Vedanta Excel in Mathematics - 2 Final (2078)

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

vedanta

Excel in

MATHEMATICS

2Book

Author
Hukum Pd. Dahal

Editor
Tara Bahadur Magar

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

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

vedanta

MExcaeltihn ematics

2Book

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 Revised (According to New Curriculum) Edition: B.S. 2078 (2021 A.D.)

Price: Rs 330.00

Published by:

Vedanta Publication (P) Ltd.
jb] fGt klAns];g k|f= 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 hierarchy of the learning objectives and they are reflective to the corresponding
exercises. Therefore, each textbook of the series itself is playing a role of a ‘Text Tutor’. There is a well
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 contents and activities 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’ fulfills
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,
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' may play 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 make his/her teaching learning strategies.
The socially communicative approach by language and literature in every textbook especially in primary
level of the series will play a vital role as a ‘textual-parents’ to the young learners and help them in
overcoming 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
will be 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, HOD, 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 programmes 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 very
valuable suggestions about the effective methods of teaching-learning mathematics and many reference materials.

Grateful thanks are due to Mr. Tara Bahadur Magar for his painstakingly editing of the series.

Moreover, I gratefully acknowledge all Mathematics Teachers throughout the country who encouraged me and
provided me 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. to get this series published. I would like to thank
Chairperson Mr. Suresh Kumar Regmi, Managing Director Mr. Jiwan Shrestha, Marketing Director Mr. Manoj Kumar
Regmi for their invaluable suggestions and support during the preparation of the series.

Last but not the least, 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

Unit 1 Contents Page No.
Unit 2
Unit 3 We and Our Daily Lives - 1 9

Unit 4 Capacity, Weight, Time, O’ clock time, Half past time, Quarter past time,
Timetable, Hours and Days, Days and Week, Days and Months, Our
Unit 5 Nepali Currency, Shopping time
Unit 6
Unit 7 We and Our Surroundings 24

Things Around Us - Living and Non-living things, Animals Around Us ,
Size of Things, Place, and Position

Counting and Writing Numbers 28

Before, After, and Between, More than and Less than, Increasing and
decreasing order of numbers, Comparison of numbers, Puzzle time,
Ordinal Numbers, Number Line, Skip Count by 2s and 5s, Drawing Time,
Grouping and Counting tens, Grouping into tens and ones., Showing tens
and ones in abacus, Digits and Numbers, Place and Place Value, Odd and
Even Numbers

Addition and Subtraction 50

Addition - How many altogether?, Playing Time, Drawing Time, Addition
Story of Numbers, Game Time, Puzzle Time, Add 10 Rule, Let’s use
addition in real life, Subtraction - how many are left?, Drawing time,
Subtraction Tables, Game time, Let’s use subtraction in real life, Fun of
addition and subtraction, Addition by using number line, Subtraction by
using number line, Sum or difference of numbers

Counting and Writing Numbers upto 1000 77

3-digit Numbers, Place Value Table of 3-digit numbers, Shopping Time,
After, Before and Between the given numbers, Place and place value in
3-digit numbers, Comparison of 3-digit numbers, Odd and Even 3-digit
Numbers, Devanagari Numerals, Roman Numerals

Addition with Carryover 100

Adding ones and regrouping into tens and ones, Adding tens and
regrouping into hundreds and tens, Let's use addition in real life

Subtraction with Borrowing 109

Borrowing 1 ten to ones place, Borrowing 1 hundred to tens place, Let's
use subtraction in real life, How many less and how many more?

Unit 8 Multiplication and Division Page No.

Multiplication - How many times, how many altogether?, Multiplication 118
Tables, Multiplier, Multiplicand, and Product, Fun of multiplication with
0, Let's use of multiplication in real life, Shopping time, Division - Sharing,
Story of division, Drawing time, Fact of multiplication and division,
Game time, Dividend, Divisor and Quotient, Let's use division in real
life, Mixed problems, Fun of multiplication with 10, 20, 30,... and so on,
Multiplication with 2-digit numbers, Multiplication with carry over, Let's
use multiplication in real life, More division, 1-digit divisor and 2-digit
dividend, Division with Remainder, Let's use division in real life

Unit 9 Fraction - Part of a Whole 158

Parts of a whole, Half of a whole, Quarter of a whole, Third of a whole,
Tenths of a whole, Half of a number of things, Thirds of a number of things,
Quarters of a number of things, Bubbling Doubling

Unit 10 We and Our Daily Lives - 2 173

The calendar, Conversion of Time, Our Currency - Rupees and Paisa,
conversion of Money, Shopping Time

Unit 11 Geometry 181
Unit 12 190
Point and Line, Vertical line, horizontal line and slanting line, Plane shapes
Unit 13 - Circle,Triangle, Rectangle and Square, Solid shapes - Cube, cuboid, sphere, 209
cylinder and cone, Drawing Time, Quiz Time

We and Our Daily Lives - 3

Measurement of Length, Centimetre Ruler and meter-scale, Use of
centimetre Ruler, Lengths of straight lines, Conversion of units of length,
Addition and subtraction of units of length, Addition and subtraction of
lengths in real life, Area, Measuring area, Weight - Heavier and Lighter
objects, Measuring weight, Conversion of units of weight, Addition
and subtraction of weights in real life, Capacity, Measuring capacity,
Conversion of units of capacity, Addition and subtraction of capacity in real
life!

Pictograph and Bar Graphs

Pictograph - Picture information, Bar graph, Drawing time

Evaluation Model 213

1Unit We and Our Daily Lives - 1

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 9 vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1
Capacity

Puja has a jug in her kitchen. She can ill the jug
with 5 glasses of water. The jug can hold 5 glasses of
water. The capacity of the jug is 5 glasses of water.

Kulman has a bucket in his kitchen. He Can ill the bucket
with 4 jugs of water. The bucket can hold 4 jugs of water.
The capacity of the bucket is 4 jugs of water.

Rashmi has a jar in her kitchen. She can ill the jar

with 3 buckets of water. The jar can hold 3 buckets of
water. The capacity of the jar is 3 buckets of water.

1. Let's say and write the capacity of each bigger vessel.

a) A glass can hold 2 cups of milk.

The capacity of the glass is cups of milk.

b) A bottle can hold 3 glasses of juice.

The capacity of the bottle is glasses of juice.

c) A pot can hold 6 jugs of water.

The capacity of the pot is jugs of water.

d) An oil jerrycan can hold 10 bottles of oil.

The capacity of the can is bottles of oil.

vedanta Excel in Mathematics - Book 2 10 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

2. Each bigger vessel can hold as many number of smaller vessels of liquid
as given in the picture. Let's say and write the capacity of each bigger
vessel.

a) The capacity of the glass is cups of milk.

b) The capacity of the jar is glasses water.

c) The capacity of the pot is bottles of water.

d) The capacity of the kettle is cups of tea.

e) The capacity of the thermos is glasses of milk.

3. Its your time!

a) Let's take a water bottle and a glass. Fill the bottle with full
glasses of water.

How many glasses of water illed the bottle? glasses
of water.

What is the capacity of the bottle? glasses of water.

b) Let's take a water bottle, a jug and a glass. Fill the bottle and the jug with
full glasses of water.

What is the capacity of the bottle? glasses of water.

What is the capacity of the jar? glasses of water.

Which vessel has more capacity, bottle or jar? has more capacity.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 11 vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1
Weight

Let's compare the heavier and lighter objects.

A book is heavier than a pencil. A tomato is lighter than a watermelon.

A pencil is lighter than a book. A watermelon is heavier than a tomato.

A book has more weight than A tomato has less weight than

a pencil. a watermelon.

A pencil has less weight than A watermelon has more weight than

a book. a tomato.

1. Look at the balances. Let's say and write which one is 'heavier' or 'lighter'.

a) A duster is b) A mobile is

than an eraser. than a laptop.

An eraser is A laptop is

than a duster. than a mobile.

2. Look at the balances. Let's say and write which one has 'more weight' or

'less weight'.

a) A bag has b) An apple has weight
weight than a book. than a pumpkin.
A book has A pumpkin has
weight than a bag. weight than an apple.

3. It's your time! Let's hold a book on one palm and a pencil on other palm.
Then compare the weight of these two things.

vedanta Excel in Mathematics - Book 2 12 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

2. Look at the weights in the balances. Let's say and write the weight of the
given things.

a) b)

The weight of apples is kg. The weight of tomatoes is kg.
c) d)

The weight of lour is kg. The weight of sugar is kg.
e) f)

5kg 25 kg

The weight of watermelon is kg. The weight of rice is kg.

2. It's your time!

a) Let's stand on a dial balance and measure your weight.

Your weight is kg.

b) Let's ask your friend to stand on a dial balance and measure his\her
weight.

The weight of your friend is kg.

c) Who has more weight, you or your friend?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 13 vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1
Time

Are you in time? Let’s say the answer of these questions.
At what time do you wake up usually in the morning?
At what time do you go to your school?
At what time do your school starts?
At what time is your school over?
At what time do you go to your bed usually?

I am a clock. I can tell you time.
I have 12 numbers on my face from 1 to 12.
I have two hands, a longer hand and a shorter
hand. My shorter hand tells you hours and my
longer hand tells you minutes.

These are paper clocks! Let’s ill in the missing numbers in the clocks.

This is a digital clock. The clock is showing 12:00 noon.
It shows the time in digits.
14 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur
vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1

O’ clock time

The minute hand (longer hand) is at 12 and the hour hand
(shorter hand) is at 3.
It is 3 o’clock. We can write it as 3:00.

1. Let’s see the time in the clocks. Say and write the time as quickly as
possible.

a) b) c)

10 O' clock f)

10 : 00

d) e)

2. Let’s draw the minute hand and hour hand to show the time.

a) b) c)

3:00 11:00 5:00
15
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1

Half past time

The minute hand (longer hand) is at 6 and the hour hand
(shorter hand) is in between 1 and 2.
It is half past 1. We can write it as 1:30.

1. Let’s see the time in the clocks. Say and write the time as quickly as
possible.

a) b) c)

9Half past e) f)

9:30

d)

2. Let’s draw the minute hand and hour hand to show the time.
a) b) c)

8:30 2:30 11:30

vedanta Excel in Mathematics - Book 2 16 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Quarter past time
The minute hand is at 3 and the hour hand is in between 11
and 12.
It is quarter past 11. We can write it as 11:15.

1. Let’s see the time in the clocks. Say and write the time as quickly as
possible.
a) b) c)

1Quarter past e) f)

1 : 15

d)

2. Let’s draw the minute hand and hour hand to show the time.
a) b) c)

9:15 5:15 12:15
17
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1

Let's remember!
We write a.m. with the time in the morning. It starts from 12:00 mid-night to
12:00 noon.

We write p.m. with the time after 12:00 noon to 12:00 mid-night. So, we write
p.m. for afternoon, evening and night time.

Timetable!

It's Bhurashi's timetable. Let's see the time in the clocks. Using a.m. or p.m., say
and write at what time does she do these jobs?

She wakes up at 6:00 a.m. She has breakfast at

She does homework at She goes to school at

She arrives home at She plays at

She has dinner at 18 She goes to bed at

vedanta Excel in Mathematics - Book 2 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Sunday morning Hours and Days Monday morning

Sunday evening

12 hours 12 hours

6 : 00 a. m. 6 : 00 p. m. 6 : 00 a. m.

24 hours

There are 12 hours between 6:00 a.m. in the morning to 6:00 p.m. in the evening.
Again, there are 12 hours between 6:00 p.m. in the evening to 6:00 a.m. in the
next morning. So, there are 24 hours between 6:00 a.m. of a day to the 6:00 a.m.
of the next day.

24 hours make 1 day.
1 day = 24 hours

1. Let's say and write the answer as quickly as possible.

a) How many hours are there between 7:00 a.m. to 10:00 a.m.? There are

hours

b) How many hours are there between 7:00 a.m. to 7:00 p.m.?

There are hours

c) How many hours are there between 8:00 p.m. to 8:00 a.m. of the next day?

There are hours

d) How many hours are there between 8:00 a.m. to 8:00 a.m. of the next day?

There are hours

e) How many hours are there in 1 days? There are hours

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 19 vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1

Days and Week

There are 7 days in a week. Sunday is the irst day and Sunday
Monday

Saturday is the last day in a week of our Nepali calendar. Saturday

Tuesday

Friday Wednesday

1. Answer the following questions. Thursday

a) Which is the second day of the week?

b) Which is the fourth day of the week?

c) Which is the sixth day of the week?

d) Which day is your weekly holiday?

e) What comes after Wednesday?

f) What comes before Saturday?

Months and Year

There are 12 months in a year.

12 Nepali Months 12 English Months

1. Baisakh 7. Kartik 1. January 7. July

2. Jestha 8. Mangsir 2. February 8. August

3. Asar 9. Poush 3. March 9. September

4. Shrawan 10. Magh 4. April 10. October

5. Bhadra 11. Falgun 5. May 11. November

6. Aswin 12. Chaitra 6. June 12. December

2. Let's answer the following questions.

a) Which is the irst Nepali month?

b) Which is the last Nepali month?

c) Which is the irst English month?

d) Which is the last English month?

vedanta Excel in Mathematics - Book 2 20 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Days and Months

There are 30 days in a month. A few Nepali months are of 31 days and 32 days.
One Nepali month is of 29 days.

There are 7 English months that have 31 days and 4 English months that have 30
days. February has 28 days in common year and it has 29 days in a leap year.

7 English months that have 31 days are: January, March, May, July, August, October
and December. 4 English months that have 30 days are: April, June, September
and November.

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19 20 21 22 23 24 25
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1. Let's answer the following questions.

a) What day is the 15th Baisakh?

b) What day is 25th December?

c) How many Saturdays are there in Baisakh?

d) How many Sundays are there in December?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 21 vedanta Excel in Mathematics - Book 2

We and Our Daily Lives - 1

Our Nepali Currency
1. Let's count the number of rupee notes. Say and write how many rupees

altogether.

a) There are 5 number of Five-rupee notes.
25 rupees altogether.

b) There are number of Ten-rupee notes.

rupees altogether.

c) There are number of Twenty-rupee notes.

rupees altogether.

d) There are number of Fifty-rupee notes.

rupees altogether.

2. Let's say and write the cost of these items in words and in numerals.

a) Cost of a pencil is 22 rupees.
b) Cost of a biscuit is rupees.
c) Cost of a packet of milk is
rupees.
vedanta Excel in Mathematics - Book 2
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

It’s your shopping time!
1. Let’s write the cost of these items in words.

25 rupees 96 rupees 40 rupees 72 rupees 88 rupees

a) A pen costs rupees.
b) A book costs rupees.
c) A biscuit costs rupees.
rupees.
d) Bananas costs rupees.
e) A packet of sugar costs
2. Let’s write the cost of these items in numerals.

Sixty rupees Twenty-eight rupees Seventy- ive rupees Fifty-two rupees

a) A box costs rupees. b) A chocolate costs rupees.

c) Mangoes cost rupees. d) A toy costs rupees.

3. It's your time! Let's ask your parents.

a) How much is the cost of a packet of milk? Write the cost in words and in
numeral.
rupees

b) How much is the cost of a packet of salt? Write the cost in words and in
numerals.
rupees

c) How much is the cost of 1 kg of sugar? Write the cost in words and in
numeral.
rupees

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 23 vedanta Excel in Mathematics - Book 2

2Unit We and Our Surroundings

Things Around Us - Living and Non living things

Let’s count the things in our surroundings.
Plants and animals are living things. Pencils, cars, chairs, horses, robot..., are
non-living things.

1. This is a collection of living and non-living things. Let’s write their
numbers in words and in numerals.

There are twelve 12

living things.

There are

non-living things.

Animals Around Us
Cows, goat, buffalo, horse, etc. are domestic animals. We tame domestic animals
in our house or in farms. Tiger, elephant, deer, bear, etc. are wild animals. Wild
animals live in jungle. Fish, crab, crocodile, whale, etc. are water animals. Water
animal live in water.
2. This is the collection of domestic and wild animals. Let’s write their

numbers in words and in numerals.

There are

domestic animals.

There are
wild animals.

There are
water animals.

vedanta Excel in Mathematics - Book 2 24 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Surrounding

Animals Around Us

A baby cat is kitten. A baby dog is puppy.

3. Let’s count the number of kittens and puppies in the picture. Write the
numbers in words and in numerals.

a) There are puppies.
b) There are kittens.

A baby cow is calf and a baby goat is kid.

4. Let’s count the number of calves and kids in the picture. Write the numbers
in words and in numerals.

a) There are calves.
b) There are kids.

A baby hen is chick and a baby duck is duckling .

5. Let’s count the number of chicks and ducklings in the picture. Write the
numbers in words and in numerals.

a) There are chicks.

b) There are ducklings.

Parrot, crow, sparrow, pigeon, etc. are birds. Mosquito, house ly, butter ly, ant,
etc. are insects.

6. Let’s count the number of birds and insects in the picture. Write the
numbers in words and in numerals.

a) There are birds.

b) There are insects.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 25 vedanta Excel in Mathematics - Book 2

We and Our Surrounding

Size of Things

There are different sizes of things around us.

1. Let's count different sizes of things around us and write the numbers in
the blanks.

a) There are 3 bigger dogs.
smaller dogs.
There are

b) There are longer pencils.
There are shorter pencils.

c) There are thicker books.
There are thinner books.

d) There are taller trees.
There are shorter trees.

2. It's your time!
a) Let's write any two objects bigger than your eraser.

b) Let's write any two objects taller than your height.

c) Let's write any two objects thicker than your mathematics book.

vedanta Excel in Mathematics - Book 2 26 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Surrounding

Place and Position

1. Let’s count the things where they are situated. Say and write numbers in
the blanks.

11a) There are books on the table.

There are balls under the table.

b) There are pencils inside the
box. erasers outside the

There are children before
box. children after

c) There are
the gate.
There are
the gate.

d) There are apples left
to the basket.

There are apples

right to the basket.

2. It's your time!
a) Let's write any two objects inside your bag.

b) Let's write the name of two friends left or right to you.

c) Let's write four numbers before 5.

d) Let's write any four numbers after 10.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 27 vedanta Excel in Mathematics - Book 2

3Unit Counting and Writing Numbers

This is a story of a baby rabbit. Once she was lost in the jungle. She was searching
her mother here and there. Let's help the baby rabbit to meet her mother by
writing the missing numbers.

vedanta Excel in Mathematics - Book 2 28 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

Before, after and between

Before 4 After 4 Between 12 and 15 Between 49 and 51

1, 2, 3, 4 5, 6, 7,... 12 13, 14, 15 49 50 51

1. Let's say and write the numbers.
a) Any three numbers before 15
b) Any tree numbers after 48
c) Any three numbers between 80 and 90

2. Let’s say and write a number that comes just before, after and between the
numbers.

a) A number just before 21 is I got it!
b) A number just before 99 is 30 is just before 31 and
31 is just after 30!!

c) A number just after 99 is

d) A number that comes between 78 and 80 is
3. Let’s write numbers just before, just after and between.

Before Number After Before Between After
36 29 31
49 55 57
80 98 100

4. Let's write 'before', 'after' or 'between' in the blank spaces.

a) 18 is 19. b) 36 is 35.

c) 50 is 49 and 51. d) 99 is 100.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 29 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers

More than and less than
1. Let's count the things. Say and write the answer as quickly as possible.

a) How many more apples are there than oranges?

There is more apple than oranges.

b) How many less books are there than pencils?

There are less books than pencils.

c) How many more girls are there than boys?

There are more girls than boys.

2. Let's say and write the numbers as quickly as possible.

a) 1 more than 19 is and 1 less than 20 is

b) 1 more than 35 is and 1 less than 36 is

c) 1 more than 72 is and 1 less than 73 is

d) 1 more than 99 is and 1 less than 100 is

e) 2 more than 16 is and 2 less than 18 is

f) 2 more than 27 is and 2 less than 29 is

g) 2 more than 69 is and 2 less than 71 is

h) 2 more than 98 is and 2 less than 100 is

vedanta Excel in Mathematics - Book 2 30 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

Increasing and decreasing order of numbers

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

a) The smallest number is It's easy!
12, 16, 20 are in
In 16, 12 and 20 increasing order!
The greatest number is

So, , , are in increasing order.

b) The greatest number is 52, 48, 35 are in
decreasing order!
In 35, 52 and 48
The smallest number is

So, , , are in decreasing order.

2. Let’s see the arrangement of the numbers. Say and write the order is
'increasing' or 'decreasing' in the blanks.

a) 81, 78, 64, 59 are in order.

b) 47, 65, 86, 90 are in order.

3. Now, let’s write these numbers in increasing order, then in decreasing
order.

a) 27 25 Increasing order

41 30 Decreasing order

b) 82 Increasing order
93

69 78 Decreasing order

4. It’s your time! Let's write any four numbers:

a) In increasing order ,, ,
b) In decreasing order ,, ,

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 31 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers

Comparison of numbers

Let’s count the apples to the both sides of <, > and = .

2<4 5>3 3=3
2 is less than 4. 5 is greater than 3. 3 is equal to 3.

1. Let’s put the correct symbol <, > or = between the number of strawberries.

a) b) c)

2. Let’s write the symbol of 'less than' < , 'greater than' > or 'equal to' =
between these numbers.

a) 15 14 b) 23 28 c) 37 37 d) 50 46

e) 96 100 f) 64 64 g) 86 68 h) 57 74

3. Now, do you remember?
a) The symbol for ‘less than’ is

b) The symbol for ‘greater than’ is

c) The symbol for ‘equal to’ is

4. It’s your time! Let’s write any suitable numbers in the blanks spaces.

a) > b) = c) <

d) = e) < f) >
32
vedanta Excel in Mathematics - Book 2 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

It’s your puzzle time!
1. Let’s search the number names in the grid and write them in numerals.

E L E V E N VNA T The numerals are

FYTOELSI X S 11

T X A M I E FNV I

WT R P G N LX S X
O E I GH T EEN T
Y T H K TWEN T Y
S E V F ONEE TW
TN E I P I SOB D
C S E V E NTY Z P
G I MEQEXS X Q

2. Let’s write the answers in words: THREE, EIGHT, ... and solve the cross
word puzzle.

18 Across

6 1. Number of wheels of a rickshaw
3. Number of Provinces of Nepal
2 5. Number of legs of a cow
7. Number of ingers in two hands
5
4 Down
7T E N
2. Number of legs of a spider
3 4. 1 less than 10
6. More than 49 and less than 51
8. Number just after 99

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 33 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers

Ordinal Numbers - Number that tells the position of something
1. Let's answer these questions?
a) Which is the irst day of a week?
b) Which is the second month in a year in Nepali calendar?
c) Which subject do you study in your third bell?
Let’s learn the ordinal numbers: irst, second, third, fourth, ifth, and so on.

Numbers One Two Three Four Five Six Seven Eight Nine Ten
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth
Ordinal 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
numbers

2. Look at the wonderful race between turtles and rabbits. Then, answer the
following questions.

a) Which turtle is in the irst position in the race? H

b) Which turtle is in the sixth position in the race?

c) What is the position of the rabbit J?

d) What is the position of the turtle F?

e) Which rabbit is in the last position in the race?

f) Which turtle won the race?

vedanta Excel in Mathematics - Book 2 34 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

3. Now, let’s write the position in the short form.

a) First 1st b) Second c) Third d) Fourth
h)Twelfth
e) Sixth f) Ninth g) Eleventh

4. Let’s name the position for these short forms.

a) 3rd third b) 5th c) 1st
f) 18th
d) 7th e) 2nd

5. Let’s read the Nepali Calendar of the month of Baisakh 2078. Say and
write the answers of the following questions.

j}zfv @)&* April/May 2021

cfO{taf/ ;fd] af/ du+ naf/ aw' af/ laxLaf/ zq' maf/ zlgaf/

!@ #$

% ^ & * ( !) !!

!@ !# !$ !% !^ !& !*

!( @) @! @@ @# @$ @%

@^ @& @* @( #) #!

a) Which day is the third of Baisakh?

b) Which day is the 9th of Baisakh?

c) Which day is the 18th of Baisakh?

d) What is the date of 2nd Saturday in Baisakh?

e) What is the date of 4th Monday in Baisakh?

6. It's your time! In which bell (or period) do you study the following subjects
in your school.

a) Maths is at period. b) Nepali is at period.
c) English is at period. d) Science is at period.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 35 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers

Number Line

This number line shows the numbers from 0 to 10.

0 1 2 3 4 5 6 7 8 9 10

This number line shows the numbers from 10 to 20.

10 11 12 13 14 15 16 17 18 19 20

1. Let’s write the missing numbers in the number lines.

a) 11 12 13 14 5 16 17 18 19 10

0

b) 16 17 18 19 20

10 11 12 13 14 5

c) 16 27 18 19 30

20 11 22 13 24 5

d) 16 27 48 19 30

40 11 22 43 24 5

2. Let’s tell and write the numbers for the letters in the number line.

0 1 a b c d 6 7 e f g 11 12 h p q 16 x y 19 z

a= b= c= d= e=

f= g= h= p= q=

x= y= z= Approved by Curriculum Development Centre, Sanothimi, Bhaktapur
36
vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers

Skip Count by 2s
Learning to skip count by 2 means you count two steps forward. It helps to count
things faster.

Let's count by 1s Let's count by 2s

Which one is the faster count, counting by 1s or by 2s?
1. Let’s count by 2s and fill in the missing numbers on the number lines.

a) +2 +2 +2 +2 +2

012 34 5 7 9

+2 +2 +2 +2 +2

b)

2 3 5 7 9 11

+2 +2 +2 +2 +2

c)

6 7 9 11 13 15

+2 +2 +2 +2 +2

d)

10 11 13 15 17 19

2. It's your time!
a) Let’s count by 2s. Tell and write how many students are there in your class?

There are students.

b) Let’s count by 2s. Tell and write how many ingers and toes are there in your

palms and feet? There are ingers. vedanta Excel in Mathematics - Book 2
37
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

Skip Count by 5s

Learning to skip count by 5s means you count ive steps forward. It helps to count
things faster.

Let's count by 2s Let's count by 5s

Which one is the faster count, counting by 2s or by 5s?

1. Let’s count by 5s and fill in the missing numbers on the number lines.

a) +5 +5 +5 +5

01234 56 789 11 12 13 14 16 17 18 19
+5 +5
b) +5 +5

56 78 9 11 12 13 14 16 17 19 19 21 22 23 24

c) +5 +5 +5 +5

10 11 12 13 14 15 16 17 18 19 21 22 23 24 26 27 28 29
+5 +5
d) +5 +5

15 16 17 18 19 21 22 23 24 26 27 28 29 31 32 33 34

2. It's your time!
a) Let’s count the ingers of your two palms by 1s. Again, count the ingers by 5s.

Which one is the faster counting?

b) Let's count the number of students in your class by 2s and then by 5s. Which

one is the faster counting?

vedanta Excel in Mathematics - Book 2 38 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers

Drawing Time!
1. Let’s count by 2s and join the dots in order.

2. Let’s count by 2s and write the missing numbers.

20 26

3. Let’s count by 5s and write the missing numbers.

30 50

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 39 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers up to 100

Grouping and Counting tens

There are 10 pencils in one bundle.
It is 1 ten and 1 ten = 10

Let’s count the bundles of 10 pencils. Say and write how many pencils are
there?
a) b)

2 tens = 20 3 tens = pencils.
There are 20 pencils. There are
c) d)

tens = pencils. tens = pencils.
There are There are
e) f)

tens = pencils. tens = pencils.
There are pencils. There are pencils.
g) h)

tens = tens =
There are There are

There are 10 bundles of ten pencils.
There are 100 pencils.
So, 10 tens = 100 (one hundred)

vedanta Excel in Mathematics - Book 2 40 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers upto 100

Grouping into tens and ones.

There are 13 pencils.
Let’s make group of 10 pencils from these 13 pencils.

13 = 1 ten + 3 ones

1 ten 3 ones

1. Now, let’s count the number of tens and ones. tens + ones
a)

22 =

b)
35 = tens + ones

c)
47 = tens + ones

d)
= tens + ones

e)
= tens + ones

f) 41 = tens + ones

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers upto 100

Showing tens and ones in abacus

There is a group of 10 cubes and 4 more cubes. There are
14 cubes. Now, let’s show the number of tens and ones in an
abacus.

Tens (T) Ones (O)

It is an abacus. Tens (T) Ones (O)
It is 23!
It shows the number of ones,
tens, hundreds and so on.
14 = 1 ten + 4 ones

1. Let’s show the number of tens and ones in abacus. Then, fill in the blanks.
a) Tens Ones
23 = tens + ones

b) Tens Ones
36 = tens + ones

c) Tens Ones
= tens + ones

d) Tens Ones
= tens + ones

vedanta Excel in Mathematics - Book 2 42 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers upto 100

2. Let’s write the number of tens and ones in the blank spaces.

a) 7 = 0 tens + 7 ones b) 9 = tens + ones

c) 16 = tens + ones d) 25 = tens + ones

e) 54 = tens + ones f) 63 = tens + ones

g) 78 = tens + ones h) 87 = tens + ones

i) 92 = tens + ones j) 100 = tens + ones

It's your time!

3. Let’s write your own numbers. Then, write the number of tens and ones
and show in abacus.

Your numbers Number of tens and ones In abacus

a) T O

tens + ones

b) T O
tens + ones

c)
tens + ones

d)
tens + ones

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 43 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers upto 100

Digits and Numbers
Let’s learn about the digits and numbers.

Do you know? Now, we knew!
In 6 6 is a digit and 6 is a number. 100 is a number.
In 17 1 and 7 are two digits and 17 is a number. 1, 0 and 0 are three
In 25 2 and 5 are two digits and 25 is a number. digits of 100.
In 84 8 and 4 are two digits and 84 is a number.

1. Now, let's say and write the digits in these numbers?

a) In 9 , is a digit and is a number.

b) In 32 , and are the digits and is a number.

c) In 52 , and are the digits and is a number.

d) In 70 , and are the digits and is a number.

2. Let’s say and write the answers of these questions.

a) How many digits are there in 7? I got it!
b) How many digits are there in 47? 100 is a three digit
number!!

c) How many digits are there in 90?

d) How many digits are there in 100?

3. It’s your time! Let’s write your digits and your numbers.

a) and are two digits and is a number.

b) and are two digits and is a number.

c) and are two digits and is a number.

vedanta Excel in Mathematics - Book 2 44 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers upto 100

Place and Place Value
Let’s learn about the places and place values of the digits of a given number.

1 ten + 5 ones = 10 + 5 2 tens + 7 ones = 20 + 7
1 ten = 10 and 5 ones = 5. 2 tens = 20 and 7 ones = 7.

1. Let’s count the number of tens and ones. Then, say and write the values of
tens and ones.

a) b)

3 tens = and 2 ones = 4 tens = and 3 ones =
c) d)

5 tens = and 6 ones = 6 tens = and 4 ones =
e) f)

7 tens = and 8 ones = 8 tens = and 9 ones =
45 vedanta Excel in Mathematics - Book 2
Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers upto 100

2. Now, let’s write the digits at the tens and ones places. Then, write the place
values of each digit.

a) In 18 The digit at tens place is and it’s place value is
and it’s place value is
The digit at ones place is

b) In 25 The digit at tens place is and it’s place value is
and it’s place value is
The digit at ones place is

c) In 63 The digit at tens place is and it’s place value is
and it’s place value is
The digit at ones place is

d) e) f)

14 37 49

ones = ones = ones =

tens = tens = tens =

g) h) i)

56 65 94

ones = ones = ones =
tens = tens = tens =

3. Let's write the number of ones and tens. Then write the numeral from the
given place values.

a) b) c)

13 22

ones = 3 ones = 2 ones = 4

tens = 10 tens = 20 tens = 50

d) e) f)

ones = 7 ones = 8 ones = 1
tens = 40 tens = 60 tens = 70

vedanta Excel in Mathematics - Book 2 46 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Counting and Writing Numbers upto 100

Odd and Even Numbers

This is 1 pencil. These are 2 pencils.
1 pencil does not make a pair. 2 pencils make a pair.
1 is an odd number. 2 is an even number.

These are 3 pencils. These are 4 pencils.
3 pencils make one pair and 1 pencil 4 pencils make two pairs.
is left unpaired. 4 is an even number.
3 is an odd number.
It's your time!

1. a) Let's take 5 pencils and make as many pairs as possible.

Is 5 an odd or an even number?

b) Let's take 6 pencils and make as many pairs as possible.

Is 6 an odd or an even number?

c) How many pairs of pencils can you make from 7 pencils?

Is 7 an odd or an even number?

d) How many pairs of pencils can you make from 8 pencils?

Is 8 an odd or an even number?

e) Let's take 9 pencils and 10 pencils separately and arrange them in pairs.

Is 9 an odd or an even number?

Is 10 an odd or an even number?

2. Let's study and learn the pattern of odd and even numbers. Then say and
write the remaining numbers are odd or even.

1 is odd, 2 is even. 3 is odd and 4 is even.

5 is odd, 6 is even. 7 is , 8 is , 9 is ,

10 is , 11 is , 12 is , 13 is

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 47 vedanta Excel in Mathematics - Book 2

Counting and Writing Numbers upto 100

1. Look at the digit at ones place is odd or even. Then say and write whether
the number is odd number or even number.

10

Digit at ones place is 0 (zero). 10 is even number.

11

Digit at ones place is 1, which is odd. 11 is an odd number.

12

Digit at ones place is 2, which is even. 12 is an even number.

25

Digit at ones place is 5, which is odd. 25 is an odd number.

a) 13 is an number. b) 14 is an number.

c) 15 is an number. d) 26 is an number.

e) 31 is an number. f) 42 is an number.

g) 50 is an number. h) 79 is an number.

i) 88 is an number. j) 97 is an number.

2. Let's circle and make pairs. Say and write the number is odd or even.

a) b)

9 is an number. 12 is an number.
c) d)

14 is an number. 17 is an number.

It's your time!

3. a) Let's take 10 objects. Identify whether 10 is an odd or an even number by
making pairs of objects.

b) Let's take 15 objects and make as many pairs of objects as possible. Is 15
an odd or an even number?

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

Counting and Writing Numbers upto 100

4. Let's write any five even numbers greater than 30.

,,,,

5. Let's write any five odd numbers greater than 50.

,,,,

6. Let's write odd numbers between 20 and 30.

,,,,

7. Let's write even numbers from 20 to 30.

,,,,,

8. Let's add odd numbers. Is the sum odd or even?

a) 1 + 3 = The sum is an number.

b) 3 + 5 = The sum is an number.

c) 5 + 7 = The sum is an number.

9. Let's add odd and even numbers. Is the sum odd or even?

a) 3 + 2 = The sum is an number.

b) 5 + 4 = The sum is an number.

c) 7 + 6 = The sum is an number.

10. a) How many students are there in your class?
Is this number odd or even?

b) How many girls are there in your class?

Is this number odd or even?

c) How many boys are there in your class?

Is this number odd or even?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 49 vedanta Excel in Mathematics - Book 2

4Unit Addition and Subtraction

Addition - How many altogether?

Addition means how many altogether.

+ (Plus) is the sign of addition.
= (Equal) is the sign of equal to.

There are 5 apples and 4 oranges.
There are 9 fruits altogether.
5+4=9

1. Let's count the things. Add them and find how many altogether.

There are green bananas.

There are yellow bananas.

+= bananas altogether.

There are pencils in the box.

There are pencils in another box.

+= pencils altogether.

2. Let's count the girls and boys in the class. And find how many children

altogether? Addition - How many altogether?

5 apples + 4 oranges = 9 fruits altogether
5+4=9

There are girls in the class.

There are boys in the class.

+= children altogether.

vedanta Excel in Mathematics - Book 2 50 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur