NCERT Solutions for Class 2 Maths Chapter 1 A Day at the Beach

This worksheet provides complete and accurate NCERT Solutions for Class 2 Maths Chapter 1 A Day at the Beach from the Joyful Mathematics (English) textbook. This chapter introduces young learners to the world of numbers through a fun and familiar setting — a day spent at the beach. Students explore how to count objects, group them into tens and ones, understand place value, compare numbers, and read a calendar. This chapter is important because it builds the very foundation of number sense that children will use throughout their years of schooling. Parents and teachers can rely on this worksheet for step-by-step, NCERT-aligned answers that make learning both easy and enjoyable.

Chapter summary: themes and learning focus

Chapter 1 A Day at the Beach is a picture-based and activity-based chapter. It uses the colourful setting of a beach to help students count objects such as coconuts, boats, children, and oranges. The chapter moves from simple counting to grouping objects in tens, understanding place value, comparing two-digit numbers, ordering numbers, and reading a calendar. It also includes fun sections like Tasty Chikoos, Fun with Blocks and Strips, Trays of Oranges, Vallam Kali, and Who Am I — all of which make number learning engaging and relatable for Class 2 students.

What this NCERT chapter covers?

The key learning areas covered in this chapter include:

- Counting objects by grouping them in tens and ones
- Understanding and applying the concept of place value (tens and ones)
- Grouping numbers using real-life objects like chikoo trays, balloon groups, shell necklaces, and banana bunches
- Representing two-digit numbers using block sticks, ten strips, and triangle and circle cards
- Making the number 100 using different combinations of ten strips
- Comparing two-digit numbers to identify which is more or less
- Ordering numbers in decreasing order
- Making the largest and smallest two-digit numbers using digit cards
- Reading an August 2023 calendar and answering date-based questions
- Understanding ordinal positions through the Vallam Kali boat race activity
- Exploring how numbers are used as labels in everyday life

How to use these NCERT solutions?

Students should first attempt each question on their own before referring to the answers in this worksheet. This helps them think independently and builds problem-solving confidence. Parents can use this worksheet to check their child's work at home and understand exactly what NCERT expects at the Class 2 level. Teachers can use it as a ready reference for classroom discussions, activity explanations, and revision sessions. All answers follow the exact order and structure of the NCERT Joyful Mathematics textbook, making it easy to cross-check any section quickly. This worksheet is especially helpful during unit tests, half-yearly exams, and end-of-year revision.

Student tips and learning tricks

- Always try to count objects by making groups of ten — it is much faster than counting one by one.
- When writing a two-digit number, always remember: the tens digit tells you how many groups of ten there are, and the ones digit tells you the leftover single units.
- To compare two numbers, always look at the tens place first. The number with more tens is always the bigger number. Only look at the ones place if the tens digits are the same.
- To make the largest two-digit number from two digits, always place the bigger digit at the tens place.
- To make the smallest two-digit number, place the smaller digit at the tens place (but remember, the tens place cannot be zero).
- When reading a calendar, count carefully — days of the week repeat every 7 days, so use that pattern to find any date quickly.
- For the "Who am I?" questions, read every clue carefully before writing the answer. Missing one clue can lead to the wrong number.

Why NCERT solutions are important?

NCERT solutions are designed to match exactly what is taught in Indian schools under the national curriculum. For Class 2 Maths, having access to correct and complete answers helps students understand the right method, not just the final answer. This builds true conceptual understanding rather than rote memorisation. When students regularly practise with NCERT-aligned solutions, they gain confidence in answering questions in school tests and assessments. Strong foundational skills in counting, place value, and number comparison at this early stage also make it much easier for children to learn addition, subtraction, and larger numbers in higher classes.

Complete answer key – NCERT solutions

Look at the picture. Count and write the number of objects.

Coconuts: 14
Boats: 6
Children: 5
Oranges: 20

How did you count them?
Students may count them one by one or in groups/bunches.
(Discuss with the class how counting in groups is faster.)

Teacher Activity
Ask children to observe and talk about animals and plants they might see near a seashore or riverside, such as fish, crabs, birds, and trees. Encourage them to count these objects in groups so they can understand that grouping helps in counting quickly and easily.

Let us Do

A.
i. There are 5 necklaces of shells with 10 shells in each necklace.
ii. There are 3 groups of balloons with 10 balloons in each group and 2 loose balloons.
iii. There are 6 bunches of bananas with 10 bananas in each bunch and 4 loose bananas.

C. Surbhi has made 4 groups of shells with 5 number of shells in each group for her bracelets.

D. Her mother has made 3 groups of shells with 10 number of shells in each group for her necklaces.

Let us Think – List out the objects that come in packs of ten

A. Eggs (egg tray)
B. Pencils (pencil box / pack)
C. Biscuits (biscuit packet)

Tasty Chikoos

There are 10 chikoos in one tray.

How many chikoos are there in total?
5 trays × 10 chikoos = 50 chikoos

Now help Manoj in placing all the chikoos in the trays for selling.

A. 25 chikoos: 2 trays of ten chikoos and 5 chikoos.
B. 43 chikoos: 4 trays of ten chikoos and 3 chikoos.
C. 35 chikoos: 3 trays of ten chikoos and 5 chikoos.
D. 58 chikoos: 5 trays of ten chikoos and 8 chikoos.

Let us Match

A. 80 chikoos → matched to the picture showing 8 full trays
B. 72 chikoos → matched to the picture showing 2 full trays and 4 loose chikoos (student-generated activity based on the visual)
C. 56 chikoos → matched to the picture showing the correct tray grouping
D. 28 chikoos → matched to the picture showing the correct tray grouping

Fun with Blocks and Strips

Can you tell how many blocks are there in this block stick?
1 block stick = 10 blocks

Can you tell how many units are there in this ten strip?
1 ten strip = 10 units

Let us Do – Block and Strip boxes

Box 1 (example already filled): 3 block sticks and 4 blocks → 34 total blocks
Box 2: 5 block sticks and 1 block → 51 total blocks
Box 3: 4 block sticks and 7 blocks → 47 total blocks
Box 4: 4 ten strips and 6 units → 46 total units
Box 5: 7 ten strips and 7 units → 77 total units
Box 6: 6 ten strips and 2 units → 62 total units

Complete the below table:

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

Activity
Use sticks, bundles of sticks, or similar materials that can be grouped to help children understand numbers better. Ask them to group the sticks into tens and ones so they can see how numbers are formed and develop a clear sense of counting and place value.

Let us Make 100!

Grid 2 (top right):
60 yellow units and 40 red units.
6 yellow ten strips and 4 red ten strips.
Total 100 units or 10 ten strips.

Grid 3 (bottom left):
40 yellow units and 60 red units.
4 yellow ten strips and 6 red ten strips.
Total 100 units or 10 ten strips.

Grid 4 (bottom right):
20 yellow units and 80 red units.
2 yellow ten strips and 8 red ten strips.
Total 100 units or 10 ten strips.

Activity
Ask students to think about different ways ten strips can be combined to make a total of 100 units. Help them understand that different combinations of tens (like 6 tens and 4 tens or 7 tens and 3 tens) can still add up to 100 units.

Let us Think – Complete the following

Row 2 (3 triangles, 2 circles): 3 tens 2 ones = 30 + 2 | T: 3 | O: 2
Row 3 (5 triangles, 3 circles): 5 tens 3 ones = 50 + 3 | T: 5 | O: 3
Row 4 (2 triangles, 8 circles): 2 tens 8 ones = 20 + 8 | T: 2 | O: 8

Draw tens (▲) and ones (●) cards and fill in the blanks

Question 1: = 90 + 3 → Draw 9 triangle cards and 3 circle cards | 9 tens 3 ones | T: 9 | O: 3
Question 2 (T: 7, O: 5 given): = 70 + 5 | 7 tens 5 ones | Draw 7 triangle cards and 5 circle cards.
Question 3 (T: 2, O: 9 given): = 20 + 9 | 2 tens 9 ones | Draw 2 triangle cards and 9 circle cards.

Let us Play

Explanation: Encourage children to practise breaking numbers into tens and ones. This helps them understand place value, where the tens place shows groups of ten and the ones place shows single units. By creating their own examples, students can strengthen their understanding of how two-digit numbers are formed.

Sample answers:
73 = 70 + 3 → 7 tens and 3 ones
45 = 40 + 5 → 4 tens and 5 ones
62 = 60 + 2 → 6 tens and 2 ones

Trays of Oranges

Which is more — 43 oranges or 34 oranges?
43 oranges are more than 34 oranges because 43 has 4 tens, while 34 has only 3 tens.

Which is less: 27 oranges or 72 oranges? Why?
27 oranges are less than 72 oranges because 27 has only 2 tens, while 72 has 7 tens. Since 2 tens < 7 tens, 27 < 72.

Fill in the blanks with more or less.

A. 67 chikoos are less than 76 chikoos.
B. 53 shells are more than 35 shells.

Let us Do – Fill in the blanks.

A. 29 is more than 20.
B. 40 is less than 41.
C. 75 is less than 76.
D. 49 is more than 48.
E. 25 is less than 26.
F. 1 is less than 2.
G. 36 is more than 35.
H. Any larger number is more than any smaller number.

Activity
Guide students to compare two groups of objects to understand which group has more or fewer items. Encourage them to first estimate and then count the objects to check their answer, helping them develop observation and comparison skills.

Let us Play

A. Make flash cards of numbers 0–9. Place at tens and ones to make:

i. A number greater than 50: Example: 57 (5 at tens place, 7 at ones place)
ii. A number less than 30: Example: 24 (2 at tens place, 4 at ones place)
iii. A number between 47 and 59: Example: 53 (5 at tens place, 3 at ones place)
iv. Smallest two-digit number you can make (using 0–9 cards, no repeat): 10
v. Largest two-digit number you can make: 98 (9 at tens, 8 at ones)

B. Swap Flash Cards activity:
Example given in book: Cards 3 and 5
35 and 53 → 53 is bigger than 35.
To get the largest number using the same digits, place the larger digit at the tens place.
So with digits 3 and 5, the largest number = 53.
(Students fill in their own pairs in the blank cards provided — student-generated activity.)

Mark by Passing the Path

Activity explanation: Start from the largest number in the grid and pass through each number in decreasing order, connecting them one by one, until you reach the smallest number. Each number must be visited at least once.

Grid 1 numbers in decreasing order: 92, 73, 65, 53, 32, 20
Grid 2 numbers in decreasing order: 91, 76, 53, 34, 23, 19, 14, 11
Grid 3 numbers in decreasing order: 86, 75, 63, 58, 51, 43, 34, 29

Who am I?

A. 99
B. 98
C. 10
D. 11
E. 30
F. 92

Make your own such questions: Student-generated activity — students write their own "Who am I?" questions in the blank lines provided.

Vallam Kali

A. Red
B. Yellow
C. Blue is at 5th position and Green is at 4th position.
D. Pink: 2nd position | Orange: 6th position

Read the calendar (August 2023) and answer

A. 29th
B. 15th August (Tuesday)
C. 30th (it falls on Wednesday, 30th August)

Activity
Teachers can start a discussion by asking students to observe the different places where numbers are used as labels or names in daily life. Explain that numbers are not only used for counting things, but also to identify, organize, and locate people or objects. Encourage students to think of more examples such as classroom numbers, phone numbers, vehicle numbers, page numbers in books, and jersey numbers in sports. It is also interesting to tell students that the number system we use today (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) is called the Hindu–Arabic numeral system, and it originated in India.

Give your child the gift of confident maths learning with expert-guided NCERT solutions that make every concept click.

Book a free trial!