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Counting tells us how many things there are in a group. To count a set of objects, say the number names one, two, three, four, five, six, seven, eight, nine, ten in order, and touch or point to exactly one object for each number word. The last number said tells how many there are. This works because every object must g... | Mathematics | 1 | 275 |
Counting on fingers means lifting up one finger for each thing we count, so one lifted finger says 1, two lifted fingers say 2, and we stop only when the fingers run out. Our hands are a counting tool we always carry with us.
Let us count to 5 on one hand. Step 1: lift one finger and say 1. Step 2: lift a second finge... | Mathematics | 1 | 275 |
Imagine a number line marked from 1 to 10, like a row of stepping stones. Each hop moves you one place forward, and counting your hops tells you how many steps you need.
Say you start at 2 and want to hop to 6. Step 1: place your finger on 2. Step 2: hop to 3, that is 1 hop. Step 3: hop to 4, that is 2 hops. Step 4: h... | Mathematics | 1 | 259 |
One more than a number simply means counting one extra object. Say the number you have, add one object, and count again to find the next number.
Imagine a box with 3 pencils in it. Step 1: count the pencils, one, two, three, so there are 3 pencils. Step 2: put one more pencil into the box and count again, one, two, th... | Mathematics | 1 | 271 |
When we find one less than a number, we take one away, which means we count one step backwards on the number line. One less than 7: Step 1: start at 7 and count one step back, which gives 6. Step 2: check by adding back, 6 plus 1 gives 7, so one less than 7 is 6.
Let us work more sums the same way. One less than 10 is... | Mathematics | 1 | 223 |
Zero is the number that means nothing at all. When there are no objects to count, we write the numeral 0 and say "zero". Zero is a real number, just like 1, 2 or 3, and it tells us something important: no objects.
Look at an empty jar. Step 1: look inside the jar and count the marbles one by one. Step 2: there are no ... | Mathematics | 1 | 260 |
Counting back from ten is easy once we remember one rule: each number we say is one less than the one before. So we say 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, and then 0 if we like. After 7 comes 6, after 3 comes 2, and after 1 we stop or say 0.
Watch it with a rocket. Step 1: the rocket stands ready at 10. Step 2: we count b... | Mathematics | 1 | 271 |
When we match a set of objects to a numeral, we count each object one by one, saying the words 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 in order, and then we write the numeral that names how many we counted. The last counting word we say tells us the answer.
Set A has pencils. Step 1: touch each pencil once, counting 1, 2, 3, 4,... | Mathematics | 1 | 243 |
When we have two small groups of things, we can find how many there are in all by counting them together. The easy way is called counting on. First we count the first group, then we keep counting from the last number we said while we count the second group.
Suppose there are 3 red beads and 4 blue beads. Step 1: count... | Mathematics | 1 | 278 |
When we count sounds, we listen carefully and count without seeing anything. We say one number word for each clap, jump or drum beat, and the last number we say tells us how many there were.
Imagine your teacher claps. Step 1: listen to the first clap and say "one". Step 2: on the second clap say "two". Step 3: keep s... | Mathematics | 1 | 271 |
Counting objects in a row is easy when you follow one simple rule: touch each object once, move from left to right, and say one number name for each object you touch. The last number you say tells you how many objects are in the row.
Imagine a row of pencils on a desk. Step 1: touch the first pencil and say 'one'. Ste... | Mathematics | 1 | 274 |
Ten is a special number because we can build it in more than one way, and every way gives the same answer. In daily life we count loose mangoes one by one, but a shopkeeper ties ten into one bundle, and both are still ten objects.
The first way uses ten loose marbles. Step 1: put down one marble and say 1. Step 2: add... | Mathematics | 1 | 274 |
Counting money is easy when each coin is worth one rupee. To count a pile of one-rupee coins, touch each coin once and say the next number in order: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. The last number you say tells how many coins there are, and because every coin is one rupee, the count itself is the total money.
Pile 1 ha... | Mathematics | 1 | 243 |
We count the days of the week in order, and every week has exactly seven days. Monday is day 1 because it starts the week. Tuesday is day 2, Wednesday is day 3, Thursday is day 4, Friday is day 5, Saturday is day 6, and Sunday is day 7. After Sunday we begin again at Monday, so the week finishes after seven days.
How ... | Mathematics | 1 | 264 |
Counting from one to ten becomes easy when we remember that each number is one more than the number before it. If a number is missing, we look at its neighbours and ask what comes between them.
Step 1: Look at 1, 2, __, 4, 5. Step 2: Count forward from 2, saying 3, and then check that 4 follows. The missing number is ... | Mathematics | 1 | 249 |
When two groups of things are in front of us, we often want to know which group has more. The sure way is to count each group one by one, compare the two numbers, and then take the smaller number away from the bigger one to find how many more.
Here are five pairs to practise with. First, pencils and erasers: count the... | Mathematics | 1 | 272 |
When we count more than ten things, we keep saying the number names in order: eleven, twelve, thirteen, fourteen, fifteen. The last number we say is the total. Let us count five sets of things we see every day.
Count the pencils on the teacher's table. Step 1: point to each pencil and say one number name, 11, 12, 13, ... | Mathematics | 1 | 280 |
When we count a group of things, we say one number name for each object we touch, and the last number we say tells us the total. To count sixteen to twenty, we say sixteen, seventeen, eighteen, nineteen, twenty, one name for each object.
Step 1: Touch each pencil in a box and say a number for it. The last number said ... | Mathematics | 1 | 277 |
Every teen number from eleven to nineteen hides a little secret: it is always one full ten and some extra ones. When we look at a number like thirteen, we can split it as 13 = 10 + 3, because thirteen is a ten with three more ones. This way of writing numbers as ten and some more helps us understand place value, and we... | Mathematics | 1 | 267 |
Numbers eleven to fifteen have special names that we learn to read and write. When we see the numeral 11, we look at the objects beside it: one group of ten and one more. Eleven is a special name that does not follow the ten-and-ones pattern, so we say it slowly: e-l-e-v-e-n. We can check by counting forward from 10: t... | Mathematics | 1 | 227 |
Numbers from sixteen to twenty are easy to learn when we read the numeral first and then write its name. Look at the numeral 16. Say it aloud as sixteen. Step 1: look at 16 and say sixteen. Step 2: write the numeral 16 first, then write the name sixteen beside it. Step 3: check by counting forward from fifteen, so fift... | Mathematics | 1 | 262 |
One more than a number means we add 1. When we add 1 to a teen number, only the ones digit changes, because we take just one step forward on the number line and the ten stays exactly where it was.
Here is how it works with 11. Step 1: read the number 11, which is 1 ten and 1 one. Step 2: add 1 more to the ones, so 1 p... | Mathematics | 1 | 279 |
One less than a number means we count back by one, so the number takes one small step down the number line. Think of marbles in your pocket: if you had 20 marbles and gave one away, you would have one less. Let us practise this with teen numbers.
Step 1: start at 20 and count back one number, so 20 - 1 = 19. Step 2: r... | Mathematics | 1 | 217 |
When we count back, we start at a big number and take one away each time, so every number we say is one less than the one before it. This is the same skill we use when ten rupees are spent from a small purse and the money inside keeps going down, or when wickets fall and fewer batters are left.
Let us count back from ... | Mathematics | 1 | 280 |
When numbers hide in a line between 11 and 20, counting order helps us find them. Each number is one more than the number before it, so we can walk along the row and name every hidden neighbour. In the first example the row reads 11, 12, __, 14, 15, __, 17, 18, __, 20. Step 1: after 12 comes 13, so the first gap holds ... | Mathematics | 1 | 246 |
When we compare two teen numbers, we look at the tens digit first and then at the ones digit. The number with more ones, when the tens match, is the larger number. This works because every teen number is one ten plus some ones.
Take 13 and 17. Both have 1 ten, so we compare the ones. 7 is more than 3, so 17 is more th... | Mathematics | 1 | 241 |
Counting objects from eleven to twenty becomes easy when you touch each object once and say the number names in order: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. The last number you say tells you how many objects there are.
Imagine a string of beads laid in a row. Step... | Mathematics | 1 | 260 |
When we learn numbers from eleven to fifteen, the most helpful trick is to see each number as one full bundle of ten plus a few loose ones. Take a bundle of ten sticks and keep some loose sticks beside it, and you can build every one of these numbers.
Step 1: take one full ten, that is 10 sticks. Step 2: add 1 loose s... | Mathematics | 1 | 261 |
Numbers from sixteen to twenty are easy to build when we remember the trick of one ten and some extra ones. A full bundle of ten straws, like the bundle a shopkeeper ties, is our starting point for each of these numbers.
Let us build 16. Step 1: take one full bundle of ten. Step 2: count six loose ones, one, two, thre... | Mathematics | 1 | 274 |
When we order teen numbers from smallest to largest, we look at the tens digit first. Every teen number has 1 ten, so really we compare the ones digits, because the number with more ones is larger.
Take 15, 11 and 18. Step 1: all three have 1 ten, so compare the ones digits: 5, 1 and 8. Step 2: 1 is smallest, then 5, ... | Mathematics | 1 | 260 |
Counting money from eleven to twenty is easy once you can count on from ten. Ten one-rupee coins already counted make Rs 10.00, and every new coin adds just one rupee more.
Pile A: Meera counts one-rupee coins. Step 1: she starts from the ten coins already counted. Step 2: she adds one more coin, and 10 plus 1 gives 1... | Mathematics | 1 | 257 |
Between numbers means finding the counting number that comes immediately after one given number and immediately before the other when we count from 11 to 20 in order. Think of children standing in a queue for mangoes: each child has one friend just in front and one just behind. The between number is the child in the mi... | Mathematics | 1 | 275 |
Counting from twenty-one to thirty is easy once you see the pattern. Say the numbers forward two times: 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, and again 21, 22, 23, 24, 25, 26, 27, 28, 29, 30. Each number from twenty-one to twenty-nine is written as "twenty" plus one more word: twenty-one (21), twenty-two (22), twenty... | Mathematics | 1 | 272 |
When we count forward from thirty to forty, every number is one more than the number before it. Say the first count slowly: Step 1: 31, which is one more than 30. Step 2: 32, adding one more to 31. Step 3: 33. Step 4: 34. Step 5: 35. Step 6: 36. Step 7: 37. Step 8: 38. Step 9: 39. Step 10: 40, adding one more to 39. To... | Mathematics | 1 | 270 |
Counting from forty-one to fifty is easy when we remember one rule: each number is one more than the number before it. Let us count forward together: 41, 42, 43, 44, 45, 46, 47, 48, 49, 50. After 41 comes 42, because we add one. After 47 comes 48, again one more. We say each number slowly, one at a time.
Let us count ... | Mathematics | 1 | 246 |
Every two-digit number is built from two parts: the tens digit tells how many groups of ten, and the ones digit tells how many extra single ones are left over. This idea helps when we count money at the shop, count sticks in bundles, or read page numbers in a book.
Let us write 47 as tens and ones. Step 1: look at the... | Mathematics | 1 | 267 |
Numbers from twenty-one to forty all follow one simple pattern: we say the tens part first and the ones part after it. The full list reads twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, then thirty, and the pattern repeats as thirty-one, thirty-two, ... | Mathematics | 1 | 260 |
When we write the names of numbers from forty-one to fifty, we follow one simple pattern: the tens word joined to the ones word with a hyphen. So 41 is forty-one, 42 is forty-two, 43 is forty-three, 44 is forty-four and 45 is forty-five. The pattern continues in the same way: 46 is forty-six, 47 is forty-seven, 48 is f... | Mathematics | 1 | 268 |
When we find one more than a number, we add 1, so the number moves one step forward on the number line. One less means we take away 1, so the number moves one step back.
Take 34, which is 3 tens and 4 ones. To find one more, add 1 to the ones: 4 plus 1 gives 5, so one more than 34 is 35. Check by counting forward: 33,... | Mathematics | 1 | 263 |
Counting from twenty-one to fifty is like walking up steps: each step forward adds 1, and each step backward takes away 1. When a number is missing in a line, we read the numbers one by one and let the neighbours tell us what belongs in the gap, just as we keep tally of runs over by over or count out rupee coins at a s... | Mathematics | 1 | 276 |
When we compare two two-digit numbers, we look at the tens digit first, because tens are worth much more than ones. The number with more tens is bigger. Only when the tens are equal do we compare the ones digit.
Take 47 and 32. Step 1: write both in tens and ones, so 47 is 4 tens 7 ones and 32 is 3 tens 2 ones. Step 2... | Mathematics | 1 | 279 |
Ordering two-digit numbers is easy once you remember one rule: compare the tens digit first, because the tens place carries more value than the ones place. Only when two numbers have the same tens digit do we look at the ones digit to decide which is larger. This works for arranging numbers from smallest to largest, ca... | Mathematics | 1 | 264 |
When we add or remove a full bundle of ten sticks, only the tens digit changes and the ones digit stays exactly the same. This is the skill of finding ten more and ten less.
To find ten more, we unbundle one new bundle of ten. Step 1: look at the tens digit. Step 2: add one more ten. Step 3: keep the ones digit the sa... | Mathematics | 1 | 264 |
When we count in tens, we reach special numbers such as 30, 40 and 50. These are called tens numbers, and each one has a zero at the end. That zero is not extra decoration; it does an important job called holding the ones place.
Take the number 30. Step 1: look at its two digits, 3 and 0. Step 2: the digit 3 stands fo... | Mathematics | 1 | 273 |
When we count from twenty-one to fifty, every number has a neighbour just before it and just after it. Finding the number after means adding one; finding the number before means taking away one; and the number between a pair is simply the one that comes in the middle when we count.
Let us work some examples. The numbe... | Mathematics | 1 | 279 |
When we count money at a kirana shop, each ten-rupee note is worth ₹10, so we can skip count the notes in tens: ₹10, ₹20, ₹30, ₹40, ₹50. The one-rupee coins are counted one by one, and then the tens and the ones are added together.
Take a pile of 3 ten-rupee notes and 2 one-rupee coins. Step 1: count the notes in tens... | Mathematics | 1 | 248 |
When we count a large set of objects, counting one by one can be slow and confusing. The clever way is to make groups of ten and then count the loose ones left over, because one group of ten plus some loose ones gives the number in tens and ones.
Take a bowl of mustard seeds. Step 1: make groups of ten seeds each, and... | Mathematics | 1 | 254 |
Every two-digit number has a tens digit and a ones digit. The smallest two-digit number is 10, because the tens digit must be at least 1 and the ones digit at least 0. The largest two-digit number is 99, because 99 is the biggest number two digits can make. A common mistake is saying the smallest two-digit number is 1,... | Mathematics | 1 | 261 |
Counting from fifty-one to sixty is easy once we remember that every number comes just after the one before it. We start at 51 and add one each time: 51, 52, 53, 54, 55, 56, 57, 58, 59, 60. Counting the same row a second time confirms the order — both counts give the same ten numbers, ending at 60, which we read as "si... | Mathematics | 1 | 235 |
Counting from sixty-one to seventy is easy once we see that every new number is just one more than the one before it. Count forward with me. Step 1: start at 61 and say sixty-one. Step 2: add one more to get 62, sixty-two. Step 3: add one more to get 63, sixty-three. Step 4: add one more to get 64, sixty-four. Step 5: ... | Mathematics | 1 | 246 |
Counting from seventy-one to eighty is easy once we remember one rule: each new number says one more one. Let us count forward twice so the order sticks in our memory. First pass: 71, 72, 73, 74, 75, 76, 77, 78, 79, 80. Second pass: 71, 72, 73, 74, 75, 76, 77, 78, 79, 80. Each number after 71 simply has one more unit t... | Mathematics | 1 | 269 |
Let us learn to count from eighty-one to ninety. Counting forward means adding one each time, so every hop of one takes us to the very next number. Count with me: 81, 82, 83, 84, 85, 86, 87, 88, 89, 90. Now let us count the same set again to be sure: 81, 82, 83, 84, 85, 86, 87, 88, 89, 90. There are ten numbers in all.... | Mathematics | 1 | 268 |
Today we will count all the way from ninety-one to one hundred, the very last step in our long journey of numbers. Counting is a skill we use every day, like counting mangoes in a basket or counting runs in a cricket match. Let us count slowly and clearly, one number at a time: ninety-one, ninety-two, ninety-three, nin... | Mathematics | 1 | 232 |
Numbers from fifty-one to one hundred can be written as tens and ones. A ten is a group of ten blocks, and ones are the loose single blocks left over. To split a number, count how many full groups of ten it holds, then count how many single blocks remain.
Take 63. Step 1: count the groups of ten, which gives 6 tens. S... | Mathematics | 1 | 278 |
When we write the name of a number between 51 and 100, we first look at its tens and ones. Take 68. Step 1: 68 has 6 tens and 8 ones. Step 2: 6 tens is said as "sixty". Step 3: 8 ones is "eight", and we join it with a hyphen, so 68 reads "sixty-eight". Step 4: read it back — sixty-eight means 60 plus 8, which is 68, so... | Mathematics | 1 | 223 |
When a number line from fifty-one to one hundred has empty places, we call them missing numbers. The trick is simple: every pair of neighbouring numbers in this range differs by exactly 1, so we look at the number just before each gap and count on by one.
Take the sequence 51, 52, __, 54, 55. Step 1: read the number b... | Mathematics | 1 | 267 |
Numbers from fifty-one to one hundred follow the same counting order as small numbers, so finding the number before, after or between is easy when we add 1 or take away 1.
To find the number before a number, we subtract 1. Look at 79: 79 - 1 = 78, so the number before 79 is 78 rupees in a shop price list, say. Check b... | Mathematics | 1 | 238 |
Counting back means starting at a big number and saying one less each time. When we take away 1, the number becomes smaller by exactly 1. To count back from one hundred, start at 100 and say: 100, 99, 98, 97, 96, 95, 94, 93, 92, 91, 90. Each step takes away exactly 1, just like marbles leaving a tin one at a time.
Pra... | Mathematics | 1 | 267 |
When we compare two numbers from fifty-one to one hundred, we always look at the tens digit first. The number with more tens is greater. If the tens digits are the same, then we compare the ones digits. This works because tens are worth much more than ones, just as one ten-rupee note is worth more than several one-rupe... | Mathematics | 1 | 264 |
When a number grows by one full ten, only the tens digit changes; the ones digit stays exactly the same. This works because ten is simply one bundle of ten ones. Suppose Meena counts mangoes in her basket. Ten more than 56: Step 1: look at 56, which has 5 tens and 6 ones. Step 2: add one more ten, so 5 tens becomes 6 t... | Mathematics | 1 | 278 |
One hundred is a special number in our counting story: it is ten tens. When we bundle 10 sticks into one bundle, and we make ten such bundles, all the bundles together give 1 hundred, because 10 times 10 = 100.
Let us count sticks. Step 1: count out 10 loose sticks and tie them into one bundle of ten. Step 2: repeat t... | Mathematics | 1 | 257 |
Ordering numbers means putting them in order, either from smallest to largest, called ascending order, or from largest to smallest, called descending order. To do this we compare how many tens and how many ones each number has. The number with more tens is always greater.
Suppose we want to order 72, 58 and 95 from sm... | Mathematics | 1 | 279 |
Counting money is a skill we use every day at the kirana shop, and it means adding notes and coins one by one until we know the total. The best way is to count notes first, then coins, naming each piece as we go.
Take a pile with one 50-rupee note, one 20-rupee note and two 5-rupee coins. Step 1: the first note gives ... | Mathematics | 1 | 273 |
A hundred grid is a chart of numbers from 1 to 100 arranged in ten rows of ten squares each. To find any number from 51 to 100, you only need to read its two digits in a clever way. The tens digit tells you the row, and the ones digit tells you the column. Row 6 holds 51 to 60, row 7 holds 61 to 70, row 8 holds 71 to 8... | Mathematics | 1 | 277 |
When we count in tens, every number is a complete ten with no ones left over. Starting from ten we say ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety. Each name belongs to one numeral, and learning to match them is a skill we use every day, like counting rupee coins of ten.
Step 1: write the numeral... | Mathematics | 1 | 245 |
When we hear a number name, we can write its numeral by listening for two parts: the tens word and the ones word. The tens word tells the first digit, and the ones word tells the second digit. For example, 'twenty-four' means 2 tens and 4 ones, so we write 24. If there is no ones word, like 'forty', it means 4 tens and... | Mathematics | 1 | 271 |
Numbers can be written as numerals or as words, and writing a number name from a numeral means saying the number in words. So 9 is "nine", 15 is "fifteen", 20 is "twenty", and 99 is "ninety-nine". This skill helps us read prices at the kirana shop, page numbers in a book, and scores in a cricket match.
For numbers fro... | Mathematics | 1 | 249 |
Ordering three numbers means putting them from smallest to largest. To do this, compare the tens digit first, then the ones digit.
Step 1: look at each number's tens place. Step 2: group the numbers with fewer tens as smaller. Step 3: if two numbers share the same tens digit, compare the ones digit. Step 4: write them... | Mathematics | 1 | 227 |
When you have three numbers and want to know which is the smallest and which is the largest, look at the tens place first. If two numbers have the same tens digit, only then compare the ones. This works because tens are worth much more than ones: 5 tens beat 9 ones every time.
Take the numbers 34, 78 and 56. Step 1: l... | Mathematics | 1 | 279 |
Ascending order means arranging numbers from the smallest to the largest, just like climbing up stairs one step at a time. To do it well, we compare the tens digits first, and only when the tens are equal do we look at the ones.
Take 23, 8, 45, 12 and 31. The number 8 has no tens, so it is smallest. Then 12 has 1 ten,... | Mathematics | 1 | 268 |
Descending order means arranging numbers from the biggest to the smallest, the opposite of ascending order. We find the largest number first and go down step by step. To compare numbers up to 100, look at the tens digit first, because more tens means a bigger number, just as ten-rupee coins beat one-rupee coins.
Take ... | Mathematics | 1 | 259 |
Ordinal numbers tell us the position of a person or thing in a queue or a race. The counting words are first, second, third, fourth, fifth, sixth, seventh, eighth, ninth and tenth.
Step 1: Look at ten children standing in a queue — Aarav, Meera, Kabir, Riya, Sam, Divya, Aditi, Rahul, Neha and Ishita — and count them i... | Mathematics | 1 | 270 |
Ordinals tell us the position of a person or thing in a line, and we write them as first, second, third, fourth and fifth. Imagine five children standing in a queue at a kirana shop. Ravi is first, Meena is second, Arun is third, Sneha is fourth, and Tarun is fifth.
Who is first in the queue? Ravi is first, because he... | Mathematics | 1 | 275 |
When we read a two-digit number aloud, we say the tens part first using its tens name, and then we say the ones digit as a separate word. That is why 34 is read as "thirty-four": the tens digit 3 gives "thirty", and the ones digit 4 gives "four".
Let us read 47 carefully. Step 1: look at the tens digit, which is 4, an... | Mathematics | 1 | 234 |
Round numbers are numbers that end in zero, like 40, 50, 60, 70, 80 and 90. The zero in the ones place is important: it shows there are no extra ones beyond the whole tens. When we buy a kiwi fruit basket for 70 rupees, the 7 tells us seven tens and the 0 tells us nothing more is added.
Writing these numbers follows t... | Mathematics | 1 | 276 |
Every two-digit number is built from tens and ones. The digit on the left tells the tens, and the digit on the right tells the ones. Take 47: it has 4 tens and 7 ones, because 4 tens make 40 and 7 ones make 7, and 40 plus 7 gives 47. This is easy to picture with sticks: if we make bundles of ten, 4 bundles hold 40 stic... | Mathematics | 1 | 274 |
Matching a number-name card to its numeral card becomes easy when we read the name aloud, split it into tens and ones, and then write the numeral. For example, "twenty-five" means 2 tens and 5 ones, so it matches the card 25.
Let us work one example together. Step 1: read the card "forty-seven". Step 2: "forty" tells ... | Mathematics | 1 | 273 |
Writing numbers from dictation means listening carefully when a number is said aloud and writing its digits correctly. In Grade 1 we practise this for numbers up to 100, the same skill you use when your mother reads out a price at the kirana shop and you note it down.
When you hear a two-digit number, listen for the t... | Mathematics | 1 | 265 |
Counting one step forward or backward on the number line from 1 to 100 tells us which number comes before, after, or between. Let us review nine questions, checking every answer by counting one step back the other way.
The number after 34: start at 34 and count one forward, which gives 35. Check by counting back one f... | Mathematics | 1 | 255 |
Ordering numbers means putting them from smallest to largest or largest to smallest. On a number line, a number that comes later is always bigger. This skill helps every day, like comparing cricket scores or heights of friends.
Story problem one: Ravi is 7 years old, Meena is 9 years old and Arjun is 5 years old. Step... | Mathematics | 1 | 251 |
When two one-digit numbers meet, we must decide which one is greater. The trick is simple: place both numbers on a number line and count forward from the smaller one. The number we reach later is the greater one, and in the symbol >, the wide open side always faces the greater number.
Let us compare 7 and 3. Step 1: w... | Mathematics | 1 | 274 |
When two numbers are small, we can tell which one is less by using the number line. On the number line the numbers run 1, 2, 3, 4, 5, 6, 7, 8, 9, and the number that comes earlier is the smaller one. To find how many less one number is than another, we count the hops from the smaller number up to the bigger number.
St... | Mathematics | 1 | 270 |
When two numbers meet, we choose between the greater than sign > and the less than sign <. The sign > opens towards the bigger number, and the sign < points to the smaller number. To fill in the correct sign, compare the tens digit first, then the ones digit.
Take 68 and 86. Step 1: both are two-digit numbers, so comp... | Mathematics | 1 | 273 |
When we compare two-digit numbers, we always look at the tens digit first. This works because tens are bigger than ones — one ten is worth ten ones. Only when the tens digits are equal do we move on to the ones digit.
Compare 47 and 52. Step 1: read the tens digits, which are 4 and 5. Step 2: since 4 is less than 5, t... | Mathematics | 1 | 265 |
When we have three numbers and want the biggest one, we compare the tens place first. The number with more tens is bigger. If two numbers have the same tens digit, we look at the ones place to decide which is bigger.
Take 34, 56 and 41. Step 1: look at the tens digits, 3, 5 and 4. The digit 5 is the largest, so 56 is ... | Mathematics | 1 | 267 |
When we want to find the smallest of three numbers, the trick is to compare two at a time. First compare any two numbers and keep the smaller one. Then compare that winner with the third number, and the smaller of these two is the smallest of all. This works because the smallest number is simply the one that comes earl... | Mathematics | 1 | 266 |
When two friends count their things, a story often asks who has more and how many more. To find who has more, compare the numbers by counting: the number that comes later is more. To find how many more, subtract the smaller number from the bigger one.
Ravi has 8 marbles and Sita has 5 marbles. Since 8 comes after 5, R... | Mathematics | 1 | 242 |
Two sets are equal in count when every object in one set pairs with exactly one object in the other set and nothing is left over. This one-to-one match is the first way children compare groups, long before they trust big numbers.
Take set A with 2 pencils and set B with 2 erasers. Step 1: count set A — one plus one gi... | Mathematics | 1 | 245 |
When two groups of things are shown in pictures, we can find out which group has more by counting each group carefully. Counting tells us the exact number in each group, and then we compare the two numbers.
Suppose one basket has mangoes and another basket has mangoes too. Count the first group: there are 9 mangoes. C... | Mathematics | 1 | 277 |
When we want to know which group of real things has more, we count each group one by one and then say which number is more and which is less. Counting slowly and touching each thing as we say its number keeps our count correct.
Take the books on two shelves. Count the big shelf: 1, 2, 3, 4, 5, 6, 7, so there are 7 boo... | Mathematics | 1 | 262 |
When we go shopping, we often need to know which of two prices is more. To compare two money amounts, we first write each amount in rupees and paise with two decimal places, then compare the rupees first, and only if the rupees are equal do we compare the paise.
Take ₹45.50 and ₹63.25. Step 1: write both with two deci... | Mathematics | 1 | 276 |
Ordering four numbers up to 100 becomes easy when we follow one clear rule: compare the tens digits first. The number with the smaller tens digit is the smaller number, and only when two numbers share the same tens digit do we look at the ones digits. This skill helps in daily life, like arranging cricket scores or pri... | Mathematics | 1 | 272 |
When we count, every number has two close neighbours: the number just before it and the number just after it. Just before means one less, found by counting backwards by one. Just after means one more, found by counting forwards by one. This skill helps in daily life, like saying which page comes next in a book or which... | Mathematics | 1 | 279 |
When we want numbers between two given numbers, we begin just after the smaller number and count forward until just before the bigger number. This works because counting order never changes: each number we pass truly sits between the pair.
Take the pair 34 and 43. Step 1: compare the two numbers; 34 is smaller because... | Mathematics | 1 | 277 |
To know who is older or taller, we compare numbers and then subtract to find by how much. Comparison tells us which measurement is bigger, and subtraction gives the gap.
Example 1: Meera is 47 years old and her uncle is 65. Step 1: line up the tens and ones, 47 and 65. Step 2: compare the tens, 4 tens is less than 6 t... | Mathematics | 1 | 269 |
Comparing numbers up to 100 becomes easy when we follow three steps every time. Step 1: count the tens first, then the ones. Step 2: write the correct sign or word. Step 3: read the answer back and check by placing both numbers on a number line.
Take 47 and 74. Step 1: 47 has 4 tens and 74 has 7 tens. Step 2: since 4 ... | Mathematics | 1 | 249 |
When we add two small groups of things, the easiest way is to put the groups together and count every object one by one. This works because the total is simply how many objects there are altogether.
Suppose you take 3 red marbles and 2 blue marbles. Count all of them together: 1, 2, 3, then 4, 5. The total is 5 marble... | Mathematics | 1 | 280 |
Zero is a very special number in addition. It means "nothing at all", so when we add zero to any number, nothing new joins the group and the total does not change. Let us see why this happens with a few examples.
Take the sum 4 + 0. Step 1: read the sum, 4 plus 0. Step 2: start with 4 objects and add zero objects, so ... | Mathematics | 1 | 234 |
Adding one is the easiest addition skill of all, because it simply means finding the number that is one more. If you know how to count, you already know how to add one: just count one step forward on the number line.
Let us work an example. Step 1: start at 6 and count one step forward, saying 6 then 7, so 6 + 1 = 7, ... | Mathematics | 1 | 199 |
A double means adding a number to itself. We take the same number of objects in two equal groups and count them all together, like sharing sweets equally between two friends and then counting the whole plate.
Let us try with beads. Step 1: take 3 beads in one hand and 3 beads in the other. Step 2: count all the beads ... | Mathematics | 1 | 249 |
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