One day, Akbar and Birbal were walking in a garden. Many crows were flying in the sky around them. Akbar was curious to know how many crows there were. He announced a prize for anyone who could find this out. People were wondering how to count crows which kept flying from one place to another. Akbar asked Birbal if he could figure this out.

After thinking for a day, Birbal said “There are exactly Nine Hundred and Sixty Three crows in our city”.

Akbar was surprised and asked Birbal, “How can you be so sure”?

“You can get them counted,” said Birbal.

“What if there are less?” asked Akbar.

“The other crows would have gone on a holiday,” said Birbal.

“What if there are more?” asked Akbar.

“Crows from other places would be visiting the city,” said Birbal.

Akbar was happy with Birbal’s reply and gave him the reward.

Let us Do

Draw tiles like the driver to show the following numbers. You can do it in your notebook.

a. 832 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

b. 947 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

c. 726 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

d. 504 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

e. 620 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

f. 700 $ \begin{array}{|l|l|l|l|l|} \hline \quad\quad \\ \hline \end{array} $

Let us locate the following numbers on the number line: 530, 540, 628, 696, 590

Also locate the following numbers on the number line: 703, 721, 759, 810, 855, 887

Teacher’s Note: Help children to make guesses like the number of students in your class, school, or neighbourhood, or peanuts in a cart. Show a 1000 ginladi to understand how large 1000 is. Also show the hundreds after 500 on this mala: 600, 700, 800, 900, 1000.

Let us Think

1. Write the appropriate numbers between which each of the given numbers lie.

2. Help cranes reach their food using the number line.

Teacher’s Note: Help children find different jumps or steps to the crane’s food. Let them find fow he crane can reach its food in 2 or 3 jumps.

Tambola

3. Fill the grid with numbers between 570 and 630. Strike out all the numbers which match the clues below. You can strike out more than one number. The child who has most numbers cancelled is the winner. One example is given below.

Clues

1. 597
2. A number with 4
3. Numbers between 595 and 605
4. A number with 1 as the tens digit
5. Two more than 610
6. 5 less than 625

Write different ways of making the following numbers.

Teacher’s Note: Play the Tambola game with different ranges of numbers, different clues and different grids. Teacher to also support children in revising different ways of representing numbers using number sentences as well as concrete representations like matchsticks, blocks or number line.

Skip and solve

Teji and Jojo are resting. Ajji asks them to complete the number patterns. Let us help them fill in the empty boxes.

Teacher’s Note: Support children to interpret the scaffold given in this puzzle.

Let us Do

1. Write number sentences for the numbers in the centre.

2. Write numbers in the blank spaces such that they meet the conditions.

Number Puzzles

3. Fill the numbers 384, 23, 176, 905 in the empty circles such that they meet the conditions.

5. Match the quantities on the left with the appropriate numbers on the right

$ \begin{array}{|c|c|c|c|} \hline \text { Number of children in your school } & \bullet &\bullet & 0-10 \\ \hline \text { Number of books in your classroom } & \bullet &\bullet & 11-50 \\ \hline \text { Number of people in a bus } & \bullet &\bullet & 51-100 \\ \hline \begin{array}{l} \text { Number of pages in your } \\ \text { mathematics book } \end{array} & \bullet &\bullet & 101-200 \\ \hline \text { Number of steps you walk in a day } & \bullet &\bullet & 201-500 \\ \hline \text { Number of stars in the sky } & \bullet &\bullet & 500 - 1000 \\ \hline \text { Number of flowers in a flowers } & \bullet & \bullet & \begin{array}{l} \text { More than } \\ 1000 \end{array} \\ \hline \end{array} $

6. Match the following such that all the conditions are met.

$ \begin{array}{|c|c|c|c|} \hline \begin{array}{l} \text { I have } 2 \text { zeroes as digits } \\ \text { and am very close to } 99 \end{array} & \bullet & \bullet & 150 \\ \hline \begin{array}{c} \text { I have } 3 \text { hundreds, } 6 \text { tens } \\ \text { and } 7 \text { ones } \end{array} & \bullet & \bullet & 425 \\ \hline \begin{array}{c} \text { I have zero tens and } \\ \text { zero ones } \end{array} & \bullet & \bullet & 367 \\ \hline \text { I am century + half century } & \bullet & \bullet & 400 \\ \hline \begin{array}{l} \text { I come between } 400 \text { and } \\ 450 \text { and I have } 5 \text { as a digit } \end{array} & \bullet & \bullet & 100 \\ \hline \end{array} $

Teacher’s Note: Please note that the number ranges on the right can be matched with several quantities on the left. You could also encourage children to identify things which match the number ranges

The Number Detective

Let us have some fun, with numbers and patterns, everyone!

Look at the hundreds - $ \fbox{100} \quad \fbox{200} \quad \fbox{300} $

Can you find all the hundreds?

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

Some numbers are special, let’s explore, $ \fbox{789} \quad \fbox{345} \text{ and } \fbox{123} $,

what more? $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

Jojo wonders why they’re so neat, Teji says $\fbox{876} \text{ and } \fbox{321} $ too have the same beat!

Now, numbers that repeat, just the same, 11, 22, 33, have twin digits.

111, 222, 333 are triplet digits.

Can you find more such numbers that follow the patten?

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

Here are more numbers that look the same, from left to right, and right to left: $ \fbox{353} \quad \fbox{868} $

Finding them is a fun game. Write other such numbers.

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

Teji likes numbers with zeroes. She knows numbers like $\fbox{210} \quad \fbox{404} \text{ and } \fbox{800} $

Write more such numbers:

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

Teacher’s Note: Support children in enumerating and writing numbers systematically to solve these puzzles. Allow children to share their strategies with others

Let us Do

1. I have 6 blank paper slips. I can write 100, 10 or 1 on each of them. What numbers can I make with these 6 slips? Discuss.

a. What will you write on these slips for making 231?

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

b. What will you write on these slips for making 123?

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

$ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $ $ \begin{array}{|l|} \hline \\ \hline \end{array} $

2. Make other numbers.

a.

$ \begin{array}{|c|} \hline \\ \text{Number is ………} \\ \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array}\\ \\ \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \\ \\ \hline \end{array} $

b.

$ \begin{array}{|c|} \hline \\ \text{Number is ………} \\ \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array}\\ \\ \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \quad \begin{array}{|l|} \hline \\ \hline \end{array} \\ \\ \hline \end{array} $

What is the largest number that can be made? ………………….

Are there numbers which can not be made using these slips?

Find out.

What is the smallest number that can be made? ………………….

Teacher’s Note: Construct more such problems and encourage children to play with numbers.

My numbers

Take the digits 3 and 8 and make as many 2 or 3 digit numbers as you can. You can repeat the digits.

Arrange the numbers

Smaller to greater

………………………………………….

………………………………………….

Smallest number:

Largest number:

Let us Think

1. Teji is making numbers using word! She show the blue cards and says it is 12. She shows the yellow cards and says 14. Why?

Figure out what a Teji is doing.

Teacher’s Note: Play such games frequently with different numbers and clues.

2. Ajji showed some more numbers.

3. Think of other words for 0–9.

Make new cards for the numbers 15, 27, and 94

Teacher’s Note: Use local contexts and languages familiar to children.