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.)