Text Book Solutions All Class

Introduction

• Numbers are like magic—they help us count, measure, and play games! 
• Let’s explore the exciting world of numbers from 21 to 99 and discover how they can make everyday things even more fun. 
• Ready to start this number adventure?

Number Names (21 to 99)

Let’s start by understanding the number names for each of these two-digit numbers:

Place Value (Tens and Ones)

• In a two-digit number, the first digit represents the tens place, and the second digit represents the ones place.
• For example, in the number 56, 5 is in the tens place, and 6 is in the ones place.
• Understanding place value helps us read and write numbers correctly.

Counting (Skip Counting by Tens):

• We can count from 20 to 99 by adding 10 each time.
• For example, 20, 30, 40, 50, 60, 70, 80, 90.

Comparison of Numbers (Greater Than and Less Than)

• We can compare two two-digit numbers by looking at the digit in the tens place first.
• If the tens digits are different, the number with the greater tens digit is greater.
• If the tens digits are the same, we compare the ones digits to determine which number is greater.
• Examples: 
  45 and 63: Since 6 is greater than 4, therefore 63 is greater than 45.
  78 and 74: Since 7 is the same in both numbers, we look at the ones place. 8 is greater than 4, so 78 is greater than 74.

Let’s Count!

Numbers 21 to 30 – Let’s Count

• Numbers 21 to 30 are formed by adding the tens place (20, 30) to the units place (1 to 10).
• For example, 21 is formed by adding 20 and 1, 22 is formed by adding 20 and 2, and so on.
• Practice counting from 21 to 30 to become familiar with these numbers.

Numbers 31 to 40 – One More Ten

• Numbers 31 to 40 follow a similar pattern.
• They are formed by adding the tens place (30) to the units place (1 to 10).
• For example, 31 is formed by adding 30 and 1, 32 is formed by adding 30 and 2, and so on.
• Practice counting from 31 to 40 to get comfortable with these numbers.

Numbers 41 to 50 – Moving Forward

• Numbers 41 to 50 are created by adding the tens place (40) to the units place (1 to 10).
• For example, 41 is formed by adding 40 and 1, 42 is formed by adding 40 and 2, and so on.
• Practice counting from 41 to 50 to reinforce your understanding.

Numbers 51 to 60 – Climbing Higher

• Numbers 51 to 60 continue the pattern.
• They are formed by adding the tens place (50) to the units place (1 to 10).
• For example, 51 is formed by adding 50 and 1, 52 is formed by adding 50 and 2, and so on.
• Practice counting from 51 to 60 to become proficient with these numbers.

Numbers 61 to 70 – A New Set

• Numbers 61 to 70 are formed by adding the tens place (60) to the units place (1 to 10).
• For example, 61 is formed by adding 60 and 1, 62 is formed by adding 60 and 2, and so on.
• Practice counting from 61 to 70 to strengthen your knowledge.

Numbers 71 to 80 – Further Exploration

• Numbers 71 to 80 follow the same pattern.
• They are formed by adding the tens place (70) to the units place (1 to 10).
• For example, 71 is formed by adding 70 and 1, 72 is formed by adding 70 and 2, and so on.
• Practice counting from 71 to 80 to become more confident.

Numbers 81 to 90 – Nearing the End

• Numbers 81 to 90 are created by adding the tens place (80) to the units place (1 to 10).
• For example, 81 is formed by adding 80 and 1, 82 is formed by adding 80 and 2, and so on.
• Practice counting from 81 to 90 to solidify your understanding.

Numbers 91 to 99 – The Final Stretch

• Numbers 91 to 99 follow the same pattern as the previous sets.
• They are formed by adding the tens place (90) to the units place (1 to 9, as there is no 0 in the units place).
• For example, 91 is formed by adding 90 and 1, 92 is formed by adding 90 and 2, and so on.
• Practice counting from 91 to 99 to master these numbers.

What is the Ones and Tens Concept?

The number 10 is the first and the smallest two-digit number.

Example 1:

• Let’s take 10 pencils.

• Now make a group of 10 pencils.
• We can make only 1 group. It represents 1 Ten. But there is no single pencil remaining. It indicates 0 ones.
• So, the number 10 can write as:

Example 2:

• If we take 21 pencils, we can make 2 groups of 10 pencils that can be represented as 2 Tens.
• 1 remaining pencil can be represented as 1 Ones.
• 2 Tens and 1 Ones = 21
• We can write 21 as:

Example 3:

• We can represent 100 as 10 groups of Tens.
• We cannot write 100 as:
• We use the hundreds place. The number 100 is written as:

100 is the first and smallest three-digit number.

Let’s calculate the number of popsicles given in the table below

Missing Numbers

A series or sequence where a number is missed is known as a missing number sequence.
Look at the example given below.

What is Measurement?

• Look around! Some things are long, like a skipping rope, while others are short, like a pencil. Some objects hold a little water, like a teacup, while others hold a lot, like a big water bottle.
• We use measurement to find out how long, tall, heavy, or full something is. When we measure, we can compare—Is the table longer than the bed? Does a bucket hold more water than a mug?
• Let’s explore measurement and learn how we can compare length, distance, and capacity in fun ways!

Comparing Lengths

The teacher asks the students to stand heightwise in a line.
Akshay to Ankush: Let us stand next to each other to check who is taller, and who is shorter.

Akshay is taller than Ankush.
Ankush is shorter than Akshay.

Other students also did the same activity with each other and the line is formed as asked by the teacher.

Question: Circle the shortest shirt.

Ans:

Try yourself:Which boy is the tallest among these?

• A.(a)
• B.(b)
• C.(c)
• D.(d)

Measuring Length

Mohit and Meeta place their pencils along the edge of the tabletop to measure the length of the table.
Mohit: The length of the table is the same as 10 pencils.
Meeta: The length of the table is the same as 14 pencils.
Their measurement is different because Meeta’s pencil is shorter than Mohit’s pencil.
For correct measurement, Mohit and Meeta both should have used pencils of the same length.

Edurev Tips: If two people measure the length of the same object using the same ‘standard length’, their measurement will be the same or nearly same.

Measuring Length Using Body Parts

Long ago, people used to measure the length or height of objects using their body parts.
Some body parts that are used as units of length are shown below:

Question: What will you choose to measure the following objects?

Ans:

Comparing Mass (or Weight)

are playing on a see-saw.
is light. Ant weighs less. It has less mass.
is heavy. Elephant weighs more. It has more mass.

• In everyday routine, we consider no difference in the meaning of mass and weight. 
• Weight of an object tells how heavy or light the object is.

Question: Which candle is the lightest?

Ans:

Measuring Mass

Kripa and Vanshika are playing with their “Toy Balance” and blocks to know how heavy their toys are.
When the balance is level, it means the mass on two sides of the balance is equal.
Here, the mass of the toy car is 5 blocks.

Comparing Capacity

Capacity of a container tells how much liquid it can hold.

Question: Circle the container that can hold more water.

Ans: 

Measuring Capacity

This teapot holds 3 cups of tea. Or we can say that capacity of this teapot is 3 cupfuls.

Addition

Addition by Counting Forward

To add 6 and 3, we start from 6 and count forward by 3 as:We reach at 9. So, 6 + 3 = 9.EduRev Tips: It is easy to add if we start from the bigger number while doing addition by counting forward.

Addition on a Number Line

To add 7 and 3, we start from 7 on the number line and move 3 steps (ones) forward.We reach at 10. So, 7 + 3 = 10.

Vertical Addition

To add 6 and 2, we arrange the numbers one below the other and add as we do by forward counting as shown.Start from the bigger number 6 and count forward by 2 as:So, 6 + 2 = 8.

Properties of AdditionLet us look at the following situations to know the properties of addition.1. Adding two numbers by changing their order

While adding two numbers, the sum does not change, even if we change the order of the numbers.2. Adding 0 to a numberThere are 4 friends playing. No more friends joined them.When we add 0 to a number, the sum is the number itself.

Addition up to 20Adding 1-digit number to 10

EduRev Tips: To add 1-digit number to 10, just replace the 0 with the number. It becomes the ones place of the ‘sum’.

Addition: Counting Together by Making a Group of 10

Let us add two single digit numbers say 8 and 5 by making tens. 8 X-mas stars and 5 X-mas stars together give 13 X-mas stars.Here’s a fun way to do it:First, try to make a group of 10 stars because it’s easier to count.From the 5 stars, take 2 stars and add them to the 8 stars.Now, you have:8 stars + 2 stars = 10 stars (One group of 10!)You still have 3 stars left from the 5 stars.So, 10 stars + 3 stars = 13 stars.You have 13 Christmas stars in total.So, the sum of 8 and 5 is 13.EduRev Tips: Adding by making a group of 10 changes the question to “adding to 10”.

Addition: Counting Together by Adding Ones First

Let us add a 2-digit number and a 1-digit number say, 12 and 5.So, the sum of 12 and 5 is 17.

Addition: Counting Forward on a Number Line

Look at the given number line. It shows the numbers from 0 to 20.Let us add 11 and 6 using the number line. To find 11 + 6, start with the bigger number, 11. Now, take 6 steps (ones) forward as shown.We reach at 17. So, 11 + 6 = 17.

Adding Three Numbers

Ms Yashvi is hosting a holiday cookie party for kids. Ms Yashvi helps them in adding the number of cookies they want.

Step 1: Add any two numbers first. Get the answer.

Step 2: Now, count on to add the third number in the answer you got in step 1.Thus, Ms Yashvi got the answer 9 cookies because 3 + 2 + 4 = 9.EduRev Tips: While adding three numbers, it makes no difference which two numbers are added first.

Addition Stories in Real-Life Situations

There are 15 students in Ms Karki’s class. 3 new students join the class.How many students are there in the class now?There are 15 + 3 = 18 students in the class now.

SubtractionSubtraction by Crossing Out

There are 8 carrots in the basket. A rabbit takes away 3 carrots. How many carrots are left in the basket now?To find how many carrots are left, we cross out 3 carrots and count the remaining uncrossed carrots.There are 5 uncrossed carrots.So, 5 carrots are left in the basket.We can write it as:8 – 3 = 5 Or EduRev Tips: When we write the smaller number below the bigger number for subtraction, it is called vertical subtraction.

Subtraction by Counting Backward

To subtract 4 from 7 by backward counting, we start with the bigger number 7 and count backward 4 ones as:We reach at 3. So, 7 – 4 = 3.EduRev Tips: We count backward by ones to subtract. The number we stop at is the difference.

Properties of Subtraction

Let us look at the following situations to know the properties of subtraction.1. Subtracting 0 from a numberA monkey has 6 bananas. The monkey ate none. Now, 6 bananas are left with him.When 0 is subtracted from a number, the difference is the same number.2. Subtracting 1 from a numberA monkey has 5 bananas. The monkey ate 1 banana. Now, 4 bananas are left with him.When 1 is subtracted from a number, the difference is the number that is just before it.3. Subtracting a number from itselfA monkey has 4 bananas. The monkey ate all of them. No bananas are left with him now.When a number is subtracted from itself the difference is 0.

Subtraction Using Backward Counting on a Number Line

To subtract 4 from 10, we first start with the bigger number 10 then move 4 steps (ones) backward as shown.We reach at 6. So, 10 – 4 = 6.[Question: 777896]

Subtracting within 20Subtracting a 1-digit number from a 2-digit numberCase 1: When the ones digit is same in both the numbers.

Yajur has 15 paperclips. He lost 5 of them. How many paperclips are left with him?To find how many paperclips are left, we subtract the ones digit first. 5 ones – 5 ones = 0 ones. (As subtracting the number from itself gives 0.)Write tens digit (1) as it is.So, 15 – 5 = 10.Case 2: When the ones digit in a 2-digit number is greater than the 1-digit number.There were 16 ants in a line. 4 ants diverged from the line. How many ants are left in the line now?To find how many ants are left in the line, we subtract the ones digit first.6 ones – 4 ones = 2 ones. Write 2 below the ones column.Now, write 1 as it is in the tens place as shown.So, 16 – 4 = 12.Thus, there are 12 ants left in the line now.

Subtracting by Backward Counting

To subtract 5 from 17, we begin at 17 and count 5 ones backward.We reach 12. So, 17 – 5 = 12.

Subtraction: Backward Counting on a Number Line

Look at the number line shown below. It shows the numbers from 0 to 20.Let us subtract 6 from 14. We start with the bigger number 14 and jump back 6 steps (ones).We reach at 8. So, 14 – 6 = 8.

Subtraction Stories in Real-Life SituationsSheetal has 19 pencils. She gave 5 pencils to her brother Parag.

Parag: How many pencils are left with you now?Sheetal: 14Parag: How?Sheetal: I subtracted the pencils given to you from the total number of pencils I had as follows.So, 19 – 5 = 14.You can also count backward to subtract. Start from 19 and count back 5 ones as 19, 18, 17, 16, 15, 14.Sheetal: This is how I am left with 14 pencils.

Addition and Subtraction Relationship

For example, in the picture below there are 4 pineapples in the first set and 2 pineapples in the second set, so we say there are 6 pineapples altogether and we can write 4 + 2 = 6. If we start with 6 pineapples and take away 2, we are left with 4. We can write 6 − 2 = 4.

Problem-Solving: Simultaneous Addition and Subtraction

Let us look at the following problem:Example: A farmer had 12 mangoes. He sold 4 mangoes. Then he picked 6 more mangoes from his tree. How many mangoes does he have now?Sol: Let’s solve this step-by-step.1. The farmer had 12 mangoes.He sold 4 mangoes, so we subtract:12−4=8Now he has 8 mangoes.He then picked 6 more mangoes, so we add:8+6=14The farmer now has 14 mangoes. 

Dotty Bug and her Designs 

Page No. 33 – 34

A: Write the number of dots on each bug.

Ans:B: Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement.Ans: C: Identify and write the numbers formed by the arrangement of the red bindis.Ans: 

Let us Play

Page No. 34

D: Play with your friend. Roll the dice and colour a box with the same number of dots as on the dice. Take turns with your friend and roll again.

The child with more number of coloured boxes will win.Ans:

​Vanishsing Buttons

Page No. 35

Gola monkey wears his favourite shirt with four buttons. He went to the garden and ate too many bananas as he was fond of them. What do you think happened then?One of the buttons popped out and rolled away. But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one.

Ans: 

Page No. 36

Write the number of birds sitting on the branch of the tree.

Ans: 

Think and Tell 

Page No. 36

A: How many suns do you see in the night?Ans: 0 Sun, I see in the night.B. How many moons do you see at noon?

Ans: 0 Moon, I see in the noon.

Tenth Birthday

Page No. 37

Ans: It is Aastha’s tenth birthday. Her father prepared halwa for her. She is celebrating the birthday with her friends.She has lighted 11 diyas on her birthday.Count and write the number of objects.Ans: 

Let us

Do Page No. 38

A: Count and draw beads to make a string of 10 beads.

Ans: B: Draw buttons to make a ten frame of buttons.Ans: 

The Handy Five and Ten 

Page No. 39

Follow the pattern and write the number pairs separated by the stick.

Ans: 

Number Pairs of 10 

Page No. 40

Ans: 

Let us TalkPage No. 19

A: Identify the birds in the picture.

Ans: B: How many animals or birds were eating the mango in the beginning?

Ans: Only 1, that is,Squirrel. C: How many more animals or birds joined every time?

Ans: One More.

D: What is 1 more than 1, 1 more than 2,… up to 9?

Ans: 1 More than 1 = 21 More than 2 = 31 More than 3 = 41 More than 4 = 51 More than 5 = 61 More than 6 = 71 More than 7 = 81 More than 8 = 9

E: How many animals and birds ate the mango at the end?

Ans: 9 animals and birds ate the mango at the end.

Match the number of birds with the number of fingers.

Page No. 20Ans: 

Match the fingers with correct number of dots (one has already been done for you).

Page No. 21

Ans: 

Let Us Play – Mine with FingersPage No. 21

Show 3 fingers to your friend. Your friend has to show 3 fingers but in a different way. Similarly, you can play for other numbers. What are the different ways of showing 4 fingers using one hand?

Ans: 5 Types

My Drawing Day Page No. 23

A drawing event held for children on ‘Ekta Diwas’ (31st October). Assign different objects to each child by drawing a line as shown in the picture.Help them to know if they have enough material.Tick ✅ more or less or equal.

Ans: 

Let us Do Page No. 24

A: Tick ✅  the one which is more in number.

Ans: B. Tick ✅  the one which is less in number.Ans: C. Tick ✅ the one which is less in number.Ans:Count and Match

Page No. 28

Ans:Count and Colour

Page No.  28

A: Colour 8 stars.Ans: B: Colour 5 flowersAns: C: Colour 6 balls.Ans: Join the Numbers in a OrderPage No. 29 – 30

A: Draw a path from numbers 1 to 9 in the correct order. The lines should not cross each other.Ans: Ans: B: A naughty monkey shuffled the number cards. Write them in a correct order from the smallest to the largest.Ans: C: The cat has walked all over the worksheet. Write down the missing numbers.Ans: Colour the Biggest Number

 Page 30 – 32Ans: A: How many yellow boxes are there?

Count and write the number.Ans: B: How many jamuns are there in the given picture? Ans: C: Write the number of sheep seen in the picture. Ans: D: Draw any Four Fruits.Ans: E: Which two groups together have 8 fruits? Encircle them.Ans: F: Which two groups together have 7 umbrellas? Encircle them.Ans: G: Which are less in number? Cups or Spoons? Encircle them.Ans: 

Think and DoPage No. 11

Ans: B: Match the objects which are similar in shape.Ans: C: Tick ✅ the shape which is similar to ballAns: D: Tick ✅ the shape which is similar to capAns: E: Tick ✅ the shape which is similar to glassAns: F: Tick ✅  the shape which is similar to matchbox.Ans: Let us DoPage No 13

A: Make a house, toy, tower, robot, bus or anything you like using different objects in your surroundings. You can also use notebooks, books, pencil box, water bottle, waste or old boxes, birthday caps, funnels, etc.

Ans: Let us SlidePage No. 16

A: Write ‘R’ for rolling objects and ‘S’ for sliding objects in the given in the below picture.

Ans: B: Collect different objects from your surroundings and see if they roll or slide.

Ans: C: Do you see things which can do both, roll and slide? If yes, discuss in the class.

Ans: 

Think and Do Page No. 17

Find whether the following objects roll, slide or do both. Put ✅ or❌

Ans: 

Let us Sing

Page No. 1-3

Look at the pictures of the poem and encircle the correct word.Ans: 

Think and Answer

Page No. 3Ans:

Let us Play — Find the Things

Page No. 3

Children can divide themselves into 2 teams. One team will hide a few things like white chalk, red ball and other items and ask the other team to find them. Children can give verbal instructions to find the things using positional words like inside/outside, far/near, above/below, etc.For example:Look for a white thing which is hidden near the board and under the table.Look for a red thing which is outside the classroom and under the tree.Ans: 

Let us Play — Throw the Ball!

Page No. 4

Each child aims and throws the ball inside the basket. When the ball goes inside, other children will say IN and when it goes outside the basket, they say OUT.Ans: 

Let us Do

Page No. 4

A. Tick  the things which are inside.Ans:Page No. 5B. Tick  the things which are outside.Ans:

Page No. 5

C. Look at the picture and tick  the correct words.Ans:

Page No. 5

D. Draw a smile below the nose and eyebrows above the eyes.Ans: 

Page No. 6

E. Look at our National Flag which is also known as tiranga. How many colours are there?Tick the correct option.i. Which colour is at the top of the tiranga? white/saffron/greenii. Which colour is below the white colour on the tiranga? pink/saffron/green iii. Which colour is above the green colour on the tiranga? white/saffron/yellow iv. Where is the ashoka chakra on the tiranga? on a corner/in the middle/on a side Ans: i. white/saffron✅/greenii. pink/saffron/green ✅iii. white ✅ /saffron/yellowiv. on a corner/in the middle ✅ /on a side

Chhuk Chhuk goes our Train! 

Page No. 7

A. How many bogies are there after the engine?

Ans: 5

B. How many bogies are there before the red bogie?

Ans: 2

C. Fill the orange colour in the bogies after the red bogie.

Ans: D. Fill the blue colour in the bogies before the red bogie.

Ans: 

Let us Play

Page No. 8

Children will sing the rhyme and play a game where they all will form a train by holding each other’s shoulders. Everyone will tell who is before and after each child in the train.Suwali and Rohit are making some groups of objectsAns: Do yourself.

Let us Do

Page No. 9

Suwali has placed all the buttons in three groups.Why did Suwali make such groups?

Ans: Suwali made such groups of same colour buttons.Help Suwali to sort these buttons in other ways by drawing them.Ans: Suwali can make groups of same shape buttons.

Q1: There are some numbers in the box.Sort out the numbers in the given table.Ans: Q2: Roshni is playing with her friends in the park. She saw 3 ducks, 2 dogs, 4 birds, 1 tortoise and 2 squirrels.Colour one box for one animal to show number of animals of each type. One is done for you.Do you agree with the following? Write ‘Yes’ or ‘No’ in the blanks.

(a) Roshni saw more ducks than dogs. _________

(b) Number of dogs were the same as the number of squirrels. _________

(c) She saw total 12 animals in the park. _________

Ans: (a) Roshni saw more ducks than dogs. yes

(b) Number of dogs were the same as the number of squirrels. yes

(c) She saw total 12 animals in the park. yes

Q3: Murli bought an item for ₹ 2. He gave a ₹ 50 note to the shopkeeper and got back ₹ 38 in the form of some coins as shown below. Sort the coins in the table given below.Ans:Q4: Look at the following shapes. Sort them by their shades and answer the following questions.(a) How many ? _________

(b) How many ? _________

(c) How many ? _________

Ans: (a) How many ? 6

b) How many ? 6

(c) How many ? 3

Q5: The class teacher wrote the favourite games of 12 students.Draw one  for each game in the blank chart given below. (a) Which game is the most popular amongst the 12 students? _______

(b) How many students like Ludo and Tic-Tak-Toe altogether?  _______

Ans: (a) Which game is the most popular amongst the 12 students? statutes

(b) How many students like Ludo and Tic-Tak-Toe altogether?  5

Q6: Colour as many boxes as the number of flowers you see in the picture. Also, write how many flowers of each type in the last column. Ans: Q7: Which of the following are correct?

(a) Sorting helps in answering required questions.

(b) Sorting is only for fun and has no use in our real-life.

(c) Sorting helps in comparing things.

Ans: (a) and (c)

Q8: Tick (✔) the correct statement.

(a) Sorting means grouping like objects together.

(b) Sorting means grouping unlike objects.

Ans:

 (a) Sorting means grouping like objects together. True (✔)

(b) Sorting means grouping unlike objects. True (✔)

Fill in the Blanks

(i) 7 ____ 5
Ans: 7 > 5

(ii) 12 ____ 19
Ans: 12 < 19

(iii) 33 ____ 33
Ans: 33 = 33

(iv) 48 ____ 42
Ans: 48 > 42

(v) 25 ____ 29
Ans: 25 < 29

True or False

(i) 14 < 20
Ans: True

(ii) 37 > 50
Ans: False

(iii) 10 = 10
Ans: True

(iv) 28 > 32
Ans: False

(v) 45 < 53
Ans: True

Missing Number Questions

(i) If I add 8 to a number and get 15, what is the missing number? (___)
Ans: 7
15 – 8 = 7, so the missing number is 7.

(ii) If I add 14 to a number and get 29, what is the missing number? (___)
Ans: 15
29 – 14 = 15, so the missing number is 15.

(iii) If I add 6 to a number and get 42, what is the missing number? (___)
Ans: 36
42 – 6 = 36, so the missing number is 36.

(iv) If I add 20 to a number and get 50, what is the missing number? (___)
Ans: 30
50 – 20 = 30, so the missing number is 30.

(v) If I add 25 to a number and get 40, what is the missing number? (___)
Ans: 15
40 – 25 = 15, so the missing number is 15.

Crossword Puzzle

(Fill in the boxes using the clues given below to complete the crossword.)

Write the number of Greeting Cards

Q: Anna made greeting cards for her friends from Monday to Friday. Write the number of cards each day inside the box.

How many greeting cards did Anna make each day?

Ans:

Q1: Draw a line to match each coin with its name.Ans:Q2: Draw and label the 6 coins.Ans:Q3: Draw a line to match each coin with its value.Ans:Q4: Draw the 6 coins in order from least valuable to most valuable.Ans:Q5: Which of the following you can buy from note?

(a) 

(b) 

(c) 

(d) 

Ans: (a)

Pencil which is of Rs. 5 can be bought from Rs. 10 note.

Q6: Which set of coins shows the sum equal to Rs. 5?

(a) 

(b) 

(c) 

(d) 

Ans: (d)

50p + 50p= Rs.1.Rs.1 + Rs.1 + Rs.2 + Rs.1= Rs.5

Q7: Mohan has four Rs. 5 coins, out of which he gave 3 Rs. 5 coins to buy a toy. How much money, he is left with?

(a) Rs.2

(b) Rs.5

 (c) Rs.10

(d)  Rs.1

Ans: (b)

4 Rs. 5 coins, =? 20. 3 coins of Rs. 5

= Rs. 15. 3 coins

= He is left with