Reflections - Saraswati House

Terms 1, 2 & 33

(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)

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Reflections

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(An imprint of New Saraswati House (India) Pvt. Ltd.)

Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (India) Phone : +91-11-43556600Fax : +91-11-43556688E-mail : [email protected] : www.saraswatihouse.comCIN : U22110DL2013PTC262320Import-Export Licence No. 0513086293

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Term-1

Term-2

Term-3

ContentsContents

ENGLISH 8

MATHEMATICS 25

SCIENCE 49

GENERAL KNOWLEDGE 105

SOCIAL STUDIES 74

ENGLISH 107

MATHEMATICS 119

SCIENCE 147


SOCIAL STUDIES 170

ENGLISH 197

MATHEMATICS 214

SCIENCE 245


SOCIAL STUDIES 269

Term-1

If I Could be an Astronaut 9

1. Lara, the Turtle 10

2. Akbar and Birbal 13

3. The Rainbow 15

At the Zoo 18

4. The Golden Touch 19

5. The Mysore Palace 22

Test Yourself 24

EnglishEnglish

9

If I Could be an Astronaut

Warm-up Ask the students if they ever think of visiting the space and what they imagine it to be like. Talk about what

Answers The Sun The Moon Saturn The Earth

Reading

Discuss more about how fantastic the space is. Ask the students to read the poem aloud and help them relate to it by talking about their imaginations and dreams when it comes to the outer world.

Comprehension AnswersA. 1. walk 2. kind 3. wood 4. bow 5. face

B. 1. Fish have feathers; trees can walk 2. Venus and Mars

the trees can walk. 4. The poet wants to take a weightless walk.

Hots Accept all well-reasoned and logical answers.

LEARNING OUTCOMESStudents will be able to:

10

Lara, the Turtle1

Warm-up

AnswersThe cow is the odd one out because it cannot swim.

Reading

life skills/values for life question to initiate a discussion in class.

Comprehension AnswersA. 1. Lara was a baby turtle who lived with her parents in a small pond near a farm. She had a green head, four

tiny round feet, a small tail and a smooth yellow and brown shell. 2. None of Lara’s friends wore shells on their backs. They all could run and jump all over the farm. 3. Turtles are lucky to have a shell because it gives them a safe place to hide when danger is near.

5. Mother Duck and her ducklings brought a pair of scissors. But they could not cut the shell open.

killed them. 7. Lara hid inside her shell.

B. 1. Lara said these words to her mother. 2. Lara’s mother said these words to Lara. 3. Lara said these words to her shell.

C. 1. is a cunning animal. 2. began to dislike her shell. 3. lived in a pond. 4. hit the shell with a stick. 5. brought a pair of scissors.


a

11


Vocabulary AnswersA. 5. strong 6. open 7. dislike 8. best

B. 1. making 2. giving 3. smiling 4. shining 5. leaving 6. writing 7. taking 8. baking

Spellings Answers 1. parents 2. cunning 3. wished 4. unhappily 5. dislike 6. scolded 7. carefully 8. fetched

Grammar AnswersA. Accept all well-reasoned and logical answers.

B. 1. ducklings, babies, ducks 2. aunt, uncle, house, mountain 3. boys, cricket match, stadium

5. rice, lunch

C. Accept all well-reasoned and logical answers.

D. 1. January, December, February 2. Mahatma Gandhi, Father, Nation 3. Christmas, Jesus Christ 4. Narmada, Tapti, Arabian Sea 5. Ganesh Friday, March

Phonics a sound right.

back lack sack

hackrack pack

12

Listening

Audio script stars twinkle snow falls wind blows ships sail bells ring birds chirp brooms sweep dogs bark

Answers 1. twinkle 2. falls 3. blows 4. sail 5. ring 6. chirp 7. sweep 8. bark

Writing Accept all well-reasoned and logical answers.

13

Akbar and Birbal2

Warm-up

Accept all well-reasoned and logical answers.

Reading The iconic Akbar and Birbal moral stories have remained with us since time immemorial. Encourage the students to pick up other stories on Akbar and Birbal. Tell them the importance of honesty and intelligence and ask them

lying with his intelligence. life skills/values for life question to initiate a discussion in class.

Comprehension AnswersA. 1. Abu said these words to Rahim. 2. Birbal said these words to Akbar.

B.

himself down, rolled on the ashes of the burnt grass.


Vocabulary AnswersA. 5. are not 6. she is 7. you will 8. you are


e

14

B. 5. couldn’t 6. We’d

Spellings Answers

5. permission 6. ministers 7. emperor 8. ?????????

Grammar Answers

A. 1. ears 2. watches 3. balloons 4. dishes 5. princes 6. torches 7. eyes 8. wishes

B. 1. countries 2. families 3. babies 4. ladies 5. daisies

C. 1. knives 2. wolves 3. shelves 4. selves 5. scarves

D. 1. mosquitoes 2. tomatoes 3. volcanoes 4. cargoes 5. heroes 6. tornadoes 7. mangoes 8. echoes

E. 1. The ladies lost the keys. 2. The nurses carried babies.

5. The girls are playing with toys.

Phonics e sound right.

east feast least beast yeast

Speaking

Writing


15

The Rainbow3

Warm-up

Answers 1. violet 2. indigo 3. blue 4. green 5. yellow 6. orange 7. red

Reading Rainbows are one of the most beautiful creations of nature. The lesson is a mythological story about how the

colour individually. The lesson teaches us how we can create beautiful things when we work together and let go of our pride. Tell the students the importance of teamwork and unity.

ife skills/values for life question to initiate a discussion in class.

Comprehension AnswersA.

they would appear even lovelier. 4. When all the children held their hands together, they formed a rainbow and no one could divide them.


e

16

B. 1. the sun peeped out.

3. was the king of heaven. 4. were always quarrelling. 5. all children love the rainbow. 6. to know the story of the rainbow.

C. 1. jamun grape or aubergine 2. unripe mangoes, tamarind and parrot 3. watermelons, apples, tomatoes


Vocabulary AnswersA. 1. basketful 2. beautiful 3. blissful 4. careful 5. fearful

B. 5. break 6. inherit/get

C. 1. came apart 2. came through 3. Come over 4. come along 5. came into 6. came across

Spellings Answers 1. gathered 2. greatest 3. overcast 4. argument 5. peeped

Grammar AnswersA. 1. have 2. has 3. have 4. have 5. has 6. has 7. have 8. have

B. 1. had 2. had 3. have 4. has 5. had

C. 1. My uncle is a dentist.

3. What is your brother’s name? 4. The sun rises in the east said the student. 5. ‘When are you taking leave?’ asked the manager. 6. The speaker said, ‘this is an important decision for the country’.

17

D. 1. There is a bird’s nest in that tree.

3. My brothers’ bedrooms are always untidy.

5. The women’s section has a variety of clothes.

7. This is my sister’s room. 8. They are all in the children’s playground. 9. Alka and Vivek’s house is beautiful.

Phonics e sound right.

keen seen teen green screen

Speaking Accept all well-reasoned and logical answers.


18

At the Zoo

Warm-up

Answerscow; goat; dog

Reading

lesson to understand that animals too have feelings. Discuss about how we bad we may feel if someone would make fun of us or throw stones at us. Ask the students to read the poem aloud and help them relate to it by talking about emotions and feelings.

Comprehension AnswersA. 1. The poet wants us to be careful about what we say or do when we visit the animals at the zoo. 2. We shouldn’t make fun of the camel because he is very proud of his noble bump. 3. The chimpanzee thinks that he is as wise as human beings. 4. The poet thinks that the penguins can understand the remarks one makes.

B. do - zoo; hump – bump; chimpanzee – me; lake – make; you – zoo



19

The Golden Touch4

Warm-up

Reading The story is about King Midas and his greed for gold. When the King wishes that everything he touches be turned into gold, he does not realise that his greed can take away his daughter, turning her into solid gold too. Talk about the importance of valuing the right things and not being greedy about things like money or power.


Comprehension AnswersA. 1. one 2. richest 3. touch 4. grief 5. spring

B. 1. The fairy said these words to King Midas. 2. King Midas said these words to the fairy.

C.

magic wand.

4. The golden touch was whatever one touched would turn into gold. King Midas could not eat or drink anything because everything had turned into gold.

on all those things he had touched.

beloved daughter Marigold for ever and ever.



ee

20

Vocabulary AnswersA. 1. playground 2. blackboard 3. newspaper 4. classroom 5. upstairs 6. schoolbag 7. overcoat 8. signpost

B. 1. My room is upstairs. 2. There is a signpost on his gate. 3. My father is reading the newspaper. 4. Ankit’s schoolbag is too heavy to carry. 5. The children are playing in the playground. 6. Riddhima prefers to paint in daylight. 7. The classroom was decorated by the students. 8. Krishay wore an overcoat as it was cold outside.

housework.blackboard.

Spellings Answers 1. wonderful 2. touched 3. richest 4. shining 5. counting

Grammar AnswersA. anywhere. 2. Today, we are going for a picnic. 3. Sit here and wait for me. 4. 5. We often visit our grandparents. 6. The students worked busily on their clay models.

late, you may not get a seat. 8. Priya is catching a train early this morning. 9. Long ago, there lived a cruel king.

silently and watched the movie.

B. 1. Swami has already 2. Aamir never listens to anybody. 3. Kanta speaks French . 4. The boys are waiting outside . 5. The school will open tomorrow . 6. Prakash visited him once . 7. Kunal left early for the airport.

21

8. The train stops here.seldom see my cousin since she left our town.

carefully.

Phonics ee sound right.

greet meet street feet

sleet beet sheet

Listening

Audio script

Answers

3. Bugs Bunny loves it-carrot 4. Not sad h a-happy


22

The Mysore Palace5

Warm-up Ask the students if they like monuments and if they have visited any. Talk about monuments like the Taj Mahal

Reading


Comprehension AnswersA. 1. The students were visiting the Mysore Palace for an educational tour.

the Kalyana Mandapa.

decorated with oil paintings on royal themes. A host of ceremonies and festivals were held here. 4. The Dasara festival is famous because various artists perform on the stage set up in the palace grounds.

On the tenth day of the festival, Vijaya Dashami, a parade with decorated elephants begins from the palace grounds with great show.

B. 1. The Mysore Palace is located in the heart of the city of Mysore. 2. Another name for the Mysore Palace is Maharaja Palace.

C. 1. false 2. false 3. true 4. true 5. true



i

23

Vocabulary Answers 1. air 2. bag 3. bus 4. cold 5. dog

11. lemon 12. orange 13. owl 14. quiet 15. sun

Spellings Answers 1. culture 2. decorated 3. sprawling 4. ceremonies 5. monuments 6. priceless 7. largest 8. tourist

Grammar Answers

2. Mani did not do well in the test last week. 3. Where do eggs come from? 4. The vase is broken. Who did that? 5. What does this word mean?

7. Does she like rasam?

9. Do a snake have legs?

Phonics i sound right.

tight light tight might slight night

Speaking Accept all well-reasoned and logical answers.


24

Test YourselfComprehension A. 1. Muthu often sent Gajraj to the forest to carry heavy logs of wood.

7. The children of the village were very happy because the mahout often allowed rides on Gajraj’s back.

B. 1. Gajraj belonged to Muthu a rich merchant of Trichy.

3. The mahout beat Gajraj with his stout stick till it broke into pieces.

C. 1. elephant 2. pig 3. horse 4. sheep 5. lion 6. owl 7. monkey 8. cow

Grammar A. 1. Uma has gone to Ooty for a holiday this year .

2. The Prime Minister of lives in New Delhi.

3. The Taj Mahal was built by Shah Jahan in the memory of his wife , Mumtaz Mahal.

4. Ruma needs milk , cocoa , cream , and sugar to make chocolate shake .

5. The bees hive .

B. 1. mangoes; bananas; oranges; peaches 2. Buses; passengers

4. children 5. keys

Vocabulary A. 1. beautiful 2. monthly 3. rainy 4. useful 5. yearly 6. windy 7. forgetful 8. helpful

B. 1. piece 2. niece 3. friend 4. stories 5. receive


MathematicsMathematics 1. Revision

Answers 26

2. Numbers Up to 9999

Lesson plan 27

Worksheets 29

Answers 31

3. Addition

Lesson plan 34

Worksheets 36

Answers 38

4. Subtraction

Lesson plan 39

Worksheets 42

Answers 45

Model Test Paper 46

Answers to Model Test Paper 48

26

Revision11. a. Twenty-nine b. Eighty-eight c. One hundred eighty-three d. Four hundred nine e. Seven hundred forty2. a. 69 b. 140 c. 277 d. 690 e. 9993. a. 1105 b. 878 c. 410 d. 852 e. 739 f. 6664. a. 405 b. 205 c. 80 d. 324 e. 589 f. 455. a. 54 b. 245 c. 1016 d. 2550 e. 2952 f. 12276. a. 7 b. 4 c. 6 d. 16 e. 14 f. 297. a. b.

c. d.

8. a. 12 12

3

6

8

9

1011

74

56

12 12

3

6

8

9

1011

74

5

b. 12 12

3

6

8

9

1011

74

56

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

56

12 12

3

6

8

9

1011

74

5

9. a. Line b. point c. line segment d. ray10. a. `15 b. 20 L 550 mL c. Mr Gupta, by 3 kg 50 g

Answers to the Coursebook

27

Numbers Up to 99992

Concept Explanation Students are already familiar with the numbers

up to 999. Recapitulate the concept of numbers up to 999

using the Warm-up section given in the textbook.

4-digit Numbers; Reading and Writing 4-digit Numbers

Recapitulate with the students how they can form and represent the number 1000 using blocks.

Also, explain how the smallest 4-digit number, that is, 1000 is formed by adding 1 to the largest 3-digit number, that is, 999.

Use thousands base ten blocks to explain how they can represent the numbers 1000, 2000, 3000, ...

Use base ten blocks to explain how to read and

Use the examples of the related section to make them understand the concept of standard form and expanded form of 4-digit numbers.

Demonstrate 4-digit numbers on the abacus in the classroom.

Form groups in the class and then prepare a spin wheel with the numbers 0 to 9 on it for each group. Ask the students to spin the wheel four times to obtain four-digit numbers. Each group will obtain a four-digit number and write on a piece of paper. Ask the students to work together and show the number on an abacus.

To reinforce the concept, the teacher can use the Maths Lab Activity and Hots sections from the textbook.

Now use the place value chart to make students understand how to read and write 4-digit numbers.

Call out 4-digit numbers and let the students write them out in their notebooks.

To reinforce, ask them to do the Skills For Life section from the textbook.

Instruct them to do Exercise 2.1 from the textbook.

Face Value and Place Value

face value with suitable examples. Take the help of the place value chart to make students understand easily.

The numbers should be formed by representing them on their place value charts.

Instruct students to do Exercise 2.2 from the textbook.

Comparing Numbers Recall the use of symbols to compare numbers.

Explain to the students how to compare when

number of digits is the same. Tell students to start comparing from the higher

place (thousands place) till they come across

The number with the bigger digit at the same place would be the greater number.

Use the Remember sections to point out the important facts of the related section.

Ordering Numbers Once students learn to compare numbers, explain

Students will be able to recapitulate the concept of numbers up to 999 read and understand numbers up to 9999 understand the place value, face value, expanded form and standard form of digits in 4-digit numbers compare and order 4-digit numbers

understand the concept of even and odd numbers

read and write the Roman numerals

28

to them about the ascending and descending orders of numbers.

Use the example given in the related section to make them understand the concept of order of numbers.


Forming Numbers Tell students the rule of forming numbers with the

given set of digits. Digits are arranged in decreasing order to build

the greatest number possible without repeating the digits. Similarly, the digits are arranged in increasing order to build the smallest number possible.

Introduce the use of 0 in building the smallest and greatest numbers.


Even and Odd Numbers Use objects from the surroundings and explain

that, the objects that are in 2s are said to be in pair. Use the activity given in the related section to

explain the concept of even and odd. To reinforce, ask them to do the section Try These

of the related topic from the textbook.

Predecessor and Successor

before and the number that comes just after a

given number. Tell them the number that comes just before a number is its predecessor and the number that comes just after a number is its successor.


Roman Numerals Explain to students that both Indian and

International systems of numerations use 10 digits, i.e., 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to write the numbers. But the Roman numeral system uses

Explain the rules to write Roman numerals by citing some examples.

Use the Remember section to point out the important facts of the related section.

Instruct them to do Exercise 2.6 from the textbook.To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise section from the textbook.Instruct students to complete the Do It Yourself section.

Tick ( 1. The place value of the digit 3 in 3407 is a. 3 b. 300 c. 3000 d. 30 2. The face value of the digit 4 in 4568 is a. 4 b. 40 c. 400 d. 4000 3. One more than the smallest 4-digit number is a. 9991 b. 9999 c. 1001 d. 1000

4. Which of the following numbers is an odd number?

a. 13 b. 52 c. 60 d. 202

a. 9276 b. 9207 c. 9627 d. 9726

29

1. Write the place values and face values of the underlined digits.

a. 9342 Place value .............................. Face value ..............................

b. 4765 Place value .............................. Face value ..............................

c. 2057 Place value .............................. Face value ..............................

d. 3241 Place value .............................. Face value ..............................

2. Find the sum of the place values of 5 in the number 5685. .............. + .............. = ..............

3. Fill in the blanks.

a. 9526 = ................ thousands + ................ hundreds + ................ tens + ................ ones

b. 4673 = ................ × 1000 + ................ × 100 + ................ × 10 + ................ × 1

4. Write the number names for the following.

a. 4002 ...........................................................................................................................

b. 3225 ...........................................................................................................................

c. 9905 ...........................................................................................................................

d. 7229 ...........................................................................................................................

e. 1267 ...........................................................................................................................

5. Write the following numbers in Roman numerals.

a. 3 .......................... b. 7 ..........................

c. 8 .......................... d. 9 ..........................

6. Form the greatest and the smallest numbers using the digits 1, 2, 5 and 0 only once.

Greatest number: ............................................

Smallest number: ............................................

7. Write the numerals for the following number names.

a. Six thousand nine hundred seven .........................................................

c. Three thousand four .........................................................

d. Eight thousand two hundred forty-four .........................................................

8. Put the correct sign <, > or = in the blanks.

a. 4235 .......... 4123 b. 3400 .......... 3404 c. 1234 .......... 421

d. 7412 .......... 8456 e. 6645 .......... 4090 f. 434 .......... 4340

g. 2350 .......... 2350 h. 7007 .......... 7700 i. 5602 .......... 3454

WORKSHEET 1

30

1. Arrange the following numbers in ascending order.

a. 1241; 3301; 2852; 1202 ..............................................................................................

b. 2478; 1487; 748; 3847 ..............................................................................................

c. 6234; 7101; 2409; 3783 ..............................................................................................

d. 5205; 5250; 5200; 5255 ..............................................................................................

2. Arrange the following numbers in descending order.

a. 1242; 1303; 5128; 1330 ..............................................................................................

b. 1023; 3021; 1032; 2013 ..............................................................................................

c. 3456; 7740; 7408; 2289 ..............................................................................................

d. 1444; 4440; 4000; 4004 ..............................................................................................

3. Build the smallest and the greatest 4-digit numbers using the digits 7, 0, 4 and 1.

4. Circle the even numbers and underline the odd numbers.

187 312 550 188 613

5. Write the following Hindu-Arabic numerals as Roman numerals.

a. 23 ................... b. 34 ...................

c. 20 ................... d. 42 ...................

e. 31 ................... f. 16 ...................

6. Write the following Roman numerals as Hindu-Arabic numerals.

a. VII ................... b. XVI ...................

c. XXII ................... d. XIV ...................

e. XXXV ................... f. XIX ...................

7. Write the given number names as numerals.

b. Nine thousand four hundred seventy-three .....................................

c. Two thousand .....................................

d. Eight thousand three hundred forty-seven .....................................

8. Write the place value of 9 in each of the following.

a. 7931 ........................... b. 9548 ...........................

c. 4592 ........................... d. 7379 ...........................

WORKSHEET 2

31

Warm-up 1. b. 126 c. 1472. a. 974 b. 4793. a. Two hundred seventy-four

c. Six hundred eighty-six d. Four hundred seventy

Skills for Life 4373, four thousand three hundred seventy-three

Exercise 2.1 1. a. Th H T O

2 3 2 1 Two thousand three hundred twenty-one b. Th H T O

3 0 2 3 Three thousand twenty-three c. Th H T O

2 4 0 1 Two thousand four hundred one d. Th H T O

4 3 4 5

2. a. Th H T O

6 7 8 9 6789

b. Th H T O

4 0 6 7 4067

c. Th H T O

8 3 0 5 8305

d. Th H T O

9 5 2 0 9520

3. a. Th H T O3 5 2 1

b. Th H T O7 3 0 2

c. Th H T O4 0 4 2

d. Th H T O9 3 2 0

4. a. Th H OT b. Th H OT

c. Th H OT d. Th H OT

5. a. 1001

1006

1011

1016

1002

1007

1012

1017

1003 1004

1009

1014

1019

1005

1010

1015

1020

1008

1013

1018

b. 9565

9570

9575

9580

9566

9571

9576

9581

9567 9568

9573

9578

9583

9569

9574

9579

9584

9572

9577

9582

6. a. Four thousand

7. a. 9556 b. 6811 c. 2016 d. 40078. a. Six thousand b. Seven thousand three hundred

9. a. 1832 b. 8092 c. 7506 d. 867010. a. 9408 b. 5067 c. 700011. a. 7456 = 7 thousands + 4 hundreds + 5 tens + 6 ones b. 2049 = 2 thousands + 0 hundreds + 4 tens + 9 ones c. 9206 = 9 thousands + 2 hundreds + 0 tens + 6 ones d. 5628 = 5 thousands + 6 hundreds + 2 tens + 8 ones

Exercise 2.2 1. a. 100 b. 7 c. 80 d. 20002. a. Th H T O

8 4 9 22

90400

8000

b. Th H T O 6 1 5 3

350

1006000

3. a. 5 b. 2 c. 7 d. 54. a. iii. b. iv.

Exercise 2.3 1. a. > b. < c. < d. < e. < f. < g. < h. > i. <

2. a. 4057 8173 b. 9381 1235

c. 1009 9001

3. a. 3420, 4000, 4012, 4388 b. 8, 88, 888, 8888 c. 2929, 9191, 9292, 99934. a. 5080, 4852, 4295, 4172 b. 7732, 7432, 7237, 2377 c. 4765, 4675, 4576, 4567


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Exercise 2.4 Greatest Number Smallest Number a. 9875 5789 b. 8650 5068 c. 3100 1003 d. 9653 3569

Try These (Page-74-75) 1. a.

Odd b. Even

c. Odd

2. a. b. c. d. e.

Exercise 2.5 1. a. 3712 b. 6248 c. 4417 d. 3565 e. 3269 f. 7000 g. 9143 h. 7233 i. 5519 j. 8152 k. 7316 l. 6111 m. 3333 n. 8731 o. 68482. a. 4002, 4400, 4004, 4006, 4008 b. 7001, 7003, 7005, 7009, 70113. a. 2129 b. 5571 c. 7159 d. 8998 e. 9998 f. 9994. a. 3719 b. 8120 c. 3050 d. 9000 e. 1000 f. 1001

5. a. 2195, 2197 b. 8422, 8424 c. 5359, 5361 d. 7279, 7281

Exercise 2.6 1. a. 12 b. 35 c. 29 d. 8 e. 18 f. 24 g. 20 h. 21 i. 372. a. VII b. XI c. XVIII d. XXI e. XXVII f. XXX g. XXXIII h. XXXIX i. XXIV

3. a. XII III

III

VI

VIII

IX

XXI

VIIIV

V

XII III

III

VI

VVIIIVV

IIX

XXI

VIIVIV

V

b. XII III

III

VI

VIII

IX

XXI

VIIIV

V

XII III

III

VI

VVIIIVV

IIX

XXI

VIIVIV

V

c. XII III

III

VI

VIII

IX

XXI

VIIIV

V

XII III

III

VI

VIIIVVV

IIX

XXI

VIIVIV

V

Let's Revise 1. a. True b. False c. True d. True2. 3069, 3906, 6903, 6309, 30963. a. iv. b. iii. c. iii. d. iii. e. i.4. a. 5032 b. 5 c. 7499

Hots 1. Th H OT 2. Th H OT 8478

Worksheet 1 1. a. 40, 4 b. 700, 7 c. 0, 0 d. 3000, 32. 5000 + 5 = 50053. a. 9 thousands + 5 hundreds + 2 tens + 6 ones. b. 4 × 1000 + 6 × 100 + 7 × 10 + 3 × 1

4. a. Four thousand two

d. Seven thousand two hundred twenty-nine e. One thousand two hundred sixty-seven

Answers to the Worksheets1. c. 2. a. 3. c. 4. a. 5. d.

Answers to the MCQs

1. a. 1439 b. 3588 c. 5042 d. 7202 e. 1166

2. a. 2345 4587 b. 5456 4578

3. a. 2287, 2288, 2289, 2290, 2291 b. 8889, 8890, 8891, 8892, 88934. a. 7201 b. 4106 c. 9019 d. 82365.

c. Two thousand eight hundred ninety d. Six thousand six hundred seventy-seven6. a. < b. > c. < d. >7. a. XVIII b. XXV c. XLIX d. XL8. a. 20 b. 19 c. 17 d. 45

Answers to the Assessment-1

33

5. a. III b. VII c. VIII d. IX6. Greatest number: 5210 Smallest number: 10257. a. 6907 b. 4085 c. 3004 d. 8244 e. 75008. a. > b. < c. > d. < e. > f. < g. = h. < i. >

Worksheet 2 1. a. 1202, 1241, 2852, 3301 b. 748, 1487, 2478, 3847 c. 2409, 3783, 6234, 7101 d. 5200, 5205, 5250, 52552. a. 5128, 1330, 1303, 1242 b. 3021, 2013, 1032, 1023 c. 7740, 7408, 3456, 2289 d. 4440, 4004, 4000, 1444

3. Smallest — 1047 Greatest — 7410

4. 187 312 550 188 613

5. a. XXIII b. XXXIV c. XX d. XLII e. XXXI f. XVI6. a. 7 b. 16 c. 22 d. 14 e. 35 f. 197. a. 4705 b. 9473 c. 2000 d. 83478. a. 900 b. 9000 c. 90 d. 9

34

Concept Explanation Students are already familiar with the concept of

adding numbers up to 99. Recapitulate with them the concept of addition

of numbers up to 99 using the Warm-up section given in the textbook.

Applications of Addition

out how many are there in all so that they will add

things. Instruct them to do Exercise 3.1 from the textbook.

Addition of Two or Three 3-digit Numbers Without Regrouping

Explain while adding numbers how digits of the numbers are arranged as per their place values.

Use base ten blocks to explain the concept. Use the examples of the related section to make

them understand the concept of adding two or three 3-digit numbers.


Addition of Two or Three 3-digit Numbers with Regrouping

Add the ones. 5 ones + 9 ones = 14 ones = 1 ten + 4 ones.

Carry over 1 ten to the tens column. Add tens, that is, 1 ten + 6 tens + 9 tens = 16 tens = 1 hundred + 6 tens.

Carry over 1 hundred to the hundreds column. 1 hundred + 5 hundreds + 1 hundred = 7 hundreds

Use the Common Error section related to the concept help students to avoid the mistakes while adding two 3-digit numbers.

To reinforce, ask the students to do the Value Q section from the textbook.


Regrouping Hundreds Use the example given in the related section to

make them understand the concept of adding two 3-digit numbers with regrouping hundreds.


Addition of 4-digit Number Without Regrouping

Tell students that the process of adding two 4-digit numbers with regrouping is same as that of 3-digit numbers except for the fact that we have four places now.

Add the ones. 3 + 4 = 7 ones. Write 7 under the ones column.

Add the tens. 1 + 8 = 9 tens. Write 9 under the tens column.

Add the hundreds. 0 + 2 = 2 hundreds. Write 2 under the hundreds column.

Add the thousands. 5 + 1 = 6 thousands. Write 6 under the thousands column.

To reinforce the concept, ask students to do the related Try These section.

5 6 51 9 97 6 4

+

1 1

5 0 1 31 2 8 4+

Th H T O

Students will be able to

add 3-digit numbers without and with regrouping add 4-digit numbers without and with regrouping add three or more numbers with regrouping

Addition3

35

Addition of 4-digit Numbers with Regrouping Explain the addition of 4-digit numbers with

regrouping using related examples given in the textbook. Ask students to practice doing several sums.

Instruct students to do Exercise 3.5 and from the textbook.

Addition of Three or More Numbers with Regrouping

Use the example given in the related section to make students understand the concept of adding three or more numbers with regrouping.

Exercise 3.6 from the textbook.

Properties of AdditionAdding zero: Take an empty chalk box and a

chalks they see in the two boxes. Explain to them that the empty box represents nothing and nothing is represented by 0. So, empty chalk box +

Adding one to a number: Explain to them, when we add 1 to a number we get the next number or the successor. Demonstrate this with the help of

Changing order of number: Explain that in addition, changing the order of the numbers does

Grouping in addition: Tell students that three or more numbers can be added in any way and the sum always remains the same. Demonstrate this with the help of countable objects such as beads or pencils.

them understand the concept of properties of addition.

Exercise 3.7 from the textbook.To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise, Maths Lab Activity and Hots sections from the textbook.Instruct students to complete the Do It Yourself section.

Tick ( 1. 276 + 522 = a. 708 b. 798 c. 808 d. 898

a. 5 b. 7 c. 6 d. 8 3. Which two numbers add up to a sum greater than 1000? a. 450 and 545 b. 999 and 1 c. 893 and 100 d. 989 and 12

twenty-nine. What number did he write? a. 3229 b. 5108 c. 8337 d. 8327 5. 1000 + 8898 is equal to a. 9898 b. 8998 c. 9998 d. 9999

36

WORKSHEET 11. Find the sum.

a. 6 0 65 9 7+

b. 4 5 86 9 5+

c. 3 6 95 2 0+

d. 6 4 52 3 8+

e. 4 5 63 8 7+

f. 8 0 97 4 9+

g. 1 8 9 82 1 0 1+

h. 5 0 1 31 2 6 4+

2. Solve the following word problems.

a. What is the sum of 3247 and 6752?

.............................................................................................................................................................

.............................................................................................................................................................

he have now?

.............................................................................................................................................................

.............................................................................................................................................................

c. There is 654 litres of petrol in a tank. If 168 litre more petrol is added to it, how much petrol does the tank contain now?

.............................................................................................................................................................

.............................................................................................................................................................

3. Fill in the blanks with appropriate numbers.

a. 4230 + 320 = ........................... + 4230

b. 9301 + ........................... = 9301

c. 2431 + 1202 + 301 = 301 + 1202 +...........................

37

WORKSHEET 21. Find the missing digits.

a. 6

3 7

7 3

+

b. 2 8

5

9 2 4

+

c. 3 4

5 7

4 5 9 8

+

2. Add.

a. 1 4 1 32 3 2 5+

b. 2 2 6 21 3 5 3+

c. 2 3 6 73 4 2 1+


a. There are 626 cars, 448 bikes and 594 scooters parked in a parking lot. How many vehicles are parked altogether?

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

total number of pencils in the box.

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

4. Add the following numbers.

a. 3 4 56 0 58 7 5+

b. 6 9 4 32 2 8 7 6 3 0+

c. 5 8 4 2 3 7 8 6 4+

38

Warm-up 1. 64 2. 78 3. 97 4. 84 5. 59 6. 737. 41 8. 38

Exercise 3.1 a. 99 b. 130 c. 81 d. 72

Exercise 3.2 a. 945 b. 657 c. 850 d. 950 e. 809 f. 757 g. 999 h. 986 i. 587 j. 877 k. 879 l. 899

Exercise 3.3 1. a. 705 b. 711 c. 514 d. 726 e. 631 f. 820 g. 931 h. 6532. a. 967 b. 1046 c. 661 d. 672 e. 875 f. 645

Exercise 3.4 1. a. 1151 b. 1157 c. 1087 d. 1051 e. 1449 f. 1357 g. 1199 h. 1247 i. 11922. a. 1142 b. 1171 c. 1340 d. 1374 e. 1567 f. 1322

Try These (Page-86) a. 8677 b. 6688 c. 9695

Exercise 3.5 1. a. 7686 b. 6290 c. 7470 d. 5534 e. 7583 f. 4544 g. 5900 h. 3647 i. 8510 j. 6593 k. 8956 l. 76272. a. 5614 b. 6900 c. 7084 d. 6784 e. 9107 f. 9983 g. 9397 h. 6894 i. 8580

Exercise 3.6 1. a. 6515 b. 6132 c. 6210 d. 6820 e. 5692 f. 7678 g. 7244 h. 9070

i. 3262 j. 7585 k. 5144 l. 5052

2. a.

+

2 0 4 5 1 2 0 9 1 1 2 2 4 3 7 6

b.

+

3 2 1 2 1 2 4 4 2 1 3 6 6 5 9 2

c.

+

1 2 3 6 1 0 2 1 2 2 8 4 4 5 4 1

d.

+

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

e.

+

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

f.

+

2 3 8 2 1 3 0 4 6 1 2 7 9 8 1 3

3. a. 3356 b. 9579 d. 5898

Exercise 3.7 a. 3214 b. 4067 c. 1 d. 8611 e. 0 f. 1786 g. 2431 h. 1140

Exercise 3.8 a. 2954 b. 2410 c. 2121 d. 8402 e. 2590 f. 3015 g. 4727 h. 1982 i. 8265 j. 4745 k. 9564

Let's Revise 1. a. ii. b. iii. 2. a. iv. b. i. c. ii. d. iii.3. a.

+ 3 5 9 3 2 2 0 6 5 7 9 9

b. +

6 1 1 2 1 3 8 5 7 4 9 7

c. +

4 6 3 2 2 2 0 4 6 8 3 6

4. a. 200 b. 7005. a. 2790 b. 7269 c. 1 d. 1266 e. 0 f. 1005 g. 1294

Hots 1. a. 20 b. 7 2. 999


Worksheet 1 1. a. 1203 b. 1153 c. 889 d. 883 e. 843 f. 1558 g. 3999 h. 62772. a. 9999 b. 1218 c. 822 L3. a. 320 b. 0 c. 2431

Worksheet 2 1. a. 3 6

3 77 3

+

b. 2 6 8

6 5 69 2 4

+

c. 3 0 4 1

1 5 5 74 5 9 8

+

2. a. 3738 b. 3615 c. 57883. a. 1668 b. 740 c. 727 d. 9994. a. 1825 b. 9860 c. 6284

Answers to the Worksheets1. b. 2. b. 3. d. 4. c. 5. a.

Answers to the MCQs

39

Subtraction4


subtraction. Recapitulate the concept of subtraction using the

Warm-up section given in the textbook.

Subtraction of 3-digit Numbers (Without Regrouping)

Explain to students that we always subtract a smaller number from a larger number. We can subtract 2 from 5 but not 5 from 2.

Help students to recall the place values of digits at ones (O), tens (T) and hundreds (H) places using an abacus having three spikes, each spike denoting one of the three places.

Write two 3-digits numbers in which each digit of the larger number is greater than the corresponding digit of the smaller number. For example, subtract 124 from 357.

Write the two numbers in the place value format and show the larger number on an abacus. Here, 357 is the larger number.

H OT

3 5 7

3 5 71 2 4–

H T O

To subtract 124 from 357, take out 4 beads from the O spike, 2 beads from the T spike and 1 bead from the H spike. Now, the abacus will look as

shown here. Ask students to see and count how many beads are left in each of the spikes.

H OT

2 3 3

So, we can say357 – 124 = 233

Subtraction of 3-digit Numbers (With Regrouping)

The teacher can use base 10 blocks to develop the concept of regrouping.

Use the various examples given in the textbook to teach the concept of subtracting 3-digit numbers with regrouping.

First give an example wherein there are not enough ones while subtracting and need of regrouping tens is there.

Then, give an example wherein there are not enough tens while subtracting and there is a need for regrouping hundreds.

Once sure that the students have understood both these concepts, move on to regrouping twice, that is, when the number of ones and tens both are not enough.

numbers where 0 is one of the digits of the 3-digit numbers.

To reinforce, ask students to do the related Try These sections.


subtract 3-digit number without regrouping subtract a 3-digit number from a 3-digit number without and with regrouping

subtract a 4-digit number from a 4-digit number without and with regrouping

add and subtract together

40

Use the Common Error section related to the concept to help students avoid the mistakes while subtracting a 3-digit number from a 3-digit number with regrouping.

To reinforce, ask students to do the Skills for Life section from the textbook.

Instruct them to do Exercises 4.1 and 4.2 from the textbook.

Subtraction of 4-digit Numbers (Without Regrouping)

Explain to the students that subtraction of 4-digit numbers without regrouping is the same as that of the 3-digit numbers except for the fact that now there are 4 digits in the number.

Subtraction of 4-digit Numbers (With Regrouping)

Write some subtraction problems involving 4-digit numbers on the black/whiteboard and students should be called one by one to do one step each and keep explaining the method.

numbers where 0 is one of the digits of the 4-digit

problems with zeros. Use the Remember section to point out the

important facts of the related section. To reinforce, ask students to do the related Try

These sections. Instruct them to do Exercises 4.3 and 4.4 from the

textbook. Ask them to do the Maths Lab Activity section

from the textbook

Properties of Subtraction Guide the students to write a greater number

above or before and a smaller number below or after in a subtraction sum.

Write a number on the black/whiteboard and ask

to the students that when zero is subtracted from

Write a number on the black/whiteboard and ask the students to subtract this number from itself. For example, 92781 – 92781 = 0.

Explain to the students that when a number is

Write a number on the black/whiteboard and ask the students to subtract 10 from it.

Ask them to observe the tens digit of the minuend

64758. Explain to the students that the subtraction of 10 from a number decreases the tens digit of the number by one. Similarly explain the subtraction of 100 and 1000 from a number.

Relation Between Addition and Subtraction

opposite to each other. Stress upon the fact that we can use addition to

check subtraction. Ask them to do Exercise 4.5 from the textbook.

Missing Numbers in the Subtraction Facts Explain to the students, if one number is missing

the formula:

Ask them to do the related Try These section from the textbook.

Read out the word problem given in this section and make the students understand how to solve a word problem.

Instruct them to do Exercise 4.6 from the textbook

Addition and Subtraction Together

problem involving both addition and subtraction on the black/whiteboard.

To reinforce the concept, ask them to do the Try These section from the textbook.

Steps to Problem Solving Discuss the important steps to be followed while

solving a word problem. For enhancing their skills of problem solving, the

teacher can take up some examples along with some more questions.

For further reinforcement of the concept, ask them to do Exercise 4.7 from the textbook.

To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct students to complete the Do It Yourself section.

41

Tick ( 1. Ayush has 342 stamps and Priyanka has 184 stamps. How many more stamps does Ayush have than

Priyanka? a. 242 b. 158 c. 258 d. 142 2. A bakery shop baked 4296 buns. It sold 2900 buns by the end of the day. How many buns remained

unsold? a. 996 b. 1096 c. 1296 d. 1396 3. 35 less than 2256 is a. 2420 b. 2221 c. 2251 d. 2206 4. 219 – 70 = .......... a. 212 b. 149 c. 260 d. 249

a. previous number b. 1 c. 0 d. same number

42

WORKSHEET 11. Fill in the blanks.

a. 25 – .................. = 12 b. 320 – 101 = ..................

c. 17 + .................. = 39 d. 116 + .................. = 250

2. Solve.

a. 2 0 11 7 3–

b. 4 3 21 4 6–

c. 3 5 5 22 0 2 1–

3. Fill in the missing numbers in the given boxes.

a.

3 6 51 0 9

–

b. 8 6 2

2 3 2

–

c.

2 9 24 3 4

–

4. Tick (

a. Samantha has 342 baseball cards and Perry has 184 baseball cards. How many more baseball cards does Samantha have than Perry?

i. 242 ii. 158 iii. 258 iv. 142

b. A bakery shop baked 3206 buns. It sold 1006 buns by the end of the day. How many buns remained unsold?

i. 2420 ii. 2000 iii. 2206 iv. 2200

5. In a class there are 374 students. If there are 198 boys, how many girls are there in the class?

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................


a. 16 – 0 = ........... b. ........... – 0 = 1689

c. ........... – 0 = 6955 d. 513 – ........... = 513

e. 4500 – 1 = ........... f. 8000 – ........... = 8000

43

WORKSHEET 21. Subtract.

a. 9 6 59 0 0–

b. 4 3 23 0 9–

c. 9 3 81 9 7–

d. 6 7 72 8 9–

e. 6 4 6 16 2 6 1–

f. 8 6 5 91 4 3 5–


................................ cookies.

b. The sum of two numbers is 828. If one of the numbers is 376, the other number is ....................... .

c. There were 4562 blue and pink kites in a shop. If there are 2600 blue kites, then the number of pink kites is ................................ .

3. Tick (

a. 5 less than 2256 is

i. 2420 ii. 2261 iii. 2251 iv. 2206

b. 300 – 70 = .....................

i. 212 ii. 230 iii. 260 iv. 249


.............................................................................................................................................................

.............................................................................................................................................................

b. Deepa invited 200 people on her marriage anniversary. 76 are yet to come. How many people have

.............................................................................................................................................................

.............................................................................................................................................................

44

Warm-up `121

Try These (Page-96) a. 329 b. 127 c. 215 d. 212


Exercise 4.1 1. a. 507 b. 204 c. 378 d. 326 e. 60 f. 271 g. 393 h. 231 i. 328 j. 487 k. 295 l. 569 m. 159 n. 379 o. 164 p. 218 q. 413 r. 161 s. 110 t. 2792. a. 177 b. 262 c. 503 d. 328 e. 127 f. 266 g. 202 h. 580

Exercise 4.2 1. a. 127 b. 64 c. 206 d. 57 e. 469 f. 628 g. 68 h. 335 i. 102 j. 154 k. 233 l. 186 m. 268 n. 185 o. 158 p. 172. a. 79 b. 525 c. 11 d. 588 e. 415 f. 139

Skills for Life 1. 2. Do it yourself.

Try These (Page-102) a. 2119 b. 4378 c. 6478

Exercise 4.3 1. a. 4421 b. 6030 c. 3161 d. 1601 e. 6003 f. 1304 g. 2744 h. 3181 i. 2810 j. 3672 k. 2388 l. 4863 m. 3847 n. 4903 o. 28772. a. 2321 b. 7280 c. 4091 d. 6293 e. 4190 f. 54543. a. 1457 b. 8164 c. 1393 d. 1674 e. 5187 f. 1600

Exercise 4.4 1. a. 480 b. 861 c. 4537 d. 502 e. 1624 f. 1106 g. 556 h. 4901 i. 24112. a. 2817 b. 1814 c. 5443 d. 3469 e. 2804 f. 65973. a. 3504 b. 57 c. 5507

Exercise 4.5 1. a. 4282 b. 3006 c. 0 d. 02. a. 7 2 1

5 2 3 1 9 8

– + 1 9 8 5 2 3 7 2 1

b. 5 7 6 4 7 2 1 0 4

– + 1 0 4 4 7 2 5 7 6

c. 6 4 6 6 2 8 1 8

– + 1 8 6 2 8 6 4 6

d. 5 0 6 2 0 8 2 9 8

– + 2 9 8 2 0 8 5 0 6

e. 4 2 1 3 9 2 2 9

– + 2 9 3 9 2 4 2 1

f. 4 4 8 2 1 7 2 3 1

– + 2 3 1 2 1 7 4 4 8

Try These (Page-106) a. 1849 b. 4376 c. 935 d. 4557 e. 5266 f. 2077 g. 6680 h. 5331 i. 3964

Exercise 4.6 a. 2506 b. `1424 c. `546 d. Mr Juneja – 5397 km e. 2131 f. 1285 g. 132 h. 2251 i. 6734


Exercise 4.7 1. a. 4560 b. 3257 c. 3320 d. 3719 e. 4476 f. 58302. a. 1667 b. 3690 c. 4676 d. 3785 e. 3008 f. 76373. a. 2120 b. 998 c. 1266 m d. 3867 e. 5535 f. 1390 e. 2550 f. 2558

Let's Revise 1. a. True b. False c. True d. False2. a. i. b. iii. c. iv. d. i. e. iii.3. a. iii. b. i. c. iv. d. ii.

Hots a. 1000 b. 6300 c. 360


45

1. b. 2. d. 3. b. 4. b. 5. d.

Answers to the MCQs

Worksheet 1 1. a. 13 b. 219 c. 22 d. 1342. a. 28 b. 286 c. 15313. a. 4 7 4

3 6 51 0 9

–

b. 8 6 2

6 3 02 3 2

–

c. 7 2 6

2 9 24 3 4

–

4. a. ii. b. iv.5. 176

6. 2797. a. 16 b. 1689 c. 6955 d. 0 e. 4499 f. 0

Worksheet 2 1. a. 65 b. 123 c. 741 d. 388 e. 200 f. 72242. a. 100 b. 452 c. 1962 d. 1200 e. 27053. a. iii. b. ii.4. 6475. 124

Answers to the Worksheets

1. a. 531 b. 722 c. 714 d. 887 e. 787 f. 6232. a. 3996 b. 2681 c. 6403. a. 1185 b. 778

4. a. 400 b. 759 c. 2019 d. 05. 351 items6. 8406 toys7. 73 pages


1. a. Two thousand four hundred forty-eight

2. a. 9031 b. 24013. a. > b. > c. < d. >4. 1950, 1952, 1954, 1956, 1958, 1960, 1962, 1964, 1966, 1968, 19705. a. 3000 + 200 + 50 + 6 b. 7000 + 5

6. a. 9831 1632 b. 2426 6230

7. a. 4700; 4698 b. 6999; 70018. a. 5263 b. 18729. a. 6615 b. 5584 c. 3747 d. 545110. a. 1849 b. 935 c. 4376 d. 396411. a. 5000 b. 500 c. 50 d. 500012. 475013. 483314. 1221 scooters

Answers to the Test Paper

46

b. 3389 = ........................................................................................................................ c. ........................ = Nine thousand nine hundred ninety-nine b. 4881 = ........................................................................................................................

2. Write the place value of the underlined digits. a. 4235 = ........................................................................................................................ b. 6737 = ........................................................................................................................ c. 5865 = ........................................................................................................................ d. 3211 = ........................................................................................................................ e. 6543 = ........................................................................................................................

a. How many thousands are there in 2885? b. How many hundreds are there in 7223? c. How many tens are there in 9040? d. How many ones are there in 7000?

4. Fill in the blanks. a. The successor of the smallest four-digit number is ............................. b. The predecessor of 9998 is .............................

a. 2435 = ........................................................................................................................ b. .................... = 6000 + 300 + 40 + 4

6. Write the face value of the underlined digits. a. 6423 = ...................................................... b. 7113 = ......................................................

7. Fill in the correct symbol <, >, = in the blanks. a. 1728 .............. 1728 b. 1128 .............. 1028

8. Write the numbers in ascending order. a. 4264, 4261, 3265, 9324 = ..................., ..................., ..................., ................... a. 7222, 2272, 2324, 2425 = ..................., ..................., ..................., ...................

Model Test PaperMATHEMATICS

Time: 3 hours Total Marks: 50Class: 3 Term 1

47

9. Write the numbers in descending order. a. 9865, 9876, 9878, 9929 = ..................., ..................., ..................., ................... a. 8444, 8434, 8435, 8692 = ..................., ..................., ..................., ...................

a. 6428 + 3339 = .......................... b. 3888 – 2999 = .......................…

11. Solve the following sums. a. 1528 + 1320 – 1820 = .............................. b. 4440 + 5550 – 6666 = ..............................

12. Find: a. By how much is 2685 greater than 1000? b. By how much is 6888 greater than 6522

13. Form the smallest and the largest numbers using the given digits. Smallest Number Largest Number a. 1, 2, 3, 6 ........................................ ........................................ b. 8, 6, 0, 5 ........................................ ........................................

14. In a school library, there are 1250 Science books, 1313 Maths books and 143 Hindi books. Find the total number of books in the library?

.....................................................................................................................................................................

48

1. a. 6865 b. Three thousand three hundred eighty-nine c. 9999 d. Four thousand eight hundred eighty-one2. a. 30 b. 700 c. 5 d. 1 e. 60003. a. 2 b. 2 c. 4 d. 04. a. 1001 b. 99975. a. 2000 + 400 + 30 + 5 b. 63446. a. 4 b. 1

7. a. = b. >8. a. 3265, 4261, 4264, 9324 b. 2272, 2324, 2425, 72229. a. 9929, 9878, 9876, 9865 b. 8692, 8444, 8435, 843410. a. 9767 b. 88711. a. 1028 b. 332412. a. 1685 b. 36613. Smallest Number Largest Number a. 1236 6321 b. 5078 875014. 2706 books

Answers to Model Test Paper

ScienceScience 1. Living and Non-living Things

Lesson plan 50

Worksheets 51

Answers 53

2. Parts of a Plant

Lesson plan 55

Worksheets 56

Answers 58

3. Feeding Habits of Animals

Lesson plan 60

Worksheets 61

Answers 63

4. Organ and Organ Systems

Lesson plan 65

Worksheets 66

Answers 68

Model Test Paper 71


50

Living and Non-living Things

Warm-up To make the class interactive, start the topic by asking questions like why we can move on our own but desks and chairs cannot move? Why do you need food to eat, but your toys do not need food? Why do your pet animals grow but your toys remain as such? Introduce the living and non-living things. Ask the children to read the story given in the Warm-up section of the chapter.

Concept Explanation Living and non-living things: Students tend to

classify anything that moves as alive. The teacher should ask each student to name one living and one non-living thing and write these on the blackboard under their categories. Now ask questions like does it grow? Does it move? Why do living things

move? Cars also move. Are they living? Similarly, ask questions for respiration (breathing), feeling changes, reproduction, growth and needing food. Keep comparing these features with living and non-living things.

Now list all the features of living and non-living things on the blackboard. Explain to the students that anything that moves is not living. For example, a car moves. Is it living? No, because it does not have the other features of living things. Explain to the students that all characteristics of living things should be met. Make them understand that living things can do many things which non-living things cannot do.

Explain to the students that non-living things were never alive. Clouds can move and change their shape, but are they living? No. Ask the students to complete the Quick Recap section in the chapter and discuss the answers in class.

Reinforce Reinforce the topic by asking questions like what

happens when you prick your hand? What do you do? What happens when you feel cold? Are plants also sensitive? Do toys also feel cold? The teacher should ask more questions to the students, so that characteristics of living things are strongly cemented. Help the students to develop Values (We should not tease animals, as they also have feeling and experience pain.) Students should be able to

from their school garden, as given in the Value Q section of the chapter. Ask students to complete the exercises given at the end of the lesson, after the class discussion.

Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.

develop criteria to decide if a thing is living or non-living generalise that all living things need air, water and food learn that all living things grow, breathe, move, reproduce and feel changes around them

1

51

WORKSHEET 1

a. River water moves. (L/NL)

c. Cloud moves. (L/NL)

d. Fire grows. (L/NL)

e. Dog moves. (L/NL)

f. Tree grows. (L/NL)

d. People ride me, I have two wheels. ....................

e. I guard the house, I am living. ....................

f. I guard the house, but I am non-living. ....................

g. I also become big, but I am non-living . ....................

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52

WORKSHEET 2

a. Which of the following is a living thing? i. Car ii. House iii. Rat b. Which of the following is a non-living thing? i. Desk ii. Squirrel iii. Cat c. Which of the following needs air to breathe?

d. Which of the following can reproduce? i. a plant ii. a book iii. a chair e. Which of the following cannot move on its own? i. an elephant ii. an apple iii. an insect f. Which of the following can feel changes around them?

a. Bee Goat Cloud Sparrow b. Sun Rain Moon Animals c. Table Cat Chair Desk d. Book Paper Pencil Insects e. Car Bus Tree Truck f. Hen Wind Water Clouds

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Students will do this themselves.

A.

b. nose and air holes

d. birds and frogs 3. a. ii b. i c. iiiB.

2. Plants breathe through small pores called stomata present on their leaves.

their own kind. 4. All plants grow towards light.

1. All living things move. A camel uses its legs for walking,

on. Some animals like human beings, cows and camels

4.

Example: birds, plants and animals.

NN

N

L

L

L

1. A building is a non-living thing because it does not grow on its own. But it is being made and constructed.

in a sleeping stage. It uses the small amount of its stored

produce a new plant.

2

1A

N S

T

E

GRO

P

A

R O D

D

U C T I OOF

N

O

M

A

T

A

SR

N

N

A I R

E

3

5

6

4

Yes No Yes No Yes

Yes No Yes No Yes

Yes No Yes No Yes

Yes No Yes No Yes

Yes No Yes No Yes

Yes No Yes No Yes

Living Non-living Living Non-

living Living

54

Leaves are the food factories of a plant, so we should not pluck leaves.


1. Wings 2. Fins 3. Air holes 4. Stomata

1. a. NL b. NL c. NL d. NL e. L f. L2. a. birds (L) b. kite (NL) c. elephant (L)

g. building (NL)3. Green plants make their own food in the presence of air,

water and sunlight.4.

changes.5.

through their nose. Fish breathe with the help of gills.

bodies to breathe.6. Humans and some animals like lions, cows and goats give

hatch from these eggs.

1.

2. a. Cloud b. Animals c. Cat d. Insects e. Tree f. Hen3.

movement of the sun.4.

with the help of their wings.5.

6. Non-green plants like mushrooms and moulds get their

55

Parts of a Plant

Warm-up To make the class interactive, the teacher can start the topic by asking questions like: You might have seen many plants and trees around you, have you ever thought why most plants are green? Why all plants

functions? How does each part of a plant provide food to us? How does a plant grow from a small seed? Ask the children to read the Warm-up section of the chapter.

Concept Explanation Parts of a Plant and their Functions: Explain to

the students that most of the plants and trees have

Root: Explain to the students how the roots anchor the plant to the soil. Also tell them that there are

depending upon their shape. Tell them that we eat some vegetables which are actually the roots of a plant.

Stem: Also mention that the stem is the part of the plant that grows above the ground. Also mention

soft and weak stem and weak stem that grows along the ground.

Leaf: Explain to students why leaves are called the 'kitchen of the plant'. Explain the structure of a leaf, along with its functions. Also explain the experiment given in the book.

Flower:most beautiful and colourful part of a plant. Also

helps in reproduction. Also mention the functions

Fruit:fruit. Also explain that some fruits are sweet, some are sour.

Seeds: Tell students that seeds are mostly found in

Explain to students about the edible seeds. Germination: Explain to the students about

germination and how germination is important. Explain the activity given to the students.

Reinforce Students remember and learn more, when they see

something visually. Teacher should demonstrate experiment in the class. Encourage students to participate in the Activity given in the chapter. The teacher can also discuss the importance of some grains like ragi, jowar and bajra (multigrains) given in the Skills For Life section of the chapter. The teacher must ask the children to complete the exercises given at the end of the chapter.


draw and label parts of a plant

2

56

WORKSHEET 1

To grow, a plant needs ................., .................... and ................. . The .................. on the plant helps to

c. ................. is the smallest parts of a plant. (Flower, Root, Seed)

d. Carrots and potatoes grow ................. . (above the, underground, on leaves)

e. A ................. uses sunlight to make food. (stem, root, leaf)

g. Which part of most plants produces sweat and pleasant smell? ................. . (Stem, Flowers, Leaves)

h. Name the most colourful part of a plant: ................. . (Roots, Seeds, Flower)

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57

WORKSHEET 2

a. Midrib Perfume Trunk Coconut Flowers Leaves Seeds Big trees b. Broccoli Root Rice Fruit Plum Stem Carrots Seed Sugarcane Leaves

a.

b.

c.

d.

e.

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58

A. 1. a. Tap b. Leaves c. seeds d. trunk 2. a. Carrot, radish b. Sugarcane, potato

3. a. iii b. ii c. iB. 1. Root and shoot 2. The growth of a seed into a new plant is called

3. Leaves make food for the plant and therefore are called food factories of the plant.

4. Wheat, beans, corn, gram and rice 5.

at the end. It grows deep into the soil. Example: radish, carrot, beetroot.

grows near the surface of soil. Example: grass, wheat and rice.

It is a thick root that tapers towards the end. It grows deep into the soil. Example: radish, carrot and beetroot.

grows near the surface of soil. It prevents soil erosion. Example: grass, wheat and rice.

2. : It distributes water and minerals from the roots. It helps in holding the plant and keeps the plant upright. Stems also provide food to us. Example: sugarcane, potatoes. It distributes prepared food from leaves to other parts of the plant.

seed germinates. A seed grows into a seedling and then

4. : Flowers are used for making

are used for making oils such as rose oil and jasmine oil.

and grows into a fruit. 5. : Roots absorb water and minerals from the soil.

: It makes food for the plant. It gives out a gas called

Flower, Stem, Leaf, RootsStudents will colour this on their own.

sunlight to make food.2. Tomato is a fruit because it has seeds.3. We feel cool under a tree because it blocks sunlight and

provides breeze.

Students will do this on their own.

Neem

The seeds did not get proper light, water and air and therefore did not turn into a new plant.



1.2. e. leaf f. Roots g. Flowers h. Flower3.

such as tulsi4. Green leaves make food for the plant with the help of water,

5.6. The taproot consists of a large, main thick root which grows

from the end of the stem and tapers towards the end. It

the main root. For example, radish, carrot, beetroot and mustard have taproots.

Answers to the Assessment-1A. 1. Stem 2. bud 3. antennae

B. 1. ii. 2. iii. 3. i. 4. ii. 5. ii.

Oil Coconut Pulse Urad dal Spice Black pepper Cereal Rice

59

surface of the soil and prevent soil erosion. Plants like grass,

7. Hard and strong stems which keep the trees upright are called trunks.

1. a. Midrib—Leaves; Trunk—Big trees; Flowers—Perfume; Seeds—Coconut

b. Broccoli—Leaves; Rice—Seed; Plum—Fruit; Carrots—Root; Sugarcane—Stem2. a. Flower b. Leaf c. Fruit d. Stem e. Roots3. Wheat, beans, corn, gram and rice4.

60

Feeding Habits of Animals

Warm-up The teacher can begin the interactive session by asking questions like: What did you eat in the breakfast today? Why is food necessary? The teacher can ask the students what does a tiger eat and what does a

eat each other and themselves are eaten up by other animal. Now ask the students to read the Warm-up section.

Concept Explanation Why Do Animals Need Food?: Explain to the

students that feeding is a process of obtaining food. Like us, animals also need food to get energy and to grow. Make them understand that animals eat

types of teeth. Make the students understand by giving more examples like a lion cannot eat grass

of a horse's. Herbivores: Explain to the students that these

animals eat plants or plant parts. Their front teeth

strong for chewing plants. The teacher can ask names of such plant-eating animals.

Carnivores: Explain to the students that these

Their back teeth are very strong for crushing and

give examples of such animals. Omnivores: Explain to the students that these

Front teeth are like carnivores and back teeth are like herbivores. Encourage students to come up with examples of such animals.

Other methods: Explain to the student that there

eat their food, like a cat and a dog lap up milk and

to suck up nectar and blood. An elephant has a long

has a long neck to reach up tree tops for plucking leaves. Also explain the chewing the cud process to students.

Food chain: Explain to the students that living beings need food to get energy which helps them to grow and move. Explain the fact that food chain always starts with producers which mostly are plants. Make the students understand what will happen if all plants die? What will happen to animals who eat plants. If those animals who eat plants die, then what will happen to meat-eating animals? So indirectly plants are important meat-eating animals. In turn, plants also get necessary nutrients from animal waste.

Reinforce The teacher should reinforce the lesson by asking

features of herbivores, carnivores and omnivores with examples. Ask other methods used by some animals to get their food. The teacher should emphasise on the ways to take care of domestic animals and pets. The teacher should explain food chain by giving many examples. Help students to develop Value (Birds should not be caged, their real home is nature) using the Value Q section of the chapter. Children should be taught the value of each animal in the nature and told that they must protect animals. The teacher should help in developing the value of not killing any animal as it disturbs the food chain.


understand food chain and how plants and animals depend upon each other

3

61

WORKSHEET 1

c. Long front teeth to gnaw nuts: ........................... . (bear, pig, squirrel)

e. Animal that laps: ........................... . (cat, elephant, rat)

g. Omnivore animals: ........................... . (pig, hen, goat)

i. An animal that chews cud: ........................... . (elephant, cow, dog)

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WORKSHEET 2

........................................................................................................................................................... b. Elephant ...........................................................................................................................................................

........................................................................................................................................................... d. Cow ........................................................................................................................................................... e. Cat ........................................................................................................................................................... f. Lizard ........................................................................................................................................................... g. Fox ...........................................................................................................................................................

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A. 1. a. lion b. horse c. camel d. Snake 2. a. mosquito b. snake, lizard c. dog, cat

3. a. i b. ii c. iiiB. 2. Animals that eat plants are called plant-

3. Humans are called omnivores because their front

herbivores. Humans can eat both plants as well as meat of other animals.

4. a. swallow small animals like deer.

and fruits.

b. It has no tongue. It swallows soil which

has dead animals and plants in it.

it. Later this chewed food comes back to their mouth

back grinding teeth. 2. It is a chain that shows how plants and animals are

dependent on each other. Carrots Rabbit Fox Lion Grass Grasshopper Frog (eats grass) (eats grasshopper) Snake Eagle (eats frog) (eats snake)

Flower Caterpillar Frog Snake Owl

animal because animals cannot make their own food. It helps in maintaining a balance in the nature.

On seeing an insect the frog rolls out its tongue, catches the insect and rolls the tongue back into its mouth.

Students will do this on their own.

1. Plants can make their food, but animals cannot make their

for food.

leaves.

1. HERBIVORES 2. BUTTERFLY 3. DOMESTIC4. ELEPHANT 5. SNAKE 6. GIRAFFE

1. bear 2. mosquito 3. snake 4. elephant

would be more and hence, the balance of nature will get disturbed.



1.

2. A food chain is a chain that shows how a living things depend on one another for food.

3. Students will do this on their own.4. We should be kind to animals and keep their shelter clean.

give food and water to them in clean vessels.

1.branches of tall trees and eat their leaves.

b. An elephant has a long trunk to pluck leaves from trees

and leaves, and push them into its mouth. An elephant sucks water up into the trunk, curls the trunk inward and

64

grinding teeth. e. Lizard swallow their food as a whole.

teeth which are strong.

2.

and fodder.3.4. Students will colour this on their own. This is a cat which is

omnivore.

65

Organ and Organ Systems

Warm-up To make the class interactive, start the topic by asking, if the students have ever seen a building under construction? How is that building made? What is the smallest unit of a building? (Ans-brick). Similarly, cell is the smallest unit of living beings. Ask the students to keep their palm on their chest on their heart. Ask them what they can feel? (Ans-sound of our heart). Similarly, there are many systems working inside us. Ask them to read the Warm-up section of the chapter.

Concept Explanation What is Our Body Made Up of: Explain to the

students that a cell is the basic smallest unit of living beings. Many similar cells join to form a tissue. Many similar tissues join together to form an organ. Group of organs forms organ systems. Many

to the students that there are many organ systems in our body, but each organ system performs a special task, along with its organs.

Hold an apple and ask the students that when we eat it which parts of body do we use?

Explain to the students that each body part has a special role. So, when one task is completed, then next part performs its role. Also help the students to imagine, what would happen if any body part/organ is missing? If teeth are missing? There will be

swallowing could result in choking. Now explain the structure and importance of

nervous system, reproductive system and excretory system.

Skeletal System: Tell students that our body is made up of a framework of bones called skeleton. Explain to students that skeleton gives shape to our body.

Muscular System: Tell students that an adult human body more than 600 muscles. Also explain that muscles along with the bones help in the

Circulatory System: Tell students that the heart, the blood vessels and the blood make up the circulatory system.

Respiratory System: Explain to students what is respiration. Also tell students to mention the

Digestive System: Explain to students that digestion is the process of changing of food into a simpler form so that it can be used by our body. Also explain the process of digestion.

Nervous System: Ask students about the system controls all our actions like seeing, hearing, walking and learning. Now explain that to them the nervous system.

Reproductive System: Ask students what is reproduction. Now tell them the importance of reproduction.

Excretory System: Tell students that our excretory system removes harmful wastes from the body in the form of solid waste, urine and sweat.

Reinforce Help the students to develop values (Helping a

friend with a quick decision and presence of mind and role and need of exercise in keeping the body

chapter. Give students a good practice of drawing digestive and respiratory systems. Ask the students to complete the exercises given at the end of the chapter. Discuss the answers in the class.


4

66

WORKSHEET 1

a. S O A T M C H .................................. b. U N G S L .................................. c. K U S L L .................................. d. E A R T H .................................. e. K D S N I Y E ..................................

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67

WORKSHEET 2

Take 2 sugar cubes in separate plates. Take 1 sugar as a whole and the other as crushed. Now pour equal amount of water on both.

a. What happened to the cubes when water was poured. The whole cube ........................ The crushed cube ........................

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e. How does the experiment show as to what happens when we chew our food and how does our

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f. ........................................................................................................................................................... ...........................................................................................................................................................

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Students will do this themselves.

A.

b. nose and air holes

d. birds and frogs 3. a. ii b. i c. iiiB.

of their own kind. 3. a. Skull, ribs, backbone, joints.

4. It is a process of changing of food into simpler substances

protects the inner organs. It also helps in the movement

removes sweat, lungs remove used up air. 4. a.

Organs involved are mouth, food pipe, stomach,

— It helps in breathing in and out of air. Organs involved are nose, wind pipe and lungs.

b. — It is made up of 206 bones. It gives

— The brain, spinal cold and nerves

D.

The food gets mixed

juices in the .

The nutrients from the food are

the .

The undigested food is thrown out through the

.

The food passes down the .

ufo

Tpathe

1. We take in food through our . Here the food mixes with saliva and

1. We should not cover our face while sleeping because we

a sport.

1. Heart 2. Skeleton 3. Brain 4. Tissue 5. Nerves

We should breathe through the nose because the hair present

trapping dirt, virus, and bacteria, etc.

1. a 2. a 3. b 4. a

Answers to the Assessment-2A. 1. bones 2. snake 3. urine 4. plants 5. organismB. 1. ii. 2. ii. 3. i. 4. iii. 5. ii.

Heart Pumps blood Stomach Digests food Brain Gives order to the nerves Lungs Excretes out carbon dioxide Spinal cord Connects all nerves to the brain

69


c. Skull and backbone d. Brain and spinal cord e. Lungs and wind pipe2. a. cell b. muscles c. teeth

3. a. STOMACH b. LUNGS c. SKULL d. HEART e. KIDNEYS

5. The heart, the blood vessels and the blood make up the

are the building blocks A Cells of

similar size together form a

combine to make on . A group of organs form an . An

7. The

The pumps blood into the blood vessels.

b. The crushed cube dissolves faster.

small.

dissolve faster. e. Chewing the food mixes the food with saliva and makes

Answers to the Test PaperA. 4. seed 5. omnivoresB. 1. ii. 2. iii. 3. iii. 4. iii. 5. i.

Fibrous roots Wheat Gills Fish

Earthworm SoilD. 1. True 2. False 3. True 4. True 5. False

1. When the air enters through the nostrils into the nose and moves down the wind pipe and goes to the lungs,

from the lungs into the wind pipe and then is let out

for worship. 3. Living things move, grow, breathe and feel changes but

non-living things do not.

5. Green leaves make food for the plant with the help of

their back teeth which are strong. Lizards do not chew

have sharp and long front teeth to gnaw nuts and seeds. Cows chew the cud.

7. A food chain is a chain that shows how living things depend on one another for food. For example, a deer

8. We should be kind to animals and keep their shelters

We should give food and water to them in clean vessels.

plant. The growth of a seed into a new plant is called

10. We take in food through our mouth. Here the food

food is thrown out through the anus.

The brain helps us to learn and think. It gives order to the nerves.

The spinal cord connects all the nerves

from the brain to the muscles, bones and

70

the . The nutrients from the food are absorbed . The undigested food is thrown out

through the .

own kind is called . The process of changing of food into a simpler form so that

3. The air enters through the nostrils into the nose and moves down the wind pipe and goes to the lungs. This process is called .

The air then moves out from the lungs into the wind pipe and then is let out through the nose. This process is called

. 4. 72 beats in one minute.

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Time: 2 hours

Model Test PaperScience

Total Marks: 50

(1 × 6 = 6)

a. Which of the following is a non-green plant?

i. Carrot ii. Potato iii. Mushroom iv. All of these

i. Grass ii. Wheat iii. Rice iv. All of these

c. Which of the following animals have long and sharp front teeth?

i. Mango ii. Watermelon iii. Plum iv. None of these

(1 × 6 = 6)

a. Humans breathe through their ............................ .

(1 × 6 = 6)

b. Beetroot and radish have tap root.

c. We should be kind to animals and keep their shelter clean. True

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(1 × 6 = 6)

b. Example of a taproot.

(1 × 6 = 6)

b. Stem ii. protects the inner organs.

c. Pulses iii. eat grass.

e. Earthworm v. removes sweat.

f. Skin vi. are sources of protein.

(2 × 5 = 10)

(2 × 5 = 10)

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Answers to Model Test Paper c.

Animals that eat plants are called herbivores.

Some animals

other animals are called carnivores.

Animals that eat both plants as

other animals are called omnivores.

d. 1. Root absorbs water and minerals from the soil which

3. Some plants store food in their roots. We eat the roots of such plants. For example, radish, carrot,

1. Be kind to animals and keep their shelter clean.

3. Give food and water to them in clean vessels.7. a. All living things live up to a certain age which is called

the lifespan. b. The growth of a seed into a new plant is called

e. Green leaves make food for the plant with the help of

1. a. iii b. iv c. i d. iii e. ii f. iii2. a. nose b. sun c. root d. tulsi, rose e. tongue f. 2063. a. True b. True c. True d. False e. False f. True4. b. Radish/carrot/Beetroot/Mustard c. Feeding d. Fish/Bird/Frog

e. Humans/Cow/Lion f. Heart, Blood vessels and Blood5. a. iii b. i c. vi d. ii e. iv f. v6. a. 1. Living things move from one place to another in

search of food and shelter.

3. Living things need air to breathe. 4. Living things can feel changes around them. b. The heart, the blood vessels and the blood make up

1. Our Universe 75

2. The Earth 77

3. Finding Places 79

4. Taking Care of the Earth 81

5. History 83

6. Prehistory – The Early People 86

Worksheet 1 88

Worksheet 2 90

Worksheet 3 92

Worksheet 4 94

Worksheet 5 96

Worksheet 6 98

Answers to the Worksheets 100

Social StudiesSocial Studies

75

Our Universe1

LEARNING OUTCOMESStudents will be able to� learn about the universe and the solar system.� identify the planets.� understand the movements of the planets.

Learning Styles/MI� Audio learners� Visual learners�

�

�

Warm up � Read out the warm up question to the students. � Ask the students to do it in pairs. � Encourage the students to share their responses. � Set the context of the lesson.

Let’s Explore Sun and Stars � Initiate a class discussion on the day sky and night sky. If possible you may

� Explain to the students all details about stars and the fact that sun is also a star.

Universe �

looking at the sky with naked eye or with a telescope. � Introduce all the new terms to them. � You may discuss about other galaxies too. �

available) explain the Big Bang Theory to the students.

Solar System � Introduce the concept of the solar system to the class. � Explain to them all the related terms and how they are connected.

Planets � Talk to the class about various planets, their names, sizes and distance from the sun.

Satellites � You may simultaneously draw a diagram on the board as you explain. � Explain what satellites are with reference to moon as a satellite. � You may keep asking questions like the ones below, to check the comprehension- Why don’t we see stars in the day time? Why does the sun appear big? What is a galaxy? Why do you think the Big Bang Theory got this name? What is an orbit? What makes the moon shine at night?

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1. a. stars b. heat, light c. Milky Way d. celestial e. Moon2. a. T b. F c. F d. F e. T3. a. galaxy b. Earth c. Sun d. planets e. Solar System4. a. solar system b. Akash Ganga c. wanderer d. Big Bang theory e. Uranus5. a. Planets are celestial bodies that revolve round the sun. The eight planets in the solar system

b. The Universe was formed from an explosion of a very small particle. c. The Sun is also a star as it has its own heat and light. d. Our solar system is located in the galaxy called the Milky Way or Akash Ganga.

77

The Earth2

LEARNING OUTCOMESStudents will be able to� understand the shape and movement of the Earth.�


�

Warm up � Ask the students to identify the picture given in the warm up section. �

� Encourage the students to share their responses and reasons behind the response for blank number 2 and 3.

� Set the context of the lesson.

Let’s Explore The Earth our Home � Initiate a class discussion on Earth as the only planet where life exists. If

possible you may show them some visuals too of the earth. �

information only) � Discuss the features that make earth a unique planet. You may keep writing

all features on the board in the form of a word web.

Shape of the Earth � You may carry a globe to the class to help them understand the shape of the earth especially at the poles.

Blue Planet � The activity will also help them see that percentage of water on the planet and relate with the fact that it is called the blue planet.

Atmosphere � Introduce the term atmosphere to the class. � Help them understand its importance. You may also ask them if they have

Continents �

they know about them. �

world displayed in the class. � Encourage the students who have travelled to other continents to share their

experiences related to food, weather and culture. � You may then explain in short about all continents on the Earth.

Oceans �

�

Movement of the Earth � Tell them the fact that the Earth keeps moving. � Explain to them the two movements- Rotation and Revolution.

78

�

or even explain through simple set ups. � You may simultaneously draw a diagram on the board and make them refer to

� Show them the axis of the earth through the globe kept on the table. � You may keep asking questions like the ones below, to check the comprehension- What makes Earth a unique planet? Which shape can best describe the Earth? Which are the two most populous countries? In which continent are they? Which continent has only one country? What are oceans? What would happen if there was no movement of the Earth? What causes seasons?

1. a. oceans b. atmosphere c. Revolution d. orbit e. continents 2. a. F b. T c. F d. T e. T3. d. South Pole e. atmosphere4. a. The Earth is surrounded by a layer of air called the atmosphere. This layer protects the

Earth from being too cold or too hot. It helps in maintaining the right temperature. The atmosphere consists of many gases including oxygen and thus makes life possible on earth.

d. Rotation is the spinning of the earth around the axis in the direction from west to east.

path called the orbit.

79

Finding Places3

LEARNING OUTCOMESStudents will be able to�

�

�


�

�

Warm up �

� Encourage the students to share their responses to the questions given below the map.


Let’s Explore Finding our Way � Revise the directions with the students. You may keep calling out directions

and ask two volunteers to demonstrate to the class, others may follow in pairs.

Sketch � Explain to the class what a sketch is and what its use is. � You may take help of the sketch provided to make them understand. You

may also encourage the students to share the directions that could be given to reach the house taking help of the signs given and the directions learnt.

Landmark � Introduce the term landmarks to the class and discuss how important they are to locate a place.

� Connect them to the symbols used by Karla’s mother. � Ask the students to share some important landmarks near their houses.

Plan � Help the students understand what is a plan taking help of the sample plan

�

� You may ask them to discuss with their parents too how a plan helped them to get the house constructed and share with the class the next day.

Maps � Discuss with the class the four sub directions.

Directions � With the help of the diagram on page 22, explain the concepts of sub directions. � Explain to them what are maps and why are they required. � Discuss the importance of an atlas. �

� You may keep asking questions like the ones below, to check the comprehension- What is a sketch? Are landmarks important? Why? Why is a plan made before constructing a building? What is an atlas?

80

1. a. sketch b. destination c. north, east, west and south d. atlas e. east2. a. T b. F c. T d. T e. T 3. a. sketch b. landmark c. compass d. plan e. maps4.

compass is a magnetic device which can be helpful in deciding the directions anytime of the day.

book of maps. 5. a. Landmarks are important buildings and places which help us locate places close to them. b. Sketch is a rough drawing of a place. It is not exact in terms of measurement as compared

to a map. c. A sketch is a rough drawing that helps us reach a particular place. A plan shows details of

d. Directions are instructions which help us locate places. The main directions are north, east, west and south. The sub directions are north-east, north-west, south-east and south-west.

e. A map helps us in many ways. It: gives a small picture of a large place. guides us to a place which we have not visited earlier. helps calculate the distance between two places. shows all the possible ways to reach a place. provides information about distances, heights, mountains, rivers, and destinations. gives us extra information on crops, weather reports, direction of wind and rainfall too.

81

Taking Care of the Earth4

LEARNING OUTCOMESStudents will be able to� define environment.�

�


�

Warm up � You may organise a Group Discussion on the question given in the warm

up section. �

amongst themselves and then share with the class their views giving reasons for the same.


Let’s Explore Our Environment � Explain the terms environment and pollution to the class. � Discuss in general how pollution is causing great harm to all. � Make them understand the importance of protecting the environment.

Air � Explain to the class what is atmosphere and how important it is for survival of life.

� You may take help various examples from the surroundings to make students

� Introduce and explain the term deforestation to the students.

Water � Introduce the terms water pollution and land pollution to the students.

Land � Explain to them the various activities that lead to both kinds of pollutions

The Three R’s � Discuss various ways through which pollution can be reduced. � Explain the three R’s to the students with the help of examples.

Recycling Paper � Help the students understand how paper is recycled taking help of the

� You may keep asking questions like the ones below, to check the comprehension-

What is environment? What is pollution? Which gas is essential for life? What causes air, water and land pollution? How can wastage of paper be avoided? Why should things be recycled?

82

1. a. oxygen b. carbon dioxide c. Fumes d. Fresh e. pollution2. a. T b. F c. T d. T e. F3. a. creating new products out of old ones b. reduces pollution c. factories d. reduce waste e. fertilisers and pesticides4. a. Forests are very important as trees supply oxygen and absorb carbon dioxide which is important

for survival on earth. They also keep the air clean. Trees also help in bringing rainfall. b. The most important among these gases is the oxygen that we breathe in. Oxygen is essential

for life. c. When we pollute the environment, it gets disturbed and harmful for living beings. d. When harmful gases, fumes and smoke are released into the air, they cause air pollution.

This polluted air is harmful for humans, animals, birds and plants. Two ways to reduce air pollution are:

carpooling e. Water pollution is caused by: oil leaks. washing clothes in or near rivers. animals being washed in ponds and lakes. factories which dump dirty water into water bodies. Water pollution can be reduced by using natural fertilisers and throwing the garbage

into the bins and not in the rivers. 5.

83

History5

LEARNING OUTCOMESStudents will be able to� know what makes history.�

�


�

Warm up � Write the name of the chapter on the board and ask the students to speak

whatever comes to their mind on reading it. � You may keep writing the responses on the board in the form of a word web. � Allow some time to the students to complete the warm up section. � Set the context of the lesson.

Let’s Explore Knowing our past � Help the students relate with the terms past and present taking help of

� You may divide the board into two parts PAST and TODAY. Encourage students to share examples for both categories and keep writing on the board.

What is History? � Explain to the class the term history. You may also talk about some kings and queens of the past and their lifestyles. If possible show them some visuals too.

Sources of History � Discuss the various sources of history. Help them understand with the help of pictures given in the book.

� Explain the terms historians and archaeologists to the students.

Timelines � Introduce the term timelines to the students and explain with the help of example given in the book.

�

understanding.

BCE and CE � Make the students understand the importance of sequencing. � Explain the concept of BCE and CE simultaneously to the students.

Meet the Archaeologist �

archaeologist does to the students.

Archaeology is a process �

� You may keep asking questions like the ones below, to check the comprehension- What is history? What are manuscripts? Who are archaeologists? What is a timeline? Where did the system of counting come from? What is excavation?

84

1. a. i. what, where, when b. ii. historians c. i. Europe d. i. sequencing e. ii. sources of history

2. a. Timeline is a scale or a tool that puts all the dates of events that took place in a line in the right order.

b. History is a story or study about the past. It tells us many things about how people lived a long time ago.

things of the past.

Common Era.

3. a. � d. � e. � 4. a. History is a story or study about the past. It tells us many things about how people lived

a long time ago. It gives us information about what they ate, where they lived and what they wore. History also tells us about important events which took place in the past. We come to know about the tools, utensils and weapons used by humans and their pastimes.

dance and many other things is based on history. b. An archaeologist is the one who digs the ground in search of coins, utensils and more in

d. Timeline is a scale or a tool that puts all the dates of events that took place in a line in the

dates are placed in the order from the earliest to the latest. e. The things that help us know about the past are known as the sources of history. These

sources include weapons, paintings, utensils, old coins, stamps, stones, the remains of old buildings and books. Old papers and documents called manuscripts are also important sources of history.

85

5. a. HISTORY

M A N U S C R I P T B

A R C A W N S R T C Q

G Y H I F T L Q Y O H

N T I M E L I N E I I

M O I Y R T O A D N S

J E S U S C H R I S T

O S T O P I E R X N O

C O M M O N E R A E R

U G Z L H D Y W S D Y

86

Prehistory – The Early People6

LEARNING OUTCOMESStudents will be able to� understand who the early people were.� know the habitats of the early people.�

the wheel.


�

Warm up � Ask the students to get into pairs and prepare their description of the visual. � Allow some time to the students to complete it. � Encourage the students to share their descriptions. � Set the context of the lesson.

Let’s Explore Birth of early humans � Explain to the students how apes developed into humans. � Introduce and explain the term upright humans to the students.

Early People � Talk about hominids and the ways they led their lives in the early years. � Draw out a comparison between then and now to help students

Their food � Explain the hunter-gatherer concept and why it was followed then. � Relate the concept to the food habits of the early men.

Their tools � Explain to the students how the requirement of tools emerged at that time

� If possible show them some pictures of spears.

Communication � Tell the students about how they communicated with one another. �

�

From hunter-gatherers � Explain the phase of transition of the early men.to farmers � Also discuss the changes this brought about in their lives. � Discuss other occupations that emerged.

Invention of the wheel � Discuss the need of the invention of a wheel. � Also explain how it helped the early men and changed their lives. � You may keep asking questions like the ones below, to check the

comprehension- What made the apes undergo changes? Who were hominids? What did the early men do in their free time?

87

1. a. dog b. sharp edged stones c. sign language d. wheat e. hominids2. a. caves b. fruits, stems c. hunted

3. Early People Modern people

Clothes animal skins clothes

Houses caves house

Fire striking stones gas stoves

Food raw food cooked food

4. a. F b. T c. T d. F e. T5. a. The early humans are called hominids. They lived in jungles and caves. They wore the

skins of animals and leaves of trees to cover their bodies. They learnt how to use tools for hunting.

b. The early people could not kill large animals with bare hands. So, they realised the need for tools for hunting. They began using sharp-edged stones and pieces of wood for hunting.

the invention of the spear. c. The early people were hunters-gatherers. They moved from place to place, plucked berries,

nuts, fruits and stems and ate them as they did not know how to grow food. They hunted

from streams and rivers. d. The early humans learnt to grow their own food as they noticed plants growing in the wild.

They observed that fallen seeds grew into new plants. So, early men learnt how to farm

useful animals. They used animals to get food as well as for farming. In their free time,

animal to be domesticated was the dog.

animals away.

88

WORKSHEET 1

1. Write T for true or F for false.

a. Venus has a natural satellite of its own.

d. Planets do not have their own light.

2. Read the clues and guess the answers.

3. Match the columns. a. Venus Smallest planet

d. Neptune Red planet e. Earth Largest planet f. Uranus Ring planet g. Saturn Coldest planet h. Mars Farthest planet

4. Fill in the blanks. a. The word planet means .................................. .

d. The moon is our nearest .................................. . e. The. ................................. provides us with heat and light.

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

89

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

90

WORKSHEET 2


a. Our Earth is a unique planet.

b. The shape of the Earth is like an apple.


*Not to scale

91

4. Match the columns. a. Asia Highest point on Earth


e. The path of the planet is .................................. .

92

WORKSHEET 3

1. Tick (�) the correct answer.

i. East ii. West iii. Right

b. A rough drawing without any measurement

ii. Landmark iii. Plan

i. atlas ii. plan

2. Match the columns.

a. Bridge

b. Hospital

d. house

e. Mall

f. Park

g. Pond

h. Temple

i. River

93


............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

94

WORKSHEET 4


b. All parts of our environment are found within .................................. .

3. Number the sentences in their correct order of occurrence.

and glue.


e. Fireworks harmful smoke or gas

a. Write some uses for forests. ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

95

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

96

WORKSHEET 5



b. CE Before Common Era

e. 1 in the year of our Lord


b. Some .................................. sites are buried deep beneath the ground.

.................................., .................................. and .................................. .

e. We live in the .................................. Era.

a. b.

................................................. ................................................. .................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

97

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

98

WORKSHEET 6


d. Spear was invented by the early humans.



b. Fire kept them warm and kept the .................................. away.

4. Arrange the sentences in their correct order of occurrence.

a. They learnt to hold stones, eat and hunt.

d. They learnt to stand on their pair of limbs.

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

99

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

100

Worksheet 11. a. F b. T c. T d. T e. T2.3. c. Largest planet d. Farthest planet e. Our planet f. Coldest planet g. Ring planet h. Red planet 4. a. wanderer b. Milky Way c. Stars d. satellite e. Sun5. a. Telescope b. The Sun

universe. This idea is known as the Big Bang Theory.

Worksheet 21. a. T b. F c. F d. F e. T2. a. Asia b. Antarctica c. Australia

3.

*Not to scale

101

4. a. The largest continent b. Has the most countries c. The smallest continent d. The frozen continent e. Second smallest continent f. Largest freshwater lake in the world g. Highest point on Earth 5. d. rotation e. orbit

Worksheet 31. a. iii. Right b. i. Sketch

d. i. atlas

2. a. b.

c. d.

e. f.

g. h.

i. j.

3. a. Landmarks b. rooms c. Maps d. north-east e. west 4. a. A drawing or rough marking that helps us reach a particular place is called a sketch. In

other words, a sketch is a rough drawing without any measurement. Sometimes we need

be located. b. A drawing or rough marking that helps us reach a particular place is called a sketch. In

other words, a sketch is a rough drawing without any measurement. Maps are drawings

and locate new places. c. A map helps us in many ways. It: gives a small picture of a large place. guides us to a place which we have not visited earlier. helps calculate the distance between two places. shows all the possible ways to reach a place. provides information about distances, heights, mountains, rivers, destinations. gives us extra information on crops, weather reports, direction of wind and rainfall too.

102

e. We refer to a sketch with the help of signs or symbols. Some important places are marked as landmarks such as buildings, parks, shopping areas, bridges, temples, churches, bus stops, etc. These may also be famous buildings or monuments. Landmarks are used as reference points to specify locations and directions on a map. These help us reach a destination easily.

Worksheet 41. a. A b. A c. W d. W e. L2. a. ecosystem b. atmosphere c. deforestation d. Reusing e. Recycling 3. d. 4 e. 34. a. harmful smoke or gas b. substances added to soil to make it fertile c. chemical used to kill insects d. public transport e. air pollution 5. a. Forests are very important as trees supply oxygen and absorb carbon dioxide which

is important for survival on earth. They also keep the air clean. Trees also help in bringing rainfall.

b. The surrounding in which people, plants and animals live and operate is known as the environment. All these living things need land, water and air to live. So, everything that

c. We are polluting the environment in various ways known as land pollution, air pollution and water pollution. Some examples are:

the release of harmful particles when refrigerators, computers and air conditioners are in use. d. When harmful gases, fumes and smoke are released into the air, they cause air pollution.

This polluted air is harmful for humans, animals, birds and plants. We can fall sick by breathing in polluted air.

e. Land pollution is caused by: disposal of garbage on land. throwing of chemicals onto the soil. mining activities. agricultural practices such as adding fertilisers and insecticides.

103

Worksheet 51. a. History b. Sources c. Manuscripts d. Historians e. Archaeologists2. a. in the year of our Lord b. Common Era c. Before Common Era d. scale

3. a. Europe b. archaeological c. zoologists, soil scientists, geologists d. events e. Common 4. a. coins b. utensils c. manuscript 5. a. History is a story or study about the past. It tells us many things about how people lived a

long time ago. It gives us information about what they ate, where they lived and what they wore. History also tells us about important events which took place in the past.

b. The things that help us know about the past are known as the sources of history. These sources include weapons, paintings, utensils, old coins, stamps, stones, the remains of old buildings and books. Old papers and documents called manuscripts are also important sources of history.

c. It is also important that when we study about events we put all the dates and what happened on those dates in the correct order. To do this, historians use a scale called timeline.

stands for Before Common Era. e. Archaeologists study the things that people made, used, and left behind.

Worksheet 61. a. T b. T c. F d. T e. T2. a. Raw b. Invention c. Discover d. Logs e. Wheel3. a. stones b. wild animals c. animal sounds d. Bhimbetka e. wood, wheel4.

5. a. The early humans learnt to grow their own food as they noticed plants growing in the wild. They observed that fallen seeds grew into new plants. So, early men learnt how to farm by

104

b. The early people could not kill large animals with bare hands. So, they realised the need for tools for hunting. They began using sharp-edged stones and pieces of wood for hunting.

the invention of the spear. c. The early humans had to walk long distances. One day, they found a much easier way of

them on uneven grounds. This way they invented the wheel. d. Many, many years ago, the changes in the weather conditions on Earth led to a decrease in

forest area. Apes were forced to climb down and live on the ground. They learnt to stand on their pair of limbs. As they learnt to walk on the ground, their hands became free which they used to hold stones, eat and hunt. Gradually, the human-apes learnt to walk straight and hence developed into what we know as the upright humans.

e. In their free time, early humans would make pots out of clay, dry them in the sun and use them for storage of the foods that they grew.

General KnowledgeGeneral Knowledge

106

1. Food from PlantsA. 1. R 2. Fr 3. S 4. Fr 5. Fr 6. L 7. Fr 8. F 9. L 10. L 11. R 12. R 13. Fr 14. Fr 15. F 16. SB.

2. Birds – Feet and BeaksA. 1. d 2. b 3. a 4. cB. 1. e 2. a 3. c 4. d 5. f 6. b

3. Our Neighbouring CountriesA. 1. BHUTAN 2. SRILANKA 3. NEPAL 4. PAKISTAN

B. 1. e 2. b 3. d 4. c 5. a

4. International Sports Stars1. h 2. b 3. a 4. f 5. e 6. g 7. c 8. d

5. Houses Around the World

1. g 2. d 3. h 4. f 5. e 6. c 7. b 8. a

6. Movie MagicA.

B.

7. Languages in IndiaA.B.

8. Figure it out!A.

B. 1. c 2. d 3. a 4. b 5. e

Assessment1. d 2. b 3. a 4. c 5. a 6. d 7. c 8. a 9. b 10. b

Answers

Term-2

The Swing 109

1. Onam—The Harvest Festival of Kerala 110

2. Finding Friday 112

Trees Are the Kindest Things I know 114

3. Mix-up at Birth 115

Test Yourself 118

EnglishEnglish

109

The Swing

Warm-up Ask the students if they visit parks and enjoy the various rides. Talk to them about the joy of being on each one of

Accept all well-reasoned and logical answers

Reading

joy in the simple things of life. Talk to the students about the simple things in life, like taking a walk, going on rides etc. Ask the students to read the poem aloud and help them relate to it.

Comprehension AnswersA. 1. The pleasantest thing a child can do is to go upon a swing.

see friends, trees, birds and garden. 3. swing-thing wall-all wide-side brown-clown 4. He lives in a village. The lines that tell us this are:

Over the country side – ‘



110

Onam—The Harvest Festival of Kerala1

Warm-up Discuss the various reginal festivals with the students. Ask them what they like most about festivities. Once done,


Reading Onam is one of most important festivals celebrated by the people of Kerala. The lesson is a description about how one celebrates Onam and the legend behind it. Talk to the students about the importance of celebrating festivals with one’s family and friends, and the importance of sharing. You can also discuss other common festivals like


Comprehension AnswersA. 1. The Nair family was very happy as they were going to visit their relatives in Kerala and also to celebrate

Onam, after a long time with their friends and family.

subjects. 3. Vamana asked Mahabali for a piece of land equal to his three footsteps.

leaves, coir and cane decorations are hung at the entrance of homes. 4. To welcome Mahabali to his land, houses are cleaned and everyone wears new clothes and gold ornaments.

B. 1. Delhi; Jayanti; Jyoti 2. relatives in Kerala; Onam 3. King Mahabali; Kerala 4. Shravan 5. banana leaves



o

111

Vocabulary AnswersA. 1. pay 2. paid 3. save 4. keep 5. keep 6. keeps 7. kept 8. came 9. make 10. haveB. Accept all well-reasoned and logical answers.

Spellings Answers 1. relatives 2. conquered 3. celebrate 4. requested 5. gathered 6. believed 7. queries 8. decoration 9. feasting 10. delicacies

Grammar AnswersA. 1. sing 2. chews 3. lends 4. goes 5. snows 6. washes 7. eat 8. takes

B.

C. 1. went 2. blew 3. dropped 4. began 5. shut 6. got 7. climbed 8. rolled

Phonics o sound right.

joke brokepoke chokewoke stroke

Listening

Audio script1. Do the dishes 2. Get up.3. Have dinner. 4. Listen to music.5. Watch television. 6. Wash clothes.7. Go shopping. 8. Read books.

Answers 1. Do the dishes 2. Get up. 3. Have dinner. 4. Listen to music. 5. Watch television. 6. Wash clothes. 7. Go shopping. 8. Read books.


112

Finding Friday2

Warm-up Ask the students if they like going on adventurous trips. Discuss a few magical as well as real things that can happen to one when one embarks on an adventure. Discuss their favourite vacation spots. Once done, ask them


Reading Robinson Crusoe is one of the most interesting characters created in English literature. In the story here, he talks to animals and birds. He ends up living on an island all by himself and saves a man from wild men. Ask your students if they have been friends with their pets or other animals. Elaborate on the adventurous life that Crusoe led and encourage them to pick up the complete novel Robinson Crusoe by Daniel Defoe.


Comprehension AnswersA. 1. Robinson Crusoe was a sailor. One day, there was a terrible storm, and his ship sank and he was thrown

onto an island. 2. He talked to his parrot and to his dog because there was no one else to talk to. 3. The other prisoner somehow managed to cut the ropes around his feet and hands, and he started to run.

at them.

5. Crusoe took him home, and gave him food and clothes, and looked after him. 6. He called him Friday, because he had found him on a Friday.

B. 1. house; fence; animals 2. footprints

4. wild; seen 5. parrot; dog

C. 1. unpleasant 2. lonely 3. surprised 4. scary 5. moved quietly


oi

113


Vocabulary Answers

1. faithful 2. forgetful 3. useful 4. colourless 5. seedless 6. cheerful

Spellings Answers 1. terrible 2. island 3. footprint 4. amazed 5. frightening 6. prisoner 7. rowed 8. thought 9. hiding 10. taught

Grammar AnswersA. 1. Bhushan; Bhushan; Mudit; Bhushan; Bhushan’s family 2. Kapila; Rishi; Hema; Hema; Kapila; Kapila’s mother 3. Smitha’s mother; Smitha; Smitha’s mother; Smitha’s mother; Smitha’s mother

B. 1. him; her; him; they; he; him; his; he; he

Phonics oi sound right.

oil

coil

foil

boil

soil

toil

Speaking

Writing Accept all well-reasoned and logical answers

114

Trees Are the Kindest Things I know

Warm-up Talk about the importance of things that are natural and how they help us survive. Tell the students how things


Reading

cannot survive without trees. They give us so much and take nothing from us and are, hence, the kindest things.

read the poem aloud and help them come up with ideas to protect trees.

Comprehension Answers

A. 1. a. Trees don’t harm us. b. Trees give us shade. c. Trees are home to birds. 2. know-grow cows-boughs begun-sun light-night sky-lullaby ago-know

B.

C. 1. hum 2. drowsy 3. lullaby 4. beams 5. boughs



115

Mix-up at Birth3

Warm-up Discuss the various sportspersons India has witnessed and the kind of lives they have led. Once done, ask them

AnswersSaina NehwalSachin TendulkarSania MirzaSunil Gavaskar

Reading

Ask the students about favourite sportspersons and have a general discussion on their lives. You can also talk about others who have had such interesting lives.


Comprehension AnswersA. Sunil Gavaskar Cricketer July 10, 1949 Mr Narayan Masuvekar

B. 1. True 2. False 3. True 4. False

C. 1. Sunil Gavaskar 2. Gavaskar is grateful to his uncle because he noticed a hole on Gavaskar’s lfet earlobe.

D. 2. Narayan Masuvekar was surprised on his second visit to the hospital because he discovered that the baby

did not have the hole on his left earlobe.


ou

116


Vocabulary AnswersA. groan-grown board-bored stair-stare weather-whether waist-waste die-dye

knight-night pain-pane

B. 1. threw 2. sole 3. prey 4. brakes 5. knead 6. fair 7. sore 8. tow

Spellings Answers 1. crick 5. discovered 6. sleeping 7. totally 8. ignorant 9. happened 10. interested

Grammar Answers

A. 1. His 2. your 3. our 4. their

5. Manya’s; my 6. your 7. Our 8. Your; mine 9. your 10. her

B. 1. its 2. their 3. Her 4. Your 5. her 6. your 7. her 8. her 9. your 10. her; her

Phonics ou sound right.

round pound sound

ground hound

117

Listening

Audio script 1. Don’t walk bare feet on the hot ground. A bear is a large animal. 2. The dress is loose. The team might lose. 3. Tom threw the football. He drove through the tunnel. 4. The ring of the bells woke me up. Rani, please wring the clothes.

Answers 1. Don’t walk bare feet on the hot ground. A bear is a large animal. 2. The dress is loose. The team might lose. 3. Tom threw the football. He drove through the tunnel. 4. The ring of the bells woke me up. Rani, please wring the clothes.


118

Test YourselfComprehension 1. Samath lived with his grandparents because his mother died when he was young and his father left him

with the grandparents.

3. Grandfather did not like Samath going out to play with other children because he believed that Samath would be spoiled if he did so.

4. Samath liked his home and the large garden round it. There were many trees in the garden and there were

5. Samath passed his time during the day playing with the calves and watching the birds in the garden. He

Grammar A. 1. Radhika’s dog is very friendly. 2. Peter is wearing his father’s shirt.

4. This is my parents’ wedding photo. 5. The men’s section is there.

B. Ravi: Hello! May I speak with Mr Iyer? Bina: He is not at home. May I know who is calling? Ravi: This is Ravi. Please tell me what time will he be back. Bina: He may come in an hour. Ravi: Okay. I shall call back after an hour.

C. 1. lady 2. bridegroom 3. headmistress 4. niece 5. host

Vocabulary

6. Grandparents 7. Spinach 8. Library 9. Flowers 10. Duck


MathematicsMathematics 1. Multiplication

Lesson plan 120

Worksheets 122

Answers 124

2. Division

Lesson plan 126

Worksheets 129

Answers 131

3. Geometry and Patterns

Lesson plan 133

Worksheets 135

Answers 137

4. Money

Lesson plan 138

Worksheets 140

Answers 142

Model Test Paper 144


120

Multiplication1

Concept Explanation Start the topic by recalling the concept that

multiplication is a process of repeated addition. Recapitulate the concept using the Warm-up

section given in the textbook.

Multiply a Number by Tens, Hundreds, Thousands and their Multiples

Write down a few multiplication sums on the blackboard with 10 as a factor. Use a coloured

Ask them what do they observe. Let them speak

understand that multiplication by 10 can be done by just writing the number and then placing one zero at the end of the number multiplied, e.g., 7 multiplied by 10 gives 7 followed by one zero, i.e., 70. Repeat this with other numbers, e.g., 45 × 10 = 450, 67 × 10 = 670 and so on.

Similarly, explain to them about multiplication by 100 and 1000, i.e., when we multiply any number by 100, then we get the number followed by two zeroes, e.g., 54 × 100 gives 5400 and so on. Also

with 1000.

1000, make the students understand multiplication

To reinforce, ask students to do the Try These and Exercise 6.1 from the textbook.

Multiplying 3- or 4-digit Numbers by a 1-digit Number (Without/with Regrouping)

Use base ten blocks to explain how to multiply a 3- or 4-digit number by a 1-digit number without or with regrouping.

Use examples given in the related section to

explain how to multiply while regrouping occurs in ones only or in tens only or occurs in ones and tens both.

To reinforce, ask them to do the Try These and Value Q sections from the textbook.


Properties of Multiplication Recall the properties of multiplication. Give

students the cards of multiplication facts of 1, 0 and order in multiplication and match these with the products.

Let the students work in pairs. Give them two sets of cards, one with multiplication fact like 4 × 1 = ?, and one with the product. Ask them to match the fact with its product.

To emphasise on the fact that two numbers multiplied in any order given the same product, again you can use a game. Match the cards or give them say 3 groups of 5 kidney beans the answer of which is 15 and 5 groups of 3 kidney beans the answer of which is again 15, which means 3 × 5 is same as 5 × 3.

Use some real life objects to explain the grouping property and distributive property to the students.

Instruct them to do Exercise 6.3 from the textbook

Multiplying by 2-digit Numbers (Without/with Regrouping)

Write a three-digit number and a two-digit number on the board and ask the students to

their answers using division algorithm. Similarly, write a four-digit number and a two-digit number

verify their answers. Repeat the action by using


121

Word Problems

can decide which operation to perform, i.e., to add, multiply, divide or subtract. Take them through examples based on division and then ask them to solve them.

Multiplying by Breaking Up Numbers The teacher explains the process of breaking up a

2-digit number into tens and ones.

To reinforce, ask them to do the related Try These section.


To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise, Maths Lab Activity and Hots sections from the textbook.Instruct them to complete the Do It Yourself section.

Tick (

122

WORKSHEET 1

123

WORKSHEET 2

124

Value Q

Hots


Worksheet 1 Answers to the Worksheets

Answers to the MCQs

125

Worksheet 2

126

Division2



Terms Used in Division; Properties of Division Explain to the students the terms dividend, divisor

dividing is called the dividend, the number by which we are dividing is called the divisor and the answer in division is called the quotient.

To reinforce, ask them to do the related Try These section from the textbook.

Repeated Subtraction Form groups of 4 students each. Give 24 marbles

to each group. To explain the division as repeated subtraction

ask each group to take away 6 marbles every time from the 24 marbles they have. Now instruct students to observe how many times they have taken away 6 marbles from the 24 marbles. Now write the expression 24 – 6 = 18, 18 – 6 = 12, 12 – 6 = 6, 6 – 6 = 0 (4 times) or 24 ÷ 6 = 4 on the blackboard.


Division on a Number Line Draw a number line on the blackboard and explain

how many times a number can be subtracted from a given number using backward counting without leaving a remainder.

Use example given in the related section to make students understand the concept of repeated subtraction and division on the number strip.


Division and Multiplication Facts; Division Using Multiplication Tables

Explain that multiplication and division are opposite of each other.

Use examples given in the related section to

division. Instruct them to do Exercise 1.3 from the textbook. To reinforce, ask the students to do Maths Lab

Activity section from the textbook.

Properties of Division Use the example given in the related section to

explain the properties of division. Use the Common Error section related to the

concept to help students avoid the mistakes while dividing a number by itself or dividing a zero by a number.


127

Point out the important fact, that is, division by zero is not possible.


Long DivisionWithout remainder

Go through the section Long division without remainder in the textbook.

Use example given in the related section to explain how to divide without leaving any remainder.

Use the Common Error section related to the concept to help students avoid the mistakes while dividing a number using long division without leaving a remainder.


With remainder Introduce to the students the problems of division

with remainder. Demonstrate to them (using beads) how while dividing we may not be able

call the remainder. Remainder is always less than the divisor. It shows it cannot be further divided. Sometimes we have division problems that do

answers. For example 44 ÷ 9 = ? Invert it as a multiplication problem what times

9 = 44. There is no exact number. We know that 5 × 9 = 45 which is close to 44 but not 44. But 45 > 44. Then we do 4 × 9 = 36. That is when we write

is left over after we have solved the problem with

Divisor DividendQuotient

Product of 9 × 4Remainder

4 43 6

8

49

Use examples given in the long division with remainder section to explain how to divide when there is a remainder.

Use the Remember section to point out the important facts of the related sections.

Use the Common Error section related to the concept to help students avoid the mistakes while dividing a number using long division with remainder.

Checking Division Write the relation Dividend = Divisor × Quotient

+ Remainder and explain how to check a division problem.


Dividing a 2-digit Number by a 1-digit Number

Use base ten blocks to explain how to divide a 2-digit number by a 1-digit number without or with a remainder.

Use examples given in the related sections to explain how to divide while remainder occurs as 0 or other numbers at ones place, tens place or both the places.

Instruct students to check their division using the relation

Dividend = Divisor × Quotient +Remainder. Instruct them to do Exercise 1.7 from the textbook.

Dividing a 3-digit or a 4-digit Number by a 1-digit Number

Use examples given in the related sections and tell them to follow the same method that they have used previously to divide a 2-digit number by a 1-digit number.

To reinforce, ask students to do the Skills for Life section from the textbook.

Instruct them to do the Exercises 1.8 and 1.9 from the textbook.

Division by Tens, Hundreds and Thousands Explain to the students the shortcut method to

divide numbers by 10, i.e., when a number is divided by 10, the digit in the ones place of the number forms the remainder and the remaining

Explain to the students the shortcut method to divide numbers by 100, i.e., when a number is divided by 100, the digit in the tens and ones places of the number form the remainder and the

Explain to the students the shortcut method to divide numbers by 1000, i.e., when a number is divided by 1000, the digit in the hundreds, tens and ones places of the number form the remainder


Use examples given in the word problems section

128

to make the students understand the use of division in real life.


To recapitulate the concepts learnt in the chapter,

students will do the Let’s Revise and Hots sections from the textbook.Instruct students to complete the Do It Yourself section.

Tick (

129

WORKSHEET 1

130

WORKSHEET 2

131


132

Hots

Worksheet 1

15 15 5 5

5 12 6

6 3

Worksheet 2


Answers to the MCQs

`


133

Geometry and Patterns3


lines. Recapitulate the above concept using the


Point Ask students to mark some dots in their notebooks.

Make them understand that these dots are called points from which lines, line segments and rays are drawn.

Lines Draw some lines on the black/whiteboard and let

the students understand the meaning of a line in terms of its start and end points.

types, for example, straight, slanting, intersecting, horizontal, vertical, parallel, etc. Draw each type of line on the board and let the students observe

Let them understand that the two points that make a line should always be named using the

Line Segments

to students. Also draw a line and a line segment on the board and ask the students to observe the

A line has no starting and no end points.

A line which has a beginning and an end is called a line segment.

Ray Explain to students that a ray has a starting point

but no endpoint. Draw some rays on the board and then ask the students to draw some rays in

below.

A

CB

D



Measuring a Line Segment Using a Ruler

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15CM

0123456INCH

A B

To measure the length of the straight line segment AB, we use a ruler.

Place the ruler along the line segment. Adjust it so that the '0' mark on the ruler is at point

A of the line segment. Read the ruler mark at the other point B of the line segment. This gives the length of the line segment.

Drawing a Line Segment Show the students how to draw a line segment

using a pencil and a ruler.


134

measurements using a ruler.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15CM

0123456INCH

P


Flat Shapes and Solid Shapes Take some objects from your surroundings and

Use the Try These section to explain and reinforce

Take some solid objects from your surroundings


To reinforce, ask them to do the Try These section. Instruct them to do Exercise 5.3 from the textbook.

Patterns Go through the related section and use the

example given to make them understand the

Use blackboard and draw some incomplete

Call randomly students from the class and ask

Help the student if he/she facing any problem in

To reinforce the concept, the teacher can use the Maths Lab Activity section from the textbook.

Instruct them to do Exercise 5.4 from the textbook. To reinforce, ask them to do the Value Q section

from the textbook.To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct students to complete the Do It Yourself section.

Tick (

135

WORKSHEET 1

136

WORKSHEET 2

A B

A

O

B

A

OB

A

B

P

137

cm cm cm cm cm

Value Q

Hots


Worksheet 1

Worksheet 2


Answers to the MCQs

138

Money4

Concept Explanation Students are already familiar with the adding and

counting money. Recapitulate the concept of adding and counting

money using the Warm-up section given in the textbook.

Ask students about their understanding of the meaning of currency. Let them give responses and then explain to them the actual meaning of Indian currency in terms of notes and coins. Show them some real denominations of notes and coins.

Writing in Figures Explain students that a dot (.) is used to separate

rupees from paise. For example: `156. 75. Here, 156 represents the rupees and .75

or 0.75 represents the paise. Call students randomly and let them write the

money (in rupees and paise) called out by you, on the black/white board using the dot at the appropriate place.

Use the Remember section to point out the important fact of the related section.

Use the Common Error section related to the concept to help students avoid the mistakes while writing money in rupees and paise.

Ask students to do the related Try These section from the textbook.


Conversion of Rupees into Paise Explain conversion through an example as given

below: We know that 1 rupee = 100 paise

So, 2 rupees = 100 paise × 2 = 200 paise 10 rupees = 100 paise × 10 = 1000 paise

2 rupees 50 paise = (100 paise × 2) 50 paise = 250 paise. Thus, to convert rupees into paise, we put two zeros (00) to the right of the given number of rupees and get the number of paise. To convert rupees and paise into paise all we need to do is to remove the dot (.).

Examples: `6.50 = 650 paise `125.50 = 12550 paise


Conversion of Paise into Rupees Tell students how we do the reverse conversion,

i.e., conversion from paise to rupee. The reverse process is to put a dot after two-digits or three digits from the right.

Check if students can tell you this before you give them the answer. Give some examples:

100 paise = `1.00 250 paise = `2.50 12550 paise = `125.50 and so on.

Use examples given in the textbook to make them understand the concept of conversion of rupees into paise and vice versa.


Addition, Subtraction and Multiplication of Money

Explain to the students that addition, subtraction and multiplication of money are done in the same way as normal addition, subtraction and multiplication of numbers are done. Also, it has to be kept in mind that the paise part is always expressed by a two-digit number.

Ensure ample practice of sums involving addition, subtraction and multiplication of money by

the sums on the black/white board.


139

Introduce them to the word problems of money involving the three operations, i.e., addition, subtraction and multiplication of money. Give them situations involving money and let them decide whether they should add, subtract or

then decide which operation to use. To reinforce, ask the students to do the Skills

for Life, Maths Lab Activity and Let’s Have Fun sections given in the textbook.

Instruct students to do Exercises 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 and 2.9 from the textbook.

To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct students to complete the Do It Yourself section.

Tick (

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` `

`

` ` ` `

` ` ` `

140

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`

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``

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WORKSHEET 1

141

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WORKSHEET 2

142

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Amount

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`

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Hots Arif


143

Answers to the MCQs

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Worksheet 2 ` `` `` `` `` `` `` `` ``


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144

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146

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ScienceScience 1. Birds: Beaks and Claws

Lesson plan 148

Worksheets 148

Answers 151

2. Birds: Nesting and Caring

Lesson plan 153

Worksheets 154

Answers 156

3. Air, Water and Weather

Lesson plan 157

Worksheets 158

Answers 160

4. Solid, Liquids and Gases

Lesson plan 162

Worksheets 163

Answers 165



148

Birds: Beaks and Claws

Warm-up Students have natural curiosity and they love to

learn. Keeping this fact in mind, the teacher can make the class interactive by asking questions like: Name a bird with a very good eye sight? (Eagle at daytime and Owl at night)

Why birds don't have teeth? (Ans—Teeth would make their body heavy and

How coloured feathers help the birds? (Ans—They hide them from predators) Let the students come up with the knowledge they

have about birds. Ask the students to read the Warm-up of the chapter.

Concept Explanation Beak: Tell students that birds also have mouth

which is called their beak. Also explain that birds

given in the chapter. Also show their pictures to make them clear.

Feet and Claws: Tell students that birds have feet with the help of which, they hop and jump. Also mention that claws are the long nails present on

How Does a Bird Fly: Feathers, wings, muscles and

that birds have a very light boat-shaped body which is covered with feathers. This shape helps birds to cut through air. Also mention that feathers are of

Reinforce Help the students to develop the virtue of kindness

towards other living beings as given in the Skills For Life section of the lesson. Tell the students the

their life.

types of feathers, beaks, claws, movements and the role of each. The teacher can also show some beautiful pictures of nests. Ask the students to complete the exercises and discuss the questions and answers given at the end of the chapter.


know the body shape and types of feathers of birds

know more about types of beaks and claws understand how beaks and claws help the birds

1

149

WORKSHEET 1

a. A bird uses its ........................ to catch and eat food.

b. Ducks and geese have ........................ feet.

e. The beak of a ........................ helps in crushing the seeds.

a. Eagle i. Smallest bird

b. Geese ii. Short beak

c. Humming bird iii. Water bird

d. Sparrow iv. Curved beak

e. Parrot v. Chisel-shaped beak

f. Woodpecker vi. Strong and hooked beak

a. Feet of perching birds and climbing birds

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...........................................................................................................................................................

b. Feet of wading birds and water birds

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d. Beak of pecking birds and nectar-feeding birds

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150

WORKSHEET 2

Let's make a crow

1. Paint the aluminium foil roll in black colour.

2. Cut black chart paper around 5.5 inches tall and 6 inches long for wings.

the triangle for a feathery fringe on the head.

4. Cut out black and white circles for eyes.

5. Cut yellow triangle for nose.

6. Glue them all at right place.

7. Your crow is ready.

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151

A. 1. a. long pointed b. bones c. chisel d. Body

3. a. i b. ii c. iii B. 1. The common features of birds are i. They have a beak ii. They have claws iii. Their body is covered with feathers. 2. A duck has a webbed feet because these help it to

paddle in water in search of food. 3. Eagles and hawks have strong and hooked beaks to tear

4. a. moves wings upward and backward. moves wings downward and forward. b. They cover the whole body of a bird and keep it warm. They are present on the wings and

the tail. They are hard and strong. They help birds

1. The birds have three types of feathers. They are:

bird's body warm. They cover and give shape to the bird's

body. They are present on wings and tail. They

the birds catch and hold live small animals like toads and mice.

3. The chisel-shaped beak of a woodpecker is helpful as it helps in making a hole in the tree trunk by pecking with its beak.

4. a. — These birds have a

ground to take out seeds and grains. Example: hen b. — The three toes of the front

toes of water birds are joined together by a web. This helps them to paddle in water. Example: duck

D.type of beak helps them to crack and crush seeds and nuts.

Sparrow have three toes in front and a long back toe at the back which helps them to hold the branch even while sleeping.

talons. These help the birds catch and hold live small animals like toads and mice.

iii. Ducks have small holes on either side of their broad

water along with small plants and insects. Ducks have webbed feet. Their three front toes are

joined together by skin called web. It helps them to paddle in water in search of food.

some use them for catching and holding their prey.2. If there were no holes on the sides of the beak of a duck

then it would not be able to take in muddy water along with small plants and insects..

1. nails 2. perching bird 3. Duck 4. parrot

seeds and nuts.


152


1. e. sparrow f. tail2.

3. a. such asthree toes in front and a long back toe at the back which helps them to hold the branch even while sleeping.

such as the woodpecker have two toes

up and hold on to trees. b.

water. such as duck and goose have webbed feet.

Their three front toes are joined together by skin called . It helps them to paddle in water in search of food.

c. such as sparrows and pigeons have

them to crack and crush seeds and nuts.

d. such as woodpeckers have a long and strong chisel-shaped beak that helps them drill holes in the hard wood of trees and pull out the insects present in them.

such as hummingbird and sunbird have a long and slender pointed beak to suck nectar

1. Students will do this on their own. 2.

the whole body of a bird and keep it warm. They are present on the wings and the tail.

They form a layer over the down feathers and protect the body from the cold and the wind and give shape to the bird’s body.

3. Movement of wings upward and backward. Movement of wings downward and forward.

153

Birds: Nesting and Caring

Warm-up Students have natural curiosity and they love to learn. Keeping this fact in mind, the teacher can make the class interactive by asking questions like:Have you seen a bird’s nest?Name a bird that does not make its own nest.Let the students come up with the knowledge they have about birds. Ask the students to do the Warm-up section of the chapter.

Concept Explanation Bird’s Nest: Ask students where do they stay. Now,

tell them that birds also stay in their home which

A weaver bird makes a beautiful and strong nest with the help of twigs, dry grass and leaves.

A tailor bird uses its beak like a needle to sew the leaves together with dry grass and twigs.

Tell students that an eagle makes its nest on a tree top using dry sticks.

Explain to students that a woodpecker makes a hole in the tree trunk by pecking with its beak.

Also mention that penguins collect few stones and pebbles to make a nest on the ground.

Caring for the Young Ones: Tell students that like our mother do take care of us, similarly, a bird also takes care of its young ones.

Reinforce Help the students to develop the virtue of kindness

towards other living beings as given in the Value Q section of the lesson. Guide the students to protect baby birds and eggs. Tell them the best thing to do,

nothing. Leave it alone. Their parents are probably nearby for feeding it (Life Skills). Tell the students

their life.


know about how do birds take care of their young ones

2

154

WORKSHEET 1

a.

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b.

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WORKSHEET 2

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156

Most birds live in their nests. Students will draw and colour the nest on their own.

A. 1. a. T b. F c. F d. F

3. a. ii b. i c. iiiB. 1. Birds make nests to lay eggs.

2. a. The woodpecker makes a hole in the tree trunk by

the hole with chips of wood.

these with the help of its beak. The nest hangs from the branch of a tree and has a small opening at the

its eggs in the crow’s nest and leaves them for the crow to take care.

1. The tailor bird uses its beak like a needle to sew the leaves together with dry grass and twigs. That is why it

keep its nest cosy.

Answers to the Coursebook The woodpecker makes a hole in the tree trunk by

hole with chips of wood.

weak. They do not have feathers and cannot even open their eyes. The parent birds feed and protect them from

D. Woodpecker makes a hole in the tree trunk.

Students will joint the dots by their own. The given bird is a crane which is feeding its baby.


1. a. Weaver bird b. Tailor bird c. Woodpecker d. Eagle2. A baby bird is called a chick.3. A bird’s home is called a nest.4. Penguins collect few stones and pebbles to make a nest on

the ground.

do not have feathers and cannot even open their eyes. The parent birds feed and protect them from enemies and bad

2. The woodpecker makes a hole in the tree trunk by pecking

chips of wood.

3. eggs in the crow’s nest and leaves them for the crow to take care.

4.

help of its beak. The nest hangs from the branch of a tree

The tailor bird uses its beak like a needle to sew the leaves together with dry grass and twigs. That is why it is called the

cosy.

7. Students will do this on their own.

Answers to the Assessment-1A. 1. talons 2. eagle 3. cuckoo 4. hollow 5. woodpeckerB. 1. ii. 2. i. 3. iii. 4. i. 5. ii.

Strong and curved beak Parrot

Slender pointed beak Hummingbird

Chisel-shaped beak Woodpecker

157

Air, Water and Weather

Warm-up To make the class interactive, start the topic by asking the students if they have heard of fresh air and polluted

them to compare today's and yesterday's weather. Is it

them if they have noticed sometimes unclean water coming in their house through taps. Also ask them to read the Warm-up of the chapter.

Concept Explanation Air: Ask students what surrounds our earth. Now

tell them that the sun, wind and water vapour

the importance of air. Tell them that air is very important for all living beings. We breathe in oxygen present in air. Plants use carbon dioxide from the air to make their food.

Air has many gases in it. Due to human activities, lots of harmful gases are being produced, resulting in the increase in earth's temperature (global warming).

Water: Explain to the students that air and water are

are very important for the survival of living beings. Like air, water is also essential for living beings. Make students understand that we must not pollute water.

Water cycle: Ask students few questions like:

clothes are dried in the sun?

Explain to students that the cycle that involves the change of water to water vapour and then to water again is called water cycle.

Weather and Seasons: Explain to the students that weather varies from place to place. Also explain to

them that weather can be sunny, windy, cloudy or

of each season. Ask them to complete the Quick Recap section of the lesson and discuss the answers in the class.

Reinforce Help students to develop the Skill (rainwater

harvesting/ saving water and sharing joy with others) given in the Skills For Life section of the chapter. Make them understand the importance of these skills in their life. Explain the meaning of

to complete the exercises given at the end of the chapter. Discuss the answers in the class.


know the components of air understand the importance of air and water

3

158

WORKSHEET 1

b

a

c

d

a. Trees shed leaves: .........................

b. People wear raincoats and carry umbrellas: .........................

159

WORKSHEET 2

a. Strong and fast moving wind is called storm. (True/False) b. Too much of rain causes drought. (True/False) c. Weather may change within few hours. (True/False) d. Cloudy nights are cooler. (True/False)

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where the wind is blowing.

blowing.

160

A.

d. Summer 3. a. iii b. i c. iB.

place is called weather. c. Wind—Moving air is called wind.

or snow is called storm.

clouds and water vapour present in air. 5. Winter

1. Water cycle—It is a process that involves the changing

2. Water vapour in the air rises up and cools down to form water droplets. Many small water droplets join together

3. a. Sunny day—The sun shines brightly. The days are hot.

Cloudy day—Sunrays are blocked by clouds. Cloudy days are cooler.

makes us feel fresh. It does not cause any damage.

accompanied with rain or snow. They may cause

place is called weather. It can change every day and also within few hours.

Seasons—These are the changes in the weather

longer and nights are shorter. People wear light

Days become shorter and nights are longer. People wear woollen clothes to save themselves from winter.

c. Monsoon season—It rains heavily during this season. People wear raincoats and carry umbrellas.

shed their leaves. e. Spring season—Plants and trees get new leaves

The given picture shows water cycle.

1. Wells and ponds dry up during the summer because the heat of the sun evaporates the water.

4. Water droplets are seen on the outer surface of a chilled

forms water droplets.

1C

O X Y G E

DE

SATI T E

E

T

EZ

M

E

B

A

O

E

V

A

A

AW

S

P

T

O

O T

H

I

E

S

A O

2

3

5

8

6

7

4

1. T 2. F 3. T 4. F

Because groundwater is the only form of water which is available to the plants to grow and this water gets heated up due to the heat of the sun and becomes responsible for water cycle to begin again.


161


e. Winter3. Students will do this on their own.

1. a. T b. F c. T d. F2. The process of changing of water into water vapour on

. The process of changing of water vapour into water due to

cooling is called .

3. Clouds block the sunrays from reaching the Earth. It is cooler on cloudy days. Cloudy nights are warmer than the clear nights because clouds behave like blankets. They do not allow the heat from the earth to go out into the

cooler.

causes and plants may die due to lack of food and water.

4. their leaves in this season.

It is the season when plants and trees get new leaves. Flowers bloom during this season.

162

Solid, Liquids and Gases

Warm-up To make the class interactive, ask the students to touch their desk. Ask how do they feel, is it hard or soft? Now

Is it also hard? No. Ask them to touch air (gas). Can they feel it? No. Now ask them as to why materials

The teacher can ask students to breathe in and out. Ask what is going in their body? Which things are visible and which are not? Tell students that water can exist in three forms, which are interchangeable. Encourage them to read the Warm-up section.

Concept Explanation Solids, Liquids and Gases: Explain to the students

air we breathe and chair we sit on. Encourage the students to describe their properties. Now introduce the terms with examples such as water is a liquid, air we breathe is a gas and chair we sit on is a solid. Explain to the students that a solid has

the shape of the container in which it is poured. A gas has no shape of its own, it can spread freely in any direction. Air is a mixture of gases. Explain to the students that water can exist in three forms, by explaining the process to achieve these three states.

Ask students to complete the Quick Recap section of the chapter and discuss the questions and answers in the class.

Reinforce Help the students to develop Values given in the

Value Q section of the chapter. Discuss how do the fragrance of perfume, tasty food item or the bad smell of sewer or stagnant water spread so fast. Also discuss the importance of milk and milk products for the growth of bones. On the basis of the lesson

examples of solids, liquids and gases. The teacher can check their knowledge by asking what happens when freezing, boiling, melting, condensation or evaporation takes place. Ask students to complete the exercises given at the end of the chapter.


u

4

163

WORKSHEET 1

a. When water turns into ice. ...............................

b. When ice turns into water. ...............................

c. When water vapour turns into water. ...............................

d. When water turns into water vapour. ...............................

a. Smoke is a gas.

b. Solids can be powdered.

c. Gases spread into empty spaces.

g. Water boils on cooling.

j. Most gases are invisible.

m. Fire is a mixture of hot gases.

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

164

WORKSHEET 2

changes its shape according to the shape of the glass in which it is poured.

beginning.

glasses.

shape.

a. Solid

...........................................................................................................................................................

...........................................................................................................................................................

c. Gas

...........................................................................................................................................................

a. Water to steam

...........................................................................................................................................................

b. Water to ice

...........................................................................................................................................................

c. Ice to water

...........................................................................................................................................................

165

get her icecream back.

A. 2. a. i b. ii c. iii

of the container in which they are poured.

5. a.

solid.

b.

the container in which it is poured. 2. Water can be changed into its solid form by a process

form to another. 3. Water can change itself from one form to another. Water can change itself from solid (ice)

Gas (water vapour) on cooling becomes a

4. The water of the wet clothes get evaporated due to heat of the sun.

D.

On cooling On coolingIce Water Steam

a peculiar smell. That is why on entering the house she

stove's knob.

condenses and forms water droplets.

Cheese

1. c. 2. b. 3. b. 4. c.


Answers to the Assessment-2A. 4. wind 5. GasesB. 1. i. 2. i. 3. iii. 4. ii. 5. i.

Solid Book Gas Oxygen

166


2. a. T b. T c. T d. F e. T f. F g. F h. T i. F j. T k. F l. F m. T n. T3. a. Boiling of water. b. Conversion of steam into water droplets by the touching the cold surface.

1. Student will do this on their own.

Answers to the Test PaperA. 1. chick 2. feathers 3. winter

B. 1. ii. 2. iii. 3. i. 4. ii. 5. i.

Drought Lack of rain Storm Fast and strong winds Wading bird Stork

D. 1. True 2. True 3. False 4. False 5. TrueE.

changes into water on cooling. 2. The cycle that involves the change of water to water

vapour and then to water again is called water cycle.

raincoats in monsoon.

weak. They do not have feathers and cannot even open

their eyes. The parent birds feed and protect them from enemies and bad weather.

Windy day: Windy days are cooler than sunny days.

keep it warm. Flight feathers are hard and strong. They

cold and the wind and give shape to the bird’s body.

F.

3. Woodpecker: Chisel-shaped beak

5. Three toes in front and a long back toe at the back are found in a sparrow.

woodpecker.

167

Time: 2 hours


Total Marks: 50

(1 × 6 = 6)

a. Which of the following birds is a pecking bird?

i. Eagle ii. Hawk iii. Vulture iv. Woodpecker

i. Crow ii. Cuckoo iii. Penguin iv. Eagle

c. Which of the following can cause change in weather?

i. Sun ii. Wind iii. Clouds iv. All of these

e. In which of the following seasons trees shed their leaves?

f. Which of these birds makes its nest on the tree top?

(1 × 6 = 6)

a. ............................. are the long nails present on the feet of birds.

c. Plants use ............................. from the air to make their food.

d. ............................. are caused due to changes in weather.

e. ............................. take the shape of the container in which they are poured.

f. Days become shorter and nights become longer in ............................. season.

(1 × 6 = 6)

a. Hummingbird and sunbird are nectar feeding birds.

b. Birds make their nests to lay eggs.

c. Woodpecker bird collects few stones and pebbles to make a nest on the ground.

168

(1 × 6 = 6)

b. A wading bird

c. Two perching birds

d. The season in which it rains heavily

e. Three forms of water

(1 × 6 = 6)

a. Eagle i.

b. Hen ii.

c. Sparrow iii.

d. Duck iv.

e. Crane v.

f. Ostrich vi.

(2 × 5 = 10)

a. How do birds take care of their young ones?

c. Explain the water cycle.

d. Write down some uses of air.

(2 × 5 = 10)

169


into the ground and recharges the groundwater. When

again. d. Air is very important for all living beings. We breathe in

oxygen present in air. Plants use carbon dioxide from the

too much of heat from the sun. e.

Solids have a

push them.

shape. They take the shape of the container in which they are poured.

Gases do not

They spread into the empty space.

Solids do not

7.

is called weather.

on cooling.

1. a. iv b. ii c. iv d. ii e. iv f. i2. a. Claws b. tail c. carbon dioxide

3. a. True b. True c. False d. True e. False f. True4.

5. a. iv b. vi c. ii d. i e. v f. iii6.

weak. They do not have feathers and cannot even open their eyes. The parent birds feed and protect them from

b. Movement of wings upward and backward. Movement of wings downward and

forward. c. The process of water cycle is as follows:

oceans. The water from these sources rises up in the air in the form of water vapour. This process of changing of

droplets combine with dust and other things to form clouds. The process of changing of water vapour into

1. Civilisations–A New Way Of Life 171

2. India: The Country We Live In 173

3. India-Cities, Towns and Villages 175

4. Capital Of India: New Delhi 177

5. India: National Symbols 179

Worksheet 1 181

Worksheet 2 182

Worksheet 3 184

Worksheet 4 186

Worksheet 5 188



171

Civilisations–A New Way Of Life1

LEARNING OUTCOMESStudents will be able to� understand what is a civilisation.� learn about the Bronze Age and the various.� civilisations that flourished during this time.

Learning Styles/MI� Audio learners�

� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence

Warm up � Ask the students to discuss the situation given in the warm up section and

�

�

Let’s Explore � With reference to the pictures in the Let’s Explore section, initiate a class

�

�

� Discuss about the Bronze Age and the four distinct civilisations that grew

� Discuss about the common features of the Bronze Age civilisation like religion, trade, art and craft, language and writing, people and occupations,


in villages? What did the villagers do with the extra goods that they had? What are some features of a civilisation? Why was writing developed? Which metal was used instead of stone, to make tools and weapons? Which four civilisations were known as Bronze Age civilisation? Why did they start worshipping? What kind of communication took place in Egypt and Mesopotamia? What was the prime occupation of the people? What kinds of buildings were constructed during this age?

172

1.

2.

3.

4.

are four Bronze Age civilisations:

5. CHINESE CIVILISATION

HARAPPAN CIVILISATION

MESOPOTAMIAN CIVILISATION

EGYPTIAN CIVILISATION

River Nile

River Tigris River IndusRiver Hwang He

River Euphrates

*Not

to sc

ale

173

India: The Country We Live In2

LEARNING OUTCOMESStudents will be able to� understand the physical divisions of India.� understand the political divisions of India.



Warm up �

�

�

�

Let’s Explore � With reference to the names of languages given in the warm up section,

�

�

� With reference to the map given on page 55, talk to the students about the

�

�

�

�

�

� Discuss the term neighbours by taking examples of the students and

�

�

�

�

�

174

�

� Keep asking questions like the ones below, to check the comprehension- What is a peninsula?

1. 2.

3.4.

East

South

West

Nepal

Myanmar, Bangladesh, China

Sri Lanka

Pakistan, Afghanistan

5.

175

India-Cities, Towns and Villages3

LEARNING OUTCOMESStudents will be able to� learn about the life in the villages, towns and cities of India.� learn the differences between the cities and villages.



Warm up �

�

� Encourage the students to share their responses behind what they see and

�

Let’s Explore � With reference to the pictures in the warm up section, initiate a class

�

Discuss the new terms like ‘agricultural country, animal husbandry and allied

�

�

� may also deal in detail, the life led by a farmer and the hard work put in to

�

�

�

�

�

�

everybody would follow and which would help in maintaining the

�

�


176

Who is a Sarpanch? Who is a Mayor? What role does Municipality play? Why are villages an important part of the country?

1.

2.

3. 4.

involved in allied occupations such as animal husbandry which involves keeping animals

177

Capital Of India: New Delhi4

LEARNING OUTCOMESStudents will be able to� know about the national capital.� understand the weather, culture and places of interest.



Warm up �

�

�

�

Let’s Explore � With reference to the questions in the warm up section, initiate a class

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

178

�

�

�


What are metropolitan cities? What is the role of central government? Which two houses of the parliament makes laws for the country?

1.

2.

3.

4.

179

India: National Symbols5

LEARNING OUTCOMESStudents will be able to� understand the importance of the national symbols.� learn about the different national symbols.



Warm up �

�

� Encourage the students to share their thoughts with their partners and come

�

Let’s Explore � With reference to the warm up question, the teacher may ask the students as

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

180

� You may keep asking questions like the ones below, to check the comprehension- What are symbols? Why are symbols important? What is engraved on the national emblem?

1.

2.

3.4.

5.

181

WORKSHEET 1


c. The need to keep records led to the development of sign language.

2. Write brief notes.

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................


b. Hieroglyph Nature god

e. Buildings Mesopotamian

4. Fill in the blanks. a. The streets were laid out in .................................. with a proper drainage system in place.

and .................................. .

182

WORKSHEET 2

1. On the given map of India, mark the six geographical regions of the world.

*Not to scale

2. Fill in the blanks. a. The southern part of India is a .................................. . b. The Indian peninsula is surrounded by the .................................. on the west. c. India and its neighbours form the Indian .................................. . d. There are .................................. states and .................................. union territories in India. e. A map of India which shows geographical divisions is called a .................................. map of India.

3. Write T for true and F for False.

a. The surface of land does not vary from region to region.

183

e. Our country is rightly said to be a great example of unity in diversity.

4. Match the columns. a. Andhra Pradesh Ranchi b. Himachal Pradesh Hyderabad c. Jharkhand Simla d. Meghalaya Agartala e. Tripura Shillong

h. West Bengal Lucknow i. Andaman and Nicobar Islands Silvassa

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

b. How many geographical divisions are there in India? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

d. Name the water bodies surrounding peninsular India. ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

e. How many Union Territories are there in India? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

184

WORKSHEET 3

�) the ones which are correct about village.

b. Every village has a mall

c. Kuccha houses with thatched roofs

d. People live in apartments

e. Unplanned and kuccha roads

f. Planned and pucca roads

g. Use of hand pumps and depending on monsoons

a. The face of Indian villages has changed. How? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

b. What is a Panchayat? What does it do? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................


b. Agriculture metro city

d. Mayor one woman member e. Sarpanch Head of panchayat

185


b. Animal husbandry which involves keeping animals such as .................................. and ducks.

5. Fill in the columns.

............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. ............................................................. .............................................................

186

WORKSHEET 4

River Yamuna

*Not to scale

2. Which of the following is not a correct pair? a. Humayun’s Tomb - 13 architectural astronomy instruments b. The Red Fort - residence of the Mughal emperor c. The India Gate - tallest brick minaret d. The Qutub Minar - war memorial


a. The Lok Sabha and Rajya Sabha make laws for the whole country.

b. The Parliament House is also situated in Pune.

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

187

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

5. Label the places. a. b. c.

............................................ ............................................ ............................................

188

WORKSHEET 5

1. Which of the following is/are not correctly paired? a. Jana Gana Mana- Rabindranath Tagore

c. Navy blue chakra- tricolour

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................

...............................................................................................................................................................


............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

189

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

190

1.

2.

3.

4.

1.

*Not to scale

191

2.

3.4.

5.

1. � � � � 2.

as animal husbandry which involves keeping animals such as cows, goats, hens and

look after the sanitation, garbage collection and management, clean drinking water facility

192

function is to look after facilities like water supply, drainage, garbage disposal, health,

3.

4.

repair, construction and protection of

Maintain information regarding birth, death or property details of

Sanitation of streets, drains and

Lighting of public streets and checking

Maintain centres of the public utilities

1.

193

2.

3.4.

5.

1.

2.

194

3.

4.

Satyamev Jayate

Jana Gana

196

1. The Right Ingredient

2. ComparisonsA.B.

3. Precious WaterA.

4. Be a Masterchef

5. Landmarks1. 2. 3. 4. 6. 7.

6. Animal Habitats

7. Nutty Facts

8. Environment QuizA.B. 1. 2. 3. 4.

Assessment1. c 2. c 3. 4. 5. 6. c 7. 8. 9.

Answers

Term-3

Town Child 199

1. Dolphins 200

2. How the Squirrel Got Its Stripes 203

Rain in Summer 206

3. Princess Lila and the Three Brothers 207

4. Grace and Her Friends 210

Test Yourself 213

EnglishEnglish

199

Town Child

Warm-up

Reading

Comprehension Answers

of clouds.

Hots


200

Dolphins1

Warm-up

Reading

life skills/values for life


B.

C. 1. true 2. false 3. false 4. true 5. false

Hots


i

201

Vocabulary Answers

Spellings Answers

Grammar AnswersCountable nouns:

Uncountable nouns:

mud gold milk rain

B. 1. master 2. hostess

4. landlady

C.

D.

4. My aunt is a good hostess.

202

Phonics i sound right.

kick

lick

tick

thick

sick

Listening

Audio script hate old foolish hard rough

Answers

Writing

203

How the Squirrel Got Its Stripes2

Warm-up

Reading



B.

C. 1. false 2. true 3. false 4. true 5. true


u

204

Hots

Vocabulary Answers

Spellings Answers

Grammar AnswersA.

B.

3. The road ran over the hill.

C. Did you look in the cupboard for your missing socks? 2. My fathe My father bought a packet to golf balls from the sports shop.

205

Saumya tied a ribbon over the parcel.

My dog likes to trot near me when I go walking on the beach.

At night, owls search for food

Phonics u sound right.

lunch munch

Speaking

Writing

206

Rain in Summer

Warm-up

Reading


5.

Hots


207

Princess Lila and the Three Brothers3

Warm-up

Reading

loved ones. life skills/values for life


to go.

B.

C.


a

208

Hots

Vocabulary Answers

Spellings Answers

Grammar AnswersA.

B. or

3. Maria is sad

and it is very cold.

209

if

C. 2. Will you have an orange or

4. I could not go to school or

ice cream is cold.if

and milk.


came fame game name

lame dame

Listening

Audio script

Answers

. 3. The child is .

suddenly. for the doctor to arrive.

Writing

210

Grace and Her Friends4

Warm-up

Reading



his throat.

B.

5. All the animals looked at each other and laughed loudly.

C.


a

211

Hots

Vocabulary Answers 1. The dogs

. season.

The remote

We use a remotehide.

We must not hide the truth. 5. I love to hear rock music.

rock in the middle of the road. the glass if she is not careful.

.light

My study room gets a lot of light

My father gifted me a .

Spellings Answers

Grammar AnswersA. a

a 3. What is the

an 5. We decided to go for a

A an theaan an egg and a

212

B.

C.


air chair

hair

fair

stair

Speaking

Writing

213

Test YourselfComprehension A. 1. Kash

4. Kashmir is a land of gardens. There are over seven hundred gardens in Kashmir. These gardens are full of

B.

3. The shikaras

Grammar A. ingh is a an an

a The the door of thethe door for her. As the the a an orange fell

the the

B. and

3. Madhav met his friend 4. The sun is a star the moon is not. 5. Man cannot travel to the sun it is too hot.

C. 1. Has the train arrived at

the hill.for

ofto

the hill.tofor

y

Vocabulary 1. da

Writing

MathematicsMathematics 1. Fractions

Lesson plan 215

Worksheets 218

Answers 220

2. Time

Lesson plan 223

Worksheets 225

Answers 227

3. Measurement

Lesson plan 229

Worksheets 232

Answers 234

4. Data Handling

Lesson plan 236

Worksheets 238

Answers 240



215

Concept Explanation Students are already familiar with the concepts of

half, one-third, one-fourth and three-fourths. Recapitulate the concepts by using the Warm-up


Some Other Fraction To introduce formal fractions, distribute shape

cut-outs like squares, triangles, and rectangles. Ask them to colour one half of the shapes in their favourite colour. Do the same with quarters and one-thirds.

Explain the meaning of fractions using the given formula.

Number of parts selectedTotal number of equal parts of the whole

Represent shapes on the blackboard with the help of a stencil so that the parts can be of equal

to shade a square into half. Let students compare

Repeat the activity with one-third and quarter. Instruct students to do Exercise 3.1 from the

textbook.

Numerator and Denominator Introduce the terms numerator and denominator

with their meanings.

cards being shown. Tell the students that the denominator may be thought of as the number 'down' as compared to the numerator which is the number 'up'.


Fractions on a Number Line Draw a number line on the black/whiteboard

and divide it into equal parts. Demonstrate how fractions are shown on a number line.

A

0 = 1

C D B

13

23

33


Comparison of Fractions and Ordering of Fractions

Explain to students that just as we compare numbers, we also compare fractions. But here we will be considering only like fractions for comparison, i.e., fractions with the same denominator.

To explain this concept further, use the following method:

Take paper strips and fold into halves, thirds, fourths and eighths. You may colour also for ease (by bringing breadthwise edges together). Put them one below the other, lengthwise, in proper

alignment. Observe 12 of the whole is greater than 13 of the whole, 13 of the whole is greater than 14 of

the whole; 14 of the whole is greater than 18 of the

whole and record it.

12

Students will be able to recapitulate the concepts of half, one-third, one-fourth and three-fourths

know the numerator and denominator

Fractions1

216

13

14

18

Once it is clear that which fraction is bigger and which one is smaller, we can arrange them in ascending or descending order.

Use the Remember section to point out the important fact given in the related section.

To reinforce, ask them to do the Value Q section from the textbook.


Equivalent Fractions Explain to students about equivalent fractions: A

representing the same fractional number are equivalent fractions.

By multiplying the numerator and the denominator of a fraction by the same natural number, an equivalent fraction is obtained.

By dividing the numerator and the denominator of a fraction by their common factor, an equivalent fraction is obtained.

Do the following activity in class. Take three

strip into half, the second into quarters, the third into eights; place the strips one below the other lengthwise in proper alignment and compare the parts. Observe that half of a whole, 2 quarters of the whole and 4 eighths of the whole represent the same portion of the whole and so record:

14

24

34

44

18

28

38

48

58

68

78

88

12

22

Give students some exercises to practise wherein

fractions. Call them in front and let them solve sums on the black/whiteboard. Also make them understand how to test whether a set of fractions are equivalent fractions or not, by telling them to cross, multiply and check the answer, i.e., whether

denominator of the second fraction gives the same product as when we multiply the denominator of

fraction. If both are equal, then the set of fractions is an equivalent fraction.


Fractions of a Collection Explain to students that a fraction of a collection

means a part of the whole set of objects or collection. Show the class four coloured pencils –

3 red and 1 blue. Tell them that 34 of the pencils

are red. Ask them what fraction is blue. Repeat with several other examples using objects in the classroom. Connect the demonstrated objects with the corresponding fraction on the blackboard.

Call out volunteers who may wish to demonstrate fractions that you call out. For example, if you call

out fraction 13, a child may keep one book open

and two books closed and say that 13 of the books are open.

Once the class has done fraction of a collection, a chart describing 'fraction in our class, can be

put up. They could have information like 23 of

the cupboards are pink or 1220 of the class wears

spectacles, or 535 of the class has birthdays during

this month, etc. and these could be suitably illustrated.

Use the Remember section to point out the important fact given in the related section.


Addition and Subtraction of Like Fractions Explain to students the following method of

addition and subtraction of like fractions: Two like fractions can be added and the sum is a

like fraction with its numerator equal to the sum of the numerators of the two like fractions.

Subtraction of a fraction from its greater like fraction gives a like fraction with its numerator

two like fractions. Take paper strips divided into halves, quarters,

eighths. Put them one below the other in proper

217

alignment. From the same paper strip, observe that

12 + 12 = 1, 14 + 14 = 12, 18 + 18 + 18 + 18 = 12 and so on.

Also demonstrate addition and subtraction using a number line by dividing the number line into

as shown. Consider jumps forward to add and jumps backward to subtract the given fractions.

Add 17 and 57

0

BA

77

67

57

47

37

27

17

Subtract 27 from 57.

0

BA

77

67

57

47

37

27

17

Instruct students to do Exercises 3.7, 3.8, 3.9 and 3.10 from the textbook.

To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise, Maths Lab activity and Hots sections from the textbook.Instruct them to complete the Do It Yourself section.

Tick (12 is

a. c. d.

2. In 59 , the numerator is

3. Three-fourths are also called

a. 12

38 c. 8

3 d. 13

5. 12 of 12 is

218

WORKSHEET 1

a. How many halves are there in 2 wholes?

c. How many one-fourths are there in 2 wholes?

a. 1214

c. 14

d. 13

a. 1 + 3

0 54321

14 + 34

0 4

434

24

14

c. 39 + 19 + 29

0 9

989

799

59

49

39

29

19

a. 14 + 14

3 + 2

c. 48 + 18 d. 1 + 4

e. 38 + 48 f. 7

5 + 15

219

WORKSHEET 2

+

.............................. .............................. ..............................

a. c.

...................................... ...................................... ......................................

25

25

25

34

a. 711, 5

11, 311, 8

113

14, 514, 1

14, 714

, , , , , ,

a. 715, 2

15, 515, 10

152223, 11

23, 2123, 15

23

, , , , , ,

220

a. i. ii.

iii. iv.

ii.

iii. iv.

c. i. ii.

iii. iv.

a. 12 1

224 2

4

c. 13 2

3

d. 34 1

4

e. 78 1

8

f. 4 2

a. c.

d. e. f.

a. 1 23 c. 3

5 d. 48

a. 23

34 c. 2

5, 45 d. 18, 38, 58

35

25

45

15

2 5 4 1 3

34

24

14

a. 0 12

0 134

c. 0 157

d. 0 129

e. 0 178

c.

a. 5, 1 ( 18 ( ), 88 c. 3

10 ( ), 910

d. 217 ( ), 17 e. 1

23 ( ), 2223 f. 18

25 , 425 ( )

a. 113, 4

13, 713, 11

134

10, 510, 7

10, 910

c. 39, 49, 59, 79 d. 5

20, 720, 13

20, 1820

a. 98, 58, 48, 18

1315, 11

15, 715, 4

15

c. 59, 39, 29, 19 d. 15

19, 1219, 10

19, 219

a.

3 58

18>

Value Q In the morning, Do it yourself.

a. i. ii.

iii. iv.

a.

c. d.


221

a. 24

12

14

28 c. 1

32 d. 2

54

10

a. 34

23

a. 515

312 c. 12 d. 3, 3

15

e. 432 f. 2, 8

a. 1022 c. 20

50 d. 3549

e. 924 f. 30

20 g. 24 h. 8

a. 48, 12, 8 , 10

20, 1224 10, 9

15, 1220, 15

25, 1830

c. 814, 12

21, 28, 2035, 24

42 d. 4, 9, 812, 10

15, 1218

a.

a.

a.

a. 23

1113 c. 7

11 d. 8 e. 410

f. 55 g. 2

8 h. 821 i. 8

191112

k. 15 l. 21

a. 315 + 15

915

210 + 3

105

10

c. 414 + 5

149

14 d. 38 + 48

78

e. 314 + 5

14 + 414

1214 f. 4

18 + 18 + 18 1824 m 4

2 km 34 hours

a. 35

0 15

25

35

45

55

35

0 19

29

39

49

59 9

79

89

99

c. 710

0 110

1010

910

810

71010

510

410

310

210

d. 1115

0 115

1515

1415

1315

1215

1115

1015

915

815

71515

515

415

315

215

e. 811

0 111

211

311

411

511 11

711

811

911

1011

1111

f. 1012

0 112

1212

1112

1012

912

812

71212

512

412

312

212

10 – 310

310 c. 5

9 – 2939 d. 10 – 4

a. 29

111 c. 3

7 d. 19 e. 8

31

f. 18 g. 20 h. 7

13 i. 727

a. 49

415 c. 9

13 d. 17 e. 57 f. 1

824 teaspoon 1

4 cup 38 5

9

a. 5 0 1

525

35

45

55 5

75

85

95

105

39

0 19

29

39

49

59 9

79

89

99

c. 210

0 110

1010

910

810

71010

510

410

310

210

d. 15 0 1

151515

1415

1315

1215

1115

1015

915

815

71515

515

415

315

215

e. 111

0 111

211

311

411

511 11

711

811

911

1011

1111

48 m

22 c. 2

4 d. 28

a. 915

2025 c. 5 d. 4

9 e. 510

Hots 2

11 7

222

a. c. c.

Answers to the MCQs

a. 4 0 1 5432

44

0 14

44

34

24

c. 9 0 1

999

89

799

59

49

39

29

a. 24

5 c.

58

d. 5

e. 78

f. 85

+

28

48 8

a. 58

38 c. 4

8 2

525

a. 311, 5

11, 711, 8

111

14, 314, 5

14, 714

a. 1015, 7

15, 515, 2

152223, 21

23, 1523, 11

23


a. 513, 7

13, 913, 15

131123, 12

23, 1823, 20

23

a. 2527, 19

27, 1327, 10

279

15, 715, 5

15, 315

a. 39

0 19

99

89

799

59

49

39

29

710

0 110

1010

810

910

71010

510

410

310

210


223

Time2

Concept Explanation Students have already learnt about the clock. Recall the concept of clock, reading time in

complete hours and half past the hour using the Warm-up section from the textbook.

Reading Time Bring a model clock to the class.

hand, minute hand, seconds hand, etc. to the class. Also, explain in how much time each hand of the

clock completes one round of the dial. Write the relations 24 hours = 1 day, 1 hour = 60

minutes and 1 minute = 60 minutes on the board.

Read Time in Relation to Full Hours, Half Hours and Quarter Hours

Demonstrate the position of arms of the clock and make students understand quarter and half

and quarter to.

on the demo clock one by one (the teacher uses a dummy clock to show various times to students).

Read Time to 5 Minutes Correctness Explain to students how they can read the time

to 5 minutes correctness by using the 5 times table. Make them understand the concept using the examples related to the concept given in the textbook.

Play a game wherein students take turns in reading the time that the teacher demonstrates or

show time by moving the hands of the clock as per the time that the teacher asks.

Use the Common Error section related to the concept to help students avoid the mistakes while writing the time.

Ask them to do the related Try these section from their textbooks.

Telling the Time Before and After Give some examples to make them understand

telling the time before and after, for example, school starting time, school ending time, activity class starting time, etc.

Ask them to do Exercise 4.1 from their textbooks.

Am and Pm Explain to students the following conditions to

tell whether the time is in am and pm. i. 12 o'clock at night is called midnight and 12

o'clock in the day is called noon. ii. The time between midnight and noon is

denoted by am (anti meridiem). iii. The time between noon and midnight is

denoted by pm (post meridiem). Give students enough number of situations where

am or pm, e.g., when they go to school, when they come back from school, when they go out to play, etc.

Use the Common Error section related to the concept to help students avoid the mistakes while reading and writing the time in am and pm.

Use the Remember sections to point out the important facts of the related section.


read calendar write the date

224


Calendar Bring a calendar to the class. Make students

understand various components, that is, days, months, dates and their relations to each other.

Ask students to speak out the names of months in a year and then ask about the number of days in each month. Let them speak out their answers as per their turn, giving each student an opportunity to answer at least one question you will ask during the session. Introduce the concept of leap

in terms of the total number of days in a year and the number of days in the month of February, i.e., 29.

To reinforce, ask them to do the related Try These section from the textbook.

How to Write a Date Use the example given in the textbook to make

them understand how to write a date.

To reinforce, ask the students to do the Skills For Life section from the textbook.

To reinforce, ask them to do Exercise 4.3 from the textbook.

Conversion of Time The students already know the relationship

between hours, minutes and seconds, let them revise again and then explain to them that time

can be converted into seconds and hours can be converted into minutes and so on. Write the given relationship on the black/whiteboard.

1 hour = 60 minutes, 1 day = 24 hours and 1 minute = 60 seconds.


To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise, Maths Lab Activity and Hots sections from the textbook.Instruct them to complete the Do It Yourself section.

Tick ( 1. Which of the following clocks represents 10:45? a. 12 1

2

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

a. 12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

225

WORKSHEET 1

a. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

i. 20 minutes to 2

12 12

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

ii. Half past 9

c. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

d. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

iv. Quarter past 3

a. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

............. : .............

............. minutes

Past .............

12 12

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

............. : .............

............. minutes

Past .............

c. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

............. : .............

............. minutes

Past .............

226

WORKSHEET 2

a. The hour hand takes .......................... hours to go around the clock once.

c. The minute hand takes .......................... hour to go around the clock once.

d. There are .......................... weeks in a year.

e. There are .......................... days in a leap year.

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

....................................................................................................................................................................

a. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

12 12

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

2:45

c. 12 1

2

3

6

8

9

1011

74

5

12 1

3

6

9

111

7 5

12 12

3

6

8

1011

74

5

9:55

227

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

a. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

c. i. 7:15 ii. 8:15 d. i. 1:00 ii. 5:00

a. c. d. e.

f. g. h.

d. 5:15 am e. 00:20 am

c. 29 d. Do it yourself

e. days f. hours g. 5 hour

m. 77 n. 84 o. 49 p. 70

315

525 30

735

945

1155

Hots


c. d. a. c.

Answers to the MCQs

228

30 minutes 15 minutes 20 minutes Past 4 Past 5 Past 10 12 1

2

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5


229

Measurement3

Concept Explanation Students are already familiar with the concepts of

measuring length, mass and capacity. Recapitulate the concept of measuring length,

mass and capacity using the Warm-up section given in the textbook.

Units of Length Bring some objects such as a toothbursh, a pencil,

a notebook, etc., to the class. Demonstrate how to measure lengths of these objects in centimeres using a ruler.

Take the students to the playground. Mark a distance of a kilometre. If it is not possible, then mark half a kilometre. Make students walk that distance once if it is a kilometre and twice if it is half a kilometre so that they get an idea of a kilometre.

Conversion of Units of LengthMetres into centimeters and centimeters into metres

Write the relation 1 metre = 100 centimetres on the black/whiteboard.

Use examples given in the conversion of units section to explain to them how to convert metres into centimetres and vice versa.

Explain while converting metres into centimetres we multiply by 100 and while converting centimetres into metres we divide by 100.


Instruct them to do Exercise 5.1 and Exercise 5.2 from the textbook.

Kilometres into metres and metres into kilometres Write the relation 1 kilometre = 1000 metres on the

black/whiteboard. Use examples given in the conversion of units

section to explain to them how to convert kilometres into metres and vice versa.

Explain while converting kilometres into metres we multiply by 1000 and while converting metres into kilometres we divide by 1000.

Use the Common Error section related to the concept to help students avoid the mistakes while converting units of length.

Instruct students to do Exercises 5.3 and 5.4 from the textbook.

To reinforce, ask them to do the Value Q section from the textbook.

Addition and Subtraction of Length Use examples given in the related section to make

them understand how they can add or subtract lengths.

Read the word problems of the related section and ask the students to observe which operation (addition or subtraction) they will use while solving a problem.

Instruct students to do Exercises 5.5, 5.6, 5.7, 5.8 and 5.9 from the textbook.

Students will be able to recapitulate the concept of measuring length, weight and capacity

230

Units of Mass Discuss where the units of mass (weight), that is,

g, mg and kg are used in real life while weighing an object.


Conversion of Units of MassKilograms into grams and grams into kilograms

Write the relation 1 kilogram = 1000 grams on the black/whiteboard.

Use examples given in the conversion of units section to explain to them how to convert kilograms into grams and vice versa.

Explain while converting kilograms into grams, we multiply by 1000 and while converting grams into kilograms, we divide by 1000.

Use the Common Error section related to the concept to help students avoid the mistakes while converting units of mass.

Instruct students to do Exercise 5.10 and Exercise 5.11 from the textbook.

Addition and Subtraction of Weights Use examples given in the related section to make

them understand how they can add or subtract weights.


Instruct students to do Exercises 5.12, 5.13 and 5.14 from the textbook.

Units of Capacity Explain to students that the standard unit for

measuring liquids is litres (L). Also make them understand that large quantities of liquids are measured in litres and small quantities of liquids are measured in millilitres (mL). Write

explain to them that, capacity is the quantity of liquid which a container can hold.

them to tell whether the containers shown will contain liquid in millilitres or litres.

Show them some containers to measure liquids like kerosene, milk, petrol, etc.


Conversion of Units of CapacityLitres into millilitres and millilitres into litres

Write the relation 1 litre = 1000 millilitres on the black/whiteboard.

Use examples given in the conversion of units section to make them understand how to convert litres into millilitres and vice versa.

Explain while converting litres into millilitres we multiply by 1000 and while converting millilitres into litres we divide by 1000.

Use the Common Error section related to the concept to help students avoid the mistakes while converting units of capacity.

To reinforce, ask students to do the Maths Lab Activity section from the textbook.

Instruct students to do Exercises 5.15 and 5.16 from the textbook.

Addition and Subtraction of Capacities Use examples given in the related section to make

them understand how they can add or subtract capacities.


Instruct students to do the Exercises 5.17, 5.18 and 5.19 from the textbook.

To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct them to complete the Do It Yourself section.

231

Tick (

12 m c. 500 cm d. 40 cm

2. 5 kg is equal to

c. 7 weights of 1000 g d. 5 weights of 100 g

232

WORKSHEET 1

a. m cm13 14

+

m cm74 2530 48+

c. kg g

12 050–

d. m cm

19 75–

e. L mL58 75017 500–

f. L mL81 55011 250–

c. 250 L into mL d. 5 L 305 mL into mL

e. 4 kg 450 g into g f. 1750 g into kg and g

`

....................................................................................................................................................................

....................................................................................................................................................................

`

....................................................................................................................................................................

....................................................................................................................................................................

233

WORKSHEET 2 The perimeter of a housing society is 13 km. How many metres is that?

Express 8 km 435 m in metres: ..........................

Change 4444 g into kg and g: ..........................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

how much?

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

.............................................................................................................................................................

a. km m25 50015 255–

L mL150 251

75 125–

c. m cm100 99

25 75–

234

a. c.

e. 7327 f. 3950

g. 35000 h. 48000

Value Q 3 km

d. 45 m 4 cm e. 84 m 10 cm f. 81 m 24 cm

c. 73 km 734 m d. 109 km 571 m e. 73 km 087 m f. 102 km 533 m

g. 397 m 40 cm h. 184 m 81 cm

e. 101 km 897 m f. 8 km 103 m

g. 387 m 70 cm h. 24 m 81 cm

f. 200, 200, 200 g. 300, 100

e. 30000 f. 55000

c. 101 kg 270 g d. 110 kg 980 g

c. 71 kg 575 g d. 121 kg 845 g

500mL

500mL

c. 200mL

200mL

200mL

200mL

200mL


235

c. c. a.

Answers to the MCQs

e. 40 f. 14

d. 5, 48 e. 9, 190 f. 8, 542

c. 245 L 470 mL d. 150 L 750 mL

g. 17 L 700 mL h. 103 L 180 mL

c. 107 L 555 mL d. 134 L 895 mL

e. 57 L 780 mL f. 11 L 770 mL

c. 20 L 940 mL d. 131 L 270 mL

d. 330 L e. 18 L f. 110 L

Potatoes

PuriesChaat masala

OnionsSalt

bhelpuri800 g200 g

300 g80 g

d.

squashVanilla ice cream

Honey

150 mL150 mL300 mL15 mL

Hots 22.5 cm, 30 g 500 cm, 50 m, 5 km

e. 41 L 250 mL f. 70 L 300 mL

c. 1 km 410 m

c. 250000 mL d. 5305 mL e. 4450 g f. 1 kg 750 g

`410 `28

13000 m

8435 m 4 kg 444 g 5 L and 425 mL

c. 75 m 24 cm


236

Data Handling4

Concept Explanation Students are already familiar with the list and

pictograph. Recapitulate the concept using the Warm-up


Multiple Lists Introduce students to multiple lists and help them

read lists of more than one column. Explain how these lists give us information and

help us compare.

PictographReading pictographs

Display a pictograph showing the favourite cricket players of students. Ask students, What information does this pictograph give? For example, How many students like Sachin Tendulkar? Students may try to respond with a number by observing the pictograph. Discuss the importance of establishing the value of each picture in a pictograph. Explain how this value determines the answer of each question, e.g., if each picture equals one person, how many persons are represented by 4 pictures?

Drawing pictographs Pictograph is a way of presenting the data or the

information by using pictures. Take a class survey of the students about their favourite games. Write down the information on the board using the names of the students. When the survey is complete, count the number of students who like each game and write it in the right column as shown.

Name of Game Number of Students1. Cricket

2. Hockey

3. Badminton

4. Tennis

5. Kabaddi

6. Football

7. Chess

Now convert the data into a pictograph. First, give a proper title to the pictograph. Explain

to the students that the title of a pictograph conveys what a pictograph represents. It should

Next, determine a symbol to represent the data instead of numbers. Explain to the students that the symbols of a pictograph should be clear and interesting.

At last, determine the key of a pictograph. Explain to the students that a key of a pictograph tells how many items of the data each symbol represents. Also, tell the students that sometimes one symbol shows more than one item.

Explain to students that the same information is now available in a clear and more concise form.

To reinforce, ask students to do the Value and and Maths Lab Activity sections

from the textbook and make them understand that recycling of materials is a good way to save environment.

Ask them to do Exercise 6.1 from the textbook.

Tally Marks Explain the use of tally marks in collecting data.

Explain to them that these marks are made in groups of 5 for easy calculation.

Ask students to do Exercise 6.2 from the textbook.To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct them to complete the Do It Yourself section.


understand and interpret a pictograph use tally marks

237

Rose

Dahlia

Daisy

1

238

WORKSHEET 1

III 12IV 18IV 24VI 48VII 18VIII 30

Sella

Key:

239

WORKSHEET 2

Vanilla

Chocolate

Pineapple

Key: Each represents 2 students.

Car 25Two-wheeler 40

Truck 15Bus 10

240

c. Wednesdaya.

Watching TV

Playing outdoor gamesPlaying video games

Reading story

c. Watching TV d. 25

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Do it yourself.

Pet Tally marks

12

8

10

5

Hots


200 mLVanilla ice cream 200 mL

400 mL20 mL

Honey 80 mL

d. 30 f. 270


241

IIIIVIVVIVIIVIII

Key: represents 2 trees

Car

Two-wheeler

Truck

Bus

Key: represents 5 vehicles

Answers to the Worksheetsd. a. d.

Answers to the MCQs

e. 300 f. 1035

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

a. 34

54 c. 5

8 d. 8

d. 28 mL e. 42 mL a. Hansel and Gretel

c. The Sleeping Beauty


242

a.

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

1 hour later

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12

3

6

9

12 12

3

6

8

9

1011

74

5

a.

5 kg

4 kg 200 g

Cod

Haddock

Pomfret

Salmon

Trout

Herring


Time: 3 hours

243

a. 15 minutes 32 seconds into seconds ....................................

c. 75 weeks into days .................................... d. 105 days into weeks ....................................

a. m cm24 70

+ 28 25

L mL44 155

– 37 400

c. kg g74 50

+ 82 425

a. 1 + 4 25 + 35 + 45 c. 1

8 + 48 + 28

a.

c. d.

244

Answers to Model Test Paper a. 12 1

2

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

12 12

3

6

8

9

1011

74

5

a.

d. 430000 mL e. 1 m

d. 15 Weeks

a. 5 95 c. 7

8

40 kg 705 g

ScienceScience 1. Precious Soil

Lesson plan 246

Worksheets 247

Answers 249

2. Light, Sound and Force

Lesson plan 251

Worksheets 252

Answers 254

3. Our Earth and its Neighbours

Lesson plan 256

Worksheets 257

Answers 259

4. Our Environment

Lesson plan 261

Worksheets 262

Answers 264



246

Precious Soil

Warm-up The teacher can make the class interactive by scooping up a handful of soil and then asking students to notice, what soil contains. Students may notice small stones or sand grains, bits of leaves and twigs, and may be a small bug or bits of paper, etc. Now, the teacher can ask the questions to the students such as: Is the soil at all places the same? Is sand a soil? Does soil give shelter to many living beings. The teacher can ask the students to read the Warm-up section, a short story of a caterpillar and an earthworm from the chapter.

Concept Explanation Composition of Soil: Explain to the students that

soil is a combination of both living and non-living things. It has many decaying plants and animals. Air and water are also the parts of soil. These materials support life by providing nutrients, air and water. Soil also holds the roots of a plant. Soil is home to many creatures.

How Soil is Formed: Explain to the students how soil is formed? How air, water and wind break the rocks. Make them understand the value of protecting soil. Ask the students to complete the Breather section of the chapter and also discuss the answers in class. Help the students to complete activities in the class.

Types of soil:

soil are sandy soil, silt soil, clayey soil and loamy soil.

Importance of Soil: Explain to the students the importance of soil. Tell them why soil is necessary for the survival of living things.

Protection of Soil: Explain to the students how is soil protected from insects and why is the protection of soil important.

Reinforce The teacher can reinforce the topics like formation

of soil composition of soil, importance of soil and protection of soil. Help the students to develop Value (protecting soil). Encourage students to plant at least one tree and take care of it. Motivate them that this is the right time to take a positive step. Ask the students to complete the exercises given at end of the chapter. Discuss the answers in the class.


learn how soil is formed

understand the importance of soil (uses)

1

247

WORKSHEET 1

248

WORKSHEET 2

249

A.

B.

C.


250


1.

2.

3.4.

5.

6.

7.8.

1.

2.

of wind and rain is called soil

3.

4.

5.

6.

7.

8.

251

Light, Sound and Force

Warm-up To make the class interactive, the teacher can

start the topic by asking questions like—Can they imagine life without light/sun? What would have happened if there was no sound on earth, i.e., complete silence? When you spin a top, why doesn’t it spin forever? Why does it eventually stop? Now ask the students to read the exercise given in the Warm-up section of the lesson.

Concept Explanation Light: Ask students that can we see in the dark?

Now explain the meaning of light. Light is a form of energy that helps us to see objects around us. Also explain the activity given. Now tell students about the luminous and non-luminous objects. Also give their examples.

Tell students that non-luminous objects are of following types: transparent and opaque objects.

Shadow: Ask students how shadows are formed? Now explain the features of a shadow:

A shadow is always black in colour. A shadow is larger, if the object is closer to the source of the light. A shadow is always formed on the opposite side of the light.

Eclipse: Explain to students that eclipse is an example of shadow. Solar and lunar eclipses are formed when one object hides the other one. Also explain the relation between the position of the sun and the size of the shadow.

Sound: You have heard birds chirping, vehicles honking and people singing. Ask students questions like have you ever thought what is it that you are hearing? This is sound. Also mention the types of sound.

Force: Explain to the students about force by demonstrating push or pull of an object, and what all force can do? Also give examples of force.

Reinforce Help students develop skill by looking at their

shadows and guessing the time. Also discuss why loud music not good for us as given in Skills For Life.


understand what force can do

2

252

WORKSHEET 1

253

WORKSHEET 2

254

A.

B.

C.

— —

— —

— —Screeches


Answers to the Assessment-2A.

B.

C.

255


1.2.

3.4.

5.

6.

1.2.

3.

256

Our Earth and its Neighbours

Warm-up To make the class interactive, the teacher can start the topic by asking questions like: if the students have ever noticed the sky during day time? What all they have seen in the sky (sun)? Have they seen stars during day time? Do they notice stars and moon at night? Where do they go during day time? Why does moon change shape? Tell students that the branch of science which deals with the study of sun, moon, stars and planets is called ASTRONOMY. Also ask the students to read the Warm-up of the chapter. Ask them: recently, scientists have send mangalyan to which place?

Concept Explanation Solar System: Explain to the students that our solar

system is made up of the Sun and the eight planets. Everything in the solar system revolves around the Sun. The Sun is the brightest star of our solar system. It is a huge ball of hot gases present at the centre of our solar system. Explain to the students the characteristics of each planet. Tell them that the Sun tries to pull them towards itself, while the

between the two forces around the Sun. Explain to the students that planets do not twinkle like stars.

Earth and Its Shape: Tell students that earlier it was

was discovered that Earth is spherical in shape. Movements of the Earth: Tell students that our Earth

of movements. They are rotation and revolution. Tell students that the spinning movement of the Earth on its axis is called rotation. Also explain that the movement of the Earth around the Sun in an orbit is called revolution. With the help of activities, explain to the student about the Earth's axis and also show them a globe.

The teacher should demonstrate another activity in the class to show how days and nights are formed due to rotation. Explain the term revolution and make students understand that how seasons are formed due to revolution.

Moon: Ask students what is the natural satellite of the Earth. Also ask how much time does the moon take to complete one circle around the Earth?

Phases of the Moon: Ask students that do they see the same shape of the moon every night. As the

shapes of the moon known as phases of the moon. The shape of the moon seems to change every night due to changes in the positions of the moon and the Earth.

Stars: Ask students that what are the tiny twinkling things in the sky. Tell them that they are stars. Tell

are called constellations.

Reinforce Help students to know more about an astronomer.

Why does he wear a special suit? Where does he go? What is astronomy? Ask the students to complete the exercises given at the end of the chapter. Discuss the questions and answers in the class.


learn about phases of moon

3

257

WORKSHEET 1

258

WORKSHEET 2

259

A.

B.

in an orbit


K G K G K

G G

K

G

G K

M M

M Q

X

Z K

260


Akash Gangaorbit

261

Our Environment

Warm-up To make the class interactive, the teacher can start the topic by asking questions like: How do we get oxygen?How can we prevent soil erosion?What do we get from animals?Now tell students, that plants and animals both are very important for us to maintain the balance in nature. We should not cut trees and hunt animals. Also ask them to do the Warm-up section of the chapter.

Concept Explanation How Can We Protect Plants: Tell students that

plants are useful to us in many ways. Tell students that plants give us oxygen to live and their roots prevent the soil erosion. Also mention that we should plant more and more trees. Also explain the

Ask students to write the 5 ways by which they can protect plants.

1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ...................................................................................... 5. ......................................................................................

How Can We Protect Animals: Tell students that like plants, animals are useful to us in many ways.

as these are natural homes to many animals. We should not hurt animals for fun.

can protect animals. 1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ...................................................................................... 5. ......................................................................................

Reinforce Help students to develop the skills like saving paper

given in the Skills For Life section of the chapter. Make them understand the importance of these skills in their life. Ask the students to complete the exercises given at the end of the chapter Discuss the answers in the class..


know how we can protect plants also know how we can protect animals

4

262

WORKSHEET 1

263

WORKSHEET 2

264

A.

B.

C.A.B.


Answers to the Assessment-2A.

B.

C.

Answers to the Test PaperA.

B.

C.

E.

265


266


268


7.

1.2.

3.

4.

5.6.

1. Why Do We Need Rules 270

2. India: Food & Clothes 272

3. Festivals of India 274

4. India: Cultural Heritage 276

5. Connecting People 278

Worksheet 1 281

Worksheet 2 283

Worksheet 3 285

Worksheet 4 287

Worksheet 5 289



270

Why Do We Need Rules1

LEARNING OUTCOMESStudents will be able to� understand the importance of rules.� define a government.� understand the importance of the government


� Logical intelligence� Interpersonal intelligence � Intrapersonal intelligence

Warm up � Ask the students to study the pictures given in the warm up section. �

� Encourage the students to share their responses behind what they see and decipher from the pictures.


Let’s Explore Follow rules � With reference to the pictures in the warm up section, initiate a class

discussion on what rules are, why they are important & what could be the

� Explain why rules are important.

Rules at home �

Rules in school � The teacher may ask the students to name some rules that they must follow in

� The teacher may explain to the class that these ‘ground rules‘ are important to

Rules for the country � Introduce the terms citizen, Constitution to the class and explain their meaning. � Help them understand the importance and responsibility of being the citizen

of a country.

Government and Democracy � Explain the term Government to the students and ask them to share whatever they know about it.

� Explain the term ‘Democracy’ to them. � You may then explain in short about the Central, State and Local Governments.

Our Fundamental duties � The fundamental duties may be explained to the students in detail. � The teacher may also discuss ways in which they may contribute in their own

�

What do you mean by the term ‘Government’? What do you mean by the term ‘Democracy’? At what three levels is the government run in the country? Why are rules made in school?

271

1. a. responsible b. Leaders c. Law d. rights e. Indians2. a. T b. F c. F d. T e. T3. a. A group of people who make or frame laws and manage a country is known as a government. b. The government makes certain laws to manage a country. The government also takes care

that every citizen follows the laws. The government is made of leaders who are elected by the citizens of India.

c. India, being a democracy, has a government of the people, by the people and for the people. The people in India choose their own leaders who form the government and run the country.

d. India’s huge population lives in villages, towns and cities. Therefore, the country is run at

Their rights can be taken away. 4. a. rule book of the country b. government by the people c. elect leaders d. keep us safe e. makes laws

272

India: Food & Clothes2

LEARNING OUTCOMESStudents will be able to� define diversity.� learn about the different types of food and food habits

in India.� learn about traditional dresses.


�

� Logical intelligence� Interpersonal intelligence

Warm up � The teacher may begin by asking the favourite food of the students and

asking the reason for it. �

�

and discuss in the class. � Set the context of the lesson.

Let’s Explore Diversity in India � Explain the term ‘diversity’ to the students and mention to them about the

diverse cultures in India.

Food in India � The teacher may connect the discussion to the warm up section and discuss

� The teacher may also discuss about the various sweets typical to a place. �

in Indian food.

Food and fruits everywhere � The teacher may discuss about how the food of one place becomes popular in others. � She may also encourage students who have been to other states as well to share

their experiences of food of that state. �

Clothing � The teacher may discuss about how the food of one place becomes popular in others.

Traditional Clothes �

and women. � She may then discuss in detail about the visuals and explain the text. � The teacher may also organize a traditional dress show where students will

wear clothes depicting various states. �

What is the main food of the people of a place called? Name a popular sweet of the winter season. Which place is famous for oranges? Which place is famous for grapes?

273

1. a. cereals b. diversity c. staple d. dhoti e. makki ki roti, sarson ka saag, milk products2. a. coconut b. gajar ka halwa c. Mekhla Chador d. Mundu e. Dastar3. d. ii. South India e. iii. milk products4. dhokla, thepla, roti, dal and vegetables. b. People in the coastal areas like that of Kerala eat rice and use coconut in many dishes. The

favourite items of people in the southern states are idli, dosa, sambhar, rasam and payasam.

e. Goa is known for coconuts. They love to eat seafood. 5.

across the states makes India a land of diversity. b. Kheer, halwa, pedas and rasgullas are some popular sweets eaten by people across the

c. Spices add taste to the Indian food. d. Weddings and festivals are special occasions when people dress up. e. The seven sisters of Northeast India—Assam, Nagaland, Mizoram, Manipur, Tripura,

274

Festivals of India3

LEARNING OUTCOMESStudents will be able to� learn about various festivals.� understand the importance of festivals.



Warm up � The teacher may ask the students to do the warm up section individually. She

may then ask them to share their writings with their partners. � Set the context of the lesson.

Let’s Explore Festivals of India � The teacher may write the word ‘FESTIVALS’ on the board and ask students

to name them. �

� The teacher may then categorise them as religious, national and harvest festivals and explain these terms to the class.

Religious Festivals � Connecting to the warm up exercise, the teacher may initiate a discussion on

year when they are celebrated, the story behind them, the clothes worn and the food eaten.

� The visuals of the celebration of these festivals may be shown to the class.

Harvest Festivals �

� She may connect them to the type of crops and the season in which they are grown.

� The special features of these festivals may also be discussed. �

Explain the terms national, religious and harvest festivals. Which is the festival of colours and what does it mark? What is the other name for the Parsi new year? Which God is worshipped during Pongal? What is popular about Onam?

1. a. Pongal b. Holi c. Bhangra d. Good Friday e. Navratri2. a. The harvest festivals marks the coming of the harvesting season. Pongal is the harvest

festival of Tamil Nadu. In this festival, the Sun God is worshipped and rice dishes are

275

prepared. This festival is celebrated at the same time as Makar Sankranti and Lohri in North India and Bihu in Assam.

Good Friday. They celebrate Easter when he is believed to have returned to life. c. Gurupurab marks the birth of the Sikh gurus. The birthdays of Guru Nanak, Guru Gobind

gurudwara and langar are also organised. d. Basant Panchmi is celebrated to worship Goddess Saraswati, the goddess of learning. In

3.

and prophets are called religious festivals. Some festivals celebrate a good crop and are known as harvest festivals. All these festivals bring people together and create a bond among them.

b. Gurupurab marks the birth of the Sikh gurus. The birthdays of Guru Nanak, Guru Gobind

gurudwara and langar are also organised.

staged during this festival. d. Pongal is the harvest festival of Tamil Nadu. In this festival, the Sun God is worshipped

and rice dishes are prepared. This festival is celebrated at the same time as Makar Sankranti and Lohri in North India and Bihu in Assam.

The harvest festival of Kerala is Onam. It is known for its snake boat races also called Vallamkalli in Malayalam.

beat of dhol and perform bhangra.

276

India: Cultural Heritage4

LEARNING OUTCOMESStudents will be able to� understand cultural heritage.� recognise the various forms of music, dance, art and crafts

of India.


�


Warm up �

� The teacher may ask some students to share their points with the class. � Set the context of the lesson.

Let’s Explore Our Cultural Heritage � The teacher may introduce the chapter by showing a visual on the cultural

heritage of India. � Explain the term ‘cultural heritage’ to the students and discuss what the

visual shows. � The teacher may also mention that the term heritage also implies to

historical monuments.

Music � The teacher may explain the various kinds of music that are prevalent right since ancient times to the present.

� She may also show some audio/visuals related to the topic to make it more

� The teacher may also ask students to sing some classical/folk/pop/music in the class.

� The teacher may also show the students some musical instruments available

Dance � The teacher may explain the various kinds of dance forms. � She may also initiate a discussion on the popular dances of various states. � Visuals related to the may also be shown.

Languages � the country.

� She may also ask some students who know any other language to speak some sentences in front of the class.

� The teacher may bring/ask the students to bring famous art & craft work of More Art & Culture various states and display in the class. � Students should also be encouraged to visit handicraft fairs.

277

�

with colours and designed sieves. �

What are the two styles of Indian music Name some popular Indian dance forms. What craft is Varanasi famous for?

1. d. Shlokas e. Rangoli/Alpana2. a. ANCESTOR b. FLUTE c. GHOOMAR d. BHARATNATYAM e. DHOLAK3. a. F b. T c. F d. F e. F4. a. Mizoram b. North India

e. Assam5. a. People who lived before us are our ancestors. They have passed down many things that

belonged to them or were made by them such as monuments, buildings, architecture,

from the past have come to us from them. All these things are a part of our culture and we call them our cultural heritage.

b. Like music, dances in India are also of two types—classical dances and folk dances. Bharatnatyam from Tamil Nadu,

Kuchipudi from Andhra Pradesh, Kathak from North India, Odissi from Odisha, Kathakali and from Kerala, from Assam and Manipuri from Manipur are some of

by groups of people of the same community as a part of their daily work, festivals, weddings and rituals. They are mostly performed in groups. Some folk dances are Bhangra and Gidda

Kalbeliya and Ghoomar Bedara Vesha from Karnataka, from Kerala, Chholiya dance from

Sambalpuri dance from Western Odisha, etc. d. Another part of our heritage is the special decoration that we do in our houses on special

occasions. Such decorations include Rangoli and Alpana

e. Indian Classical music has two styles—Hindustani Music and Carnatic Music. Hindustani Music developed in northern India while the other developed in southern India.

278

Connecting People5

LEARNING OUTCOMESStudents will be able to� identify various forms of communication.� identify various forms of transport



Warm up �

section individually. � The answers may then be discussed with the class. � Set the context of the lesson.

Let’s Explore Why do we travel � The teacher may initiate a discussion on the reasons to travel and write them

on the board in the form of a word wall. � Explain the term ‘cultural heritage’ to the students and discuss what the

visual shows. � The teacher may also mention that the term heritage also implies to

historical monuments.

�

� The students may also be asked as to compare between the modes of transport they have used for travelling.

Communication � The teacher may explain the term ‘communication’ to the students.

� The teacher may discuss the various means of postal and telephonic communication.communication �

to them. � The teacher may also discuss if they have seen a courier being delivered and

the formalities the person bringing it does. � She may also discuss with the students what all items they can receive

by courier.

Communication with many � The teacher may initiate a discussion on mass communication by explaining the term.

� The students may be asked to come up with examples related. � They may also be asked about the kind of information received through them. � She may also discuss with the students what all items they can receive

by courier.

279

Internet & How it works � The teacher may initiate a discussion on internet & its uses and may write the points on the board.

� The teacher may also discuss with the students how internet can be misused

Communication without � The teacher may initiate a discussion on special schools and the kind of students they cater to.

& hearing � She may tell them that as communication is essential for everyone, even people with disabilities need to & can communicate.

� She may then tell them about Braille which is the language for the sight impaired.

� She may also tell them about sign language for the deaf and dumb. �

What are the various means of transport? What is communication? What are the various means of mass communication? How is internet useful to us?

1. c. sign language d. track

2. c. Internet d. mass communication e. hear and view3. a. T b. T c. F d. F e. F4. a. fax machine b. television c. newspaper d. Speed post e. Alexander Graham Bell5. a. Postal Index Number b. Subscriber Trunk Dialling c. International Subscriber Dialling d. Electronic mail e. Word Wide Web6. a. We travel for various reasons. We travel to school to study and parents travel to work. We

may also travel to meet friends and relatives or go for a vacation. We choose the means of transport depending on the place where we have to go, distance, amount of time we have

to another. Roadways, airways and waterways are three types of transport.

280

i. The most popular and the cheapest method of communication is the post. We can

through road, rail, air or sea and delivered to our houses by postwomen or postmen.

on another sheet of paper at the receiver’s end.

281

WORKSHEET 1

1. Fill in the columns.

Rules at Home

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

Rules in School

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

Rules for the Country

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

2. Read the clues and guess the answer.

a. Why do we follow rules? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

b. What are laws? Who makes the laws? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

c. What is the role of the government? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

282

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

e. What is democracy? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

4. Match the columns. a. Raising your hands 26 January 1950

d. Break a law elect e. Local government punishment

283

WORKSHEET 2

1. Match the columns. a. West Bengal Coconut b. Kerala Rice c. Rajasthan Strawberries d. Kashmir Jaggery e. Nagpur Oranges f. Ratnagiri Grapes g. Nashik Alphonso

2. Which of the following pairs are incorrect?

e. Kerala-mundu f. Tamil Nadu- phiran g. Gujarat- pavadai h. South India- ghagra-choli


Tripura, ................................ and Arunachal Pradesh. b. Assam in famous for its Muga and Pat silk sarees and ................................ . c. Ornaments of ................................ and silver form an important part of the costumes of women in India.

of Nagaland.

e. The Sikhs in the country also wear a turban called ................................ .


a. Turmeric, chillies, pepper, cloves, cardamoms, cumin seeds, fenugreek and nutmeg are examples of spices.

b. The favourite items of people in the north-eastern states are idli, dosa, sambhar, rasam and payasam.

or pyjama.

d. Women in the north east generally wear skirts, dresses, half-saris and shawls, sarongs.

e. Diversity refers to the existence of same people or things in a place.

284

a. Is India a land of diversity? Discuss. ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

b. What is the staple food all over India? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

c. What makes Indian food unique? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

d. What is special about the clothing in north-eastern states in India? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

e. Which states are known for growing fruits in India? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

285

WORKSHEET 3


b. Onam is known for its snake boat races also called Vallamkalli in Telugu.

2. Which of the following pairs are incorrect? a. Durga Puja- Vijayadashmi b. Dussehra- Ramleela c. Holi- onset of spring d. Basant Panchmi- end of winter e. Christmas-25th December

3. Fill in the blanks. a. Pongal is celebrated as ................................ and ................................ in North India and

................................ in Assam.

c. Langars are organised on ................................ . d. People sprinkle ................................ on each other on Holi. e. Parsis celebrate ................................ or the Parsi New Year.

4. Match the columns. a. Christmas Ayodhya

c. Palash Buddha Purnima d. Lord Rama Cakes e. Diwali Goddess Lakshmi

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

286

b. What is the importance of Good Friday? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

c. How is Basant Panchmi celebrated? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

287

WORKSHEET 4


a. People who lived before us are our ancestors.

b. Shlokas were played in temples by the priests.

d. Bharatnatyam from Tamil Nadu, Kuchipudi from Andhra Pradesh, Kathak from North India are folk dance forms.

2. Which of the following pairs are incorrect? a. Kashmir-Pashmina b. West Bengal- rosewood carving c. Karnataka- Sholapith d. Rajasthan- Silk e. Varanasi- Meenakari

g. Mughal period- Panchtantra

3. Fill in the blanks. a. Indian ................................ music is a mixture of Indian folk, classical music and modern beats

b. ................................ were performed in the courts of kings and emperors. c. ................................ from Karnataka, ................................ from Kerala are some forms of

folk dance. d. There are around ................................ languages spoken in India.

4. Match the columns. a. Cheraw Meghalaya

c. Dhol-Cholom Arunachal Pradesh d. Bardo-Chham Western Odisha e. Sambalpuri Manipur

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a. What do you mean by our cultural heritage? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

b. Name the classical dance forms of India. ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

c. When are folk dances performed? Name some popular folk dances of our country. ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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WORKSHEET 5


a. We choose the means of transport depending on the number of wheels that vehicle has.

b. Roadways and railways are two types of transport.

c. People living in Kerala use cruise ships in the backwaters.

e. Courier services are used to send emails.

2. Read the clues and guess the answer.

3. Fill in the blanks. a. People who cannot speak or hear like us can communicate easily by ................................ . b. ................................ is the fastest and the costliest means of transport. c. ................................ can be used to send messages via the phone. d. It is easier and faster to connect with people via the ................................ . e. It is important to write the Pin or ................................ on the envelopes or postcards.


b. Steamers exchanging ideas c. Ferries ships that carry goods d. Cargo ships boats that makes short regular journeys e. Perishable a ship that moves by steam power

a. What are the reasons for which we travel? ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

d. Write short notes on the following. i. Internet ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

ii. Braille ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

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Worksheet 11. keeping your things in order

Raising your hand and waiting for your turn to speak; not running in the corridor; and maintaining silence in the school premises.

Wear the seat belt while driving. Buy tickets when travelling on buses and trains. Walk on the zebra crossing Don’t throw garbage on the road Wear a seat belt while driving2. a. Democracy b. Central Government c. State Government d. Local Self government e. Government3. a. We cannot always do what we want to do. We have to follow rules. Also, you saw in the

pictures above that when we do not follow rules we can end up in dangerous situations. Rules are necessary to protect us and the environment. We have to follow rules at home, in school and in our neighbourhood.

b. As citizens of India, we need to follow rules to live in our country. The rules of a country

everyone live safely. The Constitution of India is a book which contains all the laws of our country. The Constitution of India came into force on 26 January 1950. A group of people who make or frame laws and manage a country is known as a government.

c. The government makes certain laws to manage a country. The government also takes care that every citizen follows the laws. The government is made of leaders who are elected by the citizens of India.

d. India’s huge population lives in villages, towns and cities. Therefore, the country is run at

e. In a democracy, the government is of the people, by the people and for the people. The people in India choose their own leaders who form the government and run the country.

4. a. rule in the classroom b. 26 January 1950

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c. elect d. punishment e. village level

Worksheet 21. a. Rice b. Coconut c. Jaggery d. Strawberries e. Oranges f. Alphonso g. Grapes 2.

3. a. Nagaland, Manipur, Meghalaya b. Mekhla Chador c. gold d. shawls e. dastar4. a. T b. F c. F d. T e. F5.

across the states makes India a land of diversity. b. People in northern India prefer eating chapatis made of wheat and also eat rice. In the

eastern and southern states such as West Bengal and Kerala, people mainly eat rice. The main food of a place is also called the staple food. Pulses or dal are eaten by all people across the country.

c. Some of the typical Indian spices are turmeric, chillies, pepper, cloves, cardamoms, cumin

d. The seven sisters of Northeast India— Assam, Nagaland, Mizoram, Manipur, Tripura,

e. A large variety of fruits are grown in India. Kashmir is known for apples, cherries and strawberries. In the state of Maharashtra, Nagpur is famous for its oranges, Ratnagiri district for Alphonso mangoes and Nashik for grapes. Goa and Kerala are known for coconuts.

Worksheet 31. a. T b. F c. F d. F e. T 2.

3. c. gurupurab d. Gulal

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e. Nauroz4. a. Cakes b. Buddha Purnima

e. Goddess Lakshmi5.

and prophets are called religious festivals. Some festivals celebrate a good crop and are known as harvest festivals

Good Friday.

c. Basant Panchmi is celebrated to worship Goddess Saraswati, the goddess of learning. In

d. The harvest festivals marks the coming of the harvesting season. Pongal, Makar Sankranti, Lohri, Bihu, Onam and Baisakhi are some harvest festivals.

e. In the holy month of Ramzan, Muslims fast every day from sunrise to sunset. After 30 days namaz

Worksheet 41. a. T b. F c. T d. F e. F2.

3. a. pop music b. Kathak

e. handicraft4. a. Mizoram b. Meghalaya c. Manipur d. Arunachal Pradesh e. Western Odisha 5. a. People who lived before us are our ancestors. They have passed down many things that

belonged to them or were made by them such as monuments, buildings, architecture,

from the past have come to us from them. All these things are a part of our culture and we call them our cultural heritage.

Tamil Nadu, Kuchipudi from Andhra Pradesh, Kathak from North India, Odissi from

from Manipur.

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by groups of people of the same community as a part of their daily work, festivals, weddings and rituals. They are mostly performed in groups. Some popular folk dances are Bhangra

d. Special decoration that we do in our houses on special occasions. Such decorations include

e. Classical music has two styles— Hindustani Music and Carnatic Music. Hindustani Music developed in northern India while the other developed in southern India..

Worksheet 51. a. F b. T c. F d. F e. F 2. a. Speed Post b. Alexander Graham Bell c. Fax Machine d. Internet e. Braille3. a. sign language. b. Air transport c. Short message Service d. telephone e. Postal Index Number4. a. exchanging ideas b. a ship that moves by steam power

d. ships that carry goods

5. a. We travel for various reasons. We travel to school to study and parents travel to work. We may also travel to meet our friends and relatives or go for a vacation. We choose the means of transport depending on the place where we have to go, distance, amount of time we have

to another. b. The most popular and the cheapest method of communication is the post. We can write

road, rail, air or sea and delivered to our houses by postwomen or postmen. Speed post is a

c. We can convey messages to a large number of people through the medium of newspaper, radio, television or the Internet. These are known as means of mass communication. Newspapers are the most popular and the cheapest means of mass communication. Books,

news and all other kinds of information. d. i. The Internet is a network which links computers all over the world using cables and

telephone lines via satellites. It is easier and faster to connect with people via the

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ii. All of us cannot do everything. There are some people who cannot speak or hear like us but they can communicate easily by gestures or lip movement. Those people learn sign language. Some people who lose their eyesight learn a special language called braille.

e. However common these are, mobile phones must be used with care. These must be silent in places such as libraries, hospitals and movie theatres. One must avoid using the mobile phones while driving. Children must not use a mobile phones without their parent’s supervision.

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1. Famous Monuments1. d 2. f 3. c 4. e 5. b 6. a 7. i 8. h 9. g

2. Adventure SportsA. 1. d 2. c 3. e 4. a 5. b 6. fB. 1. Water Skiing 2. Bungee Jumping 3. Snowboarding 4. Caving 5. Mountaineering

3. CollectionsA. 9. swarm 10. packB. 1. brown 2. crown 3. drown 4. frown 5. down 6. yawn 7. clown 8. lawn

4. Our Universe1. Eight 2. Amavasya 3. Mercury 4. Mars 5. Pluto 6. Jupiter7. Uranus 8. Astronomy 9. Neptune 10. Venus 11. Saturn 12. Earth

5. Books We LoveA.B. 1. Daniel Defoe 2. Rudyard Kipling 3. Enid Blyton 4. Lewis Caroll

6. Signs and DegreesA. 1. in front of a hospital 2. in a restaurant 3. in a theatre 4. in a libraryB. 1. e 2. h 3. b 4. f 5. g 6. a 7. c 8. dC. 1. Warning Sign 2. Use dustbin 3. Restaurant 4. Physically Challenged

7. Dances of IndiaA. 1. c 2. e 3. d 4. b 5. aB.

Answers

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8. Languages and CurrenciesA. 1. India 2. Saudi Arabia 3. China 4. Spain 5. Germany

B.

Assessment1. c 2. b 3. a 4. c 5. c 6. d 7. a 8. c 9. b 10. b

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Notes

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Notes

Reflections - Saraswati House

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