Fun with Numbers (Numbers 21 to 99)

Given: Each box holds 10 oranges. Simran packs all the oranges into boxes of 10.

Concept: Grouping by tens helps us count large numbers easily.

Working: When we group oranges in sets of 10 and place them in boxes, each full box = 10 oranges. We count the number of full boxes and any oranges left over.

For example, if there are 2 full boxes and 3 oranges left over:
$$2 \text{ tens} + 3 \text{ ones} = 23 \text{ oranges}$$

She would need as many boxes as there are complete groups of 10 oranges, plus any remaining oranges stay outside a full box.

Answer: Count the boxes shown in the picture. Each box = 10 oranges. Add the leftover oranges to find the total. (Students count the picture and write the number.)

Given: We need to write numbers from 21 to 30 in order.

Concept: Numbers 21 to 30 each have 2 tens and ones from 1 to 0.

Working:
$$21, 22, 23, 24, 25, 26, 27, 28, 29, 30$$

In words:
- $21$ — Twenty One
- $22$ — Twenty Two
- $23$ — Twenty Three
- $24$ — Twenty Four
- $25$ — Twenty Five
- $26$ — Twenty Six
- $27$ — Twenty Seven
- $28$ — Twenty Eight
- $29$ — Twenty Nine
- $30$ — Thirty

Answer: 21, 22, 23, 24, 25, 26, 27, 28, 29, 30

Given: Pictures of flowers and neem daatun (twigs) are shown.

Concept: Count each group carefully one by one.

Working: Count all the flowers shown in the picture and write the number. Count all the neem daatun shown and write the number.

Answer: Students count the objects in the picture and write the corresponding numbers. (The answer depends on the picture; students write the counted number in the space provided.)

Given: Some numbers between 31 and 50 are given; we must fill in the rest.

Concept: Numbers 31 to 50 follow a pattern — tens digit stays the same while ones digit increases from 1 to 9, then the tens digit increases by 1.

Working — Complete list from 31 to 50:
- $31$ — Thirty One
- $32$ — Thirty Two
- $33$ — Thirty Three
- $34$ — Thirty Four
- $35$ — Thirty Five
- $36$ — Thirty Six
- $37$ — Thirty Seven
- $38$ — Thirty Eight
- $39$ — Thirty Nine
- $40$ — Forty
- $41$ — Forty One
- $42$ — Forty Two
- $43$ — Forty Three
- $44$ — Forty Four
- $45$ — Forty Five
- $46$ — Forty Six
- $47$ — Forty Seven
- $48$ — Forty Eight
- $49$ — Forty Nine
- $50$ — Fifty

Answer: Write each number and its name as listed above.

Given: Number cards from 1 to 50 and a ginladi (number line/string).

Concept: A ginladi is a number line. Numbers are placed in order from smallest to largest.

Working:
A. Pick any card, for example card showing $37$. On the ginladi, find the position between $36$ and $38$ and clip the card there.

B. Look at the cards already placed on the ginladi and write their numbers in the spaces provided.

Answer: Place each number card at its correct position on the ginladi in increasing order (1, 2, 3, … 50). Write the number shown on each placed card.

Given: Pictures of objects grouped in tens and ones.

Concept: Count the tens first, then count the ones, and combine.
$$\text{Number} = (\text{number of tens} \times 10) + \text{number of ones}$$

Working: For each picture, count the full groups of 10 (tens) and the remaining single objects (ones), then write the total.

Example: If there are 3 groups of 10 and 4 single objects:
$$3 \times 10 + 4 = 34$$

Answer: Students count the objects in each picture and write the number in the space provided.

Given: Numbers 29, 41, and 30. We must fill tens frames to represent each number.

Concept: A tens frame holds 10 dots. We use as many full frames as there are tens, and fill the remaining dots in the next frame for the ones.

Working:

(i) $29$ = $2$ tens $+$ $9$ ones
→ Fill 2 complete tens frames (10 dots each) + 1 frame with 9 dots filled.

(ii) $41$ = $4$ tens $+$ $1$ one
→ Fill 4 complete tens frames + 1 frame with only 1 dot filled.

(iii) $30$ = $3$ tens $+$ $0$ ones
→ Fill exactly 3 complete tens frames, no extra dots.

Answer:
- $29$: 2 full frames + 9 dots in the third frame.
- $41$: 4 full frames + 1 dot in the fifth frame.
- $30$: 3 full frames exactly.

Given: A sequence of numbers with some blanks to fill.

Concept: Numbers follow a fixed order. Each number is 1 more than the previous number.

Working: Identify the numbers before and after each blank, then write the number that comes in between.

Example: If the sequence shows $24, \_, 26$, the missing number is $25$.

Answer: Fill each blank with the correct number that fits the sequence in order. (Students complete the number line by writing the missing numbers.)

Given: A matchbox is used to collect small items.

Concept: Counting objects and comparing with the number 50.

Working:
1. Take an empty matchbox.
2. Collect very small items such as seeds, small pebbles, grains of rice, or tiny beads.
3. Fill the matchbox with these items.
4. Take them out and count them carefully, grouping in tens.
5. Write the total number.
6. Check: Is the number more than 50, equal to 50, or less than 50?

Answer: Students do this activity and write the number of items they collected. They compare their number with 50 and discuss with friends.

Given: We need to count and write numbers from 51 to 60.

Concept: Numbers 51 to 60 have 5 tens and ones from 1 to 0.

Working:
$$51, 52, 53, 54, 55, 56, 57, 58, 59, 60$$

In words:
- $51$ — Fifty One
- $52$ — Fifty Two
- $53$ — Fifty Three
- $54$ — Fifty Four
- $55$ — Fifty Five
- $56$ — Fifty Six
- $57$ — Fifty Seven
- $58$ — Fifty Eight
- $59$ — Fifty Nine
- $60$ — Sixty

Answer: 51, 52, 53, 54, 55, 56, 57, 58, 59, 60

Given: Some numbers between 61 and 80 are provided; fill in the rest.

Concept: Numbers 61–80 follow the same pattern — tens increase from 6 to 8, ones go from 1 to 9 then reset.

Working — Complete list:
- $61$ — Sixty One
- $62$ — Sixty Two
- $63$ — Sixty Three
- $64$ — Sixty Four
- $65$ — Sixty Five
- $66$ — Sixty Six
- $67$ — Sixty Seven
- $68$ — Sixty Eight
- $69$ — Sixty Nine
- $70$ — Seventy
- $71$ — Seventy One
- $72$ — Seventy Two
- $73$ — Seventy Three
- $74$ — Seventy Four
- $75$ — Seventy Five
- $76$ — Seventy Six
- $77$ — Seventy Seven
- $78$ — Seventy Eight
- $79$ — Seventy Nine
- $80$ — Eighty

Answer: Write each number and its name as listed above.

Given: We need to write numbers from 81 to 100.

Concept: Numbers 81 to 100 have 8 or 9 or 10 tens.

Working:
- $81$ — Eighty One
- $82$ — Eighty Two
- $83$ — Eighty Three
- $84$ — Eighty Four
- $85$ — Eighty Five
- $86$ — Eighty Six
- $87$ — Eighty Seven
- $88$ — Eighty Eight
- $89$ — Eighty Nine
- $90$ — Ninety
- $91$ — Ninety One
- $92$ — Ninety Two
- $93$ — Ninety Three
- $94$ — Ninety Four
- $95$ — Ninety Five
- $96$ — Ninety Six
- $97$ — Ninety Seven
- $98$ — Ninety Eight
- $99$ — Ninety Nine
- $100$ — One Hundred

Answer: 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100

Given: A 10×10 number grid (1 to 100) with several numbers missing.

Concept: Numbers 1 to 100 are arranged in order. Each row contains 10 consecutive numbers.

Working — Fill in each missing number:

Row 1 (100 to 92): $100, \mathbf{99}, 98, 97, 96, 95, \mathbf{94}, 92, \mathbf{93}$
→ Missing: $99, 94, 93$

Row 2 (81 to 90): $81, 82, 83, 84, \mathbf{85}, 86, 87, 88, \mathbf{89}, 90$
→ Missing: $85, 89$

Row 3 (72 to 80): $80, 79, \mathbf{78}, 77, 76, \mathbf{75}, 74, 73, 72$
→ Missing: $78, 75$

Row 4 (61 to 70): $61, 62, 63, \mathbf{64}, 65, 66, \mathbf{67}, 68, 69, \mathbf{70}$
→ Missing: $64, 67, 70$

Row 5 (52 to 60): $\mathbf{60}, 59, 58, \mathbf{57}, 56, \mathbf{55}, 54, 53, 52$
→ Missing: $60, 57, 55$

Row 6 (41 to 50): $41, 42, 43, \mathbf{44}, 45, \mathbf{46}, \mathbf{47}, 48, \mathbf{49}, 50$
→ Missing: $44, 46, 47, 49$

Row 7 (32 to 40): $40, \mathbf{39}, 38, 37, 36, \mathbf{35}, 34, 33, 32$
→ Missing: $39, 35$

Row 8 (21 to 30): $21, 22, \mathbf{23}, 24, 25, \mathbf{26}, 27, 28, \mathbf{29}, 30$
→ Missing: $23, 26, 29$

Row 9 (12 to 20): $20, 19, 18, 17, 16, 15, \mathbf{14}, 13, 12$
→ Missing: $14$

Row 10 (1 to 10): $1, 2, 3, \mathbf{4}, 5, 6, \mathbf{7}, 8, 9, \mathbf{10}$
→ Missing: $4, 7, 10$

Answer: Fill in the bold numbers above in the corresponding blank squares of the grid.

Given: A Warli painting is shown in the picture.

Answers:

A. The picture shows people doing daily activities like dancing, farming, and living in a village. It is a traditional tribal painting.

B. Different things visible: houses, trees, people, animals, sun/moon, fields. (Students describe what they see.)

C. Count the houses shown in the picture and write the number. (Answer depends on the picture — students count carefully.)

D. Count all the people (figures) shown in the picture and write the number. (Answer depends on the picture.)

E. Each leaf of a tree in Warli art is usually drawn using simple lines. Students guess and count the lines used for one tree's leaves.

F. The special name for this type of painting is Warli Painting (also written as Warli or Warali art). It is a form of tribal art.

G. Maharashtra (the state of Maharashtra, particularly the Palghar district near Mumbai) is famous for Warli painting. It is made by the Warli tribe.

Answer: F — Warli Painting; G — Maharashtra, India.

Given: Students are asked to create their own Warli drawing.

Concept: Warli art uses simple geometric shapes — circles, triangles, and straight lines — to draw people, animals, trees, and houses.

Steps to make a Warli drawing:
1. Take a sheet of paper (preferably brown or black to look like mud walls).
2. Use a white crayon, chalk, or white paint.
3. Draw basic shapes:
- Circle for the head of a person.
- Two triangles joined at the tip for the body.
- Straight lines for arms and legs.
4. Draw a house using a square and a triangle on top.
5. Draw trees using a straight line (trunk) and a circle or triangle (leaves).
6. Add animals, the sun, and other elements using simple shapes.
7. Arrange all elements to tell a story of village life.

Answer: Students draw their own Warli picture using circles, triangles, and lines. There is no single correct answer — creativity is encouraged.