Making 10 (Numbers 10 to 20) — NCERT Solutions

Given: Four ladybugs with different numbers of dots are shown in the pictures.

Concept: Count each dot carefully on every bug and write the number.

Working:

• Bug 1: Count all the dots on its body → $6$ dots
• Bug 2: Count all the dots on its body → $4$ dots
• Bug 3: Count all the dots on its body → $8$ dots
• Bug 4: Count all the dots on its body → $10$ dots

(Note: Exact dot counts depend on the printed images. The method is to count each dot one by one and write the total number below each bug.)

Final Answer: Write the counted number below each bug.

Given: This is a hands-on activity.

Concept: Arrange objects in a pattern and count them to identify the number.

Working:

• Collect small objects such as tamarind seeds, pebbles, buttons, or bindis.
• Place them in a pattern (for example, a circle, a line, or a triangle).
• Count each object in the arrangement carefully.
• Write the number that tells how many objects are in the design.

Example: If you place $5$ pebbles in a circle, the number of dots (objects) in that arrangement is $\mathbf{5}$.

Final Answer: The number you write will depend on how many objects you use in your design. Count carefully and write the correct number.

Given: Arrangements of red bindis are shown in the image.

Concept: Look at the pattern of bindis and recognise which number (1–10) the arrangement represents, similar to dot patterns on dice.

Working:

• Look at each group of red bindis carefully.
• Count the total number of bindis in each group.
• Write the number that matches the count.

Example: If one arrangement has $\bullet\bullet\bullet$ (3 bindis), write $\mathbf{3}$.

(Note: The exact numbers depend on the printed bindi arrangements in the image. Use the counting method above for each arrangement.)

Final Answer: Write the number that matches the count of red bindis in each arrangement.

Given: This is a two-player dice game activity.

Concept: Match the number of dots on the dice to the number on the grid and colour the corresponding box.

How to play:

1. Choose your colour and your friend chooses a different colour. Fill in the colour boxes provided.
2. Roll the dice. Count the dots on the top face of the dice.
3. Find the box on the grid that shows that number and colour it with your colour.
4. Your friend rolls the dice and colours a box with their colour.
5. Keep taking turns until all boxes are coloured.
6. At the end, count how many boxes each player has coloured.

Final Answer: The player who has coloured more boxes wins the game. This activity helps in recognising numbers $1$ to $6$ instantly (subitization).

Given: Several images of trees with birds sitting on branches are shown.

Concept: Count the birds on each branch carefully and write the number.

Working:

• Look at each tree image one by one.
• Count every bird sitting on the branch.
• Write the number below or beside each image.

Example sequence (based on the vanishing/reducing pattern of the story):

• Image 1: $4$ birds
• Image 2: $3$ birds
• Image 3: $2$ birds
• Image 4: $1$ bird
• Image 5: $0$ birds

(Note: Count the birds in each picture carefully. The number may go from a higher number down to zero, just like the buttons in the Gola monkey story.)

Final Answer: Write the counted number of birds for each image. Remember, if no birds are sitting, the answer is $\mathbf{0}$ (Zero).

Given: We are asked about the number of suns visible at night.

Concept: The Sun is not visible at night because it is on the other side of the Earth.

Answer: We see $\mathbf{0}$ (Zero) suns in the night.

This is an example of zero — when something is completely absent, its count is zero.

Given: We are asked about the number of moons visible at noon (daytime).

Concept: The Moon is generally not visible during the day (at noon) because the bright sunlight makes it very hard to see.

Answer: We see $\mathbf{0}$ (Zero) moons at noon.

This again shows the concept of zero — the count of something that is not present or not visible is zero.

Given: Images of beads, laddoos, crayons, bananas, and leaves are shown.

Concept: Count each group of objects carefully and write the total number. All groups should total $10$ as the theme is Aastha's 10th birthday.

Working:

• Beads: Count each bead on the string → $\mathbf{10}$
• Laddoos: Count each laddoo → $\mathbf{10}$
• Crayons: Count each crayon → $\mathbf{10}$
• Bananas: Count each banana → $\mathbf{10}$
• Leaves: Count each leaf → $\mathbf{10}$

Final Answer:
$$\text{Beads} = 10, \quad \text{Laddoos} = 10, \quad \text{Crayons} = 10, \quad \text{Bananas} = 10, \quad \text{Leaves} = 10$$

Given: Four bead strings are shown, each with some beads already drawn. We need to add more beads to make each string have $10$ beads total.

Concept: $10$ is the target. Count the beads already on the string, then draw the remaining beads.

Formula: Beads to draw $=$ $10$ $-$ Beads already on string.

Working (general method for each string):

• String 1: If $7$ beads are drawn, draw $10 - 7 = 3$ more beads.
• String 2: If $5$ beads are drawn, draw $10 - 5 = 5$ more beads.
• String 3: If $8$ beads are drawn, draw $10 - 8 = 2$ more beads.
• String 4: If $6$ beads are drawn, draw $10 - 6 = 4$ more beads.

(Note: Count the beads in each printed string and draw the exact number needed to reach $10$.)

Final Answer: Each completed string must have exactly $\mathbf{10}$ beads.

Given: Five ten-frames are shown, each with some buttons already placed. A ten-frame has $10$ boxes in total ($2$ rows of $5$).

Concept: A ten-frame holds exactly $10$ objects. Count the empty boxes and draw a button in each empty box.

Formula: Buttons to draw $=$ $10$ $-$ Buttons already in frame.

Working (general method):

• Frame 1: If $3$ buttons are placed, draw $10 - 3 = 7$ more buttons.
• Frame 2: If $6$ buttons are placed, draw $10 - 6 = 4$ more buttons.
• Frame 3: If $4$ buttons are placed, draw $10 - 4 = 6$ more buttons.
• Frame 4: If $8$ buttons are placed, draw $10 - 8 = 2$ more buttons.
• Frame 5: If $9$ buttons are placed, draw $10 - 9 = 1$ more button.

(Note: Count the buttons already in each frame and fill the remaining empty boxes.)

Final Answer: Each ten-frame must be completely filled with $\mathbf{10}$ buttons.

Given: A pattern of number pairs that add up to $5$ is shown using finger images.

Concept: Two numbers that together make $5$ are called number pairs of $5$.

Working — All pairs of $5$:
$$0 + 5 = 5$$
$$1 + 4 = 5$$
$$2 + 3 = 5$$
$$3 + 2 = 5$$
$$4 + 1 = 5$$
$$5 + 0 = 5$$

Final Answer: The number pairs of $5$ are: $(0,5),\ (1,4),\ (2,3),\ (3,2),\ (4,1),\ (5,0)$.

Given: One child shows $3$ fingers.

Concept: We need to find how many more fingers make $5$.

Working:
$$3 + ? = 5$$
$$? = 5 - 3 = 2$$

Final Answer: The friend has to show $\mathbf{2}$ fingers to make it $5$.

Given: A finger game is played where one child shows some fingers and the other shows the remaining fingers to make $10$.

Concept: Two numbers that together make $10$ are called number pairs of $10$.

Working — All pairs of $10$:
$$0 + 10 = 10$$
$$1 + 9 = 10$$
$$2 + 8 = 10$$
$$3 + 7 = 10$$
$$4 + 6 = 10$$
$$5 + 5 = 10$$
$$6 + 4 = 10$$
$$7 + 3 = 10$$
$$8 + 2 = 10$$
$$9 + 1 = 10$$
$$10 + 0 = 10$$

Final Answer: The number pairs of $10$ are:
$(0,10),\ (1,9),\ (2,8),\ (3,7),\ (4,6),\ (5,5),\ (6,4),\ (7,3),\ (8,2),\ (9,1),\ (10,0)$.

Given: We are building numbers from $11$ to $20$ by adding units to $10$.

Concept: Numbers from $11$ to $20$ are formed by taking $10$ and adding $1, 2, 3, \ldots 10$ to it.

Working:
$$10 + 1 = 11 \quad \text{(Eleven)}$$
$$10 + 2 = 12 \quad \text{(Twelve)}$$
$$10 + 3 = 13 \quad \text{(Thirteen)}$$
$$10 + 4 = 14 \quad \text{(Fourteen)}$$
$$10 + 5 = 15 \quad \text{(Fifteen)}$$
$$10 + 6 = 16 \quad \text{(Sixteen)}$$
$$10 + 7 = 17 \quad \text{(Seventeen)}$$
$$10 + 8 = 18 \quad \text{(Eighteen)}$$
$$10 + 9 = 19 \quad \text{(Nineteen)}$$
$$10 + 10 = 20 \quad \text{(Twenty)}$$

Final Answer: The numbers $11$ to $20$ are formed by adding $1$ through $10$ to $10$.

Given: A table is provided with some numbers already filled in. We need to write all numbers from $11$ to $20$.

Concept: Practice writing numbers $11$ to $20$ in order.

Working — Numbers in order:
$$11, \ 12, \ 13, \ 14, \ 15, \ 16, \ 17, \ 18, \ 19, \ 20$$

Final Answer: Fill in the table by writing each number from $\mathbf{11}$ to $\mathbf{20}$ in the correct boxes, following the pattern shown.

Given: Images showing groups of objects (some in a full group of $10$ and some extra units) are provided.

Concept: Count the full group of $10$ first, then count the extra ones and add them.

Working (general method):

• Count the objects in the full box/group: that gives $10$.
• Count the remaining loose objects: that gives the units.
• Add: $10 +$ units $=$ the total number.

Example: If there is $1$ full group of $10$ and $3$ extra objects:
$$10 + 3 = 13$$

Final Answer: Write the total count for each image using the method above.

Given: A number (between $11$ and $20$) is given. Two ten-frames are provided — one full frame (for the tens) and one partial frame (for the units).

Concept: Numbers $11$–$20$ have $1$ ten and some units. Colour $10$ boxes in the first frame and the remaining units in the second frame.

Working (example for $14$):

• $14 = 10 + 4$
• Colour all $10$ boxes in the first ten-frame.
• Colour $4$ boxes in the second ten-frame.

General rule for any number $N$ where $11 \leq N \leq 20$:

• First ten-frame: colour all $10$ boxes.
• Second ten-frame: colour $N - 10$ boxes.

Final Answer: Colour the ten-frames according to the number given, always filling the first frame completely and the second frame partially.

Given: Two number sequences with some numbers missing are shown.

Concept: Numbers from $1$ to $20$ follow a fixed order. Each number is $1$ more than the previous number.

Working:

• Sequence 1 (example): $11, 12, \_, 14, 15$ → Missing number $= 13$
• Sequence 2 (example): $16, \_, 18, 19, \_$ → Missing numbers $= 17$ and $20$

(Note: Fill in the blanks by identifying which numbers are missing from the sequence $1$ to $20$.)

Final Answer: Write the missing numbers so that the sequence is in the correct order from smallest to largest.