GOVERNMENT OF TAMIL NADU

STANDARD TWO
TERM - II
VOLUME 2

MATHEMATICS
ENVIRONMENTAL SCIENCE

A publication under Free Textbook Programme of Government of Tamil Nadu

Department Of School Education

Untouchability is Inhuman and a Crime

2nd std Maths II-term_Cover.indd 1 25-06-2019 19:26:24

 Government of Tamil Nadu
First Edition - 2019

(Published under New Syllabus in

Trimester Pattern)

NOT FOR SALE

Content Creation

The wise
possess all

State Council of Educational

Research and Training
© SCERT 2019

Printing & Publishing

Tamil NaduTextbook and Educational

Services Corporation
www.textbooksonline.tn.nic.in

II

2nd std Maths II-term_Cover.indd 2 25-06-2019 19:26:24

 MATHEMATICS

2
Term - 2

2nd std Maths II-term_Cover.indd 3 25-06-2019 19:26:26

 INDEX
S.No. UNITS Page No.
1 Geometry
1.1 Properties of 2D shapes 1
1.2 Identification of objects by blind folding 5
1.3 Identification of objects by observing the
9
shadows
2 Numbers
2.1 Comparison and formation of numbers 10
2.2 Ordering of numbers 14
2.3 Number name 20
2.4 Addition upto 99 with regrouping 25
2.5 Subtraction upto 99 with regrouping 33
3 Patterns
3.1 Block patterns 40
3.2 Patterns in shapes 43

2nd std Maths II-term_Index.indd 2 25-06-2019 18:11:38

 UNIT
Geometry
1
1.1 Properties of 2D shapes
s
Keyword
Travel Through ape
Open sh
hape
Ask the students to form a circle by Closed s
holding their hands. Then call any three
students to act like lamb, sheep and fox.
Make them play the game as follows.

No, no, no. We

I am the fox. I want Yes, yes, yes. It is won‛t give way.
to see the lamb. Did very safe inside. Close, close, close.
you see it? Can you open the gate
and give the way?

I am the sheep. Yes, yes, yes.

Did you see my Here is the way
little lamb? I am open for you.
searching him for Yes, yes, yes. Give way for
a long time. me to enter
inside.

Teacher‛s Note:
Teacher narrates the story of sheep and fox to enhance the usage of the words such as close
and open.

2nd std Maths II-term Unit_1.indd 1 24-06-2019 12:45:32

 Learn Properties of 2D shapes
Let us learn the properties of 2D shapes.
Square

This stamp is in Square is a closed

It has four All the four
the shape of a shape. Square has
corners. sides are equal.
square. four sides.
Rectangle

50 rupees note is Rectangle is a

It has four Opposite sides
in the shape of a closed shape. It
corners. are equal.
rectangle. has four sides.
Triangle

Traffic signal is Triangle is a

It has three Sides can be
in the shape of a closed shape. It
corners. equal or unequal.
triangle. has three sides.
Circle

Coin is in the
shape of a circle. Circle is a closed curve.

2nd std Maths II-term Unit_1.indd 2 24-06-2019 12:45:32

 Practice
Write “C” for closed shapes and “O” for open shapes in the
given space.

Draw open shapes of Draw closed shapes of

your choice your choice

Complete the table.

Tick () one of Name
Number Number
Shape the statement true for of the
of sides of corners
the shape shape
All sides are equal.
All sides are
unequal.
Opposite sides are
equal.
Opposite sides are
unequal.
It has three sides.
It has four sides.
It is a straight line.
It is a curved line.

2nd std Maths II-term Unit_1.indd 3 24-06-2019 12:45:32

 Try This

Observe the shape in the geoboard and draw as many similar

shapes of various sizes in the dot sheet given on the right side of it.

Teacher‛s Note:
Teacher can facilitate children to form 2D shapes in geoboard using rubberbands.

Think Like a Mathematician

Can you form a circle using rubberband in a
geoboard?

2nd std Maths II-term Unit_1.indd 4 24-06-2019 12:45:32

 1.2 Identification of objects by blind folding

Recall

Join the dotted line in each of the given figure and write ‘H‛ for
horizontal line, ‘V‛ for vertical line, ‘S‛ for slanting line and ‘C‛
for curved line.

Teacher‛s Note:
Teacher can extend this activity and ask children to discuss the other types of lines
observed in each of the given figures.

2nd std Maths II-term Unit_1.indd 5 24-06-2019 12:45:34

 Travel Through s
Keyword
The teacher blindfolds one of the students and asks Cube
him/her to take an object and identify the objects by Cuboid
asking questions based on the properties as follows. Cylinder
Cone
Teacher : Is the object in your hand flat or round? Sphere
Student : The object is ___________. Circle
Teacher : Now feel the sides. How many sides it has? Square
Corner
Student : It has ___ sides. Edge
Teacher : Are the sides equal, say yes or no ? Curve
line
Straight
Student : _____.
Teacher : Can you guess the shape of the object now?
Student : It‛s shape is _____.

Teacher‛s Note:
Teacher should provide opportunities for all children to familiarize the properties of
different shapes.

Learn Tracing curved lines

Keep a bangle on a paper and Trace the outline of your

trace its outline. fingers.

2nd std Maths II-term Unit_1.indd 6 24-06-2019 12:45:35

 Pleasure time

Join the dots and form the shape.

Learn Tracing straight lines

Run a pencil along the box to draw Take a ruler and run a pencil
the outline of the shape. along its side to get its shape.

2nd std Maths II-term Unit_1.indd 7 24-06-2019 12:45:36

 Practice
i) Using a ruler, draw straight ii) Draw the outline of the
line path to help the frog to river and the cloud using
have his food. appropriate colour pencil.

Pleasure Time

Tick the lines found in the alphabets and numerals.

Alphabets Horizontal
Vertical line Slanting line Curved line
and numerals line
A
B
R
C
H
I
J
K
0
3
5
6
7

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 1.3 Identification of objects by observing the shadows

Learn
Look at the shadow of the girl in various positions.

Teacher‛s Note:
Teacher can discuss the size and position of shadows formed. Help the children to observe
and discuss about shadows.

Practice
Circle the correct shadow of the given objects.

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 UNIT
Numbers
2
s
2.1 Comparison and formation of numbers Keyword
Biggest
Recall Compare the numbers Smallest
Bigger
i) Colour the bigger number in each of the given pairs. Smaller

26 38 60 59 30 50 96 72

ii) Tick the smaller number in each of the given pairs.

15 25 37 34 60 50 69 96

iii) Connect the number which is equal to the given number in each
of the given groups.

62 56 99
26 29 65 65 99 69
26 36 96

Learn Biggest and smallest number

(i) Let us compare the given two-digit numbers.

Take the numbers 20, 70, 90

Here, 2 tens is less than 7 tens and 7 tens is less than 9 tens.
So, 2 tens is the smallest and 9 tens is the biggest.
20 is the smallest number and 90 is the biggest number.

10

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 (ii) Let us compare the numbers which have same digits in the tens
place 25,23,26
Here the tens are equal. So we compare the ones. 23, 25, 26
Among 3, 5 and 6,
6 ones is the biggest and
3 ones is the smallest.
So, 26 is the biggest number and 23 is the
smallest number.
(iii) Let us compare the numbers which have different digits in
both the places 25, 31, 40.
Though the digits in ones place are different,
it has no significance in the comparison of numbers.

So, it is enough to compare the tens place: 25, 31, 40

4 tens is the biggest and 2 tens is the smallest.
So, 40 is the biggest number and 25 is the smallest number.

Practice

Circle the biggest number. Box the smallest number.

i) 34, 35, 39. i) 70, 20, 10.
ii) 30, 80, 50. ii) 89, 82, 85.
iii) 41, 79, 19, 48. iii) 35, 43, 17, 29.
iv) 62, 54, 76, 67. iv) 59, 51, 15, 57.
v) 75, 57, 63, 36. v) 91, 19, 96, 69.

Choose the correct answer.

1. 85 is the biggest number among .
(i) 90, 74, 85 (ii) 60, 85, 58

2. Among 50,40,18 and 71 the smallest number is .

(i) 18 (ii)71 (iii) 50 (iv) 42

3. Among 62,45,75 and 52 the biggest number is 62.

(i) True (ii) False

11

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 Learn Formation of two-digit numbers
Take 2 sets of number cards.
One set from 0 to 9 and the other set from 10 to 90.
Call 2 children to take one card from each set and form a two-digit
number.
Formation of two-digit numbers without repetition of digits.
Let us consider the two-digit number 45. To form this number, we
need to select the cards 40 and 5 .
Let us consider the two-digit number 54. To form the two-digit
number 54 (digits interchanged) we choose the cards 50 and 4 .

40 5 45 50 4 54

Formation of two-digit numbers with repetition of digits.

Let us take the example of forming the two-digit number 66.
Here we need to select the cards 60 and 6.

60 6 66

Ask other children to take different set of cards and to

form various two-digit numbers with and without repetition
of digits.

Practice
Form different two-digit numbers using the number cards given
below. One is done for you.
Formation of two-digit numbers
with repetition of digits
Tens Tens Ones Two-digit numbers
30 70 90 30 3 33

Ones

1 6 2 3 7 9

12

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 Formation of two-digit numbers without repetition of digits

Two-digit Two-digit
Tens Ones Tens Ones
numbers numbers
30 1 31

Try This

Take 2 dice and throw them.

Note down the two-digit numbers 2,5
(with and without repetition) formed.
For example, if the numbers seen
on the face of the dice are 2 and 5,
then the different ways of forming 25 52 55 22
two-digit numbers are shown.

Face Two-digit
Biggest Number Smallest Number
Numbers Numbers

Using the given numbers, form all possible two-digit numbers and
complete the table.
Two-digit
Numbers Biggest Number Smallest Number
Numbers
9,2
1,7
8,3
6,9
0,6

13

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 Pleasure Time
Complete all possible two-digit numbers (with and without
repetition of digits).

6 5

8 7
6,8 5,7
6 5

8 7

2.2 Ordering of numbers

s
Keyword
Travel Through g
Ascendin
order
ing
Descend
order
Kavitha arranged her toys in an order as shown below.
Guess the order of her arrangement.

1 2

4
3

14

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 Learn Arrangement in alphabetical order

We can arrange the names of things in alphabetical order.

Cap Doll Gift

Apple Egg Ball Fan

Alphabetical order: Apple, Ball, Cap, Doll, Eggs, Fan, Gift

Practice
Arrange the given things in alphabetical order and fill in the
blanks.

Kite Jar Eraser Cup

Lock Gum Book Fish

Book, , , , , , ,
Teacher‛s Note:

Teacher can extend the above activity for different objects.

Try This

Write the names of your classmates in strips. Arrange them

in alphabetical order.

Teacher‛s Note:

Teacher can guide students if two or more names begin with same alphabet.

15

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 Learn Ascending and descending order

Ascending or increasing order

The bananas are arranged by counts.

1 2 3 4 5
The numbers have been arranged from the smallest to the biggest.
This order of arrangement is called ‘Ascending order‛.
Descending or decreasing order

5 4 3 2 1
The numbers have been arranged from the biggest to the smallest.
This order of arrangement is called ‘Descending order‛.

The oranges in the plates are arranged by counts. We can arrange

the plates according to the number of oranges in them.

Ascending order: 5,7,9,10.

Descending order: 10,9,7,5.

16

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 Practice
1. Count the given things and write them in the boxes. Arrange
in ascending and descending orders.
i)

Ascending order

Descending order

ii)

Ascending order

Descending order

2. Write the following numbers in ascending and descending order.

i) 9,5,7,3
Ascending order

Descending order

ii) 4,12,15,17

Ascending order

Descending order
iii) 8,6,10,3

Ascending order

Descending order

17

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 Learn
Arrange the given numbers in ascending and descending order:
34,67,84,27,49.
To arrange the given numbers in ascending order, let us look at
the digits in tens places 34,67,84,27,49 and arrange them. 2 tens
is the smallest among these and next is 3 tens followed by 4 tens
6 tens and 8 tens. So,we can arrange the numbers from smallest
to the biggest as given below.
84
67 67
49 49
34 g De 34
in sc
e nd en
27 c din 27
As g

Ascending order = 27,34,49,67,84.

To arrange the numbers in descending order we arrange the

numbers from biggest to smallest.
Descending order = 84,67,49,34,27.

Practice
Write the numbers in ascending and descending orders.
i) 12,24,35,17,9.

ii) 39,70,44,86,71.

iii) 94,81,90,70,69.

iv) 73,54,87,17,42.

18

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 Activity Classroom activity

 Take cards with numbers written from 0-9.

 Divide the class into two groups. Three children from one group
take cards with numbers. Say 3, 2, 5 and make as many two-digit
numbers as possible.
 The next group of children shall arrange the numbers formed in
ascending and descending order.

Try This

Fill in the flowerpots using given numbers only once.

72,17,88,15,93,10,60,53,21,44,39,78,65,49.
i) Write the ascending order of numbers beginning with 21.

21

ii) Write the descending order of numbers starting with 88.

88

19

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 2.3 Number name
Recall

Count and write the number and number name for the given aquatic
creatures.

Complete the given table by writing the number and number names.

Number Number
Beads Number Beads Number
name name
1 one 11 eleven

2 two

20

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 Learn

Read and write the given number names.

Read the Write the

Beads Number
number name number name

10 ten

20 twenty

30 thirty

40 forty

50 fifty

60 sixty

70 seventy

80 eighty

90 ninety

21

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 Learn Number name 21-30
To learn to write the number names from 21 to 99. First, we
shall familiarize number names from 21 to 29. As we know the
numbers 21, 22 and so on upto 29, all have 2 tens and different
ones. These numbers are formed by adding 1, 2, 3 and so on upto
9 with 20. Hence we shall write the number names as follows.

one
21 twenty one
two
twenty 22 twenty two
three
thirty 23 twenty three
four 24
forty
five 25
fifty
26
sixty six
27
seventy seven
28
eighty eight 29

ninety nine
We can write number names for numbers upto ninety nine using
the above example.

Practice

Write number names from 30 to 99.

30 thirty 35
31 36 thirty seven
32 37
33 38
34 39

22

2nd std Maths II-term Unit_2_Numbers.indd 22 24-06-2019 12:49:50

 40 forty 50
41 51 fifty one
42 52
43 53
44 54
45 55
46 56
47 57
48 58
49 59
60 sixty 70
61 71
62 72
63 73
64 74
65 75 seventy five
66 76
67 77
68 78
69 79
80 90
81 91
82 92
83 93
84 eighty four 94
85 95 ninety five
86 96
87 97
88 98
89 99

23

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 Try this

i) Complete the number names.

75 = seventy 79 =
82 = eighty 88 = eight
93 = three 41 = one
60 = 35 = five

ii) Write the number name for the numbers in the sports T-shirts.

84 19 91

27 76 55

Pleasure Time
Write the numeral and draw the beads for the given number names.
Number name Numeral Beads

twenty five

thirty six

forty eight

24

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 2.4 Addition upto 99 with regrouping
Recall
Add the following two-digit numbers and verify your answer
using abacus.

T O
3 6 Take 36
Add 31 We get
beads in
+ 3 1
the abacus.
beads to it. 67 beads.
T O T O
3 6 6 7

T O Take 32
Add 44 We get
3 2 beads in
beads to it. 76 beads.
+ 4 4 the abacus.
T O T O
3 2 7 6

T O
6 0
+ 2 0
T O T O
6 0

T O
7 5
+ 1 0
T O T O
7 5

i) 33 + 41 = ii) 52 + 27 =

iii) 63 + 24 = iv) 44 + 33 =

v) 35 + 23 = vi) 32 + 27 =

25

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 Travel Through Blow, Pick and Add

Agaran, Kuralini, Ezhisai and Agilan played, ‘Blow, Pick and Add‛ game
using tamarind seeds by forming two teams. Each of the players in
the teams were given three chances. Players seperate the tamarind
seeds from the heap of seeds by blowing and pick only the seperated
seeds by counting them. While collecting the seperated seeds if it
touches the other seeds then the player looses his chance and the
next player get the chance to play.

Number of seeds picked by each of the players is given in the table.

Team Name Chance 1 Chance 2 Chance 3

Agaran 15 33 29
A
Kuralini 9 37 34

Ezhisai 14 23 26
B
Agilan 16 38 37

The team which collects maximum number of seeds are declared

as winner.

26

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 Learn Add using seeds

What is the total number of seeds collected by team A in chance 1?

Team A consists of two players Agaran and Kuralini. From the table,
in chance 1, the seeds collected by them are 15 and 9. So, let us add
15 and 9 using beads, followed by the procedure for addition.

Take 15 seeds and 9 seeds as shown below. T O

1 5

Ten Ones + 9
Seperate the seeds into the groups of tens and
ones. Seperate 15 seeds as 1 tens and 5 ones.
Take 9 seeds as 9 ones.
Step 1: Add ones
T O
We add ones, we get 14 ones.

1 5
+ 9
1 Ten 14 Ones

Step 2: Regroup ones

T O
Regrouping ones we get 1 ten + 4 ones. So� write
1
4 in ones place and carry over 1 ten in tens place.
1 5
+ 9

1 Ten 14 Ones 4

Step 3: Add tens

T O
1
1 5
2 Tens 4 Ones + 9
The total number of seeds collected by
2 4
Team A in chance 1 is 24.
27

2nd std Maths II-term Unit_2_Addition.indd 27 24-06-2019 12:51:17

 Learn Add using abacus
What is the total number of seeds collected by team B in chance 1?
Team B consists of two players Ezhisai and Agilan. They collected 14 and
16 seeds in chance 1. Hence we need to add 14 and 16 using Abacus followed
by addition procedure. Put 14 beads in the abacus first and then add 16
beads to it.
T O

1 4

T O + 1 6
1 4
Step 1: Add ones
If we add ones, we get 10 ones.
T O

1 4
+ 1 6

T O
1 10

Step 2: Regroup the ones

Regrouping ones we get 1 ten and no ones. So, write T O
0 in ones place and carry over 1 ten in tens place.
1
1 4
+ 1 6

10 0
T O =
1 0
T O
1
Step 3: Add Tens
1 4

T O + 1 6
3 0 3 0
Altogether, team B collected 30 seeds in chance 1.
28

2nd std Maths II-term Unit_2_Addition.indd 28 24-06-2019 12:51:17

 Practice

i) Find the team that wins in chance 2.

Team A Team B
T O T O

+ +

The team that wins in chance 2 is________.

ii) Find the team that wins in chance 3?

Team A Team B
T O T O

+ +

The team that wins in chance 3 is________.

iii) Find the total number of seeds collected by Agaran and Agilan.

T O T O

1 5 1 6
3 3 3 8
+ 2 9 + 3 7

The total number of seeds collected by Agaran is________.

The total number of seeds collected by Agilan is________.
29

2nd std Maths II-term Unit_2_Addition.indd 29 24-06-2019 12:51:17

 Try This

i) Frame the appropriate question for the number fact given in the
table (page number 26) of the ‘Blow, Pick and Add‛ game.

1. 33+37=70 Agaran collected 33 seeds.

Kuralini collected 37 seeds.
Find the total number of seeds
collected by both of them.

2. 26+37=63

ii) Add the numbers.

T O T O T O T O

5 4 6 2 3 7 4 9
+ 7 + 8 + 7 5 2

+ 5

T O T O T O T O

4 7 7 8 3 7 8 6
+ 2 4 + 1 5 + 5 8 5

+ 1 0

30

2nd std Maths II-term Unit_2_Addition.indd 30 24-06-2019 12:51:18

 Pleasure Time
Fill in the empty boxes given below.

0 + = 5 + 2

3 +

= 92

= 44

6 28

+ 6 = 4 + 5 10 14 6

2 2 8 0

Mental maths

1. A vegetable seller packs 72 cauliflowers on the first day and 18

cauliflowers on the second day. Find the total number of cauliflowers
packed in two days?
2. Sujitha counts 24 mango trees on one side of the field and Babitha
counts 36 mango trees on the other side of the field. What is the
total number of mango trees counted?
3. An ice cream parlour sells 28 ice creams on monday and 53 ice
creams on tuesday. How many ice creams does it sell in two days?
4. The teacher checks 12 note books on a day. She checks 18 more
note books on the next day. What is the total number of note
books checked by the teacher on the two days?
5. A gardener plucks 28 lemons in the morning and 15 lemons in the
afternoon. Find the total number of lemons he plucked.

31

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 Think Like A Mathematician Number puzzle

Put the numbers 11, 12, 13, 14, 15, 16

and 17 in the circles so that addition of
three numbers in a straight line gives the
same total.

Pleasure Time
i) Find the missing digits of the additon facts given below.
T O T O T O T O
2 7 4 5 3 9
+ 6 + 3 + 6 +
Total 8 9 Total 7 8 Total 8 0 Total 6 4

ii) Raghul gives the sales record sheet to his father to keep a track
of the dress materials sold on the first three days of the week.

Day Morning Afternoon Evening

Monday 15 sarees 10 sarees 20 sarees
Tuesday 25 sarees 12 sarees 14 sarees
Wednesday 30 sarees 13 sarees 35 sarees

Look at the sales record sheet and find the total number of sarees
he sold on the following days by completing the information.

Monday Tuesday Wednesday

T O T O T O

1 5
1 0
+ 2 0 + +

32

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 2.5 Subtraction upto 99 with regrouping
Recall
i) Subtract the following two-digit numbers.

T O T O T O T O
5 6 9 0 6 7 2 5
− 1 2 − 4 0 − 1 0 − 1 5

ii) Two squirrels collected nuts in the hollow of tree trunk.

Listen to their conversation.
1 2

We have a But we have already

collection eaten 12 nuts on the On the second day, we
of 58 nuts. first day. have eaten 10 more nuts.

3 Can you help the squirrels to find

the number of nuts that are left?
On the third day,
we have eaten 16 Total number of nuts = 58
more nuts. To find the
I wonder how many remaining number T O
nuts are left? of nuts at the end 5 8
of the first day� we − 1 2
need to subtract
12 from 58.

Continue subtracting successively T O T O

for finding the number of nuts that
are left at the end of − 1 0 − 1 6
second and third day
complete the subtraction procedure.

33

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 Travel Through s
Keyword
Each of the four friends Kavin, Kavini,Thirumagan t
Subtrac
and Sudar collected tamarind seeds and made ce
Differen
geometrical shapes using the seeds.
Balance

The number of seeds used by them are tabulated as follows:

Name Shapes Seeds taken Seeds used
Kavin 22 9
Kavini 30 18
Thirumagan 24 16
Sudar 54 38
Kavin takes 22 seeds and used 9 seeds for making a triangle.
How many seeds are left with him?
Sudar takes 54 seeds and used 38 seeds to make a rectangle. Find
the number of seeds left with her?

Teacher‛s Note:
Teacher can motivate children to frame different subtraction questions and subtract them
using the information given in the above table.

34

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 Learn Subtract using seeds
Kavin make a triangular shape using the seeds collected by him.
Observe the table, write the subtraction fact to find the number
of seeds left with him.
To find the number of seeds left with Kavin, we need to subtract
the number of seeds used from the number of seeds taken by him.
Let us subtract 9 from 22 using the seeds followed by the
subtraction procedure. Take 22 seeds into groups of tens and ones.
Step 1: Subtract the ones Represent 22 as 2 tens T O
and 2 ones and cancel 9 seeds from ones.
2tens 2ones
2 2
- 9

Step 2: Regroup by converting tens to ones

We need to take away 9 seeds so we subtract T O
the ones. We cannot subract 9 ones from 2 ones.
So, we should regroup the seeds to overcome the 1 12
shortage of seeds. For that 1 ten is changed 2 2
into 10 ones.
1ten 12ones
- 9

Step 3: Subtract the ones Subtract 9 ones T O

from 12 ones. 1 12
1ten 12ones 2 2
- 9
3

Step 4 : Subtract the tens. Now subtract T O

tens. There is no tens to subtract.
So 1 ten is to be written. 1 12
1ten 3ones 2 2
- 9
Hence, the number of seeds left with Kavin is 13. 1 3

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 Learn Subtraction using abacus
Sudar collected 54 seeds and used 38 seeds to form a rectangle.
How many seeds are left with her?
To find the number of seeds left with Sudar we shall subract 38
from 54. We can do the subtraction 54-38 using abacus followed
by the subtraction procedure. 54 has 5tens and 4ones.
So, put 5green beads in tens place and T O
4 red beads in ones place. To take away
38 from 54 we need to take away 3tens
and 8 ones from 5 tens and 4 ones. 5 4

T O
- 3 8
5 4
Step 1: Subtract ones
We cannot subtract 8 ones from 4 ones.
So exchange 1 ten as 10 ones.
T O
So we have
4 14
= 5 4
T O - 3 8

Step 2: Cancel 8 ones from 14 ones

Now we can subtract 8 ones from 14 ones.
T O
4 14
5 4
T O - 3 8
6
Step 3: Subtract tens
Subtract 3 tens from 4 tens.

T O
4 14
5 4
T O - 3 8
1 6
1 6
So, the number of beads left with Sudar is 16.
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 Practice

1. How many more seeds were used for making rectangle than
triangle ?
T O

3 8
- 9

2. Thirumagan collected 24 seeds and used

16 seeds. How many seeds are left with him? T O

3. Kavini used 18 out of 30 seeds collected by her.

What is the difference?

T O

4. What is the difference in the number of seeds used by kavin

and kavini?
T O

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 Practice
Subtract the following two-digit numbers.

T O T O T O T O

2 2 3 7 4 0 9 2
- 1 8 - 2 9 - 3 5 - 8 0

T O T O T O T O

7 0 8 4 6 3 8 0
- 2 7 - 7 8 - 5 6 - 5 2

32 – 28 = 94 – 59 = 72 – 46 =
46 – 17 = 50 – 36 = 85 – 67 =

Think Like a Mathematician

Write the missing numbers in the boxes below.

29 + = 29 - = 29

Try This
Find the missing digits in each of the subtraction facts.

T O T O T O T O

3 8 9 8 3
- 1 - 0 - 2 7 - 1
Difference 2 2 Difference 1 8 Difference 3 4 Difference 2 4

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 Know more
i) We can check the subtraction process in two ways.
Consider the subtraction fact 53-36=17.
i) By adding: 36+17=53 ii) By subtracting: 53-17=36
Given two numbers 53 and 36. When 36 is subracted from 53,
we get 17. To verify the answer we can either add the number
36 and 17 to get the given number 53 or subract 17 from 53 to
get the other number 36.

ii) When we subtract 0 from any number we get the same number.

37 - 0 37 48 - 0 95 - 0

It means we did not take away anything from the number.

iii) When a number is subtracted from itself it gives 0.

25-25 0 59-59 86-86

It means we have taken away completely from the given number.

Mental maths

1. Kamal fixed 56 tubelights in a party hall. If 18 tubelights

were fused, then how many tubelights were used?
2. A factory produced 95 cars in a day. How many cars
were unsold if 37 were sold?
3. Kumar walked 23 steps out of 90 steps to reach a
shop. How many more steps he has to walk to reach the shop?
4. Kamali had 31 rupees with her. She bought a pen for 15 rupees.
She saved the remaining amount. Find the amount saved by her.
5. In a class of 42 students, 26 are girls. How many are boys?

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 UNIT
Patterns
3
3.1 Block patterns
s
Travel Through Keyword
Hide and Seek
Patterns
During a rainy season, Inba, the rabbit and his friends Shapes
ions
(dog, cat, cow, hen, duck, horse) are playing hide and Impress
seek. Help him to find his friends who are hiding in the
farm.

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2nd std Maths II-term Unit_3.indd 40 25-06-2019 18:12:58

 Learn

We can make creative patterns in shapes using thumb as

shown below.

We can create patterns in shapes using potato as given below.

These patterns in shapes are formed by impression of leaf.

41

2nd std Maths II-term Unit_3.indd 41 25-06-2019 18:12:59

 Practice
Identify and complete the pattern using thumb.

Complete the flower using lady‛s finger patterns. One is shown

for you.

Complete the caterpillar using leaf pattern.

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2nd std Maths II-term Unit_3.indd 42 25-06-2019 18:13:00

 3.2 Patterns in shapes
Recall
Observe and continue the patterns.

s
Keyword
Shapes
Patterns

Travel Through Pongal

What are the shapes you see in this picture?

Are the shapes repeated? If yes, in what manner?
Teacher‛s Note:
Teacher can encourage children to observe the shapes and discuss the patterns.

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2nd std Maths II-term Unit_3.indd 43 25-06-2019 18:13:01

 Learn
Let us learn the patterns in shapes by observing them.

Activity
 Take two sets of shapes each namely square and triangle made of
colour paper.
 Divide the class into two groups.
 Provide one set of shapes to each group.
 Now the teacher tells the number of shapes to be used to create
patterns. (for example, 1 square, 1 triangle)
 Then each of the groups create different patterns on the floor
using 1 square and 1 triangle.
 Encourage the groups to create more number of patterns.
 Continue the activity with different number of shapes.
 Various patterns created using the triangle and square shapes are
shown below.

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 Try This
Observe and complete the following patterns.

Activity King‛s crown

1 2 3 4

5 6

Make a King‛s crown by folding colour papers

into triangles as shown in the above picture.

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 Primary Mathematics – Class II (Term 2)
List of Authors and Reviewers
Reviewers Authors
Dr.R. Ramanujam A. Senthil Raj
Professor, Senior Lecturer, DIET, G. Ariyur,
Institute of Mathematical Science, Villupuram.
Tharamani, Chennai.
S. Anandhi
K. Krithika B.T. Maths, PUMS,
Research Centre Thellar ADK, Thellar Block
Azim Premji University, Thiruvanamalai.
Bangalore.
K. Jeyaraj
B.T. Maths, PUMS,
Academic Co-ordinator Arangankuppam, Minjur Block, Pulicat
Thiruvallur.
B.Tamilselvi
Deputy Director, SCERT,
D. Christy Thanga Nayagam
Chennai.
HM, CSI Primary School, Pattakulam,
Sri Villiputhur, Virudhunagar.
Group in-charge
K. Natraj R. Nidhanam
Lecturer, DIET, Thirur, Secondary Grade Teacher, PUPS,
Thiruvallur. Kudhiraichandhal, Kallakurichi.

Co-ordinator S. Ramanathan
N.V.Poornima Devi Secondary Grade Teacher, PUMS,
B.T. Assistant, GHSS, Palayanur, Periya Therkukkadu,
Thiruvannamalai. Peravurani block,Thanjavur.

R. Madhan
Artists
Secondary Grade Teacher, PUPS,
K. Nalan Nancy Rajan, Salem Melkuppam, Vaniyambadi, Vellore.
K. Dhanas Deepak Rajan, Salem
B. Ravikumar, Erode V. Palanivel
S. Ramesh kumar, Thiruvarur Secondary Grade Assistant,
Mangayarkarasi Middle School,
Graphics & Layout Maninagaram, Madurai.
V2 Innovations, Chennai.
Content Readers
QR Code Management Team
Dr. M.P. Jeyaraman
R. Jaganathan SGT, Assistant Professor of Maths,
PUMS, Ganesapuram, Thiruvannamalai.
L.N, Govt. College, Ponneri.
A. Devi Jesintha, B.T. Asst,
G.H.S, N.M. Kovil, Vellore
V.Padmavathi, B.T. Asst,
G.H.S, Vetriyur, Thirumanur, Ariyalur.

2nd std Maths II-term_Authors.indd 46 25-06-2019 18:12:18