
x 1 4 (14 = 10 + 4) |{¿¼ì ý£ Ë #áÖ|¾q $<ó+ >±
1 1 8 0 295 × 4 sjáT+&.
2 9 5 0 295 × 10
4 1 3 0
<V²sÁD `1 : ÿ¿£ #ûHûÔá ¿±]Å£\ Å£³T++ 23 NsÁ\qT HûXæsÁT. ysÁT C²sÃ¢ ÿ¿=Ø¿£Ø NsÁ ` 385 Å£
n$TÔû, y]¿ì NsÁ\T neT>± eºÌq kõeTT m+Ôá ?
kÍ<óq :
ÿ¿£ NsÁ <ósÁ R ` 385
n$Tq NsÁ\ d+K« R 23
ysÁT d+bÍ~+ºq yîTTÔáï+ R 385 I 23
385 × 23 = 385
×23
1155 (385 × 3)
+ 7700 (385 × 20)
8855
#ûîHûîÔá ¿±]Å£\T d+bÍ~+ºq |Õ¿£eTT = ` 8,855

(>·eT¿£: 23 R 20 G 3)
~ #ûjáT+&
¿ì+< >·TD¿±sÁ+ #ûjáT+&.
n) 342 × 15 ) 423 × 21 ) 233 × 26
ç|jáTÜ+#á+& :
1. ÿ¿£ esÁTdÅ£ 65 #=|ðq, 124 esÁTdýË¢ m #î³T¢ +{²sTT?
2. ÿ¿£ &îÕ¯ cÍ|Ú jáTÈeÖ 15 sÃE\ýË 426 bÍ\bÍ«Â¿³T¢ neÖ&T. ÿ¿£ bÍ«Â¿{Ù ` 25 nsTTÔû bÍ\ bÍ«Â¿³T¢
neT&+ <Çs m+Ôá kõeTT d+bÍ~+#&T?

5.3 Fun with Multiplication
13
Write your age in years : _____________________ 7 11
Multiply it by 7 : _____________________
Again multiply the result by 13 : _____________________
Multiply the above result by 11 : _____________________ -x7=
Now look at the answer. Can you find your age in that answer? - x 13 =
How many times does your age occur in the answer ?
- x 11 =
Now try this trick with your friends and family members.
Exercise - 5.1
1. Multiply
a) 348 × 37 b) 456 × 48 c) 654 × 55 d) 708 × 64
2. The cost of a chair is ` 375 .What is the cost of 18 such chairs?
3. Raju delivers 157 news papers each morning. How many newspapers does he deliver in
31 days?
4. 42 children in a class planned a picnic. If each boy

contributes ` 168, how much money was collected?
5. Raju buys 65 crates of mangoes at ` 285 per crate.

How much money does he pay?
6. There are 576 buttons in a packet. Find the number of

buttons in 82 such packets.

5.3 >·TD¿±sÁ+ýË >·eTÔáTï
ú ejáTdTà d+eÔáàs\ýË : _______________________ 13

7 11
< 7 ÔÃ >·TDì+#á+& : _______________________
eºÌq |*Ô 13 ÔÃ >·TDì+#á+& : _______________________
eºÌq |*Ô 11 ÔÃ >·TDì+#á+& : _______________________ -x7=
|ð&T eºÌq |* Ô >·eT+#á+&. MT ejáTdTà deÖ<óq+ýË - x 13 =

+< ? eºÌq |* Ôá+ýË ú ejáTdTà m kÍsÁT¢ ¿£|¾+º+~?
- x 11 =
>·eTÔáTïqT MT Å£³T+ duóT«\Å£, dV¾²ÔáT\Å£ #î|¾Î |]o*+#áeTq+&.
nuó²«d+` 5.1
1. >·TDì+#á+&.
n) 348 × 37 ) 456 × 48 ) 654 × 55 ) 708 × 64
2. ÿ¿£ Å£¯Ì <ósÁ ` 375. 18 Å£¯Ì\ <ósÁ m+Ôá?
3. sE ÿ¿£ sÃEÅ£ 157 ysï |çÜ¿£\T ÞøßÅ£ yûkÍï&T. 31 sÃE\Å£ m ysï|ç Ü¿£\T yûkÍï&T?
4. 42 eT+~ |¾\¢\T $HÃ<jáÖçÔáÅ£ yîÞøß&¿ì ÿ¿=Ø¿£ØsÁT

` 168 #=|ðq bþ>·T#ûXæsÁT. nsTTÔû
ysÁT bþ>·T#ûd¾q yîTTÔáï+ kõeTT m+Ôá ?
5. ÿ¿£ çfñ eÖ$T& |+&T¢ ` 285 #=|ðq sE 6 çfñ\
eÖ$T& |+&T¢ ¿=H&T. nsTTÔû sE
#î*¢+#*àq kõeTT m+Ôá ?
6. ÿ¿£ bÍ«Â¿{ÙýË 576 >·T+&\T (#=¿±Ø u¤Ôï\T) HsTT.
ný²+{ì 82 bÍ«Â¿³¢ýË m >·T+&\T +{²sTT?

Project work:-
Collect the prices of the following commodities from your nearest groceries-shop and complete
the table.
S.No Commodity Price per Quantity Total cost

1kg (in Rs) (in kgs) (in Rs)
1 Rice 120 kg
2 Black-gram 45 kg
3 Green-gram 35 kg
4 Red-gram 43 kg
5 Bengal-gram 40 kg
6 Sugar 26 kg
Total - -
How much money is required to buy the above commodities _____
5. 4 Introduction of Multiples
The mouse and the cat

A cat is trying to catch the mouse. The
mouse can jump 2 steps at each time. It
reached 14th step at present. The cat is on the
3rd step and can jump 3 steps at a time. Both
of them started jumping. As soon as the mouse
reaches the 28th step, it hides in the hole and
escapes, because, the cat is now on the 24th
step only. Hence the cat is disappointed.

çbÍCÉÅ£¼ | :
MTÅ£ <>·ZsÁýË q ¿ìsD² cÍ|Ú e<ÝÅ£ yî[ß <ósÁ\ |{ì¼¿£qT |]o*+º, ¿ì+~ |{ì¼¿£qT |P]+#á+&.
e.Hî+ edTeï Ú |sÁT 1 ¿ì.ç>±. <ós Á ` ýË |]eÖD+ yîTTÔá+ï <ós Á ` \ýË

1 _jáT«+ 120 ¿ì.ç>±.
2 $TqTeTT\T 45 ¿ì.ç>±.
3. |d\T 35 ¿ì.ç>±.
4. ¿£+<T\T 43 ¿ì.ç>±.
5. Xøq>·\T 40 ¿ì.ç>±.
6. |+#á<sÁ 26 ¿ì.ç>±.
yîTTÔá+ï
|Õ dsTÁ Å£\T ( kÍeÖqT¢) ¿=q&¿ì m+Ôá &TÒ ¿±y*? __________________
5.4 >·TDìC²\T ` |]#ájTá +
|¾*¢ eT]jáTT ºfÉ\¼ T¿£

ÿ¿£ ºfÉ\¼ T¿£qT |³T¼¿Ãe&¿ì ÿ¿£ |¾*¢ ç|jTá Ükþï+~. ºfÉ\¼ T¿£,
|¾*¢ yîT³T¢ ~>·T ÔáTHsTT. ºfÉ\¼ T¿£ ÿ¿£kÍ] 2 yîT³T¢ ¿ì+<Å£
<Ö¿£>·\<T. |¾*¢ ÿ¿£ kÍ] 3 yîT³T¢ <Ö¿£>·\<T. Âs+&T Â>+Ôá&+
çbÍsÁ + _ó + #û ³ | Î {ì ¿ ì ºfÉ ¼ \ T¿£ 14e yî T ³T¼ qT+º, |¾ * ¢
3e yîT³T¼ qT+º jáT\T<ûssTT. sÂ +&Ö <Ö¿£&+ çbÍsÁ+_ó+#sTT.
ºfÉ\¼ T¿£ 28e yîT³T¼ e<ÅÝ £ e#ûÌ d]¿ì, n~ ¿£\T>·TýË¿ì <Ö]
bÍ]bþsTT+~. |¾*¢ eÖçÔá+ 24e yîT³T¼ e<Ý q~. n+<Te\¢
|¾*¢¿ì ºfÉ¼\T¿£ º¿£Øýñ<T. |¾*¢ sÁTÔàV²|&+~.

a) The steps on which the mouse lands on _____, _____, _____, _____, _____, _____.
What do you observe from the above number-series?
Complete the multiplication table of 2 and observe.
2 × 1 = _______
2 × 2 = _______ If we multiply 1, 2, 3, 4, …..
2 × 3 = _______ by 2, we get 2, 4, 6, 8, 10, 12,
2 × 4 = _______ 14, 16, 18, 20, 22, 24, 26 and so on.
2 × 5 = _______ Hence these are
2 × 6 = _______ multiples of 2.
2 × 7 = _______
2 × 8 = _______
2 × 9 = _______
2 × 10 = _______
2 × 11 = _______
2 × 12 = _______
2 × 13 = _______
2 × 14 = _______
b) The steps on which the cat lands on _______, ________, _______, ______, ______,
_____,______, ______, ______, ______.
What do you observe in the above number series?
Let’s complete the multiplication table of 3 and observe.
3 × 1 = ______
3 × 2 = ______
3 × 3 = ______ If we multiply 1, 2, 3, 4, ….
3 × 4 = ______ by 3, the products we get,
3 × 5 = ______
are multiples of 3.
3 × 6 = ______
3 × 7 = ______
3 × 8 = ______
3 × 9 = ______
3 × 10 = ______

n) ºfÉ\¼ T¿£ >Â +Üq yîT³T¢ ______, ______, ______, ______, ______, ______,
d+U²« neT]¿£qT |]o*+#y ?
2 jîTT¿£Ø >·TD¿±sÁ |{¿¼ì £ |P]ï#dû ,¾ |]o*+#áT.
2 × 1 = _______
2 × 2 = _______ eTq+ 2 qT 1, 2, 3, 4......\ÔÃ >·TDìdï
2 × 3 = _______ |*Ô\T 2, 4, 6, 8, 10, 12, 14, 16, 18
2 × 4 = _______ .......>± ekÍïsTT $ n 2 jîTT¿£Ø
2 × 5 = _______ >·TDìC²\T.
2 × 6 = _______
2 × 7 = _______
2 × 8 = _______
2 × 9 = _______
2 × 10 = _______
2 × 11 = _______
2 × 12 = _______
2 × 13 = _______
2 × 14 = _______
) |¾*¢ >Â +Üq yîT³T¢ ______, ______, ______, ______, ______, ______, ______, ______, ______,
______,
d+U²« neT]¿£qT |]o*+#y ?
3 jîTT¿£Ø >·TD¿±sÁ |{¿¼ì £ |P]ï#dû ,¾ |]o*+#á+&.
3 × 1 = ______
3 × 2 = ______
3 × 3 = ______ eTq+ 3 qT 1, 2, 3, 4....\ÔÃ
3 × 4 = ______ >·TDìdï |* Ôá+>± e#ûÌ d+K«\ú
3 × 5 = ______ 3 >·TDìC²\eÚÔsTT.
3 × 6 = ______
3 × 7 = ______
3 × 8 = ______
3 × 9 = ______
3 × 10 = ______

Meow
Meow Meow
5.5 Meow game
v How to play the game?

v All students should stand in a circle.
v Decide on a number with which the game is to be played.
v For example 4.
v Students have to say the numbers from 1, 2, 3, ...... one by one.
v The student who has to say a multiple of 4 will cry as a cat meow- meow. Other wise
they will be removed from the game.
The player who remains till the end is the winner.
Which numbers did you replace with meow?
____ _____ _____ _____ _____ …… these are nothing but multiples of 4.
And now you can play this game with 5.
_____ _____ ______ _____ ______ ______ _____ _____ ______ ______
Important facts of multiples are……..
v So far we have written multiples of 2, 3 and 4 to some extent only. But, we can write the
multiples of a number endlessly. Endlessly is otherwise termed as infinitely. This means,
we can’t say the last multiple of a number.
v A number is multiple of itself.
v Every number is multiple of 1.
Recognize the multiples in the numbers chart.
1. Identifies the multiples of 6 and circle them
with a red sketch-pen.
2. Identify the multiples of 9 and
write × symbol on them with a green sketch-pen.
3. Underline the multiples of 10.

5.5
v ³ mý² &* ?
v |¾\¢\+<sÁÖ eÔï¿±sÁ+>± \&*.
v @<îÕH ÿ¿£ n+Â¿ÔÃ ³ çbÍsÁ+_ó+#*. < : 4
v ÿ¿£ |¾\¢yÔÃ çbÍsÁ+_ó+º |¾\¢\+<sÁT 1,2,3......n+Â¿\T #îbÍÎ*.
v me]Â¿ÕÔû 4 >·TDìC²\T ekÍïjîÖ, ysÁT |¾*¢ý² eÖ«y, eÖ«y n nsÁy*.
ný² nsÁe |¾\\¢ T ³ qT+º rd¾yj û Tá &ÔsÁT. ný² ºe]¿ì ÿ¿£sTÁ $TÐýñesÁÅ£ &+#*.
@ d+K« eºÌq|Ú&T ysÁT eÖ«y n n]#sÁT? ____, _____, _____, _____, _____, _____,
eÖ«y ` eÖ«y n #î|¾Îq d+K«\ú 4 >·TDìC²\T neÚÔsTT. ý² sÁ¿£sÁ¿±\ d+K«\ÔÃ &+#áe#áTÌ. |ð&T <û
³qT 5 >·TDìC²\ÔÃ &+#á+&.
_____, _____, ______, _____, ______, ______, _____, _____, ______, ______
>·TDìC²\T ` eTTK« $wjáÖ\T....

v eTq+ ý² 2,3,4......\ >·TDìC²\T #î|Î e#áTÌ. ÿ¿£ d+K«Å£ m >·TDìC²\T +{²jîÖ Ôî\TkÍ? eTq+
ÿ¿£ d+K«Å£ nHû¿£ >·TDìC²\T sjáT>·\+. ÿ¿£ d+K«Å£ nq+ÔáyîT®q >·TDìC²\T+{²sTT. nq>± ÿ¿£
d+K«Å£ ºe] >·TDìÈ+ #î|ÎýñeTT.
v ç|Ü d+K«Å£ n<û d+K« ÿ¿£ >·TDìÈ+ neÚÔáT+~.
v ç|Ü d+K« 1 jîTT¿£Ø >·TDìÈ+ neÚÔáT+~.
#sÁT¼ MT< >·TDìC²\qT >·T]ï+#á&+.
1. d+U²« #sÁT¼ MT< 6 >·TDìC²\T >·T]ï+º, y{ì¿ì msÁT|Ú
sÁ+>·T dØ#Y|HÔÃ dTq #áT³¼+&.
2. d+U²« #sÁT¼ MT< 9 jîTT¿£Ø >·TDìC²\T >·T]ï+º, y{ì¿ì
»Iµ >·TsÁTqï T Å£|#Ìá sÁ+>·T dØ#YÔÃ >·T]ï+#á+&.
3. 10 >·TDìC²\Å£ ¿ì+< ^Ôá ^jáT+&.

Write down here:
Multiples of 6:
Multiples of 9:
Multiples of 10:
Exercise - 5.2
1. Find the first 5 multiples of each of the following.
a) 3 b) 7 c) 8
2. Write the multiples of 8 below 100.
3. Read each of the following statements.
If it is true write ‘T’, otherwise ‘F’ in the bracket.
a) 12 is a multiple of 3 ( )
b) 57 is a multiple of 8 ( )
c) 30 is a multiple of 5 ( )
d) 47 is a multiple of 6 ( )
e) 52 is a multiple of 7 ( )
4. Circle the multiples of 3 in the following numbers.
2, 5, 6, 9, 10, 14, 20, 21, 27, 32, 37, 36, 48.
5. Circle the numbers which are not multiples of 4 in the following numbers.
2, 4, 8, 11, 20, 21, 27, 28, 30, 32, 37, 40, 45, 57.
6. Circle the multiples of 5 in the following numbers.
2, 4, 14, 20, 21, 27, 35, 55, 25, 68, 65, 22, 39.
7. Write the numbers which are not multiples of 8 in the following numbers.
20, 24, 45, 32, 35, 26, 90, 8, 7, 10.

¿ì+< sjáT+&..
6 >·TDìC²\T :
9 >·TDìC²\T :
10 >·TDìC²\T :
nuó²«d+ 5.2
1. ¿ì+~ d+K«\ yîTT<{ì 5 >·TDìC²\T sjáT+&.
n) 3 ) 7 ) 8
2. 100 ýË|Ú 8 >·TDìC²\T sjáT+&.
3. ¿ì+~ y¿±«\T #á~$ Ôá|ð y¿±«¿ì F qT, ÿ|ð y¿±«¿ì T qT +#á+&.
n) 3 jîTT¿£Ø >·TDìÈ+ 12 ( )
) 8 jîTT¿£Ø >·TDìÈ+ 57 ( )
) 5 jîTT¿£Ø >·TDìÈ+ 30 ( )
) 6 jîTT¿£Ø >·TDìÈ+ 47 ( )
) 7 jîTT¿£Ø >·TDìÈ+ 52( )
4. ¿ì+~ d+K«\ýË 3 >·TDìC²\Å£ dTq #áT³¼+&.
2, 5, 6, 9, 10, 14, 20, 21, 27, 32, 37, 36, 48.
5. ¿ì+~ d+K«\ýË 4 >·TDìC²\T ¿± y{ì¿ì dTq #áT³¼+&.
2, 4, 8, 11, 20, 21, 27, 28, 30, 32, 37, 40, 45, 57.
6. ¿ì+~ d+K«\ýË 5 >·TDìC²\Å£ dTq #áT³¼+&.
2, 4, 14, 20, 21, 27, 35, 55, 25, 68, 65, 22, 39.
7. ¿ì+~ d+K«\ýË 8 >·TDìC²\ ¿±$ @yÃ sjáT+&.
20, 24, 45, 32, 35, 26, 90, 8, 7, 10.

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Se

Sri. B. Srinivasa Rao IAS Sri. K. Ravindranath Reddy MA., B.Ed.

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

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 A. Kishore M.Sc., B.Ed.

Sri A. Kishore SGT Sri B. Vijaya Kumar SGT

Sri L. Himagiri SGT Sri P. Eswara Rao SGT

Sri K. Nanaji SGT Sri N. Murali Krishna SGT

Sri M. S. Prasad SGT Sri Ch. S. N. Murthy SGT

Sri S. Adinarayana SGT Sri S. Uma Gupta SGT

Smt V. Triveni SGT Sri S. Govardhana SGT

Sri S. Chandra Mohana Reddy SGT Sri K. Raghu Babu SGT

DTP & Designing

¨ 45 minutes for practising the concepts of text book.

¨ 45 minutes for practising the sums of work book.

1. Let’s Recall June 2-27

2. Large Numbers July 28-59

3. Addition August 60-81

4. Subtraction September 82-113

5. Multiplication October 114-139

Teacher corner Student corner

Now answer the following questions.

2 Class - 4 Maths Magic

|ð&T ¿ì+~ ç|Xø\Å£ deÖ<óH\T sjáT+&.

Daily wage for the leader = ` 150 + 75 = 225

4 Class - 4 Maths Magic

ÿ¿£ ysÁ+ýË ysÁ+<sÖÁ 5 sÃE\T | #ûd,¾ ¿=+Ôá kõeTT d+bÍ~+#sÁT.

eTTsÄ yûTçdÓï sÃE y¯ Å£L© R ` 150 G ` 75 R ` 225

Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 5

1. Write the number names for the following.

h) 200 i) 375 j) 425 k) 802 l) 892 m) 956

Serial number Number Place Place Value

4. Write the expanded form of the following.

5. Write the short form of the following.

6 Class - 4 Maths Magic

3. ¿ì+~ d+K«\ýË ^Ôá ^jáT&q n+Â¿\ kÍq+, kÍq$\Te\T sjáT+&.

4. ¿ì+~ y¿ì $dïsÁD sÁÖ|+ sjáT+&.

Wage for Nagamma for two days = 225 + 225 = ` 450

Total amount = 450 + 900 + 1200 + 150 = ` 2700

2. Do the following additions.

3. Write the correct number in the given blanks.

8 Class - 4 Maths Magic

2.  ¿ì+~ Å£L&¿\£ qT #ûjTá +&.

3.  ¿ì+~ eÇ&q U²°\ýË d]jî®Tq d+K«qT sjáT+&.

Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 9

1. Do the following subtractions.

10 Class - 4 Maths Magic

yûTçd¾ï e<Ý q yîTTÔá+ï kõeTT R 2700

Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 11

Number of men workers = 5

Total amount paid for four days = 1650 x 4 = ` 6600

12 Class - 4 Maths Magic

Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 13

2. Find the product of the following.

d) 826 x 5 = ________ e) 498 x 9 = ________ f) 0 x 35 = ________

|ð&T ¿ì+~ ç|Xø\Å£ deÖ<óH\T sjáT+&.

ÿ¿£ ysÁ+ýË ysÁ+<sÖÁ 5 sÃE\T | #ûd,¾ ¿=+Ôá kõeTT d+bÍ~+#sÁT.

eTTsÄ yûTçdÓï sÃE y¯ Å£L© R ` 150 G ` 75 R ` 225

Ôás>Á Ü· ` 4 >·DÔì +á ÔÃ >·eTÔáTï 5

3. ¿ì+~ d+K«\ýË ^Ôá ^jáT&q n+Â¿\ kÍq+, kÍq$\Te\T sjáT+&.

4. ¿ì+~ y¿ì $dïsÁD sÁÖ|+ sjáT+&.

2. ¿ì+~ Å£L&¿\£ qT #ûjTá +&.

3. ¿ì+~ eÇ&q U²°\ýË d]jî®Tq d+K«qT sjáT+&.

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