Their friend gave them an idea: When you go out, make a mark on the wall for each cow that leaves the gate. Then when you come back, strike out one mark from the wall each time a cow re-enters the gate. What’s in a What’s in a 1 Name? The next day they followed their friend’s idea, and all the marks were struck out when they came back home.

$\fbox{Did all the cows come back home?}$

After a few years, they had many more cows. One day, their wall had this many marks when they left home. So, they had ………. cows. The next day they returned with the cows. They struck out one mark as each cow re-entered the gate. Two marks were still left on the wall but they didn’t see any cows outside. They were worried.

$\fbox{Why were Deba and Deep worried?}$

How many cows had reached home? $\ldots\ldots\ldots\ldots\ldots$

Deba and Deep quickly went to search for the missing cows and found them in a nearby field. They all happily returned home together!

Their friend Hemant had 36 cows and 23 sheep.

Help Hemant keep track of his cows and sheep by making marks like Deba and Deep.

$ \begin{array}{|l|} \hline \\ \hspace{70 mm} \\ \\ \\ \\ \hline \end{array} $

Teacher’s Note: Encourage children to think of different strategies to count large groups of objects without using numbers. They can also use the above story as an activity where they can keep track of all children entering and leaving the classroom.

Let us Do

1. Some animals and birds got together to play a game. They wanted to make 2 teams. They decided that the captain of the first team will be the one with the longest name, i.e., the one with the most letters. The captain of the second team will be the one with the shortest name, i.e., the one with the fewest letters.

Find out the captains of the 2 teams.

First team : $\fbox{\hspace{20 mm}}$

Letter count : $\fbox{\hspace{20 mm}}$

Second team : $\fbox{\hspace{20 mm}}$

Letter count : $\fbox{\hspace{20 mm}}$

$ \begin{array}{|l|} \hline \text{Do you know} \\ \text{any animal} \\ \text{having a longer} \\ \text{name than the} \\ \text{first team’s} \\ \text{captain?} \\ \hline \end{array} $

2. Who has a longer name? Discuss.

3. Write down the names of some of your friends in the spaces given below and then answer the questions from a to f. $ \hspace{35 mm}……………………. \bigcirc $

$ ……………………. \bigcirc $ $\quad ……………………. \bigcirc $

$ ……………………. \bigcirc $ $ \quad……………………. \bigcirc $

$ ……………………. \bigcirc $ $ \quad……………………. \bigcirc $

$ ……………………. \bigcirc $

a. Tick $ \textcircled{\checkmark} $ the longest name (s) and cross $\textcircled{\times} $ the shortest name(s).

b. Write the starting letter of your name. ……………………

c. Count all the name(s) that have the same starting letter as yours. $ \begin{array}{|l|} \hline \\ \hspace{10 mm} \\ \hline \end{array} $

d. Which starting letter is the most used? Count the names that begin with it. $ \begin{array}{|l|} \hline \\ \hspace{10 mm} \\ \hline \end{array} $

e. Count the names with the same ending letter. $ \begin{array}{|l|} \hline \\ \hspace{10 mm} \\ \hline \end{array} $

………………………

f. Write the letters that are not the starting letter of any name.

………………………

Teacher’s Note: Teacher can ask children to mark the shortest and longest names among boys and girls and in the overall class. Help them share their strategy through discussion in the classroom.

4. Teji and Jojo are making numbers using these cards.

$ \begin{array}{|c|c|c|c|c|c|} \hline \text { One } & T{wo} & \text { Three } & \text{ Ten } & \text { Eleven } & \text { Thirteen } \\ \hline \text { Four } & \text { Five } & \text { Six } & \text { Fourteen } & \text { Fifteen } & \text { Sixteen } \\ \hline \text { seven } & \text { Eight } & \text { Nine } & \text { Seventeen } & \text { Eighteen } & \text { Nineteen } \\ \hline \text { Twenty } & \text { Thirty } & \text { Forty } & \text { Sixty } & \text { Seventy Eis } & \text { Ninety } \\ \hline \end{array} $

a. Write your roll number using number cards as shown above. Number cards are given at the end of the book.

• My roll number is ………….

• Its number name has …………. letters.

b. Write some numbers and their number names in your notebook. How many letters does each have?

Let us Think

Teji and Jojo made the number 56 (Fifty-six). It has 8 letters. Write other numbers between 1 and 99 that have 8 letters.

$$\fbox{Fifty} \quad \fbox{Six} $$

$ \begin{array}{|l|} \hline \text{forty- two }\\ \hline \end{array} $ $\textcircled{42} \hspace{20 mm}$ $ \begin{array}{|l|} \hline \hspace{10 mm} \\ \hline \end{array} $ $ \bigcirc $

$ \begin{array}{|l|} \hline \hspace{10 mm} \\ \hline \end{array} $ $ \bigcirc \hspace{25 mm}$ $ \begin{array}{|l|} \hline \hspace{10 mm} \\ \hline \end{array} $ $ \bigcirc $

$ \begin{array}{|l|} \hline \hspace{10 mm} \\ \hline \end{array} $ $ \bigcirc \hspace{25 mm}$ $ \begin{array}{|l|} \hline \hspace{10 mm} \\ \hline \end{array} $ $ \bigcirc $

Teacher’s Note: Let the children observe what is common in the numbers that have the same number of letters in their number names.

Let us Do

1. Write the number(s) between 1 and 99 that have the longest name.

………….. $\quad$ $\quad$ ………….. $\quad$ $\quad$ …………..

2. Make similar puzzles of your own in your notebook and ask your classmates.

Venkatanarasimharajuvaripeta is the place in India with the longest name. It is located in Andhra Pradesh, close to the border of Tamil Nadu.

Ib in Odisha and Od in Gujarat are the places in India with the shortest names.

Teji and Jojo have some picture cards. Teji has put these into two groups like this:

She has grouped the cards into “those that eat food” and “those that don’t eat food”. Jojo has arranged the same cards differently.

$ \fbox{What is common in each of the groups Jojo has made?} $

Given below are pictures of some household objects.

Write the names of the above objects in the two groups given below.

Group the objects given above differently. Write them down in the space below.

Let us Do

Hair Styles

Mala is going to school

Her mother has combed her hair

Mala has two ponytails

Look at the children in your class.

All children comb their hair in different ways

Look and write down.

Hair Style
Number of children

Teacher’s Note: Ask children to suggest more things and place them in groups. appropriately. Discuss whether there are other possible grouping methods. Encourage diverse ways of grouping in which every object must belong to one or the other group.