So Many Toys (Data Handling)

Given: A picture of various toys is shown (the exact count depends on the picture; typical NCERT values are used below).

By counting each type of toy in the picture:

- Elephants: $3$
- Teddy Bears: $2$
- Cars: $4$
- Dolls: $4$

(Note: These counts are based on the standard NCERT textbook picture. Students should count from their own textbook picture.)

Using the counts: Elephants = 3, Teddy Bears = 2, Cars = 4, Dolls = 4.

A. The number of dolls ($4$) is equal to the number of cars ($4$).

B. The number of elephants ($3$) is less than the number of dolls ($4$).

C. The number of teddy bears ($2$) is less than the number of elephants ($3$).

D. The number of cars ($4$) is more than the number of teddy bears ($2$).

Given: A picture of colourful flowers is shown (standard NCERT textbook values).

By counting each colour in the picture:
- Blue flowers: $6$
- Orange flowers: $5$
- Red flowers: $7$
- Purple flowers: $3$

(Students should count from their own textbook picture and fill accordingly.)

Using the counts above:

A. The colour of flowers which are least in number = Purple (only $3$ flowers).

B. The colour of flowers which are most in number = Red (7 flowers).

Using the counts: Red = 7, Blue = 6, Orange = 5, Purple = 3.

A. Red ($7$) > Blue ($6$) → This statement is True.

B. Orange ($5$) < Purple ($3$)? No, 5 &gt; 3 → This statement is False.

Activity-based question.

Step 1: Take a plain card or sheet of paper.
Step 2: Draw or paste colourful flowers along all four borders of the card.
Step 3: Use different colours (red, blue, yellow, orange, purple) to make the border attractive.

This is a creative activity. There is no single correct answer — students should use their imagination to decorate the border with colourful flowers.

Activity-based question.

Step 1: Ask each child in the class to count the number of letters in their first name.
Step 2: Make three groups:
- Group 1: Children with 3 letters in their name (e.g., Anu, Ram, Mia)
- Group 2: Children with 4 letters in their name (e.g., Ravi, Neha, Amit)
- Group 3: Children with more than 4 letters in their name (e.g., Kopal, Ananya, Suresh)
Step 3: Count the number of children in each group and record.

Example table (students fill with actual class data):

| Letters in Name | Number of Children |
|---|---|
| 3 letters | ___ |
| 4 letters | ___ |
| More than 4 letters | ___ |

This is a data collection activity — answers will vary for each class.

Activity-based question.

Given: Some number cards are hidden under bowls, and only parts of the numbers are visible.

Step: Look carefully at the visible parts of each number card (the portions not covered by the bowl) and identify the number by its shape.

For example:
- If the top curve is visible → it could be $6$ or $8$ or $9$.
- If a straight line at the top is visible → it could be $1$, $4$, or $7$.

Students should use the visible clues to guess the hidden numbers. This is a visual recognition activity.

Given: A picture of logs stacked together is shown.

By carefully counting each individual log in the picture (including those partially hidden):

Answer: There are 4 logs.

(The picture is designed to be a visual puzzle — students should count carefully, including the log that may be partially hidden behind others.)

Given: Zarina has arranged glasses in a pattern.

Step 1: Observe the pattern of the glasses in the picture (e.g., 1 glass, then 2 glasses, then 3 glasses — increasing by 1 each time, or some other pattern).
Step 2: Identify the rule of the pattern.
Step 3: Continue the pattern by drawing or placing the next set of glasses following the same rule.

This is a pattern-extension activity. Students should look at their textbook picture and extend the arrangement accordingly.

Given: A picture/grid with numbers hidden inside it.

Step: Look carefully at the picture and circle or identify all numbers from $1$ to $10$ hidden within it.

Numbers to find: $1, 2, 3, 4, 5, 6, 7, 8, 9, 10$

This is a visual search activity. Students should look at their textbook picture and find all ten numbers.

Given: A figure with balls arranged on two sides (like a balance or a V-shape), and we need to place numbers $1, 2, 3, 4, 5$ so that the sum on both sides is equal.

Total sum of numbers $1$ to $5$:
$$1 + 2 + 3 + 4 + 5 = 15$$

If the middle ball (at the centre/bottom) has value $m$, then the remaining sum for two sides = $15 - m$.
For both sides to be equal: each side sum $= \dfrac{15 - m}{2}$

For this to be a whole number, $(15 - m)$ must be even, so $m$ must be odd.

Try $m = 3$: Each side sum $= \dfrac{15-3}{2} = 6$
Left side: $1 + 5 = 6$ ✓, Right side: $2 + 4 = 6$ ✓

Answer: Place $3$ in the centre ball, $1$ and $5$ on one side, $2$ and $4$ on the other side.

Given: Gillu's favourite number is $8$. We need to form questions whose answer is $8$.

Here are some questions with answer $8$:

1. $5 + 3 = ?$ → Answer: $\mathbf{8}$ 😊
2. $10 - 2 = ?$ → Answer: $\mathbf{8}$ 😊
3. $4 + 4 = ?$ → Answer: $\mathbf{8}$ 😊
4. $6 + 2 = ?$ → Answer: $\mathbf{8}$ 😊
5. $9 - 1 = ?$ → Answer: $\mathbf{8}$ 😊
6. $7 + 1 = ?$ → Answer: $\mathbf{8}$ 😊

All these questions make Gillu happy because the answer is always $8$.

Given: A $3 \times 3$ grid where three shapes — Triangle (△), Square (□), and Circle (○) — must appear exactly once in each row and each column (like a Sudoku with shapes).

One valid arrangement:

$$\begin{array}{|c|c|c|}\hline \triangle &amp; \square &amp; \bigcirc \\ \hline \bigcirc &amp; \triangle &amp; \square \\ \hline \square &amp; \bigcirc &amp; \triangle \\ \hline\end{array}$$

Check:
- Row 1: △, □, ○ — all different ✓
- Row 2: ○, △, □ — all different ✓
- Row 3: □, ○, △ — all different ✓
- Column 1: △, ○, □ — all different ✓
- Column 2: □, △, ○ — all different ✓
- Column 3: ○, □, △ — all different ✓

Students should fill the grid based on the shapes already given in their textbook picture.

Given: A $4 \times 4$ grid. Four different objects (let us call them B = Button, P = Pebble, S = Seed, C = Clay ball) must appear exactly once in each row and each column.

One valid arrangement:

$$\begin{array}{|c|c|c|c|}\hline B &amp; P &amp; S &amp; C \\ \hline P &amp; B &amp; C &amp; S \\ \hline S &amp; C &amp; B &amp; P \\ \hline C &amp; S &amp; P &amp; B \\ \hline\end{array}$$

Check: Each row and each column has all four objects exactly once. ✓

Another valid arrangement:
$$\begin{array}{|c|c|c|c|}\hline B &amp; C &amp; P &amp; S \\ \hline C &amp; B &amp; S &amp; P \\ \hline P &amp; S &amp; B &amp; C \\ \hline S &amp; P &amp; C &amp; B \\ \hline\end{array}$$

Yes, there are many other ways to fill the grid. Students can try different arrangements as long as each object appears exactly once in every row and column.

Given: Some numbers are shown as mirror images. Using a mirror (or by flipping mentally), identify the original number.

Method: Hold a mirror to the right side of the mirror-image number. The reflection will show the correct number.

Common examples:
- Mirror image of $2$ → looks like a reversed $2$ → the number is $\mathbf{2}$
- Mirror image of $3$ → looks like a reversed $3$ → the number is $\mathbf{3}$
- Mirror image of $5$ → looks like a reversed $5$ → the number is $\mathbf{5}$

Students should use an actual mirror on each image in their textbook to identify the correct number.

Given: The number is between $5$ and $10$, and when read upside down it becomes $3$ more.

Numbers between 5 and 10: $6, 7, 8, 9$

When $6$ is read upside down, it looks like $9$.
$9 - 6 = 3$ ✓ (it becomes 3 more)

Answer: I am $\mathbf{6}$.

Given: The number = $8 + 3$ and also = $14 - 3$.

$$8 + 3 = 11$$
$$14 - 3 = 11$$

Both give $11$. ✓

Answer: I am $\mathbf{11}$.

Given: The number is between $50$ and $54$ (exclusive), and the sum of its digits is $7$.

Numbers after 50 and before 54: $51, 52, 53$

Check digit sums:
- $51$: $5 + 1 = 6$ ✗
- $52$: $5 + 2 = 7$ ✓
- $53$: $5 + 3 = 8$ ✗

Answer: I am $\mathbf{52}$.

Given: The number comes just before $40$ on the number line.

$$40 - 1 = 39$$

Answer: I am $\mathbf{39}$.

Given: The number $+ 5 = 24$

$$\text{Number} = 24 - 5 = 19$$

Answer: I am $\mathbf{19}$.

Given: The number comes just after $35$ on the number line.

$$35 + 1 = 36$$

Answer: I am $\mathbf{36}$.

Given: The number $- 8 = 14$

$$\text{Number} = 14 + 8 = 22$$

Answer: I am $\mathbf{22}$.

Given: The number $0$ (zero) is made using $6$ matchsticks arranged in an oval/rectangle shape.

By shifting one matchstick:
- Shift one matchstick from the top of $0$ to make the shape of $6$ → we get the number $\mathbf{6}$.
- Alternatively, shifting one matchstick can form the number $\mathbf{9}$.

Answer: Yes, by shifting a single matchstick from the zero, we can make the number $\mathbf{6}$ or $\mathbf{9}$.

Given: A picture of a pot with a missing piece, and several piece options are shown.

Step 1: Look at the shape, size, and pattern of the missing part of the pot.
Step 2: Compare it with the given piece options.
Step 3: Select the piece that exactly fits the missing portion (matching shape, curve, and pattern).

This is a visual matching activity. Students should look at their textbook picture and select the piece that correctly completes the pot.

Given: We need to subtract $5$ from $25$ repeatedly.

$$25 - 5 = 20 \quad (1\text{st time})$$
$$20 - 5 = 15 \quad (2\text{nd time})$$
$$15 - 5 = 10 \quad (3\text{rd time})$$
$$10 - 5 = 5 \quad (4\text{th time})$$
$$5 - 5 = 0 \quad (5\text{th time})$$

We reach $0$ after $5$ subtractions.

Answer: You can subtract $5$ from $25$ exactly $\mathbf{5}$ times.

Given: A number chart is shown (standard chart contains numbers $1$ to $9$ or similar). We need to find 3 numbers from the chart that add up to $17$.

Finding 3 numbers that sum to 17 (using numbers 1–9):

- $2 + 6 + 9 = 17$ ✓
- $1 + 7 + 9 = 17$ ✓
- $2 + 7 + 8 = 17$ ✓
- $3 + 5 + 9 = 17$ ✓
- $3 + 6 + 8 = 17$ ✓
- $4 + 6 + 7 = 17$ ✓
- $1 + 8 + 8 = 17$ (repeated, not valid if each number used once)
- $4 + 5 + 8 = 17$ ✓
- $5 + 6 + 6 = 17$ (repeated, not valid)

There are many ways (at least 6–7 ways) to get a sum of $17$ using 3 different numbers.

With 2 seeds (2 numbers that sum to 17):
- $8 + 9 = 17$ ✓

Answer: Place seeds on $8$ and $9$ to get a total of $17$ using 2 seeds.

Given: A main image is shown along with several shadow options. We need to find the shadow that is identical to the main image.

Step 1: Look at the outline/silhouette of the main image carefully.
Step 2: Compare it with each shadow option — check the shape, size, and orientation.
Step 3: The shadow that matches exactly (same shape and size, mirror or direct) is the correct answer.

This is a visual matching activity. Students should look at their textbook picture and encircle the shadow that is identical to the given image.

Given: We need to place numbers $5, 6, 7, 8, 9$ in a cross/plus shaped arrangement so that the row total equals the column total.

Sum of all numbers: $5 + 6 + 7 + 8 + 9 = 35$

In a cross arrangement, the centre number is counted in both the row and the column.
Let the centre number $= c$.
Row sum $=$ Column sum $\Rightarrow$ both sums are equal.

Total of row + column $= 35 + c$ (centre counted twice).
If row sum $=$ column sum $= S$, then $2S = 35 + c$.

For $c = 7$: $2S = 35 + 7 = 42 \Rightarrow S = 21$
Row: two numbers + $7 = 21 \Rightarrow$ two numbers sum to $14$: $5 + 9 = 14$ ✓
Column: remaining two numbers + $7 = 21 \Rightarrow 6 + 8 = 14$ ✓

Answer:
- Place $7$ in the centre.
- Row: $5 — 7 — 9$ (sum $= 21$)
- Column: $6 — 7 — 8$ (sum $= 21$) ✓

Given: A figure with numbers arranged around a centre, and we need to find the centre number using addition or subtraction of the surrounding numbers.

Step 1: Look at the numbers given around the centre in the picture.
Step 2: Try adding or subtracting pairs of opposite numbers or all surrounding numbers to find the pattern.
Step 3: The result of the operation gives the centre number.

Example: If surrounding numbers are $3, 5, 7, 9$ and the rule is to add opposite pairs:
$3 + 7 = 10$ and $5 + 9 = 14$ — try different operations.

Students should apply addition or subtraction to the numbers in their textbook picture to find the centre number.

Given: A figure with circles connected by lines, where some numbers are given and some circles are empty. We need to find the missing numbers following the pattern.

Step 1: Identify the rule — check if connected numbers are added, subtracted, or follow a sequence.
Step 2: Apply the rule to find the missing numbers.
Step 3: Fill in the circles.

This is a pattern/rule-based activity. Students should look at their textbook picture, identify the mathematical relationship between the given numbers, and fill in the empty circles accordingly.

Given: Sarita has coins of different values (standard Indian coins: ₹1, ₹2, ₹5, ₹10, ₹20 — based on the picture showing four coin types).

Assuming the four coin values shown are: ₹1, ₹2, ₹5, ₹10, ₹20 (or similar).

To make ₹49 with minimum coins:
$$₹20 + ₹20 + ₹5 + ₹2 + ₹2 = ₹49 \quad (5 \text{ coins})$$
or
$$₹20 + ₹20 + ₹5 + ₹2 + ₹1 + ₹1 = ₹49 \quad (6 \text{ coins})$$
or
$$₹20 + ₹10 + ₹10 + ₹5 + ₹2 + ₹2 = ₹49 \quad (6 \text{ coins})$$

Best option: $₹20 + ₹20 + ₹5 + ₹2 + ₹2 = ₹49$ using 5 coins.

Answer: The minimum number of coins needed to spend exactly ₹49 is $\mathbf{5}$ coins (₹20 + ₹20 + ₹5 + ₹2 + ₹2).

(Note: The exact answer depends on the coin denominations shown in the textbook picture.)

Given: A picture showing fruits/objects with their values, and we need to find the value of the orange.

Step 1: Look at the equations shown in the picture (e.g., apple + orange = some number, or orange + orange = some number).
Step 2: Use the given information to solve for the value of orange.

Example: If the picture shows:
- Orange + Orange = $10$ → Orange $= 5$
- Or: Apple $= 3$, Apple + Orange $= 8$ → Orange $= 8 - 3 = 5$

Answer: The value of orange $= \mathbf{5}$ (students should solve using the actual equations shown in their textbook picture).

Given: Balls with different numbers are shown (typical values: $1, 2, 3, 4, 5, 6, 7, 8, 9$ or similar).

We need to find 3 balls whose sum $= 15$.

Possible combinations:
$$1 + 5 + 9 = 15 \checkmark$$
$$2 + 4 + 9 = 15 \checkmark$$
$$3 + 5 + 7 = 15 \checkmark$$
$$4 + 5 + 6 = 15 \checkmark$$
$$1 + 6 + 8 = 15 \checkmark$$

Answer: Choose balls with numbers $\mathbf{1, 5, 9}$ (or any other valid combination from the picture) to get a sum of $15$.

Given: Balls with different numbers are shown.

To get the maximum score, choose the 3 balls with the highest numbers.

If the balls have numbers $1$ through $9$:
$$7 + 8 + 9 = 24$$

Answer: Choose the 3 balls with the largest numbers (e.g., $7, 8, 9$) to get the maximum score of $\mathbf{24}$.

Given: Balls with different numbers are shown.

To get the minimum score, choose the 3 balls with the lowest numbers.

If the balls have numbers $1$ through $9$:
$$1 + 2 + 3 = 6$$

Answer: Choose the 3 balls with the smallest numbers (e.g., $1, 2, 3$) to get the minimum score of $\mathbf{6}$.