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ISBN 81-7450-679-9
First Edition
February 2007 Phalguna 1928 ALL RIGHTS RESERVED
❑ No part of this publication may be reproduced, stored in a retrieval
Reprinted system or transmitted, in any form or by any means, electronic,
November 2007 Kartika 1929 mechanical, photocopying, recording or otherwise without the prior
permission of the publisher.
January 2009 Magha 1930 ❑ This book is sold subject to the condition that it shall not, by way of
November 2009 Kartika 1931 trade, be lent, re-sold, hired out or otherwise disposed of without
the publisher’s consent, in any form of binding or cover other than
January 2012 Magha 1933 that in which it is published.
January 2013 Pausa 1934 ❑ The correct price of this publication is the price printed on this page,
Any revised price indicated by a rubber stamp or by a sticker or by
November 2013 Kartika 1935 any other means is incorrect and should be unacceptable.
November 2014 Agrahayana 1936
November 2017 Agrahayana 1939
OFFICES OF THE PUBLICATION
December 2018 Agrahayana 1940 DIVISION, NCERT
September 2019 Bhadrapada 1941
NCERT Campus
Sri Aurobindo Marg
PD 440T RPS New Delhi 110 016 Phone : 011-26562708
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108, 100 Feet Road
© National Council of Educational Hosdakere Halli Extension
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Research and Training, 2007 Banashankari III Stage
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Navjivan Trust Building
P.O.Navjivan
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CWC Campus
Opp. Dhankal Bus Stop
Panihati
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Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
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` 65.00 Publication Team
Head, Publication : M. Siraj Anwar
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Division
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Chief Editor : Shveta Uppal
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Chief Production : Arun Chitkara
Officer
Printed on 80 GSM paper with NCERT
Chief Business : Bibash Kumar Das
watermark
Manager
Published at the Publication Division by
the Secretary, National Council of Editor : Bijnan Sutar
Educational Research and Training,
Sri Aurobindo Marg, New Delhi 110 016 Production Assistant : Prakash Veer Singh
and printed at Dewan Print House N-26,
Sector-2, DSIIDC Bawana Industrial
Area, Delhi -110 039
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FOREWORD
The National Curriculum Framework (NCF), 2005, recommends that children’s life
at school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our system
and causes a gap between the school, home and community. The syllabi and
textbooks developed on the basis of NCF signify an attempt to implement this basic
idea. They also attempt to discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these measures will take us
significantly further in the direction of a child-centred system of education outlined
in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. We must recognise that given space,
time and freedom, children generate new knowledge by engaging with the
information passed on to them by adults. Treating the prescribed textbook as the
sole basis of examination is one of the key reasons why other resources and sites of
learning are ignored. Inculcating creativity and initiative is possible if we perceive
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and treat children as participants in learning, not as receivers of a fixed body of
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These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
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implementing the annual calendar so that the required number of teaching days
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are actually devoted to teaching. The methods used for teaching and evaluation will
also determine how effective this textbook proves for making children’s life at
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school a happy experience, rather than a source of stress or boredom. Syllabus
designers have tried to address the problem of curricular burden by restructuring
and reorienting knowledge at different stages with greater consideration for child
psychology and the time available for teaching. The textbook attempts to enhance
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this endeavour by giving higher priority and space to opportunities for
contemplation and wondering, discussion in small groups, and activities requiring
hands-on experience.
National Council of Educational Research and Training (NCERT) appreciates
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the hard work done by the Textbook Development Committee responsible for this
book. We wish to thank the Chairperson of the Advisory Committee, Professor Anita
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Rampal and the Chief Advisor for this book, Professor Amitabha Mukherjee for
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guiding the work of this committee. Several teachers contributed to the
development of this textbook; we are grateful to their principals for making this
possible. We are indebted to the institutions and organisations which have
generously permitted us to draw upon their resources, material and personnel. We
are especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education, Ministry of
Human Resource Development under the Chairpersonship of Professor Mrinal Miri
and Professor G.P. Deshpande, for their valuable time and contribution. As an
organisation committed to the systemic reform and continuous improvement in
the quality of its products, NCERT welcomes comments and suggestions which will
enable us to undertake further revision and refinement.
Director
New Delhi National Council of Educational
20 November 2006 Research and Training
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TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE PRIMARY LEVEL
Anita Rampal, Professor, Department of Education, Delhi University, Delhi
CHIEF ADVISOR
Amitabha Mukherjee, Director, Centre for Science Education and Communication (CSEC),
Delhi University, Delhi
MEMBERS
Anita Rampal, Professor, Department of Education, Delhi University, Delhi
Asha Kala, Primary Teacher, MCD School, Krishi Vihar, G.K. Part I, New Delhi
Asmita Varma, Primary Teacher, Navyug School, Lodhi Road, New Delhi
Bhavna, Lecturer, DEE, Gargi College, New Delhi
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Dharam Parkash, Professor, CIET, NCERT, New Delhi
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Hema Batra, Primary Teacher, CRPF Public School, Rohini, Delhi
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Jyoti Sethi, Primary Teacher, The Srijan School, Model Town, Delhi
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Kanika Sharma, Primary Teacher, Kulachi Hansraj Model School, Ashok Vihar, Delhi
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Prakasan V.K., Lecturer, DIET, Malappuram, Tirur, Kerala
Preeti Chadha Sadh, Primary Teacher, Basic School, CIE, Delhi University, Delhi
Suneeta Mishra, Primary Teacher, N.P. Primary School, Sarojini Nagar, New Delhi
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MEMBER-COORDINATOR
Inder Kumar Bansal, Professor, DEE, NCERT, New Delhi
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ILLUSTRATIONS AND DESIGN TEAM
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Srivi Kalyan, Harvard
Sougata Guha, The Srijan School, Model Town, Delhi
S. Nivedita, Chennai
Anita Varma, Bangkok
Sujasha Dasgupta, Gurgaon
Arup Gupta, New Delhi
Rajiv Gautam, New Delhi
Cover Design: Srivi Kalyan
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ACKNOWLEDGEMENTS
National Council of Educational Research and
Training (NCERT) thanks the following persons and
institutions for their contribution towards this
textbook. Special thanks are due to the Centre for
Science Education and Communication (CSEC),
Delhi University, for providing academic support and
hosting all the textbook development workshops.
The teams were fully supported by the staff and put
in tremendous effort through long working hours
even on holidays.
The Council gratefully acknowledges the
contributions of Sandeep Mishra for the voluntary
technical support and of Sadiq Saeed, DTP Operator;
Pratul Kumar Vasistha, Copy Editor; Binod Kumar
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Jena, Proof Reader and Shakamber Dutt, Computer
Station Incharge, in shaping this book. This book
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has drawn upon ideas from existing materials, such
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as Worksheets for Class II (School Mathematics
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Project, CSEC) and Mathematics: A Textbook for
Class II (SCERT, Delhi).
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The Council also acknowledges the following
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teachers —Indira Ramesh, Sandhya Kumar,
P.K. Abdul Lathif and Cheggareddy F.C.—for
participating in discussions and some book
development workshops. The support offered by
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K.K. Vashishtha, Professor and Head, Department of
Elementary Education, NCERT is also gratefully
acknowledged.
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Math-Magic 2
What is inside this book?
1. What is Long, What is Round? 1
2. Counting in Groups 9
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3. How Much Can You Carry? 18
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4. Counting in Tens
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5. Patterns 30
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6. Footprints 39
7. Jugs and Mugs 47
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8. Tens and Ones 56
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9. My Funday 66
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10. Add our Points 76
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11. Lines and Lines 84
12. Give and Take 90
13. The Longest Step 104
14. Birds Come, Birds Go 111
15. How Many Ponytails? 124
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A Page to Cut Out
Your Game Board
91 92 93 94 95 96 97 98 99 100
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81 82 83 84 85 86 87 88 89 90
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71 72 73 74bl 75 76 77 78 79 80
61 62 63 64 65 66 67 68 69 70
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51 52 53 54 55 56 57 58 59 60
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41 42 43 44 45 46 47 48 49 50
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31 32 33 34 35 36 37 38 39 40
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21 22 23 24 25 26 27 28 29 30
11 12 13 14 15 16 17 18 19 20
Start 1 2 3 4 5 6 7 8 9 10
Use this board to play games like those given on page 79 and
page 83. You can also make your own games by changing the rules.
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