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Andhra Pradesh State Curriculum Frame Work (APSCF-2011) recommends that childrens’ life at schools must be linked to their life outside the school. The Right To Education Act (RTE-2009) perceives that every child who enters the school should acquire the necessary skills prescribed at each level upto the age of 14 years. Academic standards were developed in each subject area accordingly to maintain the quality in education. The syllabi and text books developed on the basis of  National Curriculum Frame work 2005 and APSCF-2011 signify an attempt to implement this basic idea. Children after completion of  Primary Education enter into the Upper Primary stage. This stage is a crucial link for the children to continue their secondary education. We recognise that, given space, time and freedom, children generate new knowledge by exploring the information passed on to them by the adults. Inculcating creativity and initiating enquiry is possible if we perceive and treat children as participants in learning and not as passive  receivers. The children at  this stage possess characteristics  like curiosity,  interest, questioning, reasoning, insisting proof, accepting the challenges etc., Therefore the need for conceptualizing mathematics teaching that allows children to explore concepts as well as develop their own ways of solving problems in a joyful way. We have begun the process of developing a programme which helps children understand the abstract nature of mathematics while developing in them the ability to construct own concepts. The concepts from the major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry, Mensuration and Statistics are provided  at  the upper primary  stage. Teaching of  the  topics  related  to  these  areas will develop  the  skills prescribed in academic standards such as problem solving, logical thinking, expressing the facts in mathemati- cal language, representing data in various forms, using mathematics in daily life situations. The textbooks attempt to enhance this endeavor by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups and activities required for hands on experience in the form of ‘Do This’ , ‘Try This’ and ‘Projects’.  Teachers support is needed in setting of the situations in the classroom.  We also tried to include a variety of examples and opportunities for children to set problems.  The book attempts to engage the mind of a child actively and provides opportunities to use concepts and develop their own structures rather than struggling with unnecessarily complicated terms and numbers.  The chapters are arranged  in such a way  that they help  the Teachers  to evaluate every area of  learning  to comperehend  the learning progress of children and in accordance with Continuous Comprehensive Evaluation (CCE). The team associated in developing the textbooks consists of many teachers who are experienced and brought with them view points of the child and the school.  We also had people who have done research in learning mathematics and those who have been writing textbooks for many years.  The team tried to make an effort to remove fear of mathematics from the minds of children through their presentation of topics. I wish to thank the national experts, university teachers, research scholars, NGOs, academicians, writers, graphic  designers  and  printers who  are  instrumental  to  bring  out  this  textbook  in  present  form. I hope the teachers will make earnest effort to implement the syllabus in its true spirit and to achieve academic standards at  the stage. The process of developing materials is a continuous one and we hope to make this book better.  As an organization committed to systematic reform and continuous improvement in quality of its products, SCERT, A.P., welcomes comments and suggestions which will enable us to undertake further revision and refinement.