new enjoying mathematics brochure

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AuthorsAashalata Badami is a mathematics resource person for a number of schools where she is involved with curriculum building and providing enrichment and remedial resources in mathematics. She earlier worked as a mathematics teacher at the Bombay International School, Mumbai. She regularly conducts teacher training workshops on the usage of the activity method in teaching mathematical concepts.

Jose Paul is an Ex-Director, Educational Planning Group, St. Xaviers School, Delhi. He regularly conducts numerous workshops on the methodology of teaching mathematics and has many years of experience in concept development.

The book is packaged with:

Comprehensive Teachers Manual: It provides teachers with additional resources and instructional guidance in the form of comprehensive lesson plans, answer keys, and additional question banks for each chapter.

Oxford Educate: It is an exciting digital teaching aid that integrates an e-book with interactive teaching tools and learning materials in a single resource. It includes animations, video clips and QTime for relevant topics. Geometool, an interactive tool that comes with each Oxford Educate has been designed to help teachers visualise, construct and manipulate geometrical shapes.

Test Generator: It is an effective assessment tool designed to benefit teachers by enabling them to create a variety of test papers as well as worksheets. Answers are provided for efficient and effective evaluation. Teachers can choose questions from a pool of questions given in the book or from outside.

Course Components Primers and Classes 1 to 8 Oxford Educate with Geometool

and Test Generator Teachers Manual

Teachers Resources

ISBN Title Price

9780198094333 New Enjoying Mathematics Primer A ` 103

9780198094340 New Enjoying Mathematics Primer B ` 107

9780198094357 New Enjoying Mathematics 1 ` 169








DescriptionNew Enjoying Mathematics - Revised Edition conforms to the vision of the National Curriculum Framework (2005). It is designed to help teachers understand and effectively use the Continuous and Comprehensive Evaluation.

www.oupenjoyingmaths.com

REVISEDEDITIOn

Mental Maths in classes 1 to 5 includes worksheets focusing

on special strategies followed by exercises for fast calculation.

Journal in classes 1 to 5 helps the students to express what they have

learnt in class in their own words.

Objectives in the beginning of every chapter helps to identify the

important concepts covered.

Project helps students to connect the topics with everyday life.

25

Chapter Check-Up

1. Fill in the correct order of numbers. (a) 3702, _____, _____, _____, _____, 3707 (b) 8098, _____, 8100, 8101, _____, _____

2. Fill in the boxes with the correct value of numbers. (a) (b)

3. Put the correct sign in the circle ( or =). (a) 1010 1100 (b) 7001 6999 (c) 9321 9811

4. Using the given digits to build the greatest and the smallest numbers.

Digits Greatest number Smallest number9, 5, 03, 9, 6, 1

5. Write 5987, 5978 and 5798 in ascending order and in descending order. __________________________________________________________________ __________________________________________________________________

6. Round to the nearest 10. (a) 78 _________ (b) 55 _________ (c) 74 _________

7. Solve. Give your answer in the form of a sentence. (a) During the Republic Day parade 765 white balloons and 756 green balloons were

released into the air. Were there more white balloons or green balloons in the air? _______________________________________________________________

(b) If 71 children have to be given new pencils for the test, how many packets of 10 pencils each should be bought? ________________________________

25

7 3 1 80

40400

9000

Chapter Check-Up at the end of each chapter helps in recapitulation.

Worksheets provide an interactive and motivating form of practice.

Challenge section has questions that help to build thinking skills.

This revised edition promotes the approach of teaching mathematics by linking school knowledge with the childs everyday experiences. It places emphasis on developing thinking and reasoning skills among students, by connecting the mathematics curriculum with real-life situations. It sets out to first build concepts thoroughly before moving onto the essential drill and practice.

Keeping in Touch enables students to revisit the previously

learnt concepts.

43

Chapter Check-Up

1. Add the following numbers. (a) (b) (c) (d)

(e) (f) (g) (h)

2. Find the sum. Check your answer by adding up. (a) (b) (c)

3. Solve these sums in your notebook. (a) 2162 + 1335 (b) 3805 + 1192 (c) 4983 + 1015

4. (a) A yoga class had 25 students at the beginning of the month. 76 more students joined later. How many students in the yoga class now?

(b) Aniruddh took two boxes of sweets to distribute in class. He gave away 56 sweets. There were 28 sweets still left with him. How many sweets had Aniruddh taken to class?

(c) Azim has a collection of 78 bookmarks. Shaji has 15 more bookmarks than Azim. How many bookmarks does Shaji have?

5 0 9+ 3 5 7

6 6 5+ 2 9 4

2 9 7+ 4 2 9

9 2 4+ 5 8 7

2 1 9 4 3 6+ 2 0 6

2 1 1 3 4 2+ 1 4 9

4 3 0 2 8 2+ 2 7 2

3 2 5 1 4 0+ 2 6 7

8 3 9+ 4 6 5

3 8 2+ 2 0 9

2 3 9 8+ 1 6 0 0

Fill in the boxes using >, < or =. (a) 5394 3286 (b) 7216 7239

Keeping in Touch

Key Features

Maths Lab Activity helps build concepts through

different activities.

Higher Order Thinking Skills in classes 6 to 8 includes questions to

build thinking skills.

7

1Place Value

Looking Back

0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are called digits.We use digits and place value to write numbers.

1. Match the following.ten ones ten tens one hundred (100)one ten (10)

809

501

510

223

8 hundreds 9 ones

500 + 10

2. Ring the greatest number. Put a box around the smallest number. Also write whether the series is in increasing or decreasing order.

(a) 158 159 160 161 Increasing order

(b) 307 385 411 420 ______________

(c) 191 109 58 40 ______________3. Write the number names. (a) 375 _____________________________________________________ (b) 506 _____________________________________________________ (c) 750 _____________________________________________________

Looking Back refreshes the concepts learnt earlier.

7

1Place Value

Looking Back

1. Match the following.

2. Ring the greatest number. Put a box around the smallest number. Also write whether the series is in increasing or decreasing order.

3. Write the number names.

25

Chapter Check-Up

1. Fill in the correct order of numbers.

2. Fill in the boxes with the correct value of numbers.

3. Put the correct sign in the circle ( or =).

4. Using the given digits to build the greatest and the smallest numbers.

5. Write 5987, 5978 and 5798 in ascending order and in descending order.

6. Round to the nearest 10.

7. Solve. Give your answer in the form of a sentence.

25

43

Chapter Check-Up

1. Add the following numbers.

2. Find the sum. Check your answer by adding up.

3. Solve these sums in your notebook.

4.

Keeping in Touch

65

1. Fill in the blanks. (a) 8397 ______, ______, 8400, ______, ______ (b) 10 more than 4306 is ______ (c) 100 less than 5943 is ______ (d) 83 rounded to the nearest 10 is ______ (e) ______ is the largest number that can be made using the digits 8, 3, 9 and 6.

2. Fill in the boxes with the correct value of numbers. (a) (b)

3. Add. (a) 480 + 309 (b) 723 + 168 (c) 184 + 272 (d) 246 + 389 (e) 376 + 921 (f) 1634 + 3842

4. Subtract. (a) 983 126 (b) 728 264 (c) 601 384 (d) 410 262 (e) 300 142 (f) 8732 16205. Solve these word problems. (a) Sheetal has 398 bookmarks. How many more does she need to make a

collection of 500 bookmarks? (b) Her friend Anuja has 173 bookmarks more than her. How many

bookmarks does Anuja have? (c) Out of her collection of 398 bookmarks, 79 are made of material

other than paper. How many of her bookmarks are made of paper? (d) Anuja has many Indian stamps. She gave away 83 stamps to her

brother and still has 125 stamps left with her. How many stamps did Anuja have in the beginning?

6. (a) List 5 even numbers between 75 and 85. (b) List 5 odd numbers between 140 and 150.

6 4 0 36

200

7000

Test Your Skills S A(For Chapters 1, 2 and 3)

Test your skills after every three chapters helps to revise the previously learnt concepts.

65

1. Fill in the blanks.

2. Fill in the boxes with the correct value of numbers.

3. Add.

4. Subtract.

5. Solve these word problems.

6.

Test Your Skills S A(For Chapters 1, 2 and 3)

28

Looking Beyond

Enrichment TimeLong ago, the people of Rome had a number system using letters. We see these Roman numerals even today in special places, such as clocks, watches, chapter numbers in books, etc. The Roman system used: I for 1 V for 5 X for 10They used these three letters to build other numbers. I after a V or an X meant that it had to be added. I before a V or an X meant that it had to be subtracted. No letter could be repeated more than thrice.

Complete the following table.

I II III IV V VI VII VIII IX X1 1 + 1 5 1 5 + 1 10 1

2 4 6

28

Activity BagThe class is put into two teams.Cut out slips of paper with the digits from 0 to 9 written on them, fold them and keep them in a bowl. Make two such sets.Each team takes turns in picking 3 slips. Team A has to build all the possible even numbers that can be built using those digits. If Team A has picked the digits 7, 2, 0, they can build the numbers 720, 270, 702. They get three points for the three numbers built. Team B does the same with their digits.The next round can be played with odd numbers. The team that has more points at the end of ten rounds wins the game. [Note: Zero at the beginning is not allowed. If no suitable digits are picked, the team loses that turn.]

2

7

7

7

0

2

0

2

0

Enrichment Time and Activity Bag helps in exploring the subject and

think creatively.

28

Looking Beyond

Enrichment Time

Complete the following table.

28

Activity Bag

106

Mental Maths

LearnUse your doubles.You know 7 + 7 = 14 You know 7 + 7 = 14So, 7 + 8 = 1 more than 14 So, 7 + 6 = 1 less than 147 + 8 = 15 7 + 6 = 13.

Practice(a) 8 + 8 = ____ (b) 5 + 5 = ____ (c) 9 + 9 = ____ (d) 6 + 6 = ____ 8 + 9 = ____ 5 + 6 = ____ 9 + 10 = ____ 6 + 7 = ____ 8 + 7 = ____ 5 + 4 = ____ 9 + 8 = ____ 6 + 5 = ____

Use 1. Round 75 to the nearest 10. _______ 2. 10 tens is the same as ______ 3. What is the sum of 20 and 20? ________ 4. 8000 + 50 = ________ 5. What is the product of 10 and 100? ________ 6. How many bangles in 12 pairs? ________ 7. Value of 3 in 3984 ________

8. 20 6 is more than or less than 30 5? ________ 9. What is the greatest 4-digit number using different digits? ________10. What will you multiply by 70 to get 700? ________11. What will you take away from 16 to leave 9? ________12. Write 1010 in words ________13. 80 8 = 9 ________14. What will you get if you add 12 and 88 and then take away 100? ________

106

Mental Maths

LearnUse your doubles.

Practice

Use

77

Knowing our Numbers

ObjectivesAfter studying this chapter, you will be able to: Revise the concept of integers. Revise the operations of addition and subtraction 0n integers. Multiply and divide integers. State and identify the properties of addition, subtraction, multiplication and division

of integers.

For every negative integer on the left of zero, there is the same integer on the right of zero at the same distance with a positive sign. Thus, the quantitative values of the same number with positive and negative signs are the same but the directions are opposite.

(c) These reflections are called opposites or additive inverse of each other (See Fig. 1.1). For example, additive inverse of 2 is 2 or we can also say that 2 is the opposite of 2. Note that whenever additive inverses are added to-gether, their sum would be zero.

(d) The whole number 0 is neither a positive integer nor a negative integer, as the negative of zero is zero.

(e) Every integer is the successor of the integer on its left and a predecessor of the integer on its right.

(f) Any given integer is greater than all the numbers on its left and less than all the numbers on its right.

IntegersYou have learnt about integers in class VI. Let us revise the main concepts again.

A number line showing integers is given in Fig. 1.1. As shown in the number line, there are infinite numbers on the left side of zero on the number line, which have a negative sign. All these numbers are less than zero and are called negative numbers. The set of negative numbers along with the set of whole numbers are known as integers.

Note the following properties of a number line:

(a) The distance between any two consecutive integers is always the same and it is equal to one unit.

(b) For every integer to the right of zero, there is the same integer on the left of zero with the negative sign at the same distance from zero.

1

Fig. 1.1

6 5 4 3 2 1 0 1 2 3 4 5 6 779 8 8 9

Chapter1.indd 7 8/12/2013 11:55:09 AM

77

Objectives

Integers

1

68

1. Shankarbuiltthe7timestableusingstrawsandcountingtheplacewheretheycrossed.

Exercise 4.1

1 7 = 7 27=14.

37=21.

Completethetablebydrawinglinesinyournotebooklikethis.

2. Complete.

(a) 8weeks=_____days. (b) 9weeks=_____days.

3. Compareusing>,,

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