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Q1. A shop sells "thirty-two" notebooks on Monday and "fifteen" on Tuesday. What is the total number of notebooks sold, written in words?
(a) Forty-six
(b) Forty-seven
(c) Forty-eight
(d) Forty-nine
Ans: (b) Forty-sevenEveryday Mathematics: Number Names and Sense | Mathematics Olympiad for Class 1

Total notebooks = 32 + 15 = 47. 
47 is written as "forty-seven" (40 = forty, 7 = seven).

Q2. A basket has "forty-nine" oranges. If "seventeen" are taken out, how many oranges are left, in words?
(a) Thirty-one
(b) Thirty-two
(c) Thirty-three
(d) Thirty-four
Ans: (b) Thirty-two

Oranges left = 49 - 17 = 32.
32 is "thirty-two" (30 = thirty, 2 = two).

Q3. A teacher writes "forty-five" on the board. How many tens are in this number?
(a) Four
(b) Five
(c) Six
(d) Seven
Ans: (a) Four

"Forty-five" is 45. 
In place value, 45 = 4 tens (40) + 5 ones. So, the number of tens is 4.Everyday Mathematics: Number Names and Sense | Mathematics Olympiad for Class 1

Q4. A book has "fifty" pages. If Ravi reads "twenty-three" pages, how many pages are left, written in words?
(a) Twenty-six
(b) Twenty-seven
(c) Twenty-eight
(d) Twenty-nine
Ans: (b) Twenty-seven

 Pages left = 50 - 23 = 27. 
 27 is "twenty-seven" (20 = twenty, 7 = seven).

Q5. Which of the following is the correct spelling for the number 15?
(a) Fiveteen
(b) Fifeteen
(c) Fifteen
(d) Fivteen

Ans: (c) Fifteen

The number 15 follows the pattern of numbers from 13 to 19 where we add "-teen". The correct spelling is "fifteen" (not fiveteen or fifeteen).

Q6. What is the sum of "twenty-five" and "fourteen" in word form?
(a) Thirty-nine
(b) Twenty-nine
(c) Forty-nine
(d) Thirty-eight

Ans: (a) Thirty-nine

Twenty-five = 25
Fourteen = 14
Total = 25 + 14 = 39
39 in words is "thirty-nine".

Q7. What is the word form of the expression: (30 + 9)?
(a) Thirty-nine
(b) Twenty-nine
(c) Three-nine
(d) Thirty-nine

Ans: (a) Thirty-nine

30 = "thirty", 9 = "nine"
"thirty-nine"

Q8. A baker makes "forty-one" cookies in the morning and "nine" in the afternoon. What is the total number of cookies, in words?
(a) Forty-eight
(b) Forty-nine
(c) Fifty
(d) Fifty-one
Ans: (c) Fifty

Total cookies = 41 + 9 = 50. 
50 is "fifty."

Q9. A bus has "forty-four" seats. If "eighteen" passengers board, how many seats are left empty, in words?
(a) Twenty-five
(b) Twenty-six
(c) Twenty-seven
(d) Twenty-eight
Ans: (b) Twenty-six

Empty seats = 44 - 18 = 26. 
26 is "twenty-six" (20 = twenty, 6 = six).

Q10. A gardener plants "sixteen" roses in one row and "twenty-nine" in another. What is the total number of roses, in words?
(a) Forty-four
(b) Forty-five
(c) Forty-six
(d) Forty-seven
Ans: (b) Forty-five

Total roses = 16 + 29 = 45. 
45 is "forty-five" (40 = forty, 5 = five).

The document Everyday Mathematics: Number Names and Sense | Mathematics Olympiad for Class 1 is a part of the Class 1 Course Mathematics Olympiad for Class 1.
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FAQs on Everyday Mathematics: Number Names and Sense - Mathematics Olympiad for Class 1

1. What are number names, and why are they important for Class 1 students?
Ans. Number names are the written form of numbers, such as "one" for 1, "two" for 2, and so on. They are important for Class 1 students because they help children learn to read and write numbers, enhance their counting skills, and develop a strong foundation in mathematics.
2. How can parents help their children learn number names at home?
Ans. Parents can help their children learn number names by engaging in fun activities such as counting objects around the house, using flashcards with numbers and their names, and playing games that involve numbers. Reading books that incorporate numbers and songs with counting can also reinforce their learning.
3. What are some effective teaching methods for number names in Class 1?
Ans. Effective teaching methods for number names in Class 1 include interactive games, visual aids like charts and blocks, storytelling that incorporates numbers, and hands-on activities that allow children to explore numbers practically. Additionally, using songs and rhymes can make learning more enjoyable.
4. Are there any common mistakes students make when learning number names?
Ans. Yes, common mistakes include confusing similar-sounding names (like "four" and "for"), mixing up the order of numbers, and difficulty in spelling longer number names like "eleven" or "twelve." Regular practice and reinforcement can help students overcome these challenges.
5. How can I assess my child's understanding of number names?
Ans. You can assess your child's understanding of number names by asking them to write numbers in word form, quiz them with flashcards, or have them read aloud number names from a list. Observing their ability to use number names in everyday situations, like counting items, can also provide insight into their comprehension.
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