A Day at the Beach (Counting in Groups)

Note: The exact numbers depend on the picture provided in the textbook. Students should look at the beach picture carefully and count each type of object.

Method of counting: It is easier and faster to count objects in groups or bunches rather than one by one. For example, if coconuts are arranged in groups of 5, count 5, 10, 15… instead of 1, 2, 3, 4, 5, 6…

Sample answers (based on a typical beach picture):
- Coconuts: Count all coconuts visible on the trees and ground.
- Boats: Count all boats visible in the water.
- Children: Count all children visible on the beach.
- Oranges: Count all oranges visible at the stall.

Conclusion: Counting in groups or bunches is quicker and less likely to lead to mistakes than counting one by one.

Given: Each necklace has 10 shells.

Method: Look at the shop picture and count the number of necklaces displayed.

Answer: Students should count the necklaces in the picture and write the number in the blank.

*(Example answer: There are 5 necklaces of shells with 10 shells in each necklace.)*

Given: Balloons are arranged in groups.

Method: Look at the picture, count the number of groups of balloons, count how many balloons are in each group, and then count any balloons that are not in a group (loose balloons).

Answer: Students fill in the blanks based on the picture.

*(Example answer: There are 3 groups of balloons with 10 balloons in each group and 2 loose balloons.)*

Given: Bananas are arranged in bunches.

Method: Look at the picture, count the number of bunches, count how many bananas are in each bunch, and count any loose bananas.

Answer: Students fill in the blanks based on the picture.

*(Example answer: There are 4 bunches of bananas with 10 bananas in each bunch and 3 loose bananas.)*

Given: Surbhi has collected seashells shown in the picture.

Method: Count all the seashells in the picture carefully.

Answer: Students count the total number of seashells shown and record the number.

*(The exact count depends on the picture in the textbook. Count all shells carefully.)*

Given: Surbhi groups shells for bracelets.

Method: Look at the picture showing Surbhi's groups. Count how many groups she has made and how many shells are in each group.

Answer: Students fill in the number of shells per group based on the picture.

*(Example: Surbhi made groups of 10 shells each for her bracelets.)*

Given: Mother groups shells for necklaces.

Method: Look at the picture showing the mother's groups. Count how many shells are in each group.

Answer: Students fill in the number of shells per group based on the picture.

*(Example: Her mother made groups of 10 shells each for her necklaces.)*

Concept: Many everyday objects are sold or packed in groups of 10.

Examples of objects that come in packs of ten:

- A. Pencils (a box of 10 pencils)
- B. Biscuits (a pack of 10 biscuits)
- C. Bangles (sold in sets of 10)

Other examples students can think of: Candles, crayons, eggs (half dozen = 6, but some packs have 10), marbles, safety pins, etc.

Given: Manoj has arranged chikoos in trays. Each tray holds a fixed number of chikoos.

Method: Look at the picture of one tray and count the chikoos in it.

Answer:
- There are 10 chikoos in one tray.
- Count the total number of trays and multiply: Total chikoos = Number of trays $\times$ 10.

*(Example: If there are 3 trays: Total = $3 \times 10 = 30$ chikoos.)*

Given: 25 chikoos, each tray holds 10 chikoos.

Step 1: Divide 25 by 10.
$$25 = 2 \times 10 + 5$$

Step 2: So we need 2 full trays of 10 and 5 extra chikoos.

Answer: 25 chikoos = 2 trays of ten chikoos and 5 chikoos.

Given: 43 chikoos, each tray holds 10 chikoos.

Step 1: Divide 43 by 10.
$$43 = 4 \times 10 + 3$$

Step 2: So we need 4 full trays of 10 and 3 extra chikoos.

Answer: 43 chikoos = 4 trays of ten chikoos and 3 chikoos.

Given: 35 chikoos, each tray holds 10 chikoos.

Step 1: Divide 35 by 10.
$$35 = 3 \times 10 + 5$$

Step 2: So we need 3 full trays of 10 and 5 extra chikoos.

Answer: 35 chikoos = 3 trays of ten chikoos and 5 chikoos.

Given: 58 chikoos, each tray holds 10 chikoos.

Step 1: Divide 58 by 10.
$$58 = 5 \times 10 + 8$$

Step 2: So we need 5 full trays of 10 and 8 extra chikoos.

Answer: 58 chikoos = 5 trays of ten chikoos and 8 chikoos.

Concept: Break each number into tens and ones to match with the picture.

Working:

- A. 80 chikoos: $80 = 8 \times 10 + 0$ → 8 full trays, 0 loose chikoos.
- B. 72 chikoos: $72 = 7 \times 10 + 2$ → 7 full trays, 2 loose chikoos.
- C. 56 chikoos: $56 = 5 \times 10 + 6$ → 5 full trays, 6 loose chikoos.
- D. 28 chikoos: $28 = 2 \times 10 + 8$ → 2 full trays, 8 loose chikoos.

Answer: Match each number to the picture that shows the correct number of full trays and loose chikoos as calculated above.

Given: A block stick is shown in the picture.

Concept: A block stick is made up of 10 individual blocks joined together.

Answer: 1 block stick = 10 blocks.

Given: A ten strip is shown in the picture.

Concept: A ten strip contains 10 unit squares.

Answer: 1 ten strip = 10 units.

Concept: Each block stick or ten strip = 10 units/blocks. Count the sticks/strips and loose blocks/units separately.

Formula: Total = (Number of sticks/strips $\times$ 10) + loose blocks/units.

Example given: 3 block sticks and 4 blocks = $(3 \times 10) + 4 = 34$ total blocks. ✓

For remaining pictures: Students should count the block sticks/ten strips and loose blocks/units in each picture and apply the formula.

*(Sample answers based on typical textbook pictures:)*
- Picture 2: 2 block sticks and 6 blocks = 26 total blocks
- Picture 3: 4 block sticks and 5 blocks = 45 total blocks
- Picture 4: 3 ten strips and 2 units = 32 total units
- Picture 5: 5 ten strips and 7 units = 57 total units
- Picture 6: 6 ten strips and 1 unit = 61 total units

Note: Actual answers depend on the pictures in the textbook. Apply the formula to whatever is shown.

Concept: To find the number of ten strips (tens) and units (ones), break the number into tens and ones.

Formula: For a two-digit number $\overline{TO}$: Ten strips = T (tens digit), Units = O (ones digit).

Working:

- $24 = 2$ tens $+ 4$ ones → Ten strips = 2, Units = 4 ✓ (given)
- $36 = 3$ tens $+ 6$ ones → Ten strips = 3, Units = 6
- $72 = 7$ tens $+ 2$ ones → Ten strips = 7, Units = 2
- $69 = 6$ tens $+ 9$ ones → Ten strips = 6, Units = 9
- $46 = 4$ tens $+ 6$ ones → Ten strips = 4, Units = 6

Completed Table:

| Total blocks/units | Ten strips | Units |
|---|---|---|
| 24 | 2 | 4 |
| 36 | 3 | 6 |
| 72 | 7 | 2 |
| 69 | 6 | 9 |
| 46 | 4 | 6 |

Concept: Any two groups of ten strips that together make 10 ten strips = 100 units.

Example given: 7 yellow + 3 red = 10 ten strips = 100 units. ✓

Other combinations (based on typical textbook pictures):

Picture 2:
- Yellow units: 60, Red units: 40
- Yellow ten strips: 6, Red ten strips: 4
- Total: 100 units or 10 ten strips.

Picture 3:
- Yellow units: 90, Red units: 10
- Yellow ten strips: 9, Red ten strips: 1
- Total: 100 units or 10 ten strips.

Picture 4:
- Yellow units: 50, Red units: 50
- Yellow ten strips: 5, Red ten strips: 5
- Total: 100 units or 10 ten strips.

Key Rule: Yellow ten strips + Red ten strips = 10 always, and Yellow units + Red units = 100 always.

Other possible combinations: (1,9), (2,8), (3,7), (4,6), (5,5), (6,4), (7,3), (8,2), (9,1).

Concept: Use ▲ to represent 10 (tens) and ● to represent 1 (ones).

Formula: Total = (Number of ▲ cards $\times$ 10) + Number of ● cards.

Example given: 3 ▲ and 1 ● = $(3 \times 10) + 1 = 31$ shells. ✓

For remaining pictures: Count the ▲ (tens) cards and ● (ones) cards in each picture.

*(Sample answers based on typical textbook pictures:)*

Picture 2: 4 ▲ and 2 ● = $(4 \times 10) + 2 =$ 42 shells.

Picture 3: 2 ▲ and 5 ● = $(2 \times 10) + 5 =$ 25 shells.

Note: Students should count the cards in their own textbook pictures and apply the formula.

Concept: For any two-digit number, draw ▲ for each ten and ● for each one.

Method:
- Identify the tens digit → draw that many ▲
- Identify the ones digit → draw that many ●

Examples:

- For 45: Draw 4 ▲ and 5 ● → 4 tens and 5 ones = 45.
- For 63: Draw 6 ▲ and 3 ● → 6 tens and 3 ones = 63.
- For 28: Draw 2 ▲ and 8 ● → 2 tens and 8 ones = 28.
- For 57: Draw 5 ▲ and 7 ● → 5 tens and 7 ones = 57.

Note: Students should draw the cards for the numbers shown in their textbook pictures.

Concept: Any two-digit number can be written as Tens + Ones.

Formula: Number = (Tens digit $\times$ 10) + Ones digit.

Example given: $73 = 70 + 3$, T = 7, O = 3. ✓

Other examples students can fill:

| Number | Expanded Form | T | O |
|---|---|---|---|
| 73 | 70 + 3 | 7 | 3 |
| 43 | 40 + 3 | 4 | 3 |
| 56 | 50 + 6 | 5 | 6 |

Note: Students should fill in the numbers shown in their textbook pictures using the same method.

Given: Two numbers — 27 and 72.

Method: Compare the tens digits first.

- 27 has 2 tens (i.e., 20)
- 72 has 7 tens (i.e., 70)

**Since $2 < 7$, we have $27 < 72$.

Answer: 27 oranges** are less than 72 oranges, because 27 has only 2 tens while 72 has 7 tens. More tens means a bigger number.

Given: 67 and 76.

Compare tens digits: 67 has 6 tens; 76 has 7 tens.

**Since $6 < 7$, we have $67 < 76$.

Answer: 67 chikoos are less** than 76 chikoos.

Given: 53 and 35.

Compare tens digits: 53 has 5 tens; 35 has 3 tens.

**Since $5 > 3$, we have $53 > 35$.

Answer: 53 shells are more** than 35 shells.

Given: 29 and 20.

Compare: 29 has 2 tens and 9 ones; 20 has 2 tens and 0 ones.

**Since $9 > 0$, we have $29 > 20$.

Answer:** 29 is more than 20. ✓ (Already filled — correct.)

Given: We need a number less than 41.

Method: Any number with fewer tens than 41, or same tens but fewer ones.

Example answers: 40, 39, 35, 28, etc.

Answer: 40 is less than 41. (Any number less than 41 is acceptable.)