Excel in Mathematics Book 1 Final (2078)

Approved by the Government of Nepal, Ministry of Education, Science and Technology,
Curriculum Development Centre, Sanothimi, Bhaktapur as an Additional Learning Material

vedanta

Excel in

MATHEMATICS

1Book

Author
Hukum Pd. Dahal

Editor
Tara Bahadur Magar

vedanta
Vedanta Publication (P) Ltd.
j]bfGt klAns];g kf| = ln=

Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
[email protected]
www.vedantapublication.com.np

vedanta

MExcaeltihn ematics

1Book

All rights reserved. No part of this publication may
be reproduced, copied or transmitted in any way,
without the prior written permission of the publisher.

Second and Enlarged Edition: B. S. 2078 (2021 A. D.)

Published by:

Vedanta Publication (P) Ltd.
jb] fGt klAns];g kf| = ln=

Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
[email protected]
www.vedantapublication.com.np

Preface

The series of 'Excel in Mathematics' is completely based on the contemporary pedagogical teaching learning activities
and methodologies extracted from Teachers' training, workshops, seminars, and symposia. It is an innovative and
unique series in the sense that the contents of each textbooks of the series are written and designed to fulfill the need
of integrated teaching learning approaches.

Excel in Mathematics is an absolutely modified and revised edition of my three previous series: 'Elementary mathematics'
(B.S. 2053), 'Maths in Action (B. S. 2059)', and 'Speedy Maths' (B. S. 2066).

Excel in Mathematics has incorporated applied constructivism. Every lesson of the whole series is written and
designed in such a manner, that makes the classes automatically constructive and the learners actively participate
in the learning process to construct knowledge themselves, rather than just receiving ready made information from
their instructors. Even the teachers will be able to get enough opportunities to play the role of facilitators and guides
shifting themselves from the traditional methods of imposing instructions.

Each unit of Excel in Mathematics series is provided with many more worked out examples. Worked out examples
are arranged in the order of the learning objectives and they are reflective to the corresponding exercises. Therefore,
each textbook of the series itself plays the role of a ‘Text Tutor’. There is a proper balance between the verities of
problems and their numbers in each exercise of the textbooks in the series.

Clear and effective visualization of diagrammatic illustrations in the contents of each and every unit in grades 1 to 5,
and most of the units in the higher grades as per need, will be able to integrate mathematics lab and activities with
the regular processes of teaching learning mathematics connecting to real life situations.

The learner friendly instructions given in each and every learning content and activity during regular learning
processes will promote collaborative learning and help to develop learner-centred classroom atmosphere.

In grades 6 to 10, the provision of ‘General section’, ‘Creative section - A’, and ‘Creative section - B’ fulfill the
coverage of overall learning objectives. For example, the problems in ‘General section’ are based on the knowledge,
understanding, and skill (as per the need of the respective unit) whereas the ‘Creative sections’ include the Higher
ability problems.

The provision of ‘Classwork’ from grades 1 to 5 promotes learners in constructing knowledge, understanding and
skill themselves with the help of the effective roles of teacher as a facilitator and a guide. Besides, the teacher will
have enough opportunities to judge the learning progress and learning difficulties of the learners immediately inside
the classroom. These classworks prepare learners to achieve higher abilities in problem solving. Of course, the
commencement of every unit with 'Classwork-Exercise' plays a significant role as a 'Textual-Instructor'.

The 'project works' given at the end of each unit in grades 1 to 5 and most of the units in higher grades provide some
ideas to connect the learning of mathematics to the real life situations.

The provision of ‘Section A’ and ‘Section B’ in grades 4 and 5 provides significant opportunities to integrate mental
maths and manual maths simultaneously. Moreover, the problems in ‘Section A’ judge the level of achievement of
knowledge and understanding, and diagnose the learning difficulties of the learners.

The provision of ‘Looking back’ at the beginning of each unit in grades 1 to 8 plays an important role of ‘placement
evaluation’ which is in fact used by a teacher to judge the level of prior knowledge and understanding of every
learner to select their teaching learning strategies.

The socially communicative approach by language and literature in every textbook, especially in primary level of
the series, plays a vital role as a ‘textual-parents’ to the young learners and helps them overcome maths anxiety.

The Excel in Mathematics series is completely based on the latest curriculum of mathematics, designed and
developed by the Curriculum Development Centre (CDC), the Government of Nepal.

I do hope the students, teachers, and even the parents will be highly benefited from the ‘Excel in Mathematics’
series.

Constructive comments and suggestions for the further improvements of the series from the concerned are highly
appreciated.

Acknowledgments

In making effective modification and revision in the Excel in Mathematics series from my previous series, I’m highly
grateful to the Principals, HODs, Mathematics teachers and experts, PABSON, NPABSAN, PETSAN, ISAN, EMBOCS,
NISAN, and independent clusters of many other Schools of Nepal, for providing me with opportunities to participate
in workshops, Seminars, Teachers’ training, Interaction programme, and symposia as the resource person. Such
programmes helped me a lot to investigate the teaching-learning problems and to research the possible remedies and
reflect to the series.

I’m proud of my wife Rita Rai Dahal who always encourages me to write the texts in a more effective way so that
the texts stand as useful and unique in all respects. I’m equally grateful to my son Bishwant Dahal and my daughter
Sunayana Dahal for their necessary supports during the preparation of the series.

I’m extremely grateful to Dr. Ruth Green, a retired professor from Leeds University, England who provided me with
very valuable suggestions about the effective methods of teaching-learning mathematics and many reference materials.

Thanks are due to Mr. Tara Bahadur Magar for his painstakingly editing of the series. I am thankful to
Dr. Komal Phuyal for editing the language of the series.

Moreover, I gratefully acknowledge all Mathematics Teachers throughout the country who encouraged me and
provided me with the necessary feedback during the workshops/interactions and teachers’ training programmes in
order to prepare the series in this shape.

I’m profoundly grateful to the Vedanta Publication (P) Ltd. for publishing this series. I would like to thank Chairperson
Mr. Suresh Kumar Regmi, Managing Director Mr. Jiwan Shrestha, and Marketing Director Mr. Manoj Kumar Regmi for
their invaluable suggestions and support during the preparation of the series.

Also I’m heartily thankful to Mr. Pradeep Kandel, the Computer and Designing Senior Officer of the publication
house for his skill in designing the series in such an attractive form.

Hukum Pd. Dahal

Contents

Unit 1 My Creation Page No.
Unit 2 7
Our Surroundings 12
Unit 3 Let's sing a song of one to twenty
Points and Lines 60

Counting and Writing Numbers

Counting Things around us - 1 to 10
Counting Things around us - 11 to 20
Counting Things around us - 21 to 30
Counting Things around us - 31 to 40
Counting Things around us - 41 to 50
Counting Things around us - 51 to 100
Me and My Family
My School
We and Our Surroundings
Size of Objects
Place of Objects
Counting Shapes
Order of Numbers
After, Before and Between
Greater and Smaller Numbers
Increasing and Decreasing Order of Numbers
Ordinal Numbers

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Addition and Subtraction

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Addition - How many altogether?
Addition on Number Line
Addition in Our Real Life
Subtraction - How many are left?
Difference of two Numbers
Subtraction on Number Line
Subtraction in Our Real Life
Addition and Subtraction go Together

Unit 4 Two-Digit Numbers 95

Unit 5 Digit and Number 125
Grouping into Tens, Re-grouping of Numbers
Unit 6 Place and Place Value, Abacus 151
Unit 7 Counting and Writing Numbers by Tens and Ones 164
Unit 8 Skip Counting 172
Unit 9 Comparison of Numbers 180
Unit 10 189
Unit 11 hf/] – lahf]/ ;ª\Vof ugf}F ld7f] uLt ufP/ 192
Unit 12 198
Odd and Even Numbers
201
More Addition and Subtraction

Add 10 Rule
More Addition
More Addition - with Carryover
More Subtraction
More Subtraction - with Borrowing

How many times, how many altogether?

How many times, how many altogether - Multiplication

Sharing

Sharing - Division

Fraction - Part of a Whole

Half of a Whole
One-Third of a Whole
One-Fourth of a Whole
Half of Numbers

Measurement - Time and Money

Money
Measurement - Money
Measurement - Time
Measurement - Calendar

Measurement - Length

Longer, Taller and Shorter Objects
Span, Footspan, Cubit
Centimeter scale or ruler

Shape

Points and Lines
Plane Shapes
Solid Shapes

Pictograph

Information by using pictures

Evaluation Model

1Unit My Creation

Our Surroundings

Let's count the number of people, children, goats, cows,
houses, trees, flowers, and butterflies.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 7 7 people

children
goats
houses
trees
cow
ϐlowers
butterϐlies

vedanta Excel in Mathematics - Book 1

Let's sing a song of one to twenty!

– Hukum Pd. Dahal

Let's count friends, 1, 2, 3, 4, 5
One, two, three, four, ive
Birds live in nest and
Bees live in hive!

Let's count friends, 6, 7, 8, 9, 10
Six, seven, eight, nine, ten
Cows live in shed and
Goats lie in pen!

Let's count friends 11, 12, 13
Eleven, twelve, thirteen
Chick is a baby bird and
A baby duck is duckling!

Let's count friends 14, 15, 16
Fourteen, ifteen, sixteen
Cub is a baby tiger
A baby cat is kitten!

Let's count friends 17, 18, 19, 20

Seventeen, eighteen, nineteen, twenty

We have inished counting from

One by one to twenty! 8 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

vedanta Excel in Mathematics - Book 1

Points and lines A stretched rubber
makes a straight line.
The mark of the tip of a pencil
is a point.

1. Let’s draw as many points as given in the boxes.

2. Let’s draw as many straight lines as given in the boxes.

3. Let’s draw as many curved lines as given in the boxes.

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4. Let’s join the points and draw straight lines.
5. Let’s trace and draw curved lines.

6. Let’s join the straight lines or curved lines and trace the

2 3numbers.

456

7 89
vedanta Excel in Mathematics - Book 1 10 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

7. Let’s trace and write the numbers.
1 1111 11
23 32 32 32 32 23 2
4 4 4 4 4 4 3
5 5 5 5 5 5 4
5
66666 6 6
7777 777
888 888 8
999999 9
00000 0 0

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2Unit Counting and Writing Numbers

Counting Things around us - 1 to 10

One book Two books

11 11 11 11 22 22 22 22

1. Let’s write the number in the box and answer the questions.

a) How many girls are there in the picture 'A'? A
1There is
girl.

b) How many boys are there in the picture 'B'? B

There is boy.

c) How many pencils are there in the picture

'C'? C
2There are
pencils.

d) How many books are there in the picture D
'D'?

There are books.

vedanta Excel in Mathematics - Book 1 12 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting Things around us - 1 to 10

Three pencils Four erasers

33 33 33 33 44 44 44 44

2. Let's write the number in the box and answer the questions.

A
a) How many cats are there in the picture 'A'?

There are cats.

b) How many dogs are there in the picture B
'B'?

There are dogs.

c) How many apples are there in the picture C
'C'?

There are apples.

d) How many mangoes are there in the D
picture 'D'?

There are mangoes.

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Counting Things around us - 1 to 10

Five laptops Six mobiles

55 55 55 55 66 66 66 66

3. Let's write the number in the box and answer the questions.
A

a) How many cabbages are there in the
picture 'A'?

There are cabbages.

b) How many cauli lowers are there in the B
picture 'B'?

There are cauli lowers.

c) How many onions are there in the picture C
'C'?

There are onions.

d) How many garlics are there in the picture D
'D'?

There are garlics.

vedanta Excel in Mathematics - Book 1 14 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting Things around us - 1 to 10

Seven puppies Eight kittens

77 77 77 77 88 88 88 88

4. Let's write the number in the box and answer the questions.
A

a) How many calves are there in the picture

'A'?

There are calves.

b) How many kids are there in the picture B
'B'?

There are kids.

c) How many chicks are there in the picture C
'C'?

There are chicks.

d) How many ducklings are there in the D
picture 'D'?

There are ducklings.

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Counting Things around us - 1 to 10

Nine eggs Ten omelettes

99 99 99 99 10101010

10 10 10 10

5. Let's write the number in the box and answer the questions.

a) How many spoons are there in the picture A
'A'?

There are spoons.

b) How many plates are there in the picture B
'B'?

There are plates.

c) How many table tennis balls are there in C
the picture 'C'?

There are table tennis balls.

D
d) How many table tennis bats are there in

the picture 'D'?

There are table tennis bats.

vedanta Excel in Mathematics - Book 1 16 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting Things around us - 11 to 20

11 Eleven chicks 12 Twelve chicks 13 Thirteen chicks

14 Fourteen apples 15 Fifteen apples 16 Sixteen apples

17 Seventeen balls 18 Eighteen balls 19 Nineteen balls

20 Twenty balls We can count

11, 12, 13, 14,
15, 16, 17, 18,
19, then 20!

1. Let's write the numerals.

a) Seventeen b) Twelve c) Fifteen
f) Eighteen
d) Twenty e) Eleven
vedanta Excel in Mathematics - Book 1
2. Let's write the number names.

a) 14 b) 19

c) 16 d) 18

e) 20 f) 13
17
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Counting Things around us - 21 to 30

21 Twenty-one pencils 22 Twenty-two pencils 23 Twenty-three pencils

24 Twenty-four erasers 25 Twenty-five erasers 26 Twenty-six erasers

27 Twenty-seven sweets 28 Twenty-eight sweets 29 Twenty-nine sweets

30 Thirty sweets We can count

21, 22, 23, 24,
25, 26, 27, 28,
29, then 30!

1. Let's write the numerals.

a) Twenty- ive b) Twenty-eight c) Thirty

d) Twenty-nine e) Twenty-four f) Twenty-six

2. Let's write the number names.

a) 27 b) 29

c) 30 d) 24

e) 21 f) 25

vedanta Excel in Mathematics - Book 1 18 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting Things around us - 31 to 40

31 Thirty-one stars 32 Thirty-two stars 33 Thirty-three stars

34 Thirty-four eggs 35 Thirty-five eggs 36 Thirty-six eggs

37 Thirty-seven cookies 38 Thirty-eight cookies 39 Thirty-nine cookies

40 Forty cookies We can count

31, 32, 33, 34,
35, 36, 37, 38,
39, then 40!

1. Let's write the numerals.

a) Thirty-six b) Thirty-three c) Thirty-nine
f) Thirty-seven
d) Thirty-one e) Forty
vedanta Excel in Mathematics - Book 1
2. Let's write the number names.

a) 32 b) 38

c) 35 d) 34

e) 40 f) 36

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Counting Things around us - 41 to 50

41 Forty-one oranges 42 Forty-two oranges 43 Forty-three oranges

44 Forty-four cherries 45 Forty-five cherries 46 Forty-six cherries

47 Forty-seven peaches 48 Forty-eight peaches 49 Forty-nine peaches

50 Fifty peaches We can count

41, 42, 43, 44,
45, 46, 47, 48,
49, then 50!

1. Let's write the numerals.

a) Fifty b) Forty-two c) Forty- ive

d) Forty-one e) Forty-eight f) Forty-four

2. Let's write the number names.

a) 49 b) 43

c) 46 d) 47

e) 50 f) 48

vedanta Excel in Mathematics - Book 1 20 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers – 51 to 100

1. Let's read aloud the numbers from 51 to 100.

Fifty-one 51 Sixty-one 61 Seventy-one 71 We can count 51, 52,
53, 54, 55, 56, 57,
58, 59, then 60!

Fifty-two 52 Sixty-two 62 Seventy-two 72

Fifty-three 53 Sixty-three 63 Seventy-three 73

Fifty-four 54 Sixty-four 64 Seventy-four 74 We can count 61, 62,
Fifty- ive 55 Sixty- ive 65 Seventy- ive 75 63, 64, 65, 66, 67,
68, 69, then 70!

Fifty-six 56 Sixty-six 66 Seventy-six 76

Fifty-seven 57 Sixty-seven 67 Seventy-seven 77 We can count 71, 72,
Fifty-eight 58 Sixty-eight 68 Seventy-eight 78 73, 74, 75, 76, 77,
Fifty-nine 59 Sixty-nine 69 Seventy-nine 79 78, 79, then 80!

Sixty 60 Seventy 70 Eighty 80

Eighty-one 81 Ninety-one 91 2. Let's write the missing
Ninety-two 92 numbers.
Eighty-two 82 Ninety-three 93
Ninety-four 94 51 53 55
Eighty-three 83 Ninety- ive 95 56 60
Ninety-six 96 61 65
Eighty-four 84 Ninety-seven 97 66
Ninety-eight 98
Eighty- ive 85 Ninety-nine 99 73 75
Hundred 100
Eighty-six 86

Eighty-seven 87 76 80
82 85
Eighty-eight 88 88
95
Eighty-nine 89 91 100

Ninety 90

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Counting and Writing Numbers
Me and My Family

My name is Rima. I am ive years old. There are
three members in my family. Father, mother,
and I are the members of my family.

My name is Kishan. I am six years
old. There are seven members in my
family. Father, mother, grandfather,
grandmother, uncle, younger sister,
and I are the members of my family.

1. Let's write the numerals of the number names.

a) Five b) Three c) Six d) Seven

It’s your time!

2. How many members are there in your family?

a) There are members in my family.

3. Let's write the name of your any four friends. Write the
number of members of their families.

Friend's names Number of family members

vedanta Excel in Mathematics - Book 1 22 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
My School

My name is Rohan. The name of my school is
Saraswoti Primary School. I read in class 1.
There are 27 students in my class. There are
15 girls and 12 boys in my class.

My name is Laxmi. The name of my school
is Buddha Primary School. I read in class 1.
There are 30 students in my class. There are
16 boys and 14 girls in my class.

1. Let's write the number names.

a) 12 b) 27

c) 15 d) 30

2. Let's write the numerals. b) Thirty
a) Sixteen

c) Twenty-seven d) Fourteen

It’s your time!

3. How many students are there in your class?

There are students in my class.

4. How many boys are there in your class?

There are boys.

5. How many girls are there in your class?

There are girls.

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Counting and Writing Numbers
We and our Surroundings

Plants and animals are living things.

1. Let’s count the living things in the picture. Say and write their
numbers.

14a) There are living things in the picture.

b) There are animals in the picture.

c) There are plants in the picture.

d) There are birds in the picture.

e) There are insects in the picture.

House, bus, mobile, robot, motorcycle, etc. are non-living things.

2. Let’s count the nonliving things in the picture. Say and write their
numbers.

12a) There are non-living things in the picture.

b) There are vehicles in the picture.

c) There are houses in the picture.

d) There is robot in the picture.

e) There are calculators in the picture.

vedanta Excel in Mathematics - Book 1 24 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
We and our Surroundings

Domestic animals live in our houses. Wild animals live in jungle. Water
animal lives in water.

3. Let’s count the animals in the picture. Say and write their numbers.

9a) There are animals in the picture.

b) There are domestic animals in the picture.

c) There are wild animals in the picture.

d) There are water animals in the picture.

4. Let’s count the things inside our classroom. Say Interesting!
and write the numbers as quickly as possible. We use numbers to
count things around
a) There are students in our class. us.

b) There are boys in our class.

c) There are girls in our class.

d) There are windows in our class.

e) There are doors in our class.

f) There are walls in our class.

It’s your time!

5. Now, let’s count your family members.

There are members in my family.

There are children in my family.

6. Let’s count the doors, windows, rooms, beds in your house.

There are doors, windows, rooms and beds in
my house.

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Counting and Writing Numbers
Matching time!

1. Let’s match the same number of fruits.

2. Let’s match the numbers with the same number of vegetables.

3

5

1

4

2 26 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

vedanta Excel in Mathematics - Book 1

Counting and Writing Numbers
Size of objects

1. Let’s tick (√) the smaller bag. Let's tick (√) the smallest bag.

√√
2. Let’s tick (√) the bigger umbrella. Let’s tick (√) the biggest umbrella.

3. Let’s tick (√) the longer pencil. Let’s tick (√) the longest pencil.

4. Let’s tick (√) the shorter chocolate. Let’s tick (√) the shortest chocolate.

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Counting and Writing Numbers
Size of objects

5. Let’s tick (√) the thicker book. Let's tick (√) the thickest book.

6. Let’s tick (√) the thinner bread. Let’s tick (√) the thinnest bread.

7. Let’s tick (√) the taller animal. Let’s tick (√) the tallest animal.

8. Let’s tick (√) the shorter tree. Let’s tick (√) the shortest tree.

vedanta Excel in Mathematics - Book 1 28 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
Size of objects - Bigger and smaller

A bigger hen. A smaller chick.

1. Let’s count bigger and smaller things in the picture. Say
and write the numbers as quickly as possible.

3 bigger dogs. smaller puppies.

bigger cauli lowers. smaller capsicum.

bigger buses. smaller cars.

It’s your time!
2. a) Which one is bigger, your book or your bag?

b) Let’s write a bigger and a smaller thing inside your classroom.

is bigger than

c) Let’s write a smaller and a bigger thing in your house.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur is smaller than vedanta Excel in Mathematics - Book 1
29

Counting and Writing Numbers
Size of object - Longer and shorter

A longer pencil. A shorter eraser.

1. Let’s count longer and shorter things in the picture. Say
and write the numbers as quickly as possible.

4 longer pencils. shorter erasers.

longer cucumbers. shorter lady ingers.

longer snakes. shorter lizards.

It’s your time!
2. a) Which one is the longest inger in your palm?

b) Who has longer hand, you or your teacher?
c) Let’s write a longer and a shorter thing inside your classroom.

is longer than

d) Let’s write a shorter and a longer thing in your house.
is shorter than

vedanta Excel in Mathematics - Book 1 30 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

Size of objects - Thicker and thinner

A thicker book. A thinner copy.

1. Let’s count thicker and thinner things in the picture. Say
and write the numbers as quickly as possible.

7 thicker books. thinner exercise books.

thicker laptops. thinner mobiles.

thicker breads. thinner biscuits.

It’s your time!
2. a) Which one is thinner, your book or a copy?

b) Let’s write a thicker and a thinner thing inside your classroom.
is thicker than

c) Let’s write a thinner and a thicker thing in your house.

is thinner than

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Counting and Writing Numbers
Size of objects - Taller and shorter

A taller house. A shorter tent.

1. Let’s count taller and shorter things in the picture. Say and
write the numbers as quickly as possible.

taller deer. 6 shorter squirrels.

taller trees. shorter trees.

taller people. shorter children.

It’s your time!
2. a) Who is taller, you or your teacher?

b) Let’s write a taller and a shorter thing inside your classroom.

is taller than

c) Let’s write a shorter and a taller thing in your house.

is shorter than

vedanta Excel in Mathematics - Book 1 32 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

3There are Place of Objects - On and Under

balls on the table.

2There are balls under the table.

1. Let’s count the things on the table and under the table.

There are books on the table.

There are books under the table.

There are bottles on the table.

There are bottles under the table.

Place of Objects - Inside and Outside

7There are pencils inside the box.

3There are pencils outside the box.

2. Let’s count the things inside the box and outside the box.

There are pens inside the box.

There are pens outside the box.

There are books inside the box.
There is book outside the box.

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Counting and Writing Numbers
Place of objects - before and after

4There are children before

the tree.

3There are children after the
tree.

1. Let’s count the vehicles before and after the zebra crossing.

There are vehicles before
zebra crossing.

There are vehicles after zebra
crossing.

2. Let’s count the children before and after the gate.

There are children
before the gate. children

There are
after the gate.

vedanta Excel in Mathematics - Book 1 34 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
Place of objects - Left and Right

Left Right

1. Let’s count the children left and right to the gate.

4There are children left

to the gate.

6There are children

right to the gate.

2. Let’s count the apples right and left to the basket.

There are apples left to the basket.

There are apples right to the basket.

3. Let’s count the books right and left to the bag.

There are books left to the bag.

There are books right to the bag.

It’s your time!
4. a) Let’s write the name of your friend who is sitting right side to you.

b) Let’s write the name of your friend who is sitting left side to you.

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Counting Shapes around us

This is a point. 3There are points.

This is a straight line. There are straight lines.

This is a curved line. There are curved lines.

This is a triangle. There are triangles.
rectangles.
This is a rectangle. There are

This is a square. There are squares.

This is a circle. There are circles.
This is a cube. There are cubes.

This is a cuboid. There is cuboids.

There are cylinders.

This is a cylinder.

This is a sphere. There are spheres.

vedanta Excel in Mathematics - Book 1 36 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting shapes and writing Numbers
It’s your drawing time!

1. Let’s trace the points.

There are points.

2. Let’s trace the straight lines.

There are straight lines.

3. Let’s trace the curved lines.

There are curved lines.

4. Let’s trace the triangles.

There are triangles.

5. Let’s trace the rectangles.

There are rectangles.

6. Let’s trace the squares.

There are squares.

7. Let’s trace the circle.

There are circle.

It’s your time!
8. a) Let’s write any 2 things which have the shape of a rectangle.

b) Let’s write any 2 things which have the shape of a circle.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 37 vedanta Excel in Mathematics - Book 1

Counting Shapes and Writing Numbers
It’s your drawing time!

1. Let’s trace the cubes.

There are cubes.

2. Let’s trace the cuboids.

There are cuboids.

3. Let’s trace the cylinders.

There are cylinders.

4. Let’s trace the spheres.

There are spheres.

It’s your time!
5. a) Let’s write any 2 things which have the shape of a cuboid.

b) Let’s write any 2 things which have the shape of a cylinder.

c) Let’s write any 2 things which have the shape of a sphere.

vedanta Excel in Mathematics - Book 1 38 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
It’s your drawing time!

1. Let’s increase by 1 and draw the circles in the empty boxes.
Also, write the number of circles.

2 3 45

1

2. Let's decrease by 1 and draw the circles in the empty boxes.

1 2 34

25

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 39 vedanta Excel in Mathematics - Book 1

Counting and Writing Numbers
Matching time!

1. Let’s match the number with the number of fruits.
12

10

13

14

11
2. Let’s match the number names with the numerals.

Forty-seven 16 15 It is fifteen!
Sixty-three
We can read the number!!

30

Sixteen 47

Ninety-four 13

Thirty 63

Thirteen 94

3. Let’s write the numerals of the given number names.

Seven 7 Fourteen Forty-six!

Eleven Twenty eight It is 46!
I can write the

Forty Fifty one number!!

Seventy four Ninety two

Eighty nine Hundred

4. Let’s write the numbers from Ten to Twenty in words.

Ten
Fifteen

Twenty

vedanta Excel in Mathematics - Book 1 40 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
5. Let’s write Forty to Fifty in words.

Forty

Forty-seven

6. Let’s write the number names of the given numerals.

9 19

90 42

24 89 Eighty-nine

17 71

36 63

7. Let’s write the numbers from Ninety to Hundred in words.

Ninety
Ninety-five

It's your time!

8. a) Let's ask your parents how old they are. Write their
ages in numerals.

My father is years old. My mother is years old.

b) Let's ask your Mathematic Teacher how old he/she is.

My teacher is years old.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 41 vedanta Excel in Mathematics - Book 1

Counting and Writing Numbers
It’s your game time!

Let’s count aloud from 1 to 100 and write the numbers the
snakes hiding.

vedanta Excel in Mathematics - Book 1 42 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

It's your puzzle time!

1. Let’s search for the number names in the grid and circle
them.

FVE I GHTFOT
I K T F R X Z I EW
FF I VENS FGE
T OMN V B O T T L
E I G S I X T YWV
E L EVENP S Y E
NFORTYE I OR
HUKUMP D X T F
L S EVENTEEN
TH I RTYFOUR

2. Let’s write the number name as quickly as possible. Search
for the number names in the grid.

5 12

17 40

11 15

60 8

34 56 vedanta Excel in Mathematics - Book 1
43
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers
1. Let’s write the missing numbers in the ladders, by counting

forwards, or backwards.

11 18 54 90
12 55 89
13 56

61
10 82
20

7 65 79

2. Let’s count forward and write the missing numbers in the
boxes.

28 29 33 36

45 46 50 53

3. Let’s count backward and write the missing numbers.

20 19 15 10

50 49 44 44 40

vedanta Excel in Mathematics - Book 1 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Order of Numbers
Drawing Time

Zippy zebra lives in the zoo.

1. Let’s join the dots to follow the path of the order of
numbers. Then, help Zippy get to the zoo.

12 3 4 5 67 8 9 10
13
37 9 10 15
11 14 18
12
13

19 18 14 17
17

20 17 16 15 16
21
18
22 28 27

26

23 24 25 26 27 28 29 30 31

2. Let’s write the numbers in order.

3 7 1 8 5 2 10 6 9 4

13 6 10

34 38 30 35 32 39 31 37 33 36

30 45 39

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur vedanta Excel in Mathematics - Book 1

Order of Numbers

Drawing Time

3. Let’s join the numbers in the correct order and colour the

picture. 7

99 100 4 56 8
98 9
97 3 10
2
96 1

95 11
94 12

93 92 13

91 14

90 15 26

89 16 27
88 17 25 28
87 86 18

84 20 19 24 29
85
83 21 23 30
82 22

31

81 32
80 33
79 34
78
35
36

37
38

77 58 39
76 40
75 59 41
74
73 60 57 42
72 61 56
43
71 62 55
70 44
63 64 54 45 46

65 47
48
66
67 53 49
69 68 52 51 50

vedanta Excel in Mathematics - Book 1 46 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Order of Numbers

After, Before, and Between

1. Let’s say aloud and write the answers as quickly as possible.

What comes after 7? 8 It’s easy!
2 comes after 1,

What comes after 19? 3 comes after 2,
and so on!!

What comes after 78?

What comes after 99?

What comes after these numbers?

67 28 37 44

51 60 72 93

92. Let’s say aloud and write the answers as quickly as possible.
What comes before 10? I can also tell!

What comes before 21? 1 comes before 2,
2 comes before 3,

What comes before 57? and so on!!

What comes before 100?

What comes before these numbers?

19 20 33 40 51

66 72 85 100

3. Let’s say aloud and write the answers as quickly as possible.
5
What comes between 4 and 6? I got it! In 1 2 3,

2 is in between 1

What comes between 30 and 32? and 3!!

What comes between 53 and 55?

What comes between 91 and 93?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 47 vedanta Excel in Mathematics - Book 1

Order of Numbers
4. Let’s say and write what comes between these numbers?

8 10 27 29 49 51

63 65 78 80 86 88

5. Let’s say and write ‘after’, ‘before’ or ‘between’ as quickly as

possible. 10 is after

9.

In 9, 10, 11 9 is 10.

11 is 10. 10 is 11.

10 is in 9 and 11.

Order of numbers in number line

0 1 2 3 4 5 6 7 8 9 10
A number line shows the order of numbers.

6. Let’s say aloud and write the missing numbers as quickly
as possible.

0 1 2 3 4 5 6 7 8 9 10

10 11 2 13 4 15 6 17 8 19

20 2 24 6 28

50 2 53 6 57 60

90 2 6 100
48
vedanta Excel in Mathematics - Book 1 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur