## Chapter 05 How Many?

Let children look at the picture and share what activities they do in the park.They may also discuss the number of people joining in the park, for example, how many children are playing in the first picture and how many joined them.Let children discuss or share the importance of spending time with grandparents and discuss ways of showing respect to them.

**Tell How many Altogether? Fill in the Blanks.**

Provide children enough opportunity to do addition with lots of concrete objects. Encourage children to find the total number of objects by combining two groups (aggregation) and also by adding more objects to an existing group of objects (augmentation). Practice work should be done with the children on both types of addition problems.

**Add and Draw**

### Let us Count

**A.** How many brothers and sisters do your parents have
altogether?

**B.** How many family members do you and your friend have
altogether?

**C.** How many fingers do you have in both your hands and
feet?

**D.** How many numbers can you count on your fingers?

Encourage children to understand and say the addition sentences aloud. For example, 4 children and 2 children altogether make 6 children and connect the word ‘make’ with the symbol of addition (+) and ‘altogether’ with the symbol of equal to (=). Children should be provided opportunities to work with concrete material in developing the vocabulary like ‘total’, ‘sum’, ‘altogether’, etc., before progressing towards symbolic representation or addition of numbers.

**Count and write the total number of fingers.**

### Let us Play— Addition with Dice!

Take turns and roll two dice together and find the total number of dots on both the dice. Now ask your friend to roll the dice and find the total number of dots. Find out who scores more.

### Let us Do

Kishore and Nitya also played the same game and here are their dots on the dice. Find out how many times Kishore won and how many times Nitya won by putting the $(\checkmark)$ on their score board.

**Beads and String**

Colour the beads in the string as per the numbers given below and find the total number of coloured beads.

Encourage children to play with beads’ strings. Focus on the process of addition and discuss the strategies they are using.

**Hop and Find the Sum**

**Add in Your Own Way**

Abdul and Rihana are adding numbers in two different ways. Help them to find the sum.

### Let us Do

**A.** Fill up the number pairs.

**B.** Add and match the following.

### Project Work

Take ten cards 0 to 9.

Arrange the cards in such a manner that their sum must be 9.

There are many ways to do it. In how many ways can you do it?

**Addition Story**

**A.** Raghav has 4 shells and Sarita has 5 shells
. How many shells they have altogether?
$
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\hline \hspace{6 mm} \\
\hline
\end{array}
$

**B.** Ranjeet has 3 marbles and Meenakshi has 6 marbles
. How many marbles they have in total?
$
\begin{array}{|l|}
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$

**C.** There are 3 coconuts in one bag. There are 4
coconuts in another bag. How many coconuts
are there in all?
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$

### Let us see what we have in our bags.

Do it with your friend and write down the answers below.

**A.** I have ____ books in my bag and my friend has
____ books. We both have _________ books in all.

**B.** I have ____ pencils and my friend has ____ pencils. We
have _______ pencils altogether.

**C.** I have ____ notebooks and my friend has ____ notebooks.
We have _______ notebooks in total.

### Think and Do

Write the numbers 1, 2 and 3 in the given table in a way as shown by the dotted lines so that each way adds up to 6.

This activity can be conducted in pairs. Encourage children to create their own problems and questions. Also discuss in class about the world’s oldest Sun Temple, Konark, Odisha refer to the image (Page 56) of wheel in Konark Sun Chariot.

**Five Little Children**

Five little children

Raise your hand

Here comes your stand

One steps out, with a roar

Now, we are four!

Four little children Raise your hand

Here comes your stand

One steps out, near a tree

Now, we are three!

Three little children

Raise your hand

Here comes your stand

One steps out,

with shining shoe

Now, we are two!

Two little children

Raise your hand

Here comes your stand

One steps out,

looking at the sun

Now, remains one!

### Let us Talk

**A.** How many children are there in the bus at the beginning?

**B.** How many children get down from the bus on the first
stand?

**C.** How many children are left in the bus after the first
stop?

**D.** How many children are left after the second stand?
Answer the same for third, fourth and fifth stand.

**E.** How many children are left in the bus at the end?

### Project Work

Find out the number of people at your home. How many are going to school, for work and how many stay at home.

### Let us Do

**A.** Fill in the blanks.

**B.** Draw the objects that are being left and fill in the blanks.

**C.** Answer the following questions.

**i.** Manisha has 9 bananas . She ate 3
bananas. How many bananas are left?
$
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\hline \hspace{6 mm} \\
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\end{array}
$

**ii.** There are 8 butterflies on the flowers. 5 butterflies
flew away. How many butterflies are left?
$
\begin{array}{|l|}
\hline \hspace{6 mm} \\
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\end{array}
$

### Let us Do

Make your own ten dots card and hide a few dots from your friends. Ask them how many dots are hidden.

**How many dots are hidden and how many dots are visible?**

### Project Work

Ask children to make a frame with 8 dots. Now hide few dots using their hands or handkerchief and see how many dots are hidden and how many are visible. Is there any pattern in the numbers? Extend this activity for other numbers. Is it possible to do this without hiding the dots?

**Hop backwards on the number strip.**

**A.** Jump 3 steps back from 9.

**B.** Jump 4 steps back from 7.

**Do the subtraction in your own way.**

**A.** 8 − 2 =
$
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\hline \hspace{6 mm} \\
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\end{array}
$ $\qquad$ **D.** 6 − 3 =
$
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$

**B.** 7 − 3 =
$
\begin{array}{|l|}
\hline \hspace{6 mm} \\
\hline
\end{array}
$ $\qquad$ **E.** 5 − 1 =
$
\begin{array}{|l|}
\hline \hspace{6 mm} \\
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\end{array}
$

**C.** 9 − 5 =
$
\begin{array}{|l|}
\hline \hspace{6 mm} \\
\hline
\end{array}
$ $\qquad$ **F.** 4 − 2 =
$
\begin{array}{|l|}
\hline \hspace{6 mm} \\
\hline
\end{array}
$