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 MATHEMATICS
CLASS - II
(Part-2)

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Published by
The Government of Telangana, Hyderabad.

Respect the Law Grow by Education

Get the Rights Behave Humbly

i Free Distribution by T.S.Government 2022-23

 © Government of Telangana, Hyderabad.

First Published 2011

New Impressions 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022

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All rights reserved.

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No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any
form or by any means without the prior permission in

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writing of the publisher, nor be otherwise circulated
in any form of binding or cover other than that in
which it is published and without a similar condition
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including this condition being imposed on the sub-
sequent purchaser.
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The copy right holder of this book is the Director
of School Education, Hyderabad, Telangana.
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This Book has been printed on 70 G.S.M. Maplitho

Title Page 200 G.S.M. White Art Card
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Free Distribution by T.S. Government 2022-23

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Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

–– o ––

Free Distribution by T.S.Government 2022-23 ii

 Textbook Development & Publishing Committee

Chief Executive Officer : Smt. B. Seshu Kumari

Director, SCERT, Hyderabad
Executing Chief Organizer : Sri. R. Jesupadam
Director, Government Textbook Press, Hyderabad
Organising Incharge : Dr. Nannuru Upender Reddy

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Prof. Curriculum & Textbook Department
SCERT, Hyderabad

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Writers
Sri. J. Guravayya, M.R.P., Puttoor Mandalam, Chittoor District.

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Sri. P. Ramesh, Teacher, M.P.P.S. M.M. Puram, Vedurukuppam Mandalam, Chittoor District.

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Sri. T. Lakshman Kumar, Teacher, M.P.P.S. Gonugiri, Kuppam Mandalam, Chittoor District.
Sri. C.H. Keshava, M.R.P. Meryalaguda Mandalam, Nalgonda District.
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Sri. K.V. Syamasundharacharyulu,Teacher, M.P.S. Kottapalli, Vardhannapeta Mdl., Warangal
District
Sri. Y. Venkata Reddy, Teacher & S.R.G. Member, ZPHS, Kudakuda, Nalgonda District.
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Sri. K. Rajender Reddy, Teacher & S.R.G. Member, U.P.S. Thimmapur, Chandampeta Mandal,
Nalgonda District

Coordinator
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Sri. K. Bramhaiah,, Professor, S.C.E.R.T. , Hyderabad

Assistance organising incharge
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QR CODE TEAM
Sri. K. Yadagiri, Lecturer,, S.C.E.R.T. , Hyderabad

Editors
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Sri. K.K.V. Rayalu, Lecturer, IASE, Hyderabad

Dr. P. Ramesh, Lecturer, IASE, Nellore.
Dr. S. Sureshbabu, AMO, Rajiv Vidya Mission, (SSA), Hyderabad
Sri. B. Harisarvothama Rao, Lecturer (Retd.,), S.C.E.R.T. , Hyderabadetd., Lecturer, SCERT, A.P.,
Hyderabad
Translator
Sri. K. Venugopal Rao, A.P.E.S. (Retd.,), SCERT, Hyderabad.

iii Free Distribution by T.S.Government 2022-23

 FOREWORD

Classes I and II are very important in school education. We consider them the
foundation. The learning by children at higher classes depends on skills of Language and
Mathematics they acquire at the primary stage. Children have some mathematical concepts
before they come to school. The learning of mathematics must be built on the foundation
of the concepts known to them.
Children use mathematics at every life situation. They estimate, calculate and compare

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quantities in an informal way and in meaningful situations. With a view to bidding farwell to
rote learning and beginning to learn mathematics, textbooks for classes I and II were prepared.

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Units have been prepared in such a manner that pupils construct knowledge through
investigation, observation and achieve mathematical concepts in accordance with the basic

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principles laid down in National Curriculum Framework 2005 and Right to Education 2009.
Meaningful ‘Activities’ and ‘Exercises’ were included such that children understand

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mathematical concepts and utilise their knowledge. Mathematical concepts were introduced
in each unit of this book beginning with events in pupil’s life, games they play and so on.
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Activities and exercises ensure that pupils acquire skills like understanding concepts, solving
problems in a systematic way, thinking logically, expressing ideas in mathematical language
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etc. The book contains a large number of pictures besides different situations and activities
to ensure proper understanding of concepts.
With an intention to help the students to improve their understanding skills in both
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the languages i.e. English and Telugu, the Government of Telangana has redesigned this
book as bilingual textbook in two parts. Part-1 comprises 1 to 10 lessons and Part-2
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comprises 11 to 19 lessons.
Learning mathematics is every child’s right. Children can achieve mastery over
numbers and the four mathematical operations by utilising these textbooks which have been
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prepared to create interest for mathematics and to ensure learning with enthusiasm. The
requisite teaching-learning material should be prepared and ensure proper utilisation of
children’s learning time by organising teaching-learning processes. This is the first step
towards preparing the textbooks in the new system. We wish all the teachers will implement
this and ensure that pupils achieve the mathematical skills specified for classes I and II.

31-03-2011 Smt. B.Seshukumari

Hyderabad Director,
SCERT., Hyderabad.
Free Distribution by T.S.Government 2022-23 iv
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 Energized Text Books facilitate the students in understanding the concepts clearly, accurately and
effectively. Content in the QR Codes can be read with the help of any smart phone or can as well be
presented on the Screen with LCD projector/K-Yan projector. The content in the QR Codes is mostly in
the form of videos, animations and slides, and is an additional information to what is already there in the
text books.
This additional content will help the students understand the concepts clearly and will also help the
teachers in making their interaction with the students more meaningful.
We expect the students and the teachers to use the content available in the QR Codes optimally and
make their class room interaction more enjoyable and educative.
Let us know how to use QR codes
In this textbook, you will see many printed QR (Quick Response) codes, such as

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Use your mobile phone or tablet or computer to see interesting lessons, videos, documents, etc. linked to
the QR code.

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Step Description
A. Use Android mobile phone or tablet to view content linked to QR Code:
1. Click on Play Store on your mobile/ tablet.

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2. In the search bar type DIKSHA.
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will appear on your screen.

4. Click Install
5. After successful download and installation, Click Open
6. Choose your prefered Language - Click English
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7. Click Continue
8. Select Student/ Teacher (as the case may be) and Click on Continue
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9. On the top right, click on the QR code scanner icon and scan a QR code
printed in your book
OR
Click on the search icon and type the code printed below the QR code, in the
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search bar ( )
10. A list of linked topics is displayed
11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content

Free Distribution by T.S.Government 2022-23 vi

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vii ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 NOTE TO TEACHERS

• Mathematics textbooks for classes I and II were prepared according to the basic
principles suggested in NCF-2005 and the guidelines given under RTE-2009.
• Units were prepared in such a manner that pupils can learn mathematics with enthusiasm.
• Every unit includes the mathematical concepts known to pupils and new concepts for
the unit concerned besides appropriate exercises.
• The exercises have been prepared to ensure introduction of concepts through day – to

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– day / meaningful situations, to get pupils to solve problems that involve logical
thinking, to express ideas in mathematical language and so on.

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• Exercises and activities are so planned that by the end of class I. pupils will be able to
understand the concepts of number, acquire the ability to add and subtract numbers and
by the end of class II, they will be able to add numbers with regrouping subtract numbers

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using the technique of borrowing, acquire the basic concepts of multiplication and
division and so on.
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At the beginning of any unit, the pupils must helped to observe the pictures given.
Questions must be asked to test their previous knowledge of mathematical concepts
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concerned. The concepts of the unit must be introduced accordingly. In this process,
locally – available objects like pebbles, seeds, sticks, beads etc., must be made use of
it must be orgnised as a classroom activity.
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• Then group activities must be orgnised to solve problems in a systematic manner, to

think logically, to estimate things and other exercises. This book includes certain
instructions / suggestions for the teacher. Those instructions must be followed to take
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up questioning the pupils, discussing things with them, getting them to observe pictures,
calculate and recording information etc.
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• In the same way encourage pupils to understand the instructions given for problems
before they can solve the problems by themselves.
• The textbooks have been prepared to help the pupils to take up exploration, observation,
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research, confirmation etc., to understand mathematical concepts and apply the

knowledge for solving problems.
• Towards this end a number of pictures depicting pupil’s real life situations have been
included.
• Children use mathematics extensively in many day – to – day situations consequently
they acquire skills of application. As these textbooks have prepared with this background,
they are to be utilised completely and ensure utilisation of children’s learning time.

Free Distribution by T.S.Government 2022-23 viii

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nfÒ¢ 2e ‘·s¡>∑‹ |üPs¡Ôj˚T´dü]øÏ m‹Ô ≈£L&˚ |ü<äú‹˝À ≈£L&çø£\T, kÕúqe÷]Œ&ç rdæy˚‘·\T, >∑TDø±s¡,

♦
N
uÛ≤>∑Vü‰s¡ ÁbÕ<∏ä$Tø£ uÛ≤eq\T ne>±Vü≤q #˚düTø√H˚˝≤ nuÛ≤´kÕ\T, ø£è‘ê´\T bı+<äT|üsêÃs¡T.
LA
@ j·T÷ì{ŸqT ÁbÕs¡+_Û+∫Hê Ä j·T÷ì{Ÿ≈£î dü+ã+~Û+∫q ∫Á‘ê\qT |ü]o*+|üCÒj·÷*. <ëìøÏ
#Ó+~q |üPs¡«>∑DÏ‘· uÛ≤eq\ô|’ Á|ü•ï+#ê*. ‘·<ë«sê n<Ûë´j·÷ìøÏ #Ó+~q >∑DÏ‘· uÛ≤eq\T |ü]#·j·T+
#˚j·÷*. á Áø£eT+˝À kÕúìø£+>± \_Û+#˚ sêfi¯ó¢, –+»\T, |ü⁄\¢\T, |üPdü\<ä+&É e+{Ï kÕeTÁ–
TE

$ìjÓ÷–+#ê*. Bìì |üP]Ô ‘·s¡>∑‹ >∑~ ø£è‘·´+>± ìs¡«Væ≤+#ê*.

♦ Ä ‘·<äT|ü] >∑DÏ‘· düeTdü´\T |ü<äΔ‹Á|üø±s¡+ #˚j·T&É+, ‘ê]ÿø£ Ä˝À#·q, n+#·Hê y˚j·T&É+ e+{Ï
nuÛ≤´kÕ\qT »≥Tº ø£è‘ê´\T>± ìs¡«Væ≤+#ê*. bÕsƒ¡´|ü⁄düÔø£+˝À ñbÕ<Ûë´j·TTìøÏ #Ó+~q dü÷#·q\T
T,

≈£L&Ü bı+<äT|üsêÃs¡T. Ä dü÷#·q\ Á|üø±s¡+ |æ\\¢ qT Á|ü•ï+#·&+É , #·]Ã+#·&+É , ∫Á‘ê\T |ü]o*+|ü#j

˚ T· &É+,
˝…øÏÿ+#·&É+, qyÓ÷<äT#˚j·T&É+ e+{Ï ø£è‘ê´\T ìs¡«Væ≤+#ê*.
ER

♦ nfÒ¢ |æ\˝¢ Ò nuÛ≤´dü ø£è‘ê´\qT, düeTdü´\qT kÕ~Û+#·&ÜìøÏ yÓTT<ä≥ ne>±Vü≤q ø£*Œ+∫ |æ\\¢ T kı+‘·+>±
#˚ùd˝≤ Áb˛‘·‡Væ≤+#ê*. Ç+<äTø√dü+ dü÷#·q\qT ne>±Vü≤q |üsêÃ*.
SC

♦ |æ\\¢ T nH˚«wüD, |ü]o\q, |ü]XÀ<Ûqä , ìsêΔsD¡ #˚dTü ø=ì >∑D‘Ï u· ≤Û eq\T |üP]Ô>± ne>±Vü≤q #˚dTü ø=H˚˝≤,
á C≤„Hêìï $ìjÓ÷–+#·Tø√&ÜìøÏ M\T>± bÕsƒ¡´ |ü⁄düÔø±\T s¡÷bı+~+#ês¡T.
♦ Ç+<äTø√dü+ nuÛ≤´kÕ\‘√bÕ≥T ÄdüøøÔÏ s£ y¡ TÓ qÆ |æ\\¢ ì‘·´J$‘ê\≈£î #Ó+~q u§eTà\qT bı+<äT|üsêÃs¡T.
♦ kÕ<Ûës¡D+>± >∑DÏ‘êìï |æ\¢\T nH˚ø£ ì‘·´ J$‘· dü+<äsꓤ˝À¢, Ä≥˝À¢ $]$>± ñ|üjÓ÷–düTÔ+{≤s¡T.
‘·<ë«sê $ìjÓ÷>∑ kÕe÷sêú´ìï bı+<äT‘·T+{≤s¡T. á H˚|<ü ´äÛ +˝ÀH˚ bÕsƒ´¡ |ü⁄düøÔ ±\T s¡÷bı+~+∫q+<äTq
M{Ïì |üP]Ô>± $ìjÓ÷–+∫ |æ\¢\ nuÛÑ´düHê düeTj·÷ìï dü~«ìjÓ÷>∑+ #˚j·÷*.

ix ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 Syllabus – Expected Outcomes
Unit – 1: Revision - 1
- Numbers from 1 to 20
- Counting different things like animals, birds, trees and writing their number
- Saying the sequence of numbers of things and people and writing them
- Saying the number before, after and between the given numbrs upto 20
- Arranging numbers upto 20 in ascending and descending orders and matching them
Unit – 2: Revision - 2
- Counting the things intens and ones. Saying how many tens and ones there are in them
- Writing numbers upto 100 in the expanded form.

A
- Writing numbers upto 100 in ascending and descending order and matching with things
- Identifying the small and big numbers among the given number writing them.

AN
- Solving certain problems orally
- Identifying numbers small and big relationship among
- Solving puzzles based on certain conditions (More, Less)

G
Unit – 3 and 4: Comparing three-digit numbers
- Counting and saying the numbers as hundreds, tens and ones upto 1000 and writing them

-
below
N
Saying the place value and face value of digits in a number and writing
LA
- Writing the 3-digit number in the expand form and writing the number when its expanded
form is given
- Saying how many Rs.100's, Rs.10's and Re.1's there are for a given three- digit number
TE

- Writing numbers below 1000 in the correct sequence and also in ascending and descending
orders
- Writing the numbers before, after and between given numbers below 1000
- Writing the given number (1000) in words and writing the number when it if given in words.
- Forming numbers using the three digits given and saying between
T,

- Using >, <, = symbols to show smaller than about two numbers.
Unit – 5 and 6: Addition of numbers
ER

- Adding two digit numbers-both in expanded and short forms

- Adding numbers less than 50 orally
- Adding two numbers using the 'carry over' method.
SC

Unit – 7 and 8: Subtraction of numbers

- Subtraction of two digit number-both in expanded and short forms.
- Subtracting numbers upto 50 orally
- Subtracting two numbers using the 'borrowing' method.
Unit – 9 and 10: Multiplication
- Understanding that multiplication is nothing but successive addition of the same number
- Saying the product of numbers related to numbers in columns and rows
- Writing multiplication tables (1 to 9) by using the method of successive addition
- Writing the product of multiplying a two-digit number by a single-digit number.

Free Distribution by T.S.Government 2022-23 x

 bÕsƒ¡´Á|üD≤[ø£ ` Ä•+#˚ |òü*‘ê\T
1e bÕsƒ¡+ : 20 es¡≈£î dü+K´\T (|ü⁄qX¯Ãs¡D `1)
` $$<Ûä edüTÔe⁄\T, »+‘·Te⁄\T, |ü≈£åî\T, #Ó≥T¢ e+{Ï yê{Ïì ˝…øÏÿ+∫ dü+K´qT sêj·T>∑\>∑&É+.
` es¡Tdü˝À e⁄qï edüTeÔ ⁄\T, eTqTwüß\T yÓTT<ä˝q’… yê{ÏøÏ dü+ã+~Û+∫q Áø£eTdü+K´\qT #Ó|Œü >∑\>∑&+É , sêj·T>∑\>∑&+É .
` 20 es¡≈£î dü+K´\˝À Ç∫Ãq dü+K´\≈£î eTT+<äT, eT<Ûä´, ‘·s¡Tyê‘· ñ+&˚ dü+K´\qT #Ó|üŒ>∑\>∑&É+.
` 20 es¡≈£î >∑\ dü+K´\˝À Ç∫Ãq dü+K´\qT Äs√Vü≤D, nes√Vü≤D Áø£eT+˝À sêj·T>∑\>∑&É+.
2e bÕsƒ¡+ : 10 qT+&ç 99 es¡≈£î dü+K´\T (|ü⁄qX¯Ãs¡D ` 2)
` Çe«ã&çq edüTÔe⁄\qT |ü<äT\˝À, ˇø£≥¢˝À ˝…øÏÿ+#·>∑\>∑&É+, n+<äT˝À |ü<äT˝…H√ï, ˇø£≥T¢ bH√ï #Ó|üŒ>∑\>∑&É+.
sêj·T>∑\>∑&+É .

A
` 100 ˝À|ü⁄ dü+K´\≈£î $düÔs¡D s¡÷|ü+˝À sêj·T>∑\>∑&É+.
` 100 ˝À|ü⁄ dü+K´\qT Äs√Vü≤D, nes√Vü≤D Áø£eT+˝À sêj·T>∑\>∑&É+.

AN
` Ç∫Ãq dü+K´\˝À ∫qï, ô|<ä› dü+K´\qT >∑T]Ô+#·&É+, sêj·T>∑\>∑&É+.
` eTÚœø£+>± düeTdü´\qT #˚j·T>∑\>∑&É+.
` Ç∫Ãq dü+K´\qT ô|<ä›~, ∫qï~ >∑Ts¡TÔ\‘√ dü÷∫+#·>∑\>∑&É+.

G
` Çe«ã&çq ìj·Te÷\T (b≈£îÿe, ‘·≈£îÿe) qqTdü]+∫ |üõ˝Ÿ‡ #˚j·T>∑\>∑&É+ .
3, 4e bÕsƒê\T : eT÷&É+¬ø\ dü+K´\T, b˛\Ã&É+

N
` 1000 ˝À|ü⁄ edüTÔe⁄\qT $&ç$&ç>± e+<ä\T, |ü<äT\T, ˇø£≥¢˝À ˝…øÏÿ+∫ #Ó|üŒ>∑\>∑&É+, sêj·T>∑\>∑&É+.
` Ç∫Ãq eT÷&É+¬ø\ dü+K´˝Àì n+¬ø\ kÕúq$\Te, düVü≤» $\Te\T #Ó|üŒ>∑\>∑&É+, sêj·T>∑\>∑&É+.
LA
` Ç∫Ãq eT÷&É+¬ø\ dü+K´qT $düÔs¡Ds¡÷|ü+˝À sêj·T>∑\>∑&É+, $düÔs¡D s¡÷bÕìøÏ dü+K´qT #Ó|üŒ>∑\>∑&É+
(dü+øÏ|å sÔü ÷¡ |ü+).
` Ç∫Ãq eT÷&É+¬ø\ dü+K´≈£î bìï 100 s¡÷., 10 s¡÷., 1 s¡÷. (HêD…+) ñ+&É>∑\y√ #Ó|üŒ>∑\>∑&É+.
TE

` 1000 ˝À|ü⁄ dü+K´\qT es¡Tdü Áø£eT+˝À sêj·T&É+, Äs√Vü≤D, nes√Vü≤D Áø£eT+˝À sêj·T>∑\>∑&É+.
` 1000 ˝À|ü⁄ dü+K´\≈£î eTT+<äT, yÓqTø£ eT<Ûä´ dü+K´\qT sêj·T>∑\>∑&É+.
` 1000 ˝À|ü⁄ Ç∫Ãq dü+K´\qT nø£åsê\˝À sêj·T>∑\>∑&É+. nø£åsê\˝À e⁄qïyê{Ïì n+¬ø\˝À sêj·T>∑\>∑&É+.
` Çe«ã&çq eT÷&ÉT n+¬ø\‘√ M˝…’qìï eT÷&É+¬ø\ dü+K´\qT sêj·T>∑\>∑&É+. n$ @j˚T e+<ä\ eT<Ûä´ ñ
T,

+{≤jÓ÷ #Ó|üŒ>∑\>∑&É+.
` b≈£îÿe, ‘·≈£îÿe, düe÷q+ \qT >, <, = >∑Ts¡TÔ\‘√ #·÷|æ+#·>∑\>∑&É+.
5, 6e bÕsƒê\T : ≈£L&çø£\T, ≈£L&çø£\T (kÕúqe÷]Œ&ç)
ER

` ¬s+&É+¬ø\ dü+K´\qT, ¬s+&ç+{Ïì, $düÔs¡D s¡÷|ü+˝Àq÷, dü+øÏå|üÔs¡÷|ü+˝Àq÷ ≈£L&É>∑\>∑&É+.

` 50 ˝À|ü⁄ ¬s+&É+¬ø\ dü+K´\qT eTÚœø£+>± ≈£L&É>∑\>∑&É+.
` ¬s+&É+¬ø\ dü+K´\ es¡≈£î kÕúqe÷]Œ&ç ≈£L&çø£\T #˚j·T>∑\>∑&É+.
SC

7, 8e bÕsƒê\T : rdæy˚‘·\T, rdæy˚‘·\T (kÕúqe÷]Œ&ç)

` ¬s+&É+¬ø\ dü+K´\qT, ¬s+&ç+{Ïì, $düÔs¡D s¡÷|ü+˝Àq÷, dü+øÏå|üÔs¡÷|ü+˝Àq÷ rdæy˚j·T>∑\>∑&É+.
` 50 ˝À|ü⁄ ¬s+&É+¬ø\ dü+K´\qT eTÚœø£+>± rdæy˚j·T>∑\>∑&É+..
` ¬s+&É+¬ø\ dü+K´\ es¡≈£î kÕúqe÷]Œ&ç rdæy˚‘·\T #˚j·T>∑\>∑&É+.
9, 10e bÕsƒê\T : >∑TDø±s¡+`1, bø±ÿ\T (1`10 es¡≈£î), >∑TDø±s¡+`2
` Äes¡Ôq dü+ø£\qy˚T >∑TDø±s¡eTì >∑T]Ô+#·&É+. >∑TDø±s¡eTT >∑Ts¡TÔ qT ª×μ >∑T]Ô+#·>∑\>∑&É+.
` n&ÉT¶es¡Tdü\T, ì\Te⁄ es¡Tdü˝À¢ ñqï edüTÔe⁄\≈£î dü+ã+~Û+∫q dü+K´\qT >∑TDÏ+∫ #Ó|üŒ>∑\>∑&É+.
` Äes¡Ôq dü+ø£\q $<Ûëq+˝À bø±ÿ\qT (1 qT+∫ 9 es¡≈£î) sêj·T>∑\>∑&É+.
` ¬s+&É+¬ø\ dü+K´qT ˇø£ n+¬ø#˚ >∑TDÏ+∫ \ã›+>± sêj·T>∑\>∑&É+.
xi ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 NATIONAL ANTHEM
- Rabindranath Tagore

Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha

A
Dravida-Utkala-Banga

AN
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.
Tava shubha name jage,

G
Tava shubha asisa mage,

N
Gahe tava jaya gatha,
LA
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
Jaya he! jaya he! jaya he!
TE

Jaya jaya jaya, jaya he!!

T,

PLEDGE
ER

- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.

I love my country, and I am proud of its rich and varied heritage. I
SC

shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect, and treat
everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion. In their
well-being and prosperity alone lies my happiness.”

Free Distribution by T.S.Government 2022-23 xii

 C≤rj·T ^‘·+
` s¡M+Á<äHê<∏é sƒê>∑÷sY
»q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
|ü+C≤ã, dæ+<Ûé, >∑T»sê‘·, eTsêsƒê,

A
Á<ë$&É, ñ‘·ÿfi¯, e+>∑!

AN
$+<Ûä´, Væ≤e÷#·\, j·TeTTHê, >∑+>∑!
ñ#·Ã\ »\~Û ‘·s¡+>∑!

G
‘·e X¯óuÛÑHêy˚T C≤π>!
‘·e X¯óuÛÑ Ä•wü e÷"π>
>±ùV≤ ‘·e »j·T>±<∏ë! N
LA
»q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
TE

»j·TùV≤! »j·TùV≤! »j·TùV≤!

»j·T »j·T »j·T »j·TùV≤!!
T,

|Á ‹ü »„
` ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄
ER

uÛ≤s¡‘·<˚X¯+ Hê e÷‘·èuÛÑ÷$T. uÛ≤s¡rj·TT\+<äs¡÷ Hê dü¨<äs¡T\T.

H˚qT Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯|ü⁄ yês¡dü‘·«
SC

dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+. BìøÏ ns¡Ω‘· bı+<ä&ÜìøÏ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*¢<ä+Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä›\+<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT
eTsê´<ä>± q&ÉT#·Tø=+{≤qT. »+‘·Te⁄\|ü≥¢ <äj·T‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚jÓ÷_Ûeè<äTΔ˝Ò Hê Äq+<ëìøÏ eT÷˝+.

xiii ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 PREAMBLE

THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a

SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to
secure to all its citizens:

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

A
EQUALITY of status and of opportunity; and to promote among them all

AN
FRATERNITY assuring the dignity of the individual and the unity and integrity of the
Nation;

G
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do
HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

N
LA
|”]øƒ £
TE

uÛ≤s¡‘·<˚X¯ Á|ü»\yÓTÆq y˚TeTT uÛ≤s¡‘·<˚XÊìï düs¡«dü‘êÔø£, kÕeT´yê<ä, ˝ÖøÏø£,

Á|üC≤kÕ«eT´, >∑D‘·+Á‘·, sê»´+>± ì]à+#·Tø√e&ÜìøÏ, bÂs¡T\+<ä]øÏ kÕ+|òæTø£, Ä]úø£,
T,

sê»ø°jT· Hê´j·÷ìï, Ä˝À#·q, uÛ≤eÁ|øü ≥£ q, $XÊ«dü+, <Ûsä à¡ +, Äsê<Ûqä \˝À kÕ«‘·+‘Á ê´ìï,
n+‘·düTÔ˝À¢q÷, neø±XÊ˝À¢q÷, düe÷q‘ê«ìï #˚≈£Ls¡TÃ≥≈£î, yês¡+<ä]˝À e´øÏÔ
ER

>ös¡yêìï, C≤rj·T düyÓTÆø£´‘·qT dü+s¡øÏådü÷Ô, kÂÁuÛ≤‘·è‘ê«ìï ô|+bı+~+#·&ÜìøÏ 1949

SC

qe+ãsY 29q eTq sêC≤´+>∑ |ü ] wü ‘ Y ˝ À m+|æ ø £ #˚ d ü T ø=ì XÊdü q eTT>±

s¡÷bı+~+#·T≈£îqï á sêC≤´+>±ìï e÷≈£î y˚Ty˚T Ç#·TÃ≈£î+≥THêï+.
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign
Democratic Republic” (w.e.f. 3.1.1977)

Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation”
(w.e.f. 3.1.1977)

Free Distribution by T.S.Government 2022-23 xiv

 CONTENTS
$wüj·Tdü÷∫ø£
S.No. Name of the chapter Month Page No.
Áø£. dü+. bÕsƒ¡+ ù|s¡T e÷dü+ ù|J HÓ+.

11. Multiplication of Numbers (II) November 2

A
>∑TDø±s¡+`2 qe+ãsY 3

AN
12. Division of one number by another number November 11

uÛ≤>∑Vü‰s¡+ qe+ãsY 12

G
13. Length of Things December 22

14.
edüTÔe⁄\ bı&Ée⁄
Weight of Things
N &çôd+ãsY
December
23

28
LA
edüTÔe⁄\ ãs¡Te⁄ &çôd+ãsY 29
TE

15. Measure of Liquids Dec./ Jan. 34

Á<äyê\ |ü]e÷D+ &çôd+ãsY/ »qe] 35

16. Time January 42

T,

ø±\+ »qe] 43
ER

17. Money February 50

Á<äe´+ |òÁæ ãe] 51

SC

18. Shapes February 58

Äø±sê\T |òÁæ ãe] 59

19. Let us Record February 68

qyÓ÷<äT #˚<ë›+ |òÁæ ãe] 69

 11 Multiplication of Numbers - 2
1. Count the pencils shown below. Say how many are there?
Geeta said to Lata, “There are 15 pencils in each packet.” How many pencils
are there in 3 such packets? Lata calculated in the following way. You observe
it. Calculate how many pencils there are.

A
AN
R

G
N
LA
15 G 15 G 15 4 tens G 5 ones
Therefore 15 I 3 R 45 R 40 G 5 R 45
TE

We can do this in another way also.

15 R 10 G 5
I3 I3
T,

R 30 G 15
ER

R 30 G 10 G 5
R 40 G 5
SC

R 45
OR
T O
If tens are multiplied. 1 If ones are multiplied,
3 I 1 R 3 tens 1 5 5 I 3 R 15 ones
3 tens G 1 ten R 4 tens 15 ones R 1 ten G 5 ones
I 3
4 5
Get your pupils to observe the above method of multiplying numbers. Let
them understand and solve the problems on multiplication.
Free Distribution by T.S.Government 2022-23 2
 11 >∑TDø±s¡+`2
1. øÏ+~ ô|ì‡fi¯¢qT ˝…øÏÿ+#·+&ç. yÓTT‘·Ô+ mH√ï #Ó|üŒ+&ç.
ˇø=ÿø£ÿ bÕ¬ø{Ÿ˝À 15 ô|ì‡fi¯ó¢ ñHêïsTT. n˝≤+{Ï eT÷&ÉT bÕ¬ø{Ÿ\˝À yÓTT‘·Ô+ mìï ô|ì‡fi¯ófl
ñ+{≤sTT. nì ^‘· \‘·ì n&ç–+~. \‘· øÏ+~ $<Ûä+>± ˝…øÏÿ+∫ #·÷|æ+~. MTs¡÷
#·÷&É+&ç. mìï ô|ì‡fi¯ó¢ ñHêïjÓ÷ ˝…øÏÿ+#·+&ç.

A
AN
R

G
N
LA
15 G 15 G 15 4 |ü<äT\T G 5 ˇø£≥T¢
ø±e⁄q 15 I 3 R 45 R 40 G 5 R 45
TE

BH˚ï Ç˝≤ ≈£L&Ü #˚j·Te#·TÃ.

15 R 10 G 5
I3 I3
T,

R 30 G 15
ER

R 30 G 10 G 5
R 40 G 5
SC

R 45
˝Ò<ë
|ü ˇ ˇø£≥¢qT >∑TDÏ+#·>±
|ü<äT\qT >∑TDÏ+#·>± 1
3 I 1 R 3 |ü<äT\T 5 I 3 R 15 ˇø£≥T¢
1 5 15 ˇø£≥T¢ R 1 |ü~ G 5 ˇø£≥T¢
3 |ü<äT\T G 1 |ü~ R 4 |ü<äT\T
I 3
4 5
ô|’ $<ÛëHêìï |ü]o*+|üCÒj·T+&ç. >∑TDø±s¡ düeTdü´qT ne>±Vü≤q|üs¡#·+&ç.
3 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Observe the following multiplication of numbers. Do the others in the same
way.

T O
3 6 R 30 G 6 T O
I 3 I3 3 6
R 30I3 G 6 I 3 I 3
10 8
R 90 G 18

A
R 90 G 10 G 8

AN
R 100 G 8
R 108

G
T O
3 6
I 3 R 3 tens I 3 R
N
R 6 ones I 3 R 18 ones R 1 ten G 8 ones
G 9 tens
LA
R 10 tensG 8 ones
100 ones G 8 ones
TE

R
R 108
T,

Fill in the blank boxes with the correct numbers.

ER

(a) 4 7 R 40 G 7 (b) 2 4 R 20 G
I 2 I2 I 4 I4
R G R 80 G 16
SC

R G G R G G
R G R G
R R

Get your pupils to observe the above method of multiplication. Let them
fill in the blank boxes with the correct numbers.
Free Distribution by T.S.Government 2022-23 4
2. øÏ+~ >∑TDø±sê\qT #·÷&É+&ç. n˝≤π> øÏ+~ yê{Ïì #˚j·T+&ç.
|ü ˇ
3 6 R 30 G 6
I 3 I 3 |ü ˇ
R 30I3 G 6 I 3 3 6
R 90 G 18 I 3
R 90 G 10 G 8 10 8

A
R 100 G 8

AN
R 108

|ü ˇ

G
3 6 R 6 ˇø£≥T¢ I 3 R 18 ˇø£≥T¢ R 1|ü G 8 ˇø£≥T¢
I 3 R 3 |ü<äT\T I 3 R
N G 9|ü
LA
R 10|ü G 8 ˇø£≥T¢
R 100 G 8
TE

R 108
T,

>∑fi¯¢qT dü¬s’q dü+K´\#˚ ì+|ü+&ç.

ER

n) 4 7 R 40 G 7 Ä) 2 4 R 20 G
I 2 I 2 I 4 I 4
R G R 80 G 16
SC

R G G R G G
R G R G
R R

ô|’ $<ÛëHêìï |ü]o*+|üCÒj·T+&ç. n˝≤π> U≤∞ >∑fi¯¢qT dü¬s’q dü+K´\#˚ ì+|æ+#·+&ç.

5 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise

1. Multiply the numbers given below.

T O T O T O T O
(a) 1 9 (b) 2 8 (c) 2 4 (d) 1 5
I 5 I 2 I 3 I 6

T O T O T O T O

A
(e) 3 3 (f) 1 9 (g) 2 6 (h) 1 8

AN
I 4 I 2 I 3 I 7

2. Multiply each number by 2 and write their product in the blank box.

G
16
I2
32 N
LA
I2
15
I2
20
TE

25 I2
T,

3. Multiply the numbers in the below grid and write answers in the blank boxes.
ER

Ex :` 12 I 5 R 60
................................. .................................
I 5 6 7 8
12 60 ................................. .................................
SC

................................. .................................
14
................................. .................................
16
................................. .................................
18
................................. .................................

Get your pupils to understand the instruction for each problem. Let them
solve all the problems 1 to 6 by themselves.
Free Distribution by T.S.Government 2022-23 6
 nuÛ≤´dü ø£è‘ê´\T

1. øÏ+~ >∑TDø±sê\T #˚j·T+&ç.

|ü ˇ |ü ˇ |ü ˇ |ü ˇ
(n) 1 9 (Ä) 2 8 (Ç) 2 4 (á) 1 5
I 5 I 2 I 3 I 6

A
|ü ˇ |ü ˇ |ü ˇ |ü ˇ
(ñ) 3 3 (}) 1 9 (m) 2 6 (@) 1 8

AN
I 4 I 2 I 3 I 7

G
2. øÏ+~ Á|ü‹ dü+K´qT 2 #˚ >∑TDø±s¡+ #˚dæ >∑fiq¢̄ T ì+|ü+&ç.

I2 N
LA
16 32
15
TE

20
25
T,

3. øÏ+~ |ü{Ϻø£˝À >∑TDø±sê\T #˚dæ U≤∞ >∑&ÉT\˝À dü+K´\T sêj·T+&ç.

ER

ñ<ë: 12 I 5 R 60
................................. .................................
I 5 6 7 8
12 60 ................................. .................................
SC

................................. .................................
14
................................. .................................
16
................................. .................................
18
................................. .................................
nuÛ≤´dü ø£è‘ê´\T 1 qT+&ç 6 es¡≈£î |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü ÷#·q\T
ne>±Vü≤q|üs#¡ +· &ç.
7 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
4. Observe the first 3 numbers in each row. Write the next three numbers in the
series.

(a) 2, 4, 6, , ,

(b) 5, 10, 15, , ,

(c) 7, 14, 21, , ,

A
(d) 9, 18, 27, , ,

AN
5. Identify the number that is different from the rest. Draw ª μ around it. One
example is given.

Ex:`

G
3, 6, 9, 11, 15, 18
(a) 5, 10, 15, 21, 25, 30
N
LA
(b) 8, 16, 24, 32, 38, 48
(c) 6, 12, 18, 24, 30, 32
TE

(d) 7, 14, 21, 25, 35

6. Follow the arrows and mutiply the numbers. Write the product in the blank
T,

circles.
ER
SC

2 4

2 1 4 1

Get the pupils to understand how to solve the problems by themselves as

per the instruction.

Free Distribution by T.S.Government 2022-23 8

4. ‘·sê«‘· e#˚Ã dü+K´\T sêj·T+&ç.
(n) 2, 4, 6, , ,

(Ä) 5, 10, 15, , ,

(Ç) 7, 14, 21, , ,

(á)9, 18, 27, , ,

A
AN
5. y˚s¡T>± ñqï<ëìì ª μ‘√ >∑T]Ô+#·+&ç.
ñ<ë: 3, 6, 9, 11, 15, 18

G
(n) 5, 10, 15, 21, 25, 30

(Ä) 8, 16, 24, 32, 38, 48 N

LA
(Ç) 6, 12, 18, 24, 30, 32
TE

(á) 7, 14, 21, 25, 35

6. >∑TDø±s¡+ #˚dü÷Ô ˝À dü¬s’q dü+K´\qT ì+|ü+&ç.

T,
ER
SC

2 4

2 1 4 1

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
9 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 12 Division of One Number by Another Number

1. Count the number of mangoes. Say how many equal heaps are there?

A
AN
G
N
The total number of mangoes in the above basket R
LA
Here the number of mangoes in each small basket.
TE
T,
ER

How many heaps of mangoes did we get after making heaps of 5 from 20 mangoes?

When 20 mangoes were made into heaps of 5, we got 4 heaps.

SC

It means we got 4 after dividing 20 by 5. If we divide the total

numbers of mangoes by
the number of mangoes
We write it as 20 ™ 5 = 4 in each heap, we can find
out the number of heaps.
The symbol for division ™
Get your pupils to observe that there are equal number of fruits in each
heap. Get them to say the number of heaps. Introduce the division and the
symbol to your pupils.
Free Distribution by T.S.Government 2022-23 10
 12 uÛ≤>∑Vü‰s¡+
1. øÏ+~ |ü+&É¢qT ˝…øÏÿ+#·+&ç. mìï düe÷q ≈£î|üŒ\THêïjÓ÷ #Ó|üŒ+&ç.

A
AN
G
N
ô|’ ãT≥º˝Àì yÓTT‘·Ô+ e÷$T&ç |ü+&ÉT¢ R
LA
ˇø=ÿø£ÿ ≈£î|üŒ˝À ñqï e÷$T&ç |ü+&ÉT¢
TE
T,
ER

20 e÷$T&ç |ü+&É¢qT 5 #=|üq düe÷q ≈£î|üŒ\T #˚j·T>± mìï ≈£î|üŒ\T e#êÃsTT.?

20 e÷$T&ç |ü+&É¢qT 5 #=|üq düe÷q ≈£î|üŒ\T #˚j·T>± 4 ≈£î|üŒ\T nsTTHêsTT.
SC

n+fÒ 20 ì 5 #˚ uÛ≤–+#·>± 4 e∫Ã+<ä+{≤+. yÓTT‘·Ô+ |ü+&É¢ dü+K´qT

ˇø=ÿø£ÿ ≈£î|üŒ˝À ñqï |ü+&É¢ dü+K´#˚
Bìì 20 ™ 5 R 4 nì sêkÕÔ+. uÛ≤–+#·>± mìï ≈£î|üŒ\T+{≤jÓ÷
‘Ó\TdüTø√e#·TÃ.
uÛ≤>∑Vü‰s¡|ü⁄ >∑Ts¡TÔ ™
ô|q’ #·÷|æq $<Û+ä >± |ü+&Éq¢ T ˇø=ÿø£ÿ ≈£î|üŒ˝À düe÷q+>± ñ+&É&Üìï |ü]o*+|üCjÒ T· +&ç.
mìï ≈£î|üŒ\THêïjÓ÷ #Ó|æŒ+#·+&ç. uÛ≤>∑Vü‰sêìï, <ëì >∑Ts¡TÔqT |ü]#·j·T+ #˚j·T+&ç.
11 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Distribute 15 marbles equally among 5 children.
Total number of marbles R 15

Distributed first time R

Remaining marbles R

A
Distributed second timeR

AN
Remaining marbles R

G
Distributed third timeR

N
Remaining marbles R
LA
TE

Total number of marbles R

15÷5=3
Means, if we distribute
Distributed to how many people R 15 marbles among 5
T,

people, each will get 3

How many times did we distribute equally R marbles.
ER

How many did each one get R

SC

If 15 marbles are distributed equally among

equally, each one will get marbles.

The division form of this is 15 ™ 5 R

In the method shown above get your pupils to distribute the marbles
equally. Let them write the correct numbers in the blank boxes. Introduce
the Division form to your pupils.
Free Distribution by T.S.Government 2022-23 12
2. 15 >√∞\qT ◊<äT>∑T]øÏ düe÷q+>± |ü+#·+&ç.
yÓTT‘·Ô+ >√∞\T R 15

yÓTT<ä{Ï kÕ] |ü+∫q$ R

$T–*q$ R

A
AN
¬s+&ÉekÕ] |ü+∫q$ R
$T–*q$ R

G
eT÷&ÉekÕ] |ü+∫q$ R
N $T–*q$ R
LA
TE

15 ™ 5 R 3 n+fÒ
yÓTT‘·Ô+ >√∞\T R yÓTT‘·Ô+ >√∞\ dü+K´qT
5 >∑T]øÏ düe÷q+>± |ü+#·>±
T,

m+‘·eT+~øÏ |ü+#ê+ R ˇø=ÿø£ÿ]øÏ 3 >√∞\T

ekÕÔsTT nì ns¡ú+.
ER

mìïkÕs¡T¢ düe÷q+>± |ü+#ê+ R

ˇø=ÿø£ÿ]øÏ mìï e#êÃsTT R

SC

15 >√∞\qT, eT+~øÏ düe÷q+>± |ü+∫‘˚,

ˇø=ÿø£ÿ]øÏ >√∞\T e#êÃsTT.

Bì uÛ≤>∑Vü‰s¡ s¡÷|ü+ 15 ™ 5 R
ô|’ $<Ûä+>± yÓTT‘·Ô+ >√∞\qT düe÷q+>± |ü+#·eTq+&ç. U≤∞>∑fi¯¢˝À dü]|ü&˚ dü+K´\qT
sêsTT+#·+&ç. Bì uÛ≤>∑Vü‰s¡ s¡÷bÕìï |ü]#·j·T+ #˚j·T+&ç.
13 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise

1. Look at the pictures given below. Count them. Distribute equally. Write the
Division form. One example is given. Fill in the blank boxes and circles.
Example:` (a)

A
AN
G
N
LA
6 ™ 2 R 3 ™ R
TE

(b) (c)
T,
ER
SC

™ R ™ R

Get your pupils to understand the instruction for each problem. Let them
solve the problems 1 to 5 on their own.
Free Distribution by T.S.Government 2022-23 14
 nuÛ≤´dü ø£è‘ê´\T

1. øÏ+~ u§eTà\T #·÷&É+&ç. ˝…øÏÿ+#·+&ç. düe÷q+>± |ü+#·+&ç. uÛ≤>∑Vü‰s¡ s¡÷|ü+ sêj·T+&ç.

ñ<ë: (n)

A
AN
G
N
LA
6 ™ 2 R 3
TE

(Ä) (Ç)
T,
ER
SC

™ R

nuÛ≤´dü ø£è‘ê´\T 1 qT+&ç 5 es¡≈£î |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü ÷#·q\T

ne>±Vü≤q|üs#¡ +· &ç.
15 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Write the Division form for the following equal distribution of things.
(a) Distribute 18 mangoes among 6 people equally.
Total number of mangoes R 18
Distribution of mangoes to 6 people for the first time R `6
Remaining mangoes R 12
Distribution of mangoes to 6 people for the second time R
Remaining mangoes R Result of
Distribution of mangoes to 6 people for the third time division R

A
R
Remaining mangoes R

AN
By distributing equally each one gets R
The Division form ™ R

G
(b) Distribute 20 marbles among 5 people equally.
N
LA
Total number of marbles R
Division is repeated subtraction.
Marbles distributed for the first time R Ex: 12 - 3 = 9;
TE

9 - 3 = 6;
Remaining marbles R
6 - 3 = 3;
Marbles distributed for the second time R 3-3=0
12 ™ 3 = 4
T,

Remaining marbles R
ER

Marbles distributed for the third time R

Remaining marbles R
SC

Result of division R
Marbles distributed for the fourth time R
Remaining marbles R
By distributing equally, each one getsR

The Division form ™ R

Get your pupils to understand the instruction for each problem. Let them
solve the problem by themselves.
Free Distribution by T.S.Government 2022-23 16
2. øÏ+~ yê{ÏøÏ düe÷q+>± |ü+#·≥+ <ë«sê uÛ≤>∑Vü‰s¡ s¡÷|ü+ sêj·T+&ç.
(n) 18 e÷$T&ç |ü+&É¢qT 6 >∑T]øÏ düe÷q+>± |ü+#·+&ç.
yÓTT‘·Ô+ e÷$T&ç |ü+&ÉT¢ R 18
yÓTT<ä{ÏkÕ] 6 >∑T]øÏ |ü+∫q |ü+&ÉT¢ R `6
$T–*q |ü+&ÉT¢ R 12
¬s+&ÉekÕ] 6 >∑T]øÏ |ü+∫q |ü+&ÉT¢ R
uÛ≤>∑Vü‰s¡ |òü*‘·+ R

A
$T–*q |ü+&ÉT¢ R
eT÷&ÉekÕ] 6 >∑T]øÏ |ü+∫q |ü+&ÉT¢ R

AN
$T–*q |ü+&ÉT¢ R
düe÷q+>± |ü+#·>± ˇø=ÿø£ÿ]øÏ e∫Ãq |ü+&É¢ dü+K´ R

G
uÛ≤>∑Vü‰s¡+ s¡÷|ü+ ™ R

(Ä) 20 >√∞\qT 5 >∑T]øÏ düe÷q+>± |ü+#·+&ç. N

LA
yÓTT‘·Ô+ >√∞\T R
Äes¡Ôq e´eø£\q+ eTs√ s¡÷|ü+ ªuÛ≤>∑Vü‰s¡+μ.
TE

yÓTT<ä{ÏkÕ] |ü+∫q >√∞\T R

ñ<ë: 12 ` 3 R 9
$T–*q >√∞\T R 9`3R6
¬s+&ÉekÕ] |ü+∫q >√∞\T R 6`3R3
T,

$T–*q >√∞\T R 3`3R0

ER

eT÷&ÉekÕ] |ü+∫q >√∞\T R 12 ™ 3 R 4

$T–*q >√∞\T R
SC

Hê\ZekÕ] |ü+∫q >√∞\T R

uÛ≤>∑Vü‰s¡ |òü*‘·+ R
$T–*q >√∞\T R
düe÷q+>± |ü+#·>± ˇø=ÿø£ÿ]øÏ e∫Ãq >√∞\ dü+K´ R
uÛ≤>∑Vü‰s¡+ s¡÷|ü+ ™ R
dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\\¢ T kı+‘·+>± #ù̊d˝≤ ne>±Vü≤q ø£*Œ+#·+&ç.

17 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

3. Distribute in groups. Write the Division form.
Ex. Rajani distributed 15 chocolates among her three friends. How many chocolates
did she give to each friend?

Total number of chocolates R 15

The number of friend to whom
chocolates were distributed R 3
To each friends she distributed R 5

A
The division form ™ R

AN
R 15 3 5
What does the result of division indicate?
(a) Three pupils can sit on a bench. How many benches are needed for 21 pupils to

G
sit?
Total number of students R
N
LA
Each bench can seat R
Number of benches needed R
TE

The division form R ™ R

What does the result of division indicate?
T,

(b) Ramayya has 48 sheep. He distributed them to his four sons equally. How many
ER

did each son get?

Total number of sheep R
SC

Number of sons R
Each son got sheep

The Division form R ™ R

The result of division shows

Get your pupils to understand the instruction for each problem. Let them
solve the problems on their own.
Free Distribution by T.S.Government 2022-23 18
3. Á>∑÷|ü⁄\T>± |ü+#·+&ç. uÛ≤>∑Vü‰s¡ s¡÷|ü+ sêj·T+&ç.
ñ<ë: s¡»ì <ä>∑Zs¡ 15 #ê¬ø¢≥T¢ ñHêïsTT. ÄyÓT yê{Ïì ‘·q ùdïVæ≤‘·T\≈£î eTT>∑TZ]øÏ düe÷q+>±
|ü+∫+~. ˇø=ÿø£ÿ]øÏ mìï #ê¬ø¢≥T¢ |ü+∫+~?
yÓTT‘·Ô+ #ê¬ø¢≥T¢ R 15

#ê¬ø¢≥T¢ düe÷q+>± |ü+∫qyê] dü+K´ R 3

ˇø=ÿø£ÿ]øÏ |ü+∫q #ê¬ø¢≥¢ dü+K´ R 5

A
uÛ≤>∑Vü‰s¡ s¡÷|ü+ R 15 ™ 3 R 5

AN
uÛ≤>∑Vü‰s¡ |òü*‘·+ 5 <˚ìì dü÷∫düTÔ+~?
(n) ˇø£ u…+Nô|’ eTT>∑TZs¡T $<ë´s¡Tú\T ≈£Ls√Ã>∑\s¡T. 21 eT+~ $<ë´s¡Tú\T ≈£Ls√Ãe&ÜìøÏ mìï

G
u…+N\T ø±yê*?
yÓTT‘·Ô+ $<ë´s¡Tú\T R N
LA
ˇø£ u…+Nô|’ ≈£Ls=Ã>∑*π> yê] dü+K´ R
ø±e\dæq u…+N\T R
TE

uÛ≤>∑Vü‰s¡ s¡÷|ü+ R ™ R
uÛ≤>∑Vü‰s¡ |òü*‘·+ dü÷∫düTÔ+~.
T,

(Ä) sêeTj·T´≈£î 48 >=Á¬s\T ñHêïsTT. ‘·q q\T>∑Ts¡T ø=&ÉT≈£î\≈£î düe÷q+>± |ü+#ê&ÉT. ˇø=ÿø£ÿ]øÏ
mìï >=Á¬s\T e#êÃsTT?
ER

yÓTT‘·Ô+ >=Á¬s\T R
SC

ø=&ÉT≈£î\ dü+K´ R
ˇø=ÿø£ÿ]øÏ e∫Ãq >=Á¬s\T R
uÛ≤>∑Vü‰s¡ s¡÷|ü+ R ™ R
uÛ≤>∑Vü‰s¡ |òü*‘·+ dü÷∫düTÔ+~?
dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q
ø£*Œ+#·+&ç.
19 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
4. Look at the table given below. Fill in the blank boxes with the correct numbers.
Write the Division form for each.

Number of Number of pupils Number of books

notebooks who recived the each pupil The Division form
distributed notebooks received

Ex:` 8 2 4 8™2R4

A
12

AN
15

G
18

N
LA
42
TE

5. Match the following divisions and their result.

T,

6
Ex
ER

am 5
ple

7
SC

Get your pupils to understand the instruction for each problem. Let them
solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 20
4. øÏ+~ |ü{Ϻø£qT #·÷&É+&ç. dü¬s’q dü+K´\#˚ >∑fi¯¢qT ì+|ü+&ç. uÛ≤>∑Vü‰s¡ s¡÷|ü+ sêj·T+&ç.

|ü+∫q H√≥T |ü⁄düÔø±\ |ü+#·Tø=qï $<ë´s¡Tú\T ˇø=ÿø£ÿ]øÏ e∫Ãq

dü+K´ |ü⁄düÔø±\T uÛ≤>∑Vü‰s¡ s¡÷|ü+

ñ<ë: 8 2 4 8™2R4

12

A
AN
15

G
18

42 N
LA
TE

5. »‘·|üs¡#·+&ç.
T,

6
ER

ñ<
ëVü≤
5
s¡D
7
SC

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
21 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 13 Length of Things
1. Look at the pictures given below. Say how garlands of flowers are being
measured.

Give me 4
cubits of
flower
garland

A
AN
G
N ?
LA
Oh! There
are only 3
When I
cubits. measured
TE

there were
5 cubits
T,
ER
SC

K How did everyone measure the garland with?

K Why did each one get different measurement?
K Among the three whose cubit is more?
K Among the three whose cubit is less?
K In general, what measurements do you use while
playing games?
Get your pupils to observe the above pictures. Let them realise the
nonstandard measure of a CUBIT. Discuss with them why different people
measured the same length differently.
Free Distribution by T.S.Government 2022-23 22
 13 edüTÔe⁄\ bı&Ée⁄
1. øÏ+~ u§eTà\T #·÷&É+&ç. |üP\<ä+&ÉqT m˝≤ ø=\TdüTÔHêïs√ #Ó|üŒ+&ç.

Hê\T>∑T
eT÷s¡\ |üP\T
Çe«+&ç

A
AN
G
N ?
LA
njÓ÷´!
eT÷&ÉT eT÷s¡˝Ò
ñHêïj˚T
TE

H˚qT ø=*ùdÔ ◊<äT

eT÷s¡\T+<˚?
T,
ER
SC

K |üP\<ä+&ÉqT n+<äs¡÷ <˚ì‘√ ø=*#ês¡T?

K ˇø=ÿø£ÿ]øÏ ˇø=ÿø£ÿ ø=\‘· m+<äT≈£î e∫Ã+~?
K eTT>∑TZ]˝À me] eT÷s¡ bı&Ée⁄ m≈£îÿe?
K eTT>∑TZ]˝À me] eT÷s¡ bı&Ée⁄ ‘·≈£îÿe?
K Ä≥˝≤&˚≥|ü&ÉT MTs¡T ñ|üjÓ÷–+#˚ ø=\‘·\T @$?
ô|’ u§eTà\qT |ü]o*+|üCj Ò T· +&ç. nÁ|üe÷D ø=\‘·jTÆÓ q eT÷s¡qT ne>±Vü≤q|üs#¡ +· &ç.
ø=\‘·\T y˚s¡T>± m+<äT≈£î ñHêïjÓ÷ #·]Ã+|üCÒj·T+&ç.
23 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Look at the pictures.

A
1 2

AN
4

G
N
LA
3
TE
T,
ER

5 6
SC

Now answer the following questions.

1. How is the length of the table measured? 4. How is the length of the thread
measured?
2. How is the distance between the
marbles measured? 5. How is the distance measured in
picture 5?
3. How is the length of garland of flowers
measured? 6. How is the length of the room
measured?
Get your pupils to observe the above pictures. Let them discuss what non
standard measuring tools were used to measure length.
Free Distribution by T.S.Government 2022-23 24
2. u§eTà\qT #·÷&É+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

øÏ+~ yê{ÏøÏ »yêãT\T #Ó|üŒ+&ç.

1. fÒãT\T bı&Ée⁄qT <˚ì‘√ ø=\TdüTÔHêïs¡T? 4. ø£Ás¡ _fi¯¢ Ä≥˝À <ä÷sêìï m˝≤ ø=\TdüTÔHêïs¡T?
2. >√∞\ eT<Ûä´ <ä÷sêìï <˚ì‘√ ø=\TdüTÔHêïs¡T? 5. <ës¡+ bı&Ée⁄qT <˚ì‘√ ø=\TdüTÔHêïs¡T?
3. |üP\<ä+&ÉqT <˚ì‘√ ø=\TdüTÔHêïs¡T? 6. >∑~ bı&Ée⁄qT m˝≤ ø=\TdüTÔHêïs¡T?
ô|’ u§eTà\qT |ü]o*+|üCÒj·T+&ç. bı&Ée⁄\qT ø=\T#·T≥˝À @j˚T nÁ|üe÷D ø=\‘·\T
ñ|üjÓ÷–+#ês√ #·]Ã+|üCÒj·T+&ç.
25 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise

1. Measure and write.

Table
Name of the
Serial pupil Length of 4
number Length of handspan Cubit
finger - widths
1.

A
2.

AN
3.

G
4.

5.
N
LA
2. Estimate first and then measure and say.
TE

Serial Estimation of length Actual length after

number Objects
using cubit measuring with cubit
T,

1. The blackboard
ER

2. AA table

Length of the
SC

3.
classroom

4.

5.

Get your pupils to understand the instruction for each problem. Let them
solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 26
 nuÛ≤´dü ø£è‘ê´\T
1. ø=\e+&ç ` sêj·T+&ç.
ã\¢
Áø£.dü+. $<ë´]ú ù|s¡T
C≤q\T u…‘·Ô\T eT÷s¡\T
1.

A
2.

AN
3.

G
4.

5.
N
LA
2. n+#·Hê y˚j·T+&ç ` ø=*∫ #Ó|üŒ+&ç.
TE

Áø£.dü+. edüTÔe⁄\T n+#·Hê (eT÷s¡\˝À) eT÷s¡\‘√ ø=*∫q|ü⁄&ÉT

T,

1. q\¢ã\¢
ER

2. fÒãT\T
SC

3. >∑~ bı&Ée⁄

4.

5.

ô|’ nuÛ≤´dü ø£è‘ê´\qT |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü÷#·q\T ne>±Vü≤q|üs¡#·+&ç.

27 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 14 Weight of things
Look at the pictures. Narrate the story

It’s very hard to carry It’s raining heavily.

this salt bag every day. The river is also
I’m dying. flowing full .

A
AN
Oh, my load is lighter

G
now. I will go into
water like this every
day.
N
LA
TE

Ha, ha ha! What is this? This donkey

is going into water every
T,

day. I will teach her a

lesson by putting bags of
cotton on her back.
ER
SC

Oh my god! Why
is the weight of There you are!
my load increased
to day? I will not
go into water
again from
tommorrow.

Get your pupils to understand the concept of weight through the above
story.
Free Distribution by T.S.Government 2022-23 28
 14 edüTÔe⁄\ ãs¡Te⁄
u§eTà\qT #·÷&É+&ç. ø£<∏ä #Ó|üŒ+&ç.

s√p á ñ|ü ãs¡Te⁄ es¡¸+ ô|<ä›>± ≈£îs¡Tk˛Ô+~

yÓ÷j·T˝Òø£ #Û·düTÔHêï! q~ ≈£L&É CÀs¡T>±
bÕs¡T‘·T+<˚!

A
AN
G
n¬s! ãs¡Te⁄ ‘·–Z+<˚! s√p
Ç˝≤H˚ ˙fi¯¢˝À eTTqT>∑T‘ê.
N
LA
TE

Vü≤Vü≤...
T,

Ç<˚+{Ï! s√p ˙fi¯¢˝À

eTTqT>∑T‘·÷ Ç˝≤ #˚k˛Ô+~. πs|ü⁄
<ä÷~ dü+#·T\T yÓ÷sTT+∫ Bì
ER

dü+>∑‹ #ÓãT‘ê.
SC

njÓ÷´! á s√CÒ+{Ï ‹ø£ÿ ≈£î~]+~!

Ç˝≤ ãs¡Te⁄
ô|]–+~.
πs|ü{Ï qT+&ç #Û·ùdÔ
˙fi¯¢˝À eTTq>∑qT.

ô|’ ø£<∏ä <ë«sê ãs¡Te⁄ ne>±Vü≤qqT #·]Ã+|üCÒj·T+&ç.

29 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise
1. Guess the weights of two objects shown in each box. Put a ‘9 ’ near the
heavier object.
(a)

(b)

A
AN
G
(c)

N
LA
TE

2. Guess the weights of two objects given together. Put a ‘9 ’near the lighter
object.
(b)
(a)
T,
ER
SC

(d)
(c)

Get your pupils to understand the instruction for each problem. Let them
solve the exercises 1 to 4 by themselves.
Free Distribution by T.S.Government 2022-23 30
 nuÛ≤´dü ø£è‘ê´\T
1. }Væ≤+#·+&ç. m≈£îÿe ãs¡TyÓ’q yê{Ïì 9 ‘√ >∑T]Ô+#·+&ç.
(n)

(Ä)

A
AN
G
(Ç)

N
LA
TE

2. }Væ≤+#·+&ç. ‘·≈£îÿe ãs¡TyÓ’q <ëìì 9 ‘√ >∑T]Ô+#·+&ç.

(n) (Ä)
T,
ER
SC

(Ç) (á)

nuÛ≤´dü ø£è‘ê´\T 1 qT+&ç 4 es¡≈£î |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü ÷#·q\T

ne>±Vü≤q|üs#¡ +· &ç.
31 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
3. Write numbers 1 to 4 for each object in the order of their increasing weight.

Example:

2 1 3 4

A
(a)

AN
G
N
LA
(b)
TE
T,
ER

4. Mark the heavier of the two girls with a ‘9 ’

SC

Get your pupils to understand the instruction for each question. Let
them solve the exercise by themselves.

Free Distribution by T.S.Government 2022-23 32

3. ãs¡Te⁄ ô|]π> Áø£eT+˝À øÏ+~ edüTÔe⁄\≈£î es¡Tdü>± dü+K´\T sêj·T+&ç.
ñ<ë:

2 1 3 4

A
AN
(n)

G
N
LA
(Ä)
TE
T,
ER

4. m≈£îÿe ãs¡Te⁄ e⁄qï yê]ì 9 ‘√ >∑T]Ô+#·+&ç.

SC

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
33 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 15 Measure of Liquids
1. Look at the pictures given below. Say which vessels are used to measure
milk.
Ravi, Raju and Rama receive 2 litres of milk from three different people every day.

Rangamma pours 4 glassful of milk at Ravi’s

house

A
AN
G
At Raju’s house, milkmaid Vanajamma
pours 2 mugful of milk.
N
LA
TE

At Rama’s house milkman Hussain pours 8

small glassful of milk
T,
ER

The three children got a doubt on

SC

the milk supplied to each of them.

Who is supplying the correct
quantity of milk

Get your pupils to observe the above pictures. Let them discuss what non
standard measurements like glasses, mugs etc., to measure milk.

Free Distribution by T.S.Government 2022-23 34

 15 Á<äyê\ |ü]e÷D+
1. øÏ+~ u§eTà\T #·÷&É+&ç. bÕ\qT @ bÕÁ‘·\‘√ ø=\TdüTÔHêïs√ #Ó|üŒ+&ç.
s¡$, sêE, s¡eT\T s√p yê] Çfi¯¢˝À 2 ©≥s¡¢ bÕ\T b˛sTT+#·T≈£î+{≤s¡T.

s¡$ Ç+{À¢ bÕ\T b˛ùd s¡+>∑eTà

A
‘√ 4 kÕs¡T¢ b˛düTÔ+~.

AN
G
sêE Ç+{À¢ eq»eTà
N
LA
‘√ bÕ\T 2 kÕs¡T¢ b˛düTÔ+~.
TE
T,

s¡eT Ç+{À¢ VüQùd‡Hé

‘√ bÕ\T 8 kÕs¡T¢ b˛kÕÔ&ÉT.
ER
SC

eTT>∑TZ]ø° bÕ\T ø=qT≈£îÿH˚ $wüj·T+˝À

nqTe÷q+ e∫Ã+~.
Ç+‘·ø° mes¡T b˛ùd bÕ\T dü]>±Z ñ+{≤sTT?

ô|’ u§eTà\T |ü]o*+|üCÒj·T+&ç. bÕ\qT ø=\e&ÜìøÏ @j˚T nÁ|üe÷DÏø£ ø=\‘·\qT

ñ|üjÓ÷–+#ês√ #·]Ã+|üCÒj·T+&ç.
35 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Play this game.

A
AN
G
N
LA
TE

• Two children can play this game.

• Take a big bucket full of water. Take a small bucket, a jug and
a mug also.
T,

• First, one pupil takes the jug and pours water from the big
bucket into the small one.
ER

• Then the second pupil also pours water with the mug into the
small bucket.
SC

• The pupils pour water alternatingly.

• Continue this till the small bucket is full.
• The pupil who fills the small bucket with jug or mug completely
is the winner.

Get your pupils to play the game as per the instructions. Let them estimate
the measuring vessels to fill the bucket. Help them to discuss.

Free Distribution by T.S.Government 2022-23 36

2. Ä≥ Ä&É+&ç.

A
AN
G
N
LA
TE

K á Ä≥qT Ç<ä›s¡T Ä&É+&ç.

K yÓTT<ä≥>± ˇø£ ô|<ä› ã¬ø{Ÿ ì+&Ü ˙s¡T rdüTø√+&ç. n˝≤π> ˇø£ ∫qï
ã¬ø≥Tº, #Ó+ãT, eT>∑TZ ≈£L&Ü rdüTø√+&ç.
T,

K yÓTT<ä≥>± ˇø£s¡T #Ó+ãT ˝Ò<ë eT>∑TZ‘√ ˙fi¯ó¢ ì+&ÉT>± rdüTø=ì ã¬ø{Ÿ˝À

b˛j·T+&ç.
ER

K ‘·s¡Tyê‘· ¬s+&Éeyês¡T ≈£L&Ü ô|’ $<Ûä+>± ˙fi¯ó¢ ì+&ÉT>± rdüTø=ì ã¬ø{Ÿ˝À

b˛j·T+&ç.
K Ç˝≤ ˇø£] ‘·sT¡ yê‘· ˇø£sT¡ #Ó+ãT ˝Ò<ë eT>∑T‘Z √ ˙fi¯q¢ T ã¬ø{Ÿ˝À b˛düT+Ô &Ü*.
SC

K Ç˝≤ b˛dæq ˙s¡T øÏ+<ä |ü&É≈£î+&Ü, ã¬ø≥Tº qT+&ç bı]¢b˛≈£î+&Ü ã¬ø{ŸqT

ì+bÕ*.
K ∫es¡>± mes¡T b˛dæq|ü&ÉT ã¬ø≥Tº˝Àì ˙s¡T øÏ+<ä |ü&É≈£î+&Ü |üP]Ô>±
ì+&ÉT‘·T+<√ yês¡T ¬>*∫q≥Tº.

ô|’ dü÷#·q≈£î nqT>∑TD+>± Ä≥ Ä&ç+#·+&ç. ã¬ø≥Tº ì+|ü&ÜìøÏ ø=\‘·\qT

n+#·Hêy˚sTT+#·+&ç. |æ\¢\‘√ #·]Ã+|üCÒj·T+&ç.
37 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise

1. Draw in the box a vessel which holds less water than the vessel shown below.

A
AN
2. Draw in the box a vessel which holds more water than the quality shown below.

G
N
LA
TE

3. Give rankings to the following vessels according to the quantity of water each
can hold.
T,
ER

Pot Jug
Bucket
SC

Mug Glass

Get your pupils to understand the instructions for each problem. Let
them solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 38
 nuÛ≤´dü ø£è‘ê´\T
1. Ç∫Ãq bÕÁ‘· ø£Hêï ‘·≈£îÿe ˙s¡T |üfÒº bÕÁ‘· u§eTàqT ^j·T+&ç.

A
AN
2. Ç∫Ãq bÕÁ‘· ø£Hêï m≈£îÿe ˙s¡T |üfÒº bÕÁ‘· u§eTàqT ^j·T+&ç.

G
N
LA
TE

3. øÏ+~ bÕÁ‘·\˝À |üfÒº ˙{Ï ø=\‘·qT ã{Ϻ yê{ÏøÏ es¡Tdü dü+K´\T sêj·T+&ç.
T,
ER

ã¬ø{Ÿ ≈£î+&É »>¥

SC

eT>¥ >±¢düT
nuÛ≤´dü ø£è‘ê´\T 1 qT+&ç 4 es¡≈£î |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü ÷#·q\T
ne>±Vü≤q|üs#¡ +· &ç.
39 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
4. Say how much water does each vessel hold. Find out by actual measuring.

Into a how many of water can be poured? Estimate. Then measure and

find out.

Into a how many of water can be poured? Estimate. Then measure

A
AN
and find out.

G
Into a how many N
of water can be poured? Estimate. Then measure
LA
and find out.
Based on the above activity, fill in the table given below.
TE

Say who has estimated correctly.

Names of your Actual
Serial Estimated Estimation was
friend who did the measurement
Number measures correct / wrong
above activity made
T,

1.
ER

2.
SC

3.

4.

Get your pupils to understand the instructions for each of the above
problems. Let them solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 40
4. <˚ì˝À mìï ˙fi¯ó¢ |ü&É‘êsTT? #Ó|üŒ+&ç. ø=*∫ #·÷&É+&ç.

˝À mìï \ ˙fi¯ó¢ |ü&É‘êsTT. n+#·Hê y˚j·T+&ç. ø=*∫ #·÷&É+&ç.

˝À mìï \ ˙fi¯ó¢ |ü&É‘êsTT. n+#·Hê y˚j·T+&ç. ø=*∫ #·÷&É+&ç.

A
AN
G
˝À mìï \ ˙fi¯ó¢ |ü&É‘êsTT? n+#·Hê y˚j·T+&ç. ø=*∫ #·÷&É+&ç.
N
LA
ô|’ yê{Ï Ä<Ûës¡+>± øÏ+~ |ü{Ϻø£qT ì+|ü+&ç.
mes¡T dü]>± n+#·Hêy˚kÕs√ #Ó|üŒ+&ç.
TE

n+#·q dü]>±
Áø£.dü+. MT $TÁ‘·T\T }Væ≤+∫q ø=\‘· ø=*∫q ø=\‘·
#˚XÊs¡T / ˝Ò<äT
T,

1.
ER

2.
SC

3.

4.

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
41 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 16 Time
1. Look at the pictures. Say what things you do at what time.

A
AN
G
N
LA
TE
T,
ER
SC

• Say what activities do you do in the morning.

• Say what activities do you do in the afternoon.
• Say what activities do you do in the evening.

Get your pupils to observe the above pictures. Let them discuss what they
do every day from morning to night. Help them to understand the concept
of time.
Free Distribution by T.S.Government 2022-23 42
 16 ø±\+
1. u§eTà\qT #·÷&É+&ç. @ |üqT\T @ düeTj·T+˝À #˚kÕÔs√ #Ó|üŒ+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

K ñ<äj·T+ |üP≥ #˚ùd |üqT\T @eTTHêïjÓ÷ #Ó|üŒ+&ç?

K eT<Ûë´Vü≤ï+ |üP≥ #˚ùd |üqT\T @eTTHêïjÓ÷ #Ó|üŒ+&ç?
K kÕj·T+Á‘·+ |üP≥ #˚ùd |üqT\T @eTTHêïjÓ÷ #Ó|üŒ+&ç?

ô|’ u§eTà\qT #·÷&É+&ç. ˇø£s√E ñ<äj·T+qT+&ç sêÁ‹es¡≈£î @ düeTj·T+˝À @ |üqT\T

#˚kÕÔs√ #·]Ã+|üCÒj·T+&ç. düeTj·T+ô|’ ne>±Vü≤q ø£*Œ+#·+&ç.
43 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Look at the names of days in a week shown below.

Sunday
Saturday

Monday

A
Friday

AN
Tuesday

G
Thursday
Wednesday
N
LA
TE

(a) What is the day after Sunday?

T,

(b) What is the day between Monday and Wednesday?

ER

(c) What is the day after Saturday?

(d) After how many days does Friday comes

SC

after Sunday?

(e) How many days are there from Monday to

Sunday?
(f) How many days are there in a week?

Get your pupils to observe the above picture. Let them discuss the number
of months in a year.
Free Distribution by T.S.Government 2022-23 44
2. #·Á≥+˝Àì s√E\qT (yêsê\qT) #·÷&É+&ç. øÏ+~ yê{ÏøÏ »yêãT\T #Ó|üŒ+&ç.

Ä~yês¡+
X¯ìyês¡+
k˛eTyês¡+

A
X¯óøÁ y£ ês¡+

AN
eT+>∑fiy¯ ês¡+

G
>∑Ts¡Tyês¡+
ãT<Ûäyês¡+
N
LA
TE

(n) Ä~yês¡+ ‘·sê«‘· s√E @ yês¡+?

T,

(Ä) k˛eTyês¡+, ãT<Ûäyês¡+, eT<Ûä´q @ yês¡+ edüTÔ+~?

ER

(Ç) X¯ìyês¡+ ‘·sê«‘· e#˚à yês¡+ @~?

SC

(á)Ä~yês¡+ ‘·sê«‘· mìï s√E\≈£î X¯óÁø£yês¡+ edüTÔ+~?

(ñ) k˛eTyês¡+ qT+&ç Ä~yês¡+ es¡≈£î mìï s√E\T?

(})ˇø£ yês¡+˝À mìï s√E\T ñ+{≤sTT?

ô|’ #·Á{≤ìï |ü]o*+|üCÒj·T+&ç. yêsêìøÏ mìï s√E˝À #·]Ã+|üCÒj·T+&ç.

45 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
3. Look at the months in the picture. Answer the following.

January

December
February

November
March

A
AN
October April

G
September N May
LA
August June
TE

July
T,

Now answer the following questions.

ER

(a) Which month comes after January?

(b) Which is the month between April and June?

SC

(c) Which month comes after July?

(d) After how many months does December

come after September?
(e) How many months are there ?

Get your pupils to observe the above picture. Let them discuss the number
of days in a week.
Free Distribution by T.S.Government 2022-23 46
3. #·Á≥+˝Àì HÓ\\qT #·÷&É+&ç. øÏ+~ yê{ÏøÏ »yêãT\T #Ó|üŒ+&ç.

A
AN
G
N
LA
TE
T,

(n) »qe] HÓ\ ‘·s¡Tyê‘· @ HÓ\ edüTÔ+~?

ER

(Ä) @Á|æ˝Ÿ, pHé HÓ\ eT<Ûä´q ñqï HÓ\ ù|s¡T @~?

(Ç) p˝…’ ‘·s¡Tyê‘· @ HÓ\ edüTÔ+~?

SC

(á) ôdô|º+ãsY ‘·s¡Tyê‘· mìï HÓ\\≈£î &çôd+ãsY edüTÔ+~?

(ñ) »qe], &çôd+ãsY eT<Ûä´q mìï HÓ\\T ñHêïsTT?

(}) yÓTT‘·Ô+ HÓ\\T mìï ñHêïsTT?

ô|’ #·Á{≤ìï |ü]o*+|üCÒj·T+&ç. dü+e‘·‡sêìøÏ mìï HÓ\˝À #·]Ã+|üCÒj·T+&ç.

47 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise
1. On a holiday on which activity do you spend more time? Mark those activities
with a 9.

A
AN
2. Order the following activities according to what time you do them.

G
N
LA
3. Which activity takes more time? Mark ª9μ to the one which takes more time.
TE
T,
ER

4. Put ª9 μ for the one which goes faster.

SC

Get your pupils to understand the instruction for each problem. Let them
solve problems by themselves.
Free Distribution by T.S.Government 2022-23 48
 nuÛ≤´dü ø£è‘ê´\T
1. ôd\e⁄ s√Eq MTs¡T @ |üì˝À m≈£îÿe düeTj·T+ >∑&TÉ |ü⁄‘ês¡T? Ä |üqT\qT ª9μ >∑T]Ô+|üCj
Ò T· +&ç.

A
2. øÏ+~ yê{Ï˝À @ |üqT\T m|ü&ÉT #˚kÕÔs√ Ä |üqT\ es¡Tdü dü+K´\T sêj·T+&ç.

AN
G
N
LA
3. <˚ìøÏ m≈£îÿe düeTj·T+ |ü&ÉT‘·T+~? m≈£îÿe düeTj·T+ |üfÒº<ëì øÏ+<ä ª9μ ô|≥º+&ç.
TE
T,
ER

4. (‘=+<äs¡>±) y˚>∑+>± Á|üj·÷DÏ+#˚ <ëìô|’ ª9 μ ô|≥º+&ç.

SC

ô|’ nuÛ≤´dü ø£è‘ê´\T |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü÷#·q\T ne>±Vü≤q|üs¡#·+&ç.

49 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 17 Money
1. Look at the currency notes and coins. Identify each one. Say how much
each one is.

A
AN
G
N
LA
TE
T,
ER
SC

Get your pupils to observe the notes and coins. Let them identify them.
Let them say how much is each of them.
Free Distribution by T.S.Government 2022-23 50
 17 Á<äe´+
1. øÏ+~ H√≥T¢, HêD≤\qT #·÷&É+&ç. @~ m+‘√ >∑T]Ô+#·+&ç. #Ó|üŒ+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

HêD≤\qT, H√≥¢qT |ü]o*+|üCj

Ò T· +&ç. yê{Ïì >∑T]Ô+|üCj
Ò T· +&ç. @~ m+‘√ #Ó|Œæ +#·+&ç.
51 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Look at the coins shown below. Say in how many other ways we can give change.

A
AN
G
N
LA
TE
T,
ER
SC

Get your pupils to observe the above coins. Let them discuss in how many
ways we can give change for coins of bigger value.
Free Distribution by T.S.Government 2022-23 52
2. øÏ+~ HêD≤\qT #·÷&É+&ç. ∫\¢s¡ Ç+¬øìï $<Ûë\T>± Çe«e#√à #Ó|üŒ+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

ô|’ HêD≤\qT |ü]o*+|üCÒj·T+&ç. ∫\¢s¡ mìï $<Ûë\T>± Çe«e#√à #·]Ã+|üCÒj·T+&ç.

53 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
3. Look at the coins and notes shown below. Say in how many other ways we can
give change.

A
AN
G
N
LA
TE
T,
ER
SC

Get your pupils to observe the above notes and coins. Let them discuss in
how many ways we can give change for notes of bigger value.
Free Distribution by T.S.Government 2022-23 54
3. øÏ+~ H√≥T¢, HêD≤\qT #·÷&É+&ç. ∫\¢s¡ Ç+¬øìï $<Ûë\T>± Çe«e#√à #Ó|üŒ+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

ô|’ H√≥T¢, HêD≤\qT |ü]o*+|üCj

Ò T· +&ç. ∫\¢s¡ mìï $<Ûë\T>± Çe«e#√à #·]Ã+|üCj
Ò T· +&ç.
55 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise
1. Look at the coins in each row. Add their value and write in the box.

(a) G R Rs.

(b) G R Rs.

A
AN
(c) G R Rs.

G
(d) G R Rs.

N
2. Look at the price of each item. Write in circles the value of coins equal to the
LA
price of the item. Look at the example.
Example:
TE

Rs. 6
T,

(a)
ER

Rs. 8

(b)
SC

Rs. 9
(c)

Rs. 10

Get your pupils to understand the instruction for each problem. Let them
solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 56
 nuÛ≤´dü ø£è‘ê´\T
1. øÏ+~ HêD≤\T #·÷&É+&ç. yÓTT‘·Ô+ $\Te m+‘√ sêj·T+&ç.

(n) G R s¡÷bÕj·T\T.

(Ä) G R s¡÷bÕj·T\T.

A
AN
(Ç) G R s¡÷bÕj·T\T.

G
(á) G R s¡÷bÕj·T\T.

N
2. edüTÔe⁄\ <Ûäs¡\T #·÷&É+&ç. <Ûäs¡\≈£î dü]b˛j˚T $<Ûä+>± HêD≤\T $\Te sêj·T+&ç.
LA
ñ<ëVü≤s¡D:
TE

s¡÷.6
(n)
T,
ER

s¡÷.8
(Ä)
SC

s¡÷.9
(Ç)

s¡÷.10
ô|’ nuÛ≤´dü ø£è‘ê´\T |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü÷#·q\T ne>±Vü≤q|üs¡#·+&ç.
57 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 18 Shapes
1. Look at the picture.

A
AN
G
N
LA
TE
T,
ER
SC

Now answer the following questions orally.

a) Is the flag and the blackboard in same shape?

b) Identify the things which are of this shape (inside and outside your class room).
Get your pupils to observe the above picture. Let them discuss the shapes
of things.
Free Distribution by T.S.Government 2022-23 58
 18 Äø±sê\T
1. u§eTàqT #·÷&É+&ç.

A
AN
G
N
LA
TE
T,
ER
SC

øÏ+~ yê{ÏøÏ »yêãT\T #Ó|üŒ+&ç.

(n) C…+&Ü, q\¢ã\¢ ˇπø Äø±s¡+˝À ñHêïj·÷?
(Ä) MT ‘·s¡>∑‹˝À, ‘·s¡>∑‹ yÓ\T|ü\ á Äø±s¡+˝À
ñqï edüTÔe⁄\ ù|s¡T¢ #Ó|üŒ+&ç.

ô|’ u§eTàqT |ü]o*+|üCÒj·T+&ç. Äø±sê\ >∑T]+∫ #·]Ã+|üCÒj·T+&ç.

59 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise

1. Match the figures which have the same shape. Look at the example.

A
AN
Example

G
2. Match the things on the left with their similar shapes on the right.

N
LA
TE
T,
Ex
am
pl
ER

e
SC

Get your pupils to understand the instruction for each problem. Let them
solve the problems 1 to 7 by themselves.
Free Distribution by T.S.Government 2022-23 60
 nuÛ≤´dü ø£è‘ê´\T

1. ˇπø Äø±s¡+ >∑\ yê{Ïì »‘·|üs¡Ã+&ç.

A
AN
ñ<ëVü≤s¡D

G
2. b˛*q Äø±s¡+‘√ »‘· #˚j·T+&ç.
N
LA
TE ñ<
T,
ëVü≤
s¡D
ER
SC

nuÛ≤´dü ø£è‘ê´\T 1 qT+&ç 7 es¡≈£î |æ\¢\T kı+‘·+>± #˚j·T&ÜìøÏ dü÷#·q\T

ne>±Vü≤q|üs#¡ +· &ç.
61 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
3. Look at the three things in each row. Mark the one with a different shape ª9μ
in the blank box.

A
AN
G
N
LA
TE

4. Look at the shapes. Count them and write.

T,

(a)
ER

In this picture how many are there?

SC

(b)

In this picture how many are there?

Get your pupils to understand the instruction for each problem. Let them
solve the problems by themselves.
Free Distribution by T.S.Government 2022-23 62
3. y˚s¡T>±qTqï Äø±sêìï ª9μ >∑T]Ô+#·+&ç.

A
AN
G
N
LA
TE

4. øÏ+~ Äø±sê\T #·÷&É+&ç ˝…øÏÿ+∫ sêj·T+&ç.

T,

(n)
ER

˝À \T mìï ñHêïsTT?
SC

(Ä)

˝À \T mìï ñHêïsTT?

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
63 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
5. Observe the first three figures in each row. Write the next figure.

Ex:-

(a)

(b)

A
(c)

AN
6. Join the dots to draw different shapes. One is done for you.

G
N
LA
TE
T,
ER
SC

Get your pupils to understand the instruction for each problem. Let
them solve the problems by themselves.

Free Distribution by T.S.Government 2022-23 64

5. ‘·s¡Tyê‘· >∑&ç˝À u§eTà\T ^j·T+&ç.

ñ<ë:

(n)

A
(Ä)

AN
(Ç)

G
6. #·Tø£ÿ\qT ø£\T|ü⁄‘·÷ Äø±sê\T ^j·T+&ç. N
LA
TE
T,
ER
SC

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕ\qT |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
65 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
7. Observe the diagram given below. Colour the same shaped parts with the same
colour. Count the parts which have the same shape.

A
AN
G
N
LA
Write the number of parts
which have the following
TE

shapes.
T,
ER
SC

Get your pupils to understand the instruction. Let them solve the above
problems by themselves.
Free Distribution by T.S.Government 2022-23 66
7. øÏ+~ u§eTàqT #·÷&É+&ç. ˇπø Äø±s¡+>∑\ yê{ÏøÏ ˇπø s¡+>∑TqT y˚j·T+&ç. @ Äø±s¡+ mìï
ñHêïjÓ÷ ˝…øÏÿ+∫ >∑fi¯¢˝À sêj·T+&ç.

A
AN
G
N
LA
á ÁøÏ+~ Äø±sê\T mìï ñHêïjÓ÷
>∑fi¯fl˝À sêj·T+&ç.
TE
T,
ER
SC

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕìï |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
67 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 19 Let Us Record

1. Look at the colours of flowers.

A
AN
G
N
LA
TE

Write in the following table. How many flowers of each colour are there.
T,

Colour of the flower Number of flowers

ER

Red 9

Yellow
SC

White

Get your pupils observe the colours of the flowers. Let them count the
flowers of each colour. Ask them to record the correct number in the
table.
Free Distribution by T.S.Government 2022-23 68
 19 qyÓ÷<äT #˚<ë›+

1. |üP\ s¡+>∑T\qT #·÷&É+&ç.

@$ mìï ñHêïjÓ÷ |ü{Ϻø£˝À sêj·T+&ç.

A
AN
G
N
LA
TE
T,

|ü⁄e⁄« s¡+>∑T dü+K´

ER

ms¡T|ü⁄ 9

|üdüT|ü⁄
SC

‘Ó\T|ü⁄

ô|’ u§eTà˝À |üP\ s¡+>∑T\qT |ü]o*+|üCÒj·T+&ç. @ s¡+>∑T |üP\T mìï ñHêïjÓ÷

˝…øÏÿ+|üCÒj·T+&ç. yê{Ïì |ü{Ϻø£˝À qyÓ÷<äT #˚sTT+#·+&ç.
69 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
2. Look at the pictures in the table given below.

A
4

AN
3

G
2

1 N
LA
0
Count each type of fruit. Record the number in the table.
TE

Fruits Their number

T,
ER
SC

Get your pupils observe the above table of fruits. Let them count each
type of fruit. Ask them to record the number in the table.
Free Distribution by T.S.Government 2022-23 70
2. øÏ+~ u§eTàqT #·÷&É+&ç. @$ mìï ñHêïjÓ÷ ˝…øÏÿ+∫ |ü{Ϻø£˝À sêj·T+&ç.

A
AN
3

G
1
N
LA
0
TE

|ü+&É¢ u§eTà\T |ü+&É¢ dü+K´

T,
ER
SC

ô|’ u§eTàqT |ü]o*+|üCj

Ò T· +&ç. |ü+&Éq¢ T ˝…øÿÏ +|üCj
Ò T· +&ç. |ü{øºÏ ˝£ À qyÓ÷<äT #˚sTT+#·+&ç.
71 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
3. The details of cows, goats and hens that Ramayya has given in the form of
pictures. Count them.

A
AN
G
N
LA
TE
T,

Now record the numbers in the table given below.

Ramayya has the following in his farm.
ER

Animal Their number

SC

Get your pupils to observe the pictures. Let them count the animals and
record the number in the table.

Free Distribution by T.S.Government 2022-23 72

3. sêeTj·T´ e<ä› >∑\ Äe⁄\T, y˚Tø£\T, ø√fi¯fl $esê\T |ü≥ s¡÷|ü+˝À ñHêïsTT. M{Ïì ˝…øÏÿ+∫
|ü{Ϻø£˝À qyÓ÷<äT #˚j·T+&ç.

A
AN
G
N
LA
TE
T,

sêeTj·T´ e<ä› >∑\ |üX¯óe⁄\T

ER

|üX¯óe⁄\T dü+K´
SC

ô|’ u§eTàqT |ü]o*+|üCÒj·T+&ç. »+‘·Te⁄\qT ˝…øÏÿ+|üCÒj·T+&ç. |ü{Ϻø£˝À qyÓ÷<äT

#˚sTT+#·+&ç.
73 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 Exercise
Look at the picture. Count each item. Enter the details in the following
table.

A
AN
G
N
LA
TE

Items Their number

T,

Ex:- Cows 5
ER
SC

Get your pupils to understand the instruction given for the problem. Let
them solve the problem by themselves.
Free Distribution by T.S.Government 2022-23 74
 nuÛ≤´dü ø£è‘ê´\T
u§eTàqT #·÷&É+&ç @$ mìï ñHêïjÓ÷ ˝…øÿÏ +#·+&ç. |ü{øºÏ ˝£ À $esê\T, dü+K´\T qyÓ÷<äT #˚jT· +&ç.

A
AN
G
N
LA
TE

$esê\T dü+K´
T,

ñ<ë: Äe⁄\T 5
ER
SC

dü÷#·q\≈£î nqT>∑TD+>± ô|’ nuÛ≤´kÕìï |æ\¢\T kı+‘·+>± #˚ùd˝≤ ne>±Vü≤q

ø£*Œ+#·+&ç.
75 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23
 A
AN
G
N
LA
TE
T,
ER
SC

Free Distribution by T.S.Government 2022-23 76

 A
AN
G
N
LA
TE
T,
ER
SC

77 ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 A
AN
G
N
LA
TE
T,
ER
SC

Free Distribution by T.S.Government 2022-23 78