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TRANSCRIPT
Terms 1, 2 & 35
(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)
TEACHER'S RESOURCE PACK
An Integrated Term Course
Reflections
R
(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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First published 2018
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manual, photocopy or otherwise without the prior permission of the copyright owner. Any
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The Teacher’s Resource Pack of has been developed with an aim to help teachers plan and execute their lessons in the class. It has been created with the following objectives:
To save time in terms of lesson planning and execution.
learning.
challenging.The Teacher’s Resource Pack is based on continuous and comprehensive evaluation, principles and classroom strategies for assessments in scholastic and co-scholastic areas and tools and techniques of evaluation in those domains. It includes:
A detailed lesson plan for each unit of all the subjects Worksheets Model test papers Exhaustive answers to all kinds of exercises
The Teacher’s Resource Pack ensures alignment among three main course components for an internally consistent structure. Alignment is when the:
OBJECTIVES articulate the knowledge and skills that students need to acquire by the end of the course.
ASSESSMENTS allow the teacher to check the degree to which the students are meeting the learning objectives.
INSTRUCTIONAL STRATEGIES are chosen to foster student learning towards meeting the objectives.
It is important that the objectives of teaching percolate down to each student so that he/she understands the concepts holistically. The Teacher’s Resource Pack also focuses on the teachers’ communicating feedback to the students. New learning is to be developed based on what the
motivate them immensely. Teachers can also take timely corrective and remedial measures for the holistic development of students.
PrefacePreface
The series focuses on the principles of hands-on participative teaching and learning. The emphasis is on application and value-based learning. Each and every section and feature of the series would help the learner develop a positive and proactive approach towards all classroom activities. This in turn would make
following tools and skills. They can also identify learning gaps and adopt corrective measures.
LEARNING TOOLS
Stimulating and interesting activities in the Warm-up section serves to build up the interest of students through an interactive approach
Science fact/Did you know provides extra information to further pique the interest of the learner Let’s recall sums up the important information from the text for quick recapitulation Terms to remember/Glossary provides the meanings and builds up the vocabulary Phonics/Listening/Speaking tasks help the learner hone their language skills
THINKING SKILLS
Think and answer encourages the learners to think beyond the text and apply their knowledge Questions in the HOTS section develop in the learners the ability to analyse, synthesise, apply and
evaluate information
HOLISTIC DEVELOPMENT TOOLS
Scenarios addressed under the Life skills segment aims to equip the learner with the skills to face everyday life
Value Q/Values for life deals with important issues that will encourage the inculcation of values in children
ASSESSMENT TOOLS
Quick recap/Try these comprises in text-exercises to provide relief and test the learner on preceding sections
Exercises/Test yourself/Summative assessments comprise varied and well-graded questions that check the learners understanding and knowledge
Picture-based questions assess learner comprehension and retention
APPLICATION TOOLS
Maths lab activity covers various interesting hands-on tasks linked to the concept Activity section engages the students in do-it-yourself concept-based activities to genhance the learning
experience Do it yourself section comprises Let’s have fun and Project which nurture the creative side of students
nudging them to undertake the given tasks in a fun manner so as to understand, analyse and create
Key FeaturesKey Features
The Teacher’s Resource Pack of series provides teachers with engaging and meaningful methods
because it occurs over a period of time and comprehensive because it covers both scholastic and co-scholastic aspects of the students’ overall learning and development.The Teacher’s Resource Pack comprises Teacher’s manual, Teacher’s DVD, Test generator and Web support.
TEACHER’S MANUAL
A complete teaching-learning programme with overall aims, methods, strategies, techniques, and
way.
Includes answers to coursebook, worksheets and model test papers along with listening scripts.
TEACHER’S DVD
E-book Animations Interactive activities Grammar games
Listening Audio
Test Generator
Test generator is a repository of various types of questions which will help teachers design a test for
WEB SUPPORT
Web support includes online worksheets and model test papers.
Assessment Tools for TeachersAssessment Tools for Teachers
Term-1
Term-2
Term-3
ContentsContents
ENGLISH 8
MATHEMATICS 22
SCIENCE 52
GENERAL KNOWLEDGE 100
SOCIAL STUDIES 77
ENGLISH 103
MATHEMATICS 115
SCIENCE 149
GENERAL KNOWLEDGE 191
SOCIAL STUDIES 174
ENGLISH 193
MATHEMATICS 208
SCIENCE 250
GENERAL KNOWLEDGE 292
SOCIAL STUDIES 276
Term-1
I’d Like to Meet an Alien 9
1. The Birthday Companion 10
2. The Clock that Won the Prize 12
The Duck and the Kangaroo 14
3. Amazing Telangana 15
4. Warli Art 17
5. Alice in the Garden of Live Flowers 19
Test Yourself 21
EnglishEnglish
9
I’d Like to Meet an Alien
Warm-up
Reading This is a poem about a young boy who wants to meet an alien. He’d be happy to meet an alien of any shape or size. Ask the students to read the poem aloud.
Comprehension Answers 1. The poet would like to meet an alien that is very big or even medium sized. 2. The poet says that the skin can be rough and tough or smooth and super shiny. 3. The alien’s face can be round, triangle or square. The alien can have a head full or hair or can be bald. 4. The poet uses black, white, yellow, red and green to describe the alien.
the ukulele.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
10
The Birthday Companion1
Warm-up Ask the students what they do on their birthdays. Further, ask them if they’ve done something good on their
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA. 2. her that she will be her birthday companion. 3. with a heavy heart, who to pick 4. no one ever chose her on their birthdays.
B. 1. F 2. T 3. F 4. F 5. T
C. 1. A birthday was a special day in class because the birthday person brought a treat for the class, and he or she could choose someone the teacher called the 'birthday companion’ to pass them around.
3. Aayushi was surprised because nobody liked her and they never chose her as their ‘birthday companion’.
birthday after all.
Hots Accept all well-reasoned and logical answers.
Vocabulary Answers 1. cowardly 2. cloudless 3. foolish 4. noisy 5. innocent 6. generous 7. plentiful 8. boastful 9. modern 10. impolite
LEARNING OUTCOMESStudents will be able to:
ai
11
Spellings Answers 1. cupcakes 2. companion 3. interrupted 4. annoyed 5. overheard 6. ignored 7. dismissed 8. pounced 9. scrambled 10. glare
Grammar AnswersA. 2. Jane’s doll has beautiful eyes.
5. The women’s section is upstairs. 6. The children’s toys were left out in the rain. 7. Those boys’ roller skates are in the locker. 8. Anil’ bag is very heavy.
B.
Phonics ai sound right.
air fair hair stair chair
Listening
Audio script feast party bother irritate escort comrade vow swear
Answers 1. feast, party 2. bother, irritate 3. escort, comrade 4. vow, swear
Writing Accept all well-reasoned and logical answers.
12
The Clock that Won the Prize2
Warm-up
Reading
grandson and their quest to make win a clock-making competition.life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA. 1. F 2. T 3. F 4. T 5. T
B. 1. The clever old clock-makers had died, and their sons went to the towns to work and make money, and have happier times than living in the village which they called a slow, old place.
2. He announced it because he felt that the good work of clock-makers should not stop. 3. The cuckoo gave Joseph a new idea about his clock. The idea was to have a bird come out and chirp
the hour. 4. He was disheartened because his clock was very plain to look at and every day they heard of the wonders
of their neighbours’ clocks.
b. He asked if he could set his clock ahead so that the prince may see how the clock struck the hour. c. Yes. 6. The cuckoo clocks were sent all over the world, and the village became famous for its cuckoo clocks.
C.silver, to make the clock look good.
2. The Prince said this to Joseph because it was a new idea.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
13
Vocabulary AnswersA. 1. armchair 2. greenhouse 3. necklace 4. underground
B. 1. greenhouse 2. armchair 3. folktales 4. necklace
Spellings Answers 1. improvement 2. perched 3. enamelled 4. carried 5. properly 6. popped 7. considered 8. striking
Grammar Answers
A. 1. herd 2. pack 3. pride 4. muster 5. shoal 6. swarm 7. colony 8. gaggle
B. 1. Mother bought bread, 2. There is a lot of sand in my shoes . 3. This soup is made of spinach. 4. Apply some powder on your face. 5. There are many stars in the sky. 6. I drank water because I was thirsty. 7. The mangoes 8. The cat cat was drinking milk.
Phonics
pronunciation.Answers 1. k n o w 2. h y m n 3. p l u m b e r 4. r h y t h m 5. i s l a n d 6. k n i f e 7. c l i m b 8. h o u r
Speaking
Writing Accept all well-reasoned and logical answers.
14
The Duck and the Kangaroo
Warm-up Ask the students to talk about unusual animals. Ask them what they know about Kangaroos. Once done, ask them
Reading The poem talks about a duck and a kangaroo and their wish to go see the whole world. Ask students to read the poem aloud.
Comprehension AnswersA. 1. The Duck wishes to say ‘quack’ all through the day. 2. The Duck wishes to go to the Dee, and the Jelly Bo Lee. 3. The Duck’s feet will the Kangaroo the roo. 4. The Duck bought four pairs of worsted socks, a cloak and a fork. 5. The Kangaroo advises the Duck to sit still. 6. They hopped three times around the whole world.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
15
3 Amazing Telangana
Warm-up
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA. 1. languages, cultures, best, culture
3. Zoological Park, 250, naturalB. 1. T 2. T 3. F 4. T 5. F
C.roads and remarkable monuments.
2. At the centre was the beautiful, square-shaped Charminar, with four roads radiating outwards. It has four
in early 1600.
manuscripts. The collection is spread over thirty eight galleries in the museum.
to Anupu nearby. 5. Gooty Fort is one of the oldest hill forts here. The fort was made of granite rocks and the domes were
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
u
16
Vocabulary Answers
6. pace 7. bore 8. parson 9. taco 10. angrier
Spellings Answers
5. monuments 6. manuscripts 7. historical 8. university 9. impressive 10. architecture
Grammar AnswersA.
B. 1. often 2. tunefully 3. gracefully 4. silently 5. yesterday 6. monthly 7. early 10. hesitantly
Phonics u and sound right.
Answers
curt
burn
hurt
turn
blurt spurt
churn spurn
Speaking Ask the students to talk to their partner.
Writing Accept all well-reasoned and logical answers.
17
Warli Art4
Warm-up
Reading
in great detail. The story also talks about the importance of preserving and reviving old cultural traditions. life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA. 1. F 2. T 3. F 4. F 5. T
B.
C. 1. The teacher asked Geetha to draw something using circles and straight lines only
4. These paintings are made using a sticky paste of rice and water, which is used with the help of chewed bamboo sticks as paint brushes.
Adivasi Yuva Seva Sangh’ adivasis who have still preserved this
art form.
Hots Accept all well-reasoned and logical answers.
Vocabulary AnswersA. 1. pay 2. keep 3. make 4. took 5. do 6. take
LEARNING OUTCOMESStudents will be able to:
sh
18
Spellings Answers 1. confusing 2. proportion 3. characters 4. sacred 5. tribal 6. dimensional 7. linear 8. represents 9. enclosure 10. information
Grammar AnswersA.
3. A new car was brought by my father. 4. The dead leaves were plucked by the gardener. 5. The room was cleaned by the maid.
B. 3. My friend promised me a party. 4. Tom played the character of the blind boy. 5. The dog killed the cat.
Phonics sh sound right.
shoal shark sharp shack shade
shall shape share shake shawl
Listening
Audio script The girl burst into tears when she was lost in the market.
Answers 1. As we arrived at the airport, our plane took 2. Madhav has been asked to make a presentation
. 4. The girl burst into tears when she was lost in the market.
placed the vase gently on the table.
Writing
19
Alice in the Garden of Live Flowers5
Warm-up Ask the students if they like to read. Ask them which their favourite book is and who their favourite characters
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
4. The daisies were the worst of all because when one spoke, they all began together, and it was enough to make one wither to hear the way they went on!
looked redder with shorter petals.
B. 1. a. Tiger-lily said this to Alice.
c. Yes.
b. Alice had some sense in her face. c. Yes. 3. a. Tiger-lily said this to the daises and Alice. b. The speaker couldn’t get at them because she couldn’t move about. c. They were scared of the speaker because she was leader.
LEARNING OUTCOMESStudents will be able to:
h
20
Hots Accept all well-reasoned and logical answers.
Vocabulary AnswersAccept all well-reasoned and logical answers.
Spellings Answers 1. astonished 2. passionately 3. wandering 4. severe 5. criticised 6. awkward 7. curiosity 8. interrupted 9. quivering 10. stooping
Grammar AnswersA. 1. The teacher asked them to not make noise.
3. The passenger enquired whether the train had arrived.
B. 1. Akshara asked, ‘Do you play tennis?’ 2. ‘Do you know the wat?’ asked the traveller. 3. ‘Can you lend me your music player?’ Mr Patel asked.
Phonics h and sound right.
hear heat hair head heard
Speaking
Writing Accept all well-reasoned and logical answers.
21
Test YourselfComprehension A. 1. a poor man. 2. a cave. 3. a dark night. 4. it was hungry. 5. money and the lion.
B. 1. Androcles escaped because his master was a hard, cruel man, and his slaves led a very unhappy life. 2. The lion was moaning because it had a huge thorn stuck in its paw that made a deep cut, causing great pain
and swelling. 3. Androcles was put in prison for having escaped his master’s house.
been hurt.
Grammar A. 1. There is a bird’s nest in that tree. 2. Our dog’s collar is brown. 3. A rhinoceros’ skin is very thick. 4. This is my parents’ wedding photograph.
B. 1. The baker uses special to make cakes .
2. took his new bag to school today.
3. Mahesh drank a lot of fruit .
4. I would like some sugar in my tea.
5. Farah likes to eat tomato and cheese sandwiches .
C. 1. range 2. crowd 3. regiment 4. union 5. chest
Vocabulary A. 1. occasion 2. motion 3. decision 4. action
B. 4. gallery 5. dictionary 6. bribery
Writing Accept all well-reasoned and logical answers.
MathematicsMathematics 1. Revision
Answers 23
2. Numbers and Numeration
Lesson plan 24
Worksheets 26
Answers 28
3. Operations on Large Numbers
Lesson plan 30
Worksheets 32
Answers 34
4. Factors and Multiples
Lesson plan 36
Worksheets 38
Answers 40
5. Fractions
Lesson plan 43
Worksheets 45
Answers 47
Model Test Paper 49
Answers to Model Test Paper 51
23
Revision11. a. Forty-three lakh seventy - two thousand nine hundred
one b. Twenty-four lakh forty-seven thousand six hundred
eighty2. a. 50 b. 10,000 c. 20,00,0003. a. XXIX b. LV c. CXXV d. CCXXX 4. 39,207; 40,207; 41,207 5. 24906. a. 82608 b. 109180 c. 28801 d. 479477. 47774 people; On Tuesday by 212668. 14814 Hindi books; 17283 books in all9. 6774410. a. 5382 b. 104481 c. 6395411. a. Q = 918, R = 2 b. Q = 1345, R = 1 c. Q = 800, R = 012. a. 45
5
3
9
3
b. 200
25
2
25
8
2
45
c. 216
6
2
2
3
2
36
9
18
3
3
13. a. 12, 24, 36 b. 21, 42, 63 c. 17, 34, 51
14. a. 12, 24 b. 40, 80 c. 15, 3015. a. HCF = 5; LCM = 450 b. HCF = 28; LCM = 16816. a. 10 b. 24 c. 25
17. a. 125
b. 336
c. 1623
18. a. 12
b. 19100
c. 54
= 114
19. 8 hours20. a. 1200 cm b. 7 L 200 mL c. 2500 g
d. 703 cm e. 2 km 520 m f. 14003
mL21. a. 9:05 am b. 11:05 am c. 8:20 pm d. 02:20 am22. a. 7 cm b. 8 cm 23. 36 days
24. a. 25
b. 350
c. 320
25. a. Cricket b. Hockey or Badminton (any one)
c. Cricket : 12
; Football: 14
;
Hockey: 18
; Badminton: 18
26.
27. Do yourself.28. Do yourself.29. Do yourself.
Answers to the Coursebook
24
Numbers and Numeration
Concept Explanation Students are already familiar with the numbers
up to 6-digits. Recapitulate the concept of numbers up to 6-digits
using the Warm-up section given in the textbook.
7-digit Numbers; 8- and 9-digit Numbers; Place Value; Face Value
Read the story given in the related sections. Explain how the smallest 7-, 8- and 9-digit
numbers can be found out using largest 6-, 7- and 8-digits numbers, respectively.
Use examples given in the related sections to explain the concept of expanded form, place value and face value of numbers.
Use the Remember sections to point out the important facts related to the topics.
To reinforce, ask them to do the Try These section of the related topic.
Instruct them to do Exercise 2.1 from the textbook.
Predecessor and Successor; Comparing Numbers; Ordering of Numbers; Greatest and Smallest numbers
Explain the meaning of successor and predecessor to the students.
Use blackboard/whiteboard to explain how to compare and order the numbers when the number
Use the examples of the related section to make them understand the concept of comparing and ordering numbers.
To reinforce, ask the students to do the Try These section of the related topic.
Divide the class in two groups.
whiteboard. Ask one group to form largest 7-digit number
using all the digits once and other group to form smallest 7-digit number using all the digits once.
Use the Remember sections to point out the important facts related to the topics.
Use the Common Error section related to the concept to help students avoid the mistakes while forming the largest or smallest number using the given digits.
To reinforce, ask the students to do the Value Q question given in the textbook.
Instruct them to do Exercise 2.2 from the textbook.
International System; Comparing the Two Systems
Bring the charts of Indian and International systems of numeration in the class. Tag them on the board.
thousands, millions, etc. in the International place value chart.
Compare the place values of the two systems using the charts.
Use the Remember sections to point out the important facts of the related sections.
Use the examples of the related section to make them understand the concept of comparing the two systems.
Students will be able to recapitulate the concepts of numbers up to 999999 read and understand the large numbers up to 9-digits understand place value, face value, expanded form and standard form of large numbers compare and order large numbers
2
25
Tell them to start comparing from the higher place
digits. The number with the bigger digit at the same
place would be the greater number. To reinforce ask them to do the sections Maths
Lab Activity, Let’s Have Fun and Skills for Life from the textbook.
Instruct them to do Exercise 2.3 from the textbook.
To recapitulate the concepts learnt in the chapter, students will do Let’s Revise and Hots sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick ( 1. The place value of the digit 2 in 1452784 is a. 2 b. 200 c. 2000 d. 20 2. The successor of the number 547801 is a. 547800 b. 547799 c. 547802 d. 547803 3. The predecessor of the number 8754965 is a. 8754964 b. 6,400,005 c. 6,040,050 d. 7,040,005
a. 6,004,005 b. 6,400,005 c. 6,040,050 d. 7,040,005 5. In the number 58725421, the digit at the hundred thousands place is a. 8 b. 7 c. 2 d. 5
26
1. Use commas and write the following numbers in words in both the systems. a. 25487525 ........................................................................................ b. 1275801 ........................................................................................ c. 6570040 ........................................................................................ d. 2525474 ........................................................................................
b. Five crore twelve thousand thirty-two .......................................................................... c. Ninety million two hundred .......................................................................................... d. Four million two hundred forty-two thousand one hundred .......................................
3. Write the expanded form of the following numbers. a. 1,02,458 ....................................................... b. 303,024,241 ....................................................... c. 6,58,987 ....................................................... d. 989,895 .......................................................
4. Fill in the blanks. a. The place value of 4 in 2458701 is .......................... . b. The smallest 7-digit number is .......................... . c. The face value of the digit 1 in 215487 is .......................... . d. The largest 8-digit number is .......................... . e. The smallest 7-digit number that can be formed using the digits 0, 1, 2, 5, 4, 6 and 8 is .................. . f. Use the correct symbol >, < or =. i. 54876 ............ 54867 ii. 98745 ............ 98475
5. Arrange the following numbers in ascending order. a. 54806; 54708; 54698; 54441 .................................................................. b. 11078; 10178; 11087; 10187 .................................................................. c. 21314; 36528; 24789; 12083 .................................................................. d. 20202; 22002; 22200; 20222 ..................................................................
6. Arrange the following numbers in descending order. a. 36591; 36915; 63915; 63591 .................................................................. b. 11223; 30121; 10132; 20103 .................................................................. c. 45046; 54065; 54506; 265430 .................................................................. d. 88888; 88088; 80808; 88800 ..................................................................
7. is allowed.
WORKSHEET 1
27
WORKSHEET 21. Fill in the blanks. a. 2,54,871 in words is ........................................................ . b. The standard numeral for 400000 + 600 + 10 + 5 is ....................... . c. The expanded form of 102503 is ........................ d. The largest 9-digit number is ....................... . e. The successor of the smallest 8-digit number is ....................... . f. The predecessor of the number 500000 is ....................... .
2. Rewrite the following in the orders as directed: 2502584; 25025804; 25025084; 25502584; 25025840 Ascending order: ..................................................................................................... Descending order: .....................................................................................................
3. Write the place value of the digit 2 in each of the following. a. 201406 ...................................................................................... b. 1025401 ...................................................................................... c. 100025 ...................................................................................... d. 3200444 ......................................................................................
a. 78784 ............... 87784 b. 56238 ............... 56338 c. 230123 ............... 230321 d. 99099 ............... 99199
Greatest number: ............................................... Smallest number: ...............................................
6. Circle the greatest number and underline the smallest number. 4664446 4646464 4666444 6464644 6644644
7. There are 45268 men and 54012 women watching a match in a stadium. Who is more in number in the stadium? By how much?
28
Answers to the CoursebookWarm-up 1. a. 1 b. 1 c. 10 d. 1
b 1,54,854 c. 90,000 d. 1 e. 91,454 and 91,4523. a. 304679 b. 965431 4. a. 50 b. 500 c. 2000 d. 150005. a. XVII b. XXVIII c. IX
Try These (Page 66) a. Two crore forty-six lakh seventy-two thousand one
hundred one b. Nineteen crore nine lakh eleven thousand three
hundred eighty-three
Exercise 2.1 1.
ninety-seven
thousand two hundred sixty-seven c. 8,03,90,694; Eight crore three lakh ninety thousand six
hundred ninety-four
eight thousand three hundred sixty-one2. a. 83,70,248 b. 2,35,80,907 c. 6,80,000 d. 24,19,80,0743. Number Period Place value Face value
94,70,135 Lakhs 4,00,000 430,54,716 Lakhs 30,00,000 39,09,09,009 Thousands 0 017,92,81,247 Lakhs 2,00,000 2
4. a. 7,40,09,089 b. 32,89,04,0055. a. 7,39,39,499 = 7,00,00,000 + 30,00,000 + 9,00,000
+ 30,000 + 9000 + 400 + 90 + 9 b. 83,00,52,206 = 80,00,00,000 + 3,00,00,000 + 50,000
+ 2000 + 200 + 66. 29,7007. a. 5,18,33,645; 5,18,34,645 b. 88,12,489; 88,13,489
Try These (Page 69) 1. a. S = 21269406; P = 21269404 b. S = 725052171; P= 7250521692. a > b. < c. > d. >3. AO: 14,13,47,909 < 14,13,74,999 < 14,31,47,999
DO: 14,31,47,999 > 14,13,74,999 > 14,13,47,909
Exercise 2.2 1. a. = b. < c. > d. <
2. Predecessor Number Successor
a. 99,99,997 99,99,998 99,99,999b. 76,35,458 76,35,459 76,35,460c. 99,99,999 1,00,00,000 1,00,00,001d. 46,69,52,872 46,69,52,873 46,69,52,874
3. a. 15,40,009; 15,40,190; 51,34,209; 51,43,883; 10,23,45,201 b. 65,85,352; 2,05,85,932; 2,05,89,532; 2,50,98,325; 723,32,2304. a. 20054100; 7007007; 3004605; 754321; 462132 b. 51,15,11,555; 6,89,54,328; 4,23,58,404; 62,57,429; 57,48,8955. a. Smallest: 12345689 Greatest: 98654321 b. Smallest: 10234578 Greatest: 875432106. a. Smallest: 10,11,11,138 Greatest: 88,88,88,310 b. Smallest: 11,11,11,459 Greatest: 99,99,99,541
Value Q a. 8,00,000; 13,00,945; 65,19,350; 77,50,070 b. 50,000 c. Most circulated: The Morning News Least circulated: The Daily Times
Exercise 2.3 1.
b. 42,301,518; Forty-two million three hundred one
c. 330,030,030; Three hundred thirty million thirty thousand thirty
2. a. 8,346,156 b. 12,051,300 c. 218,000,0003. a. 2 b. 1 c. 5 d. 84. a. < b. > c. < d >5. a. 8,000,808 b. 90, 800,000 c. 5,700,015 d. 6,105,869
Skills for Life Indian: 5,00,00,000; Five crore
Let's Revise 1. a. 99,99,999 b 1,000,0012. a. Four hundred thirty-eight thousand
hundred twenty-eight3. a. > b. >
Answers to the Coursebook
29
Worksheet 1 1. Indian
(Figure)Indian
(Words) (Figure) (Words)
a. 2,54,87,525 Two crore
lakh eighty-seven thousand
hundred
25,487,525million four hundred eighty-seven thousand
b. 12,75,801 Twelve lakh
thousand eight hundred one
1,275,801 One million two hundred
thousand eight hundred one
c. 65,70,040lakh seventy thousand forty
6,570,040 Six million
seventy thousand forty
d. 25,25,474 Twenty-
thousand four hundred seventy-four
2,525,474 Two million
thousand four hundred seventy -four
2. a. 25,00,008 b. 5,00,12,032 c. 90,000,200 d. 4,242,1003. a. 1,02,458 = 1,00,000 + 2000 + 400 + 50 + 8 b. 303,024,241 = 300,000,000 + 3,000,000 + 20,000 + 4000 + 200 + 40 + 1 c. 6,58,987 = 6,00,000 + 50,000 + 8000 + 900 + 80 + 7
d. 989,895 = 900,000 + 80,000 + 9000 + 800 + 90 + 54. a. 400000 b. 1000000 c. 1
5. a. 54,441; 54,698; 54,708; 54,806 b. 10,178; 10,187; 11,078; 11,087 c. 12,083; 21,314; 24,789; 36,528 d. 20,202; 20,222; 22,002; 22,200 6. a. 63,915; 63,591; 36,915; 36,591 b. 30,121; 20,103; 11,223; 10,132 c. 2,65,430; 54,506; 54,065; 45,046 d. 88,888; 88,800; 88,088; 80,8087. Smallest Number: 6,00,00,009 Greatest Number: 9,99,99,960
Worksheet 2 1. b. 4,00,615 c. 102503 = 100000 + 2000 + 500 + 3 d. 99,99,99,999 e. 10000001 f. 4,99,999 2. a. 25,02,584; 2,50,25,084; 2,50,25,804; 2,50,25,840; 2,55,02,584 b. 2,55,02,584; 2,50,25,840; 2,50,25,804; 2,50,25,084; 25,02,5843. a. 2,00,000 b. 20,000 c. 20 d. 2,00,0004. a. < b. < c. < d. <5. Greatest Number: 7,43,210 Smallest Number: 1,02,3476. Greatest Number: 66,44,644 Smallest Number: 46,46,4647. Women; By 8744
4. a. 4,00,00,000 b. 900,0005.
hundred twenty-four
thousand nine hundred twenty-four b. Indian: 7,64,28,500; Seven crore sixty-four lakh twenty-
Hots 1. a. 0 b. Largest: 98765432; Smallest: 23456789
Answers to the Worksheets
1. c 2. c 3. a 4. b 5. b
Answers to the MCQs
30
Operations on Large Numbers
Concept Explanation Students are already familiar with the concept of
addition, subtraction, multiplication and division of numbers up to 6-digits.
Recapitulate the concept of operations on numbers up to 6-digits using the Warm-up section given in the textbook.
Addition of Large Numbers; Subtraction of Large Numbers
Tell students that while adding/subtracting large numbers, they should follow these important steps:
– Arrange the numbers in the appropriate place value columns.
– Add/subtract the digits of the numbers starting from the rightmost column, that is, from the ones column.
– Do regrouping (carry over/borrowing) if required.
Explain to the students the important properties of addition/subtraction of numbers.
Use the Remember sections to point out the important facts related to the topics.
Use examples given in the related sections to explain the concept of addition/subtraction of large numbers.
Use the Common Error section related to the concept to help students avoid the mistakes while subtracting the given numbers.
Use the shortcut method given in the textbook for subtracting the large numbers.
Instruct them to do Exercise 3.1 from the textbook.
Multiplication of Large NumbersRecall the meaning of the terms multiplicand, multiplier and product along with the students.
Also, make them understand the properties of multiplication of large numbers.
Use the blackboard/whiteboard to explain how to multiply large numbers by 2- and 3-digit numbers.
Use the examples of the related sections, that is, multiplying by 2- and 3-digit numbers, multiplying with zeroes as digits in the factors, multiplying by multiples of 10, 100, 1000, ... to
Use the Remember sections to point out the important facts related to the topics.
To reinforce, ask the students to do the Try These section of the related topic.
Again, use the blackboard/whiteboard and explain the process of multiplying a number by 5, 25 and 50.
Use the Remember sections to point out the important fact, that is, for every multiplication fact there exists a division fact.
Instruct them to do Exercise 3.2 from the textbook.
Division of Large NumbersRecall the meaning of the terms dividend, divisor, quotient and remainder along with the students.
Use the Remember section to point out the important fact, that is, division is the inverse of the multiplication.
Use blackboard/whiteboard to explain how to divide 5-, 6- and 7-digit numbers by 2- and 3-digit numbers.
Use the examples given in the related sections, that is, dividing a 5-digit number, dividing 6- and 7-digit numbers to make them understand these concepts.
Use the Common error section to help studentsavoid the mistakes while dividing a 5-digit number by a 2-digit number.
To reinforce, ask the students to do the Try These section of the related topic and Maths Lab Activity from the textbook.
Students will be able to
3
31
Now use blackboard/whiteboard to explain how to divide large numbers by 10, 100 and 1000.
Instruct them to do Exercise 3.3 from the textbook.
Applications of Operations on Large Numbers (Word Problems);
DMAS - The Four Operations TogetherWrite some sentences based on the addition, subtraction, multiplication and division.
Divide the class in to two groups. Ask the groups one by one to say which operation
they will use in the given sentences. Give one point for the correct answer to each group. Announce the group with maximum points as a
winner.
Use the examples of the related section to explain how to read, understand, solve and check the word problems.
Use the blackboard/whiteboard to explain how to simplify a mathematical expression having four mathematical symbols.
Discuss and explain the rule associated with DMAS.
Instruct them to do the section Try These, Exercise 3.4 and Exercise 3.5 from the textbook.
To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise, Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick ( 1. The sum of 12547 and 21469 is equal to a. 43016 b. 30416 c. 34061 d. 34016
a. 144454 b. 144445 c. 14544 d. 144545 3. The product of 45687 and 0 is a. 0 b. 45687 c. 45678 d. 45688 4. 897463 ÷ 1000 is equal to a. Q = 897463, R= 100 b. Q = 897, R= 463 c. Q = 8974, R= 63 d. Q = 89, R = 7463 5. Simplifying, 14 + 42 ÷ 7 – 3 a. 17 b. 14 c. 11 d. 8
32
1. Add the following. a. 365875 and 854262 b. 102543 and 3574010 c. 5458007 and 3214589 d. 20144488 and 6699823
2. Subtract. a. 201254 from 6547801 b. 211773 from 4008001 c. 123487 from 3214590 d. 5151510 from 8080999
3. Fill in the boxes with correct digits.
a. 3 4 6 0 0 82 6 8 8 6
5 3 5 1 3 7+
b. 7 0 8 2 1 05 1 8 4 4
9 9 0 8 1–
a. 54582 by 23 b. 412009 by 48 c. 410258 by 466 d. 375468 by 825
5. Divide and check your answer. a. 54582 by 23 b. 412009 by 48 c. 410258 by 466 d. 375468 by 825
6. Simplify each of the following. a. 25 – 72 ÷ 8 + 16 × 3 b. 13 × 6 + 21÷7– 1
7. Solve the following word problems.
a. A factory produced 2548764 bicycles in 2015 and 3287100 bicycles in 2016. Find out how many
more bicycles and how many more.
..............................................................................................................................................................
..............................................................................................................................................................
`
distributed by him.
..............................................................................................................................................................
..............................................................................................................................................................
WORKSHEET 1
33
1. Add the following. a. 563258 and 120145 b. 3256471 and 201258 c. 3250147 and 3250169 d. 32004477 and 654456
2. Subtract. a. 2005004 from 3888854 b. 77777588 from 100000000 c. 3258745 from 52102369 d. 20004433 from 30303032
3. Fill in the boxes with the correct digits.
a. 4 5 6 7 0 64 5 1 9 6
8 4 1 0 0+
b. 4 0 0 4 0 03 3 8 7 3 9
2 0 1 8 0–
a. 568 by 40 b. 368 by 600 c. 845 by 2000 d. 232 by 5000
a. 5689 ÷ 10 b. 58796 ÷ 100 c. 500125 ÷ 1000 d. 8525 ÷ 1000
6. Simplify each of the following. a. 38 + 12 × 6 – 30 ÷ 3 b. 24 × 5 – 48 ÷ 8 + 2
7. Solve the following word problems.
a. Radhika has ` 22,34,576 in her PF account. She received ` 4,45,890 as a gratuity amount. Find out how much money does she have in all now.
..............................................................................................................................................................
..............................................................................................................................................................
b. Manoj has some bikes and auto-rickshaws for sale. He counted a total of 65 wheels. Find out how many bikes and auto-rickshaws does he have for sale.
..............................................................................................................................................................
..............................................................................................................................................................
WORKSHEET 2
34
Warm-Up 1.
e. successor f. minuend.2. a. 28856 b. 420 c. 12625 d. 211
Exercise 3.1 1. a. 3171697 b. 1351918 c. 937107 d. 53270 2. a. 1725248 b. 19878956 c. 13579447 d. 16892423. a. 23552042 b. 22242133 4. a.
+ 1 7 9 2 7 3 0 8 8 1 8 2 5 0 2 2 6 1 0 9 8 1 0
b.
– 7 0 5 2 3 8 3 9 8 6 2 1 2 5
Try These (Page 80) a. 98095 b. 7020350 c. 415038
d. 482700 e. 1060000
Exercise 3.2 1. a. 404976 b. 5390875 c. 283156 d. 15511475 e. 106238 f. 158219 g. 2657460 h. 36131282. a. 25 b. 436 c. 0 d. 2183953. a. 13680 b. 594400 c. 1945000 4. a. 130 b. 8100 c. 8100
Try These (Page 82) a. Q = 986, R = 22 b. Q = 319232, R = 0 c. Q = 33992, R = 81
Exercise 3.3 1. a. Q=771, R = 2 b. Q=635, R = 8 c. Q=3052, R = 0 d. Q=2453, R = 25
e. Q=153, R = 27 f. Q=9, R = 0 g. Q=105, R = 158 h. Q=300, R = 30 i. Q=1201, R = 20 j. Q=19517, R = 13 k. Q=108351, R = 22 l. Q=73730, R = 552. a. Q=102, R = 4 b. Q=83, R = 68 c. Q=56, R = 874 d. Q=241, R = 32 e. Q=3427, R = 86 f. Q=4297, R = 212
Skills for Life 6538901; Bus
Exercise 3.4 a. 7307900 m b. ` 9,80,455 c. 6402884 d. 989758 e. 214762 f. ` 28,340 g. 198922 km h. ` 19,52,006 i. 852997 kg j. ` 1,03,142
Exercise 3.5 a. ` 60,32,544 b. ` 38,91,440 c. ` 575 d. 10690 persons e. 705364 toys f. ` 14,26,698 g. 2313 boxes h. ` 64,542 i. 56 j. 47872 L k. ` 158 l. 83952 pens m. 478 shelves n. 1984190 kg
Try These (Page 86) a. 7544 b. 5 c. 0 d. 14
Let's Revise 1. a 786308 b. 30898057 c. 5390875
d. Q = 3090, R = 13 e. 23400000 f. 80
2. a. – b. × c. + d. ÷
3. a. ` 84 b. 18 marks
4. a. 8 b. 0 c. 24 d. 79
Hots 1. a. 2625 b. 320 ÷ 4 = 80
Answers to the Coursebook
1. a. S – 56855897; P – 56855895 b. S – 69782501; P – 697824992. a. millions b. 999999 c. Ten millions d. 19,999,9993. 99,899,9994. a. 124 b. 329 c. 25 d. 18
5. a. = b. <6. 800927. a. 1120 b. 6758. a. 7 b. 0 c. 28 d. 959. a. 2 b. 1 c. 5 d. 2
Answers to the Assessment-1
35
Worksheet 1 1. a. 1220137 b. 3676553 c. 8672596 d. 268443112. a. 6346547 b. 3796228 c. 3091103 d. 29294893. a. 3 4 6 7 0 0 8 1
2 0 6 8 1 8 5 65 5 3 5 1 9 3 7
+
b. 7 0 8 8 2 1 3 05 1 8 8 4 0 4 91 8 9 9 8 0 8 1
–
4. a. 1255386 b. 19776432 c. 191180228 d. 3097611005. a. Q = 2373, R = 3 b. Q = 8583, R = 25 c. Q = 880, R = 178 d. Q = 455, R = 936. a. 64 b. 80 7. a. 5835864 bicycles; 2017 by 738336
b. ` 1,45,763; 1500 candies
Worksheet 2 1. a. 683403 b. 3457729 c. 6500316 d. 326589332. a. 1883850 b. 22222412 c. 48843624 d. 102985993. a. 4 5 8 6 7 0 0 6
4 2 5 5 1 9 9 68 8 4 1 9 0 0 2
+
b. 4 0 4 0 4 0 4 03 8 3 8 5 7 3 9
2 0 1 8 3 0 1–
4. a. 22720 b. 220800 c. 1690000 d. 11600005. a. Q = 568, R = 9 b. Q = 587, R = 96 c. Q = 500, R = 125 d. Q = 8, R = 5256. a. 100 b. 116 7. a. ` 26,80,466 b. 25 bikes and 5 auto-rickshaws or 10 bikes and 15 auto-
rickshaws
Answers to the Worksheets
1. d 2. b 3. a 4. b 5. a
Answers to the MCQs
36
Factors and Multiples
Concept Explanation Students are already familiar with the concept of
multiples, factors and common multiples. Recapitulate these concepts using the Warm-up
section given in the textbook.
More About Factors and Multiples Use the blackboard/whiteboard and write possible
multiplication and division facts of a number. Instruct them to stop writing the facts when
factors start repeating.
factors of the given numbers.
number pictorially using factor tree. Use the Remember section to point out the
important facts related to the topics. Instruct them to do Exercise 4.1 from the textbook.
Rules of Divisibility Explain the rules associated with the divisibility
by the numbers 2, 3, 4, 5, 6, 8, 9,10, 11, 12, 15, 18 and 25.
Use examples given in the textbook to make them understand the rules of divisibility by these numbers.
Form two groups in the class. Conduct a quiz contest in the class. Write a number on the board.
Ask randomly one group to check whether the number is divisible by the numbers as asked by you.
Give one point for each correct answer. Repeat the same with another group by writing a
new number on the board. Repeat the activity at least 5 times. Announce the group with maximum points as a
winner. Instruct the students to do Exercise 4.2 from the
textbook.
Prime and Composite Numbers; Prime Factorisation
the related sections from the textbook. Use the Sieve of Eratosthenes method to make
them understand the prime and composite numbers.
Explain why 1 is neither a prime nor a composite number.
Discuss about the prime factors of a number. Use the Remember sections to point out the
important facts related to the topics. To reinforce ask them to do the Try These section
from the textbook. Read the section Prime Factorisation from the
textbook.
Students will be able to
learn about common factors and factor tree method understand the rules of divisibility, that is, divisibility by 2, 3, 4, 5, 6, 8, 9,10, 11, 12, 15, 18 and 25
division method
analyse important facts about HCF and LCM
4
37
Use the blackboard/whiteboard to explain how to
the repeated division method and the factor tree method.Use the Common error section to help students
factorisation of a number. To reinforce, ask the students to do Skills for Life
and Let’s Have Fun sections from the textbook. Instruct the students to do Exercise 4.3 from the
textbook.
Highest Common Factor; Finding HCF; Application of HCF (Word Problems)
number that divides both or all the given numbers without leaving any remainder.
Common Divisor).
Use the blackboard/whiteboard to explain how to
the factors method, prime factorisation method and long division method.
Use examples given in the textbook to make them
Use the Remember sections to point out the important facts related to the topics.
Use the Common error section to help students
given numbers. Now read the word problems given in the related
section and explain how read, solve and check a word problem.
To reinforce, ask the students to do the Maths Lab Activity section from the textbook.
Instruct them to do Exercise 4.4 and Exercise 4.5 from the textbook.
Lowest Common Multiple (LCM); Important Facts About HCF and LCM;
Application of LCM (Word Problems)
smallest multiple that can be divided by these numbers without leaving any remainder.
Use the blackboard/whiteboard to explain how
prime factorisation method and the short division method.
Use the Common error section to help students
given numbers. Use examples given in the textbook to make them
understand the concept.
section from the textbook. Use examples given in the textbook to make them
understand the use of the relation, that is,
Now read the word problems given in the related section and explain how to read, solve and check a word problem.
Instruct the students to do Exercise 4.6 and Exercise 4.7 from the textbook.
To recapitulate the concepts learnt in the chapter, students will do Let’s Revise and Hots sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick ( 1. The even prime number is a. 1 b. 2 c. 3 d. 4 2. The number which is neither prime nor composite is a. 1 b. 2 c. 5 d. 8 3. The number which is divisible by 6 is a. 256 b. 145 c. 262 d. 642 4. The number which is divisible by 11 is a. 1458 b. 9234 c. 8998 d. 2241
a. 2×2×3×3 b. 2×2×9 c. 4×3×3 d. 4×9
38
) if the number is divisible and a cross ( ) if it is not divisible. One has been done for you.
Number 2 3 4 5 6 8 9 11 12
38
245
1496
324
6908
a. 78 b. 105 c. 142 d. 216
a. 220 and 200 b. 15, 20 and 40 c. 440 and 360
4. Find the HCF of the following using the division method.
a. 45 and 120 b. 16, 24 and 32 c. 35 and 105
a. 14, 28, 56 b. 160 and 330 c. 50, 70 and 90
6. Find the LCM of the following using the division method.
a. 68 and 102 b. 52, 78 and 91 c. 36, 63 and 99
7. The product of two numbers is 1248 and their LCM is 624. Find the HCF of the numbers.
.....................................................................................................................................................................
.....................................................................................................................................................................
8.
.....................................................................................................................................................................
.....................................................................................................................................................................
9. Find the least number of students that can be arranged in rows of 20, 30 and 40.
.....................................................................................................................................................................
.....................................................................................................................................................................
WORKSHEET 1
39
) if the number is divisible and a cross ( ) in it is not divisible. One has been done for you.
Number 2 3 4 5 6 8 9 15 18
40
658
249
7447
5544
a. 92 b. 135 c. 218 d. 500
a. 364 and 380 b. 18, 24 and 30 c. 624 and 666
4. Find the HCF of the following using the division method.
a. 60 and 180 b. 12, 72 and 96 c. 75 and 300
a. 32, 48, 64 b. 400 and 450 c. 38, 114 and 152
6. Find the LCM of the following using the division method.
a. 115 and 575 b. 87, 116 and 145 c. 20, 60 and 100
7. other number.
.....................................................................................................................................................................
.....................................................................................................................................................................
8.
.....................................................................................................................................................................
.....................................................................................................................................................................
9. Find the least number which can be divided by 32, 48 and 72 without leaving a remainder.
.....................................................................................................................................................................
.....................................................................................................................................................................
WORKSHEET 2
40
Answers to the CoursebookExercise 4.1 1. a. 1, 3, 5, 15 b. 1, 2, 3, 4, 6, 8, 12, 24 c. 1, 2, 3, 6, 7, 14, 21, 42 d. 1, 2, 4, 7, 8, 14, 28, 562. a. 1, 2 and 4 b. 1, 2 and 4 c. 1, 2, 3, 4, 6, 8 and 12 d. 1, 3 and 53. a. 24
2 126
32
2
b. 355 7
c. 682 34
172
d. 442 22
112
4. a. 3, 6, 9, 12, 15 b. 11, 22, 33, 44, 55 c. 8, 16, 24, 32, 40 d. 6, 12, 18, 24, 305. a. 36, 72, 108 b. 22, 44, 66 c. 56, 112, 168 d. 210, 420, 6306. a. 96
2 4824
126
3
22
22
b. 502 25
55
c. 362 18
93
23
d. 722 36
189
3
22
37. a. 8, 16, 24 b. 15, 30, 45 c. 24, 48, 72 d. 30, 60, 90
Exercise 4.2 1. 540810, 542314, 3952, 467180, 621582. 3480, 936, 843, 1380 3. 1384, 1480, 3952, 81004. 540810, 1480, 600, 500 5. 865, 234500, 5408106. a. 10, 20, 30, 40, 50, 60, 70, 80, 90 b. 20, 40, 80 c. 30, 60, 90 d. 12, 24, 36, 48, 60, 72, 84, 967. a. 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58 b. 33, 36, 39, 42, 45, 48, 51, 54, 57 c. 35, 40, 45, 50, 55 d. 40, 50 e. 36, 40, 44, 48, 52, 56 f. 40, 50 g. 36, 42, 48, 54 h. 40, 508. 45056, 325832, 3637000
9. 369, 1008, 1152, 92088, 115227
10. Number 6 11 12 15 18 2511538
1254962145832500
125433
11. 6270 divisible by both 6 and 11 276 divisible by 6; 201546 divisible by 6
Try These (Page 95)
a. 5, 7 b. 5, 11 c. 11, 13 d. 19, 23
Skills for Life 2 × 24
3 × 16
4 × 12
Exercise 4.3 1. 2 × 2 × 2 × 32. 72 = 2 × 2 × 2 × 3 × 3 ; 96 = 2 × 2 × 2 × 2 × 2 × 3 108 = 2 × 2 × 3 × 3 × 33. a. 2 × 3 × 5 × 5 b. 2 × 3 × 5 × 7 c. 2 × 2 × 3 × 5 d. 2 × 2 × 3 × 34. a. 420
2 21070
357
32
5
b. 202 10
52
c. 402 20
105
22
d. 722 36
189
3
22
34. a. even b. odd c. odd d. even
Exercise 4.4 1. Numbers Factors HCF
1618 1, 2 21, 2, 4, 8, 16
1, 2, 3, 6, 9, 18a.
915 1, 3 31, 3, 9
1, 3, 5, 151421 1, 7 71, 2, 7, 14
1, 3, 7, 21
b.
c.
1845 1, 3, 9 91, 2, 3, 6, 9, 18
1, 3, 5, 9, 15, 45d.
Common Factors
41
2. HCF 15 16 18 32 249 18 2
2840 8
3 9 1 31 8 8 81 4 2 4 45 8 2 8
3. a. 10 b. 12 c. 10 d. 14 e. 60 f. 44. a. 14 b. 1 c. 5 d. 42 e. 13 f. 80
Exercise 4.5 a. 24 b. 45 c. 15 d. 10 laddoos; 10 boxes e. 15 candies
Exercise 4.6 1. Numbers LCM
24
a.
36
b.
57
c.
246
d.
2, 4, 6, 8, 10, 124, 8, 12, 16, 20, 243, 6, 9, 12, 15, 18
6, 12, 18, 24, 30, 365, 10, 15, 20, 25, 307, 14, 21, 28, 35, 42
2, 4, 6, 8, 10, 124, 8, 12, 16, 20, 24
6, 12, 18, 24, 30, 36
4, 8, 12
6, 12, 18
none
12
4
6
not exist
12
2. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
4
5 LCM = 203. a. 60 b. 84 c. 96 d. 784. a. 90 b. 72 c. 288 d. 210
Exercise 4.7 a. 240 b. 154 c. 204 cm
d. 12 pm e. 24
Let's Revise 1.
Number 2 3 4 5 6 8 9 1025
5329990
2. yes; yes3. a. No b. 2 c. 4 d. 3
4. Wrong statements Correct statements
a. 51 is a prime number. 51 is compasite number
b. 23 is a composite number. 23 is a prime number
c. 2 is a factor of every number.
1 is a factor of every number
d. 1, 2, 6, 8 and 24 are the only factors of 24.
1, 2, 3, 4, 6, 8, 12 and 24 are the only factors of 24.
are 34, 51, 68. 17 are 17, 34, 51.
5. a. 842 42
217
23
b. 1002 50
255
25
c. 2122 106
532
d. 3642 182
9113
27
e. 5402 270
9030
155
33
23
6. a. 18 b. 1 c. 247. a. 12 b. 17 c. 98. a. 90 b. 1020 c. 3609. a. 672 b. 224 c. 292510. 5 rows 11.
Hots 1. 60 2. 155 marbles
Let’s Have Fun a. 3 + 7 b. 3 + 5 c. 2 + 3 + 5 + 7 +11 d. 2 + 7 + 11 e. 5 + 7 f. 2 + 5 + 7
Answers to the WorksheetsWorksheet 1 1. Number 2 3 4 5 6 8 9 11 12
38245
1496324
6908
2. a. 782 39
133
b. 1053 35
75
c. 1422 71
d. 2162 108
5427
93
22
33
1. b 2. a 3. d 4. c 5. a
Answers to the MCQs
42
3. a. 20 b. 5 c. 404. a. 15 b. 8 c. 355. a. 56 b. 2400 c. 31506. a. 204 b. 1092 c. 27727. 2 8. 3 pm 9. 120 students
Worksheet 2 1. Number 2 3 4 5 6 8 9 15 18
40658249
74475544
2. a. 922 46
232
b. 1355 27
93
33
c. 2182 109
d. 5002 250
12525
5
25
5
3. a. 4 b. 6 c. 64. a. 60 b. 12 c. 755. a. 192 b. 3600 c. 4566. a. 575 b. 1740 c. 3007. 60 8. 5 litres 9. 288
43
Fractions
Concept Explanation Students are already familiar with the concept of
comparing like fractions, converting improper fractions into mixed fractions and vice versa,
fraction of a given quantity. Recapitulate these concepts using the Warm-up
section given in the textbook.
Equivalent Fractions; Fractions in Lowest Terms
Take a whole (square, circular, rectangular cut-outs) and demonstrate the concept of equivalent fractions.
Read the related section from the textbook to make
Use the black/whiteboard and explain how
equivalent fractions, check equivalency of the fractions using cross product.
Use the Remember section to point out the important facts related to the topics.
Use examples given in the related sections to make
Instruct them to do Exercise 5.1 from the textbook.
Comparing and Ordering Fractions Go through the related sections in the textbook.
Use examples given in the textbook to make them understand the concepts of comparing and
Use the Remember section to point out the important facts related to the topics
Form two groups in the class. Conduct a quiz contest in the class. Write some fractions on the board. Ask one group to arrange the fractions in
ascending order and other group to arrange the fractions in descending order.
Give one point for each correct answer. Repeat the same with the other group by writing
another set of fractions on the board. Repeat the activity at least 3 times. Announce the group with maximum points as a
winner. Instruct the students to do Exercise 5.2 from the
textbook.
Addition of Fractions; Application of Addition of Fractions
Use the black/whiteboard to explain how to add like and unlike fractions, and mixed fractions.
Use the Common error section to help students avoid the mistakes while adding two like fractions.
Use the Remember sections to point out the important facts related to the topics.
Students will be able to
analyse important facts about HCF and LCM
5
44
Use examples given in the word problems section to explain how to read, understand, solve and check a word problem.
Instruct the students to do Exercise 5.3 and Exercise 5.4 from the textbook.
Subtraction of Fractions; Application of Subtraction of Fractions
Use the black/whiteboard to explain how to subtract like and unlike fractions, and mixed
Use the Common error section to help students avoid the mistakes while subtracting two like fractions.
Use the Remember sections to point out the important facts related to the topics.
Now read the word problems given in the related section and explain how to read, understand, solve and check a word problem.
Instruct the students to do Exercise 5.5 and Exercise 5.6 from the textbook.
Subtraction of Fractions; Application of Subtraction of Fractions
Use the black/whiteboard to explain how to multiply a fractional number by a whole number, how to multiply two fractions.
To reinforce, ask the students to do the Try These section related to the concept.
1, then each of them is called the multiplicative inverse or reciprocal of each other.
Use examples given in the textbook to explain
Use the Remember sections to point out the important facts related to the topics.
To reinforce, ask the students to do the Maths Lab Activity section from the textbook.
Now read the word problems given in the related section and explain how to read, understand, solve and check a word problem.
Instruct the students to do Exercise 5.7 and Exercise 5.8 from the textbook.
Division of Fractions; Application of Division of Fractions
Use the black/whiteboard to explain how to divide a fractional number by a whole number, divide a fraction by another fraction, and divide fractional numbers.
Use the Common error section to help students avoid the mistakes while dividing two fractions.
Use the Remember sections to point out the important facts related to the topics.
To reinforce, ask the students to do the Value Q section from the textbook.
Use examples given in the textbook to make them
Now read the word problems given in the related section and explain how to read, understand, solve and check a word problem.
Instruct the students to do Exercise 5.9 and Exercise 5.10 from the textbook.
To recapitulate the concepts learnt in the chapter, students will do Let’s Revise, Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick ( 1. The simplest form of 24
56 is
a. 23 b. 3
7 c. 47 d. 12
2849 and 39 is
a. 19 b. 7
18 c. 79 d. not possible
711 from 9
11, we get
a. 1611 b. 2
11 c. 0 d. not possible23 and 32 is
a. 49 b. 5
6 c. 1 d. 013, 78, 45 and 67 is
a. 13 b. 7
8 c. 45 d. 6
7
45
1. Add the following.
a. 58 + 34 b. 3 + 31
2 c. 46 + 38 d. 11
4 + 61736
2. Subtract the following.
a. 1113 – 7
13 b. 1 – 14 c. 815 – 4
25 d. 414 + 21
2
a. 1 × 34 b. 25 × 25
14 c. 113 × 18
8 d. 214 × 32
6
4. Divide the following.
a. 6 ÷ 32 b. 0 ÷ 35 c. 512 ÷ 18
20 d. 117 ÷ 31
7
a. 45 ............ 34 b. 23
3 ............ 278 c. 8
11 ............ 119
6. Solve the following word problems.
a. The length of a rope is 15 m. Arpit used 12
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
b. Subhash has 34 kg sugar and Prateek has 57 kg sugar. How much sugar both have together?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
WORKSHEET 1
46
1. Add the following.
a. 29 + 7
18 b. 13 + 31
3 c. 56 + 2 3
12 d. 215 + 34
5
2. Subtract the following.
a. 79 – 59 b. 31
2 – 3 c. 46 – 38 d. 51
4 – 129
a. 0 × 78 b. 56 × 36
15 c. 219 × 27
39 d. 412 × 61
3
4. Divide the following.
a. 1 ÷ 45 b. 0 ÷ 1317 c. 7
35 ÷ 2738 d. 41
2 ÷ 613
a. 927 ............ 4
12 b. 634 ............ 65
6 c. 1516 ............ 79
6. Solve the following word problems.3
12 m and an elephant is 5418 m. Find who is taller and by how much.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
b. Kamal purchased 6 packets of rice of 45
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..............................................................................................................................................................
WORKSHEET 2
47
Warm-up 1. a. < b. >
2. a. 169 b. 2 8
14 3. a. 317 b. 71
9
4. 5. a. 80 b. 120
28 = 14Exercise 5.1 1. a. 4
24, 530, 6
36 b. 1216, 15
20, 1824 c. 8
12, 1015, 12
18
2. a. 1521, 10
14, 57 b. 924, 6
16, 38 c. 6075, 40
50, 2430, 20
25
3. a. 610 b. 3
18 c. 1830 d. 1
3
4. a. 15 b. 2
7 c. 78 d. 5
75. a. yes b. no c. no d. no
Exercise 5.2 1. a. > b. < c. = d. > e. < f. > g. < h. <
2. a. 215 < 15 < 3
10 < 720 b. 5
12 < 49 < 23 < 51
c. 115 < 3
15 < 615 < 12
15 < 1415 d. 1
6 < 23 < 34 < 78
3. a. 710 > 9
20 > 415 > 7
40 b. 27 > 3
14 > 421 > 5
28
c. 1519 > 10
19 > 919 > 8
19 > 719 d. 5
6 > 34 > 23 > 354. a. Aastha b. Jennika
Exercise 5.3 1. a. 3
5 b. 810 c. 4
8
d. 710 e. 7
12 f. 4170
2. a. 3536 b. 13
15 c. 1 445
d. 11136 e. 1 5
24 f. 1112
3. a. 21736 = 6 1
36 b. 6 730 c. 5
d. 545 e. 5 9
10 f. 913
Exercise 5.4 a. 1 7
12 km b. 58 c. 11
3 hours d. 31315 L
Exercise 5.5 1. a. 2
5 b. 18 c. 5
12
d. 48 = 12 e. 7
15 f. 16
2. a. 112 b. 1
108 c. 1 142
d. 0 e. 118 f. 1217
60Exercise 5.6 a. 2
3 km b. 1330 m c. 53
4 kg d. 512
Try These (Page 119) a. 15 b. 120
Exercise 5.7 1. a. 8 b. 5
3 = 123 c. 32
5 = 625
d. 8 e. 49 f. 22
2. a. 38 b. 1043 = 342
3 c. 0
d. 353 = 112
3 e. 4349 = 482
9 f. 1512
3. a. 635 b. 21
32 c. 715
d. 1615 e. 4
35 f. 3512
4. a. 912 b. 1 c. 7
44 d. 229 e. 7
41
Exercise 5.8 a. 15 cups b. 8 5
16 L c. 712 m
Exercise 5.9 1. a. 3
64 b. 15 c. 3
7 d. 149 f. 1
14
f. 136 g. 1
18 h. 225 i. 6
35 j. 115
2. a. 214 b. 2
3 c. 1613 d. 2 1
10
e. 1 527 f. 2
5 g. 2114 h. 11
2Value Q
a. 5 students b. 12 c. 5 students
Exercise 5.10 a. 2
9 part each b. 8 c. 36 ribbons
d. 180 boxes e. 21125 kg f. 6 strips
Let's Revise 1. a. 11
10 b. 927 c. 1
2 d. 556
2. a. 0 b. 214 c. 22
5 d. 328
3. a. 15 b. 1
11 c. 12 d. 2
34. a. Yes b. No c. No d. No5. a. > b. > c. < d. <6. 3
2 7. 16 920 m 8. 12
Hots 1. 75; 10 2. both
Answers to the Coursebook
48
Worksheet 1 1. a. 11
8 b. 132 c. 25
24 d. 61736
2. a. 713 b. 1
4 c. 2875 d. 7
4
3. a. 34 b. 5
7 c. 3 d. 712
4. a. 4 b. 0 c. 2554 d. 8
5. a. > b. < c. <
6. a. 712 m b. 113
28 kg
Worksheet 2 1. a. 11
18 b. 323 c. 311
12 d. 6
2. a. 59 b. – 12 c. 7
24 d. 4 136
3. a. 0 b. 2 c. 32 d. 281
24. a. 11
4 b. 0 c. 125 d. 1
25. a. = b. < c. >
6. 14 m b. 44
5 kg
1. b 2. c 3. b 4. c 5. b
Answers to the MCQs
Answers to the Worksheets
1. a. Yes b. 1 c. 1 d. 2 e. No f. Yes
2. b. 3. 73 4. 5
12
5. 0 6. 3 211 7. 1
8. 2 9. 118 10. 14
11. No 12. 135308 13. No
14. a. > b. > c. < d. <
15. 32
Answers to the Assessment-2
1. a. Indian – 8, 13, 60, 597
2. a. 6,58,000 b. 953. a. 83,45,589; 38,54,672; 32,45,678; 9,87,654 b. 20,00,3474. a. 4,31,386 b. 54,3225. a. 2,67,148 b. 15,63,7566. a. Q = 2507, R = 16 b. Q = 551, R = 377. 2185 packets8. 73 marks9. 58125 balloons10. a. 7 b. 6511. a. 70000000 b. 700000000 c. 700000 d. 700012. a. > b. <
13. a. 12,10,525 b. 860453 c. 20,24,572 d. Q = 2206; R = 814. ̀ 157215. 39006316. 405 km17. a. HCF = 2; LCM = 288 b. HCF = 4; LCM = 96 c. HCF = 3; LCM = 90
18. a. 27 b. 1
2 c. 2230
19. A – 12, 610 , 23, 45, 56
D – 56, 45, 23, 610, 12
20. a. 5330 b. 89
10 c. 1112 d. 47
110
21. 12 litres 22. 5 hours
Answers to the Test Paper
49
1. Fill in the blanks. (5 × 1 = 5)
a. 1 crore = ................. millions
b. 25 ÷ 5 × 2 + 8 = .................
c. A number which has more than two factors is called a ................. number.
e. 49 ................. 811 (put >, < or =)
2. Write the period and the place value of the underlined digits. (3 × 1 = 3)
a. 85,932,674 ..........................… ..........................…
b. 79,290,005 ..........................… ..........................…
c. 80,075,882 ..........................… ..........................…
3. Add or Subtract. (5 × 2 = 10)
a. 4569234 + 7250812 ..........................…
b. 30144289 + 40077881 ..........................…
c. 2605295 – 321094 ..........................…
d. 70000000 – 870 8708 ..........................…
e. 5039221 – 4009003 ..........................…
(2 × 2 = 4)
a. 48907 × 327 ..........................…
b. 592871 × 309 ..........................…
5. Divide. (2 × 2 = 4)
a. 928764 ÷ 14 ..........................…
b. 72865 ÷ 15 ..........................…
Model Test PaperMATHEMATICS
Time: 3 hours Total Marks: 50Class: 5 Term 1
50
(1 × 3 = 3)
..........................…..........................…..........................…..........................…..........................….....................
..........................…..........................…..........................…..........................…..........................….....................
(1 × 3 = 3)
..........................…..........................…..........................…..........................…..........................….....................
..........................…..........................…..........................…..........................…..........................….....................
8. Find the product. (3 × 2 = 6)
a. 57 × 3
11 b. 38 × 27 c. 15
35 × 73
..........................… ..........................… ..........................…
9. Divide. (3 × 2 = 6)
a. 811 × 11
8 b. 1424 × 52 c. 52
68 × 1317
..........................… ..........................… ..........................…
10. Solve the followings. (1 × 4 = 4)
In a month, Sudhir goes to school by cycle for 1 10 of the days and rest of the days he goes by school bus. How many days does Sudhir go by bus? (1 month = 30 days)
..........................…..........................…..........................…..........................…..........................….....................
..........................…..........................…..........................…..........................…..........................….....................
51
Answers to Model Test Paper1. a. 10 b. 18 c. composite d. 10 e. <2. a. Thousands, 900,000 b. Thousands, 0 c. Millions, 80,000,0003. a. 11820046 b. 43092170 c. 2284201 d. 61291292 e. 10302184. a. 15992589 b. 1831971395. a. Q – 66340, R – 4 b. Q – 4857, R – 10
6. HCF = 57. LCM = 270
8. a. 1577 b. 3
28
c. 1
9. a. 64121 b. 7
30
c. 1
10. 27 days
ScienceScience 1. Growing Plants
Lesson plan 53
Worksheets 54
Answers 56
2. Animals: Habitat and Adaptation
Lesson plan 58
Worksheets 59
Answers 61
3. Food and Health
Lesson plan 63
Worksheets 64
Answers 66
4. Air and Water
Lesson plan 68
Worksheets 69
Answers 71
Model Test Paper 74
Answers to Model Test Paper 76
53
Growing Plants
Materials Required Garden soil, water, plant pots, seeds, etc.
Warm-up The teacher may begin the topic by asking questions like, what do we get from plants; how do we get fresh air to breathe; do you go to play in the garden or for morning walk, etc. Tell the students about the various ways in which plants are useful for us. Later, ask them to complete the exercise given in the Warm-up section.
Concept Explanation Growing Plants from Seeds: Ask students to bring
bean seeds soaked overnight, wrapped in a muslin cloth to the class. Ask them to study the parts of the seed and draw a diagram in their notebooks. Ask them to label the parts of the seed. Explain to them about the various parts of the seeds.
Seed Germination: Tell students why plants produce a large number of seeds. Give them time to soak gram seeds for a day in water. Let them
them study the way seeds germinate. Discuss the stages of germination of seeds. Also ask them to list the necessary conditions for germination. Perform the experiment on conditions required for seed germination.
Seed Dispersal: Talk to students about how seeds get dispersed from one place to another. Give examples of the modes of seed dispersal. Tell them why seed dispersal is important. Give examples of seeds dispersed by wind, water, animals and fruit explosion with reasons for the same.
Growing New Plants from Other Plant Parts: Ask students to bring carrot, potato, etc. to class. Show them that carrot is actually a root. Show the eyes of the potato and explain to them that potato is a stem. Give more such examples to explain that new plants can also grow from other plant parts.
Agriculture and Crops: Students can be taken to a farm for an exposure to agricultural practices. A video on farming can also be shown to students in class. Discuss the steps of farming with the help of
Reinforce Help the students develop the value given in the Value Q section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these values in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
appreciate the importance of plants in our life describe the process of growing plants from seeds learn about growing new plants from roots, stems, leaves and spores
explain the meaning and importance of crops and agriculture
1
54
WORKSHEET 1
a. b. c.
d. e.
b. Beetroot .....................................................
c. Sugarcane .....................................................
d. Tomato .....................................................
a. ..................................................
b. ..................................................
c. ..................................................
55
WORKSHEET 2
Warmth
SoilWater in soil Roots
Shoot
Air
Leaf
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..................................................................................................................................................................
..................................................................................................................................................................
2.
b. Xanthium .....................................................
c. Coconut .....................................................
d. Dandelion .....................................................
e. Spear grass .....................................................
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56
Answers to the Coursebook1, 2 and 4 Plants provide shed to animals.
A. d. Seed dispersal 2. a. iii b. ii c. iii d. i
food and other purposes. b. Plants of the same kind that are grown on a large
c. Growing of crops on the steps cut along the mountain slope.
seed in the presence of the right amount of air, water and sunlight.
2.
From November to April
From June to October
featureDo not depend on monsoons monsoons
Examples Wheat, legumes, gram, beans
Rice, maize, jowar, bajra
and insects. 4. a. Stem b. Root c. Leaf d. Stem
follows.
madar, etc.
droppings or faeces. Some seeds have hooks, spines
example, xanthium seed has hair, while spear grass and cocklebur have spines.
2.
Fields are ploughed with the help of tractors.
Seeds are sown. The crops are irrigated.
To protect crops from insects and Once grown, the crops are harvested.
Stored
Sent to wholesellers
3. Roots of certain plants such as carrots, radish, beetroot and sweet potato can grow into a new plant.
new plant will grow out of it. Leaves of some plants can be used to produce
a new plant. For example, if a Bryophyllum leaf is kept
growing out from the edges of the leaf.
sugarcane, etc. are used to grow new plants. The stem
Underground stems such as potato, ginger, onion,
plant will grow from it.
the parent plant through the process known as
seeds grow too close to each other, then none of them
plants growing too close to each other will not get
seeds are dispersed at a distance from the parent plant so that most of them get enough water, food, space, air and sunlight for growth.
57
5. The seeds which get right amount of air, water and sunlight produce a process of development of a seed into a seedling is known as .
an important role in the seed growth. The roots of the seedling absorb food and water from the soil. The air
develops leaves and grows into a new plant.D.
1. All seeds need enough space to germinate into plants. If
plants. Thus, farmers leave space between seeds.2. Seed will not germinate as it requires enough air to
germinate along with sunlight, soil and water.
germinate.
Students will do this on their own.
A. 1. air, water, sunlight 2. seed coat
1.
2. a. Leaf b. Root c. Stem d. Fruit e. Stem3.
In the presence of air, water and warmth, the seed gets
seedling grows into a new plant.
Answers to the Worksheets2. a. Fruit explosion b. Animals c. Water d. Wind e. Animals3.
Grown during November to Grown during June to
Do not depend on monsoons
monsoons
Wheat, legumes, gram, beans
Rice, maize, jowar, bajra
58
Animals: Habitat and Adaptation
Materials Required Picture chart of forest, desert, mountains, etc. along
types of habitats.
Warm-up
from one place to another in winters. Ask them if they have seen any migratory birds. Discuss how animals survive the best in favourable conditions. Also talk
complete the task given in the Warm-up section.
Concept Explanation Habitat:
in their surroundings. Tell them that animals live in the surroundings or places which are the most suitable for them. They provide enough food and proper climate for the proper survival of the
conditions that prevail in the world. To make the discussion more interesting, students may be asked to draw their favourite habitats.
Adaptation in Animals: Continue the discussion on habitat and proceed to the types of animals that live
students to identify the features which help them to adapt to their surroundings.
such as fur, feathers, scales, shell and cuticle can be discussed with the pictures of animals that have
Reinforce Help the students develop the skill (research and thinking) given in the Skills for Life section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these skills in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
2
59
WORKSHEET 1
......................................... .........................................
......................................... .........................................
......................................... .........................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
3.
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60
WORKSHEET 2
......................................... .........................................
......................................... .........................................
......................................... .........................................
Animal
Features
61
Students will do this on their own.
A. 1. a. d. polar 2. a. ii b. iii c. i d. i
1. a. Fur–Polar bear b. Scales–Fish
3. The mass movement of animals over large distances
in winters. 4. Frogs breathe with the help of their lungs on land and
with moist skin in water.
in air.
keep the birds warm.
1. Animals can be grouped into herbivores, carnivores and
Animals that feed on plant and plant parts are called . These animals have strong front teeth to cut and bite leaves and stems. Their sharp and strong grinding teeth help them to chew the food well. Examples of herbivores are cow, horse and deer.
animals are called
Animals that feed on both plants and animals are called teeth to eat both plant and animal parts. Human beings, crow and bear are omnivores.
fur protects the animals against cold and rain.
them from rain, cold and wind. Feathers also help a bird
snakes is covered with scales. Scales prevent the loss of
is called . Turtles, tortoises and snails have a shell over their
: Some insects such as beetles have a hard,
protects them. Desert animals such as camels have thick
: Some animals such as chameleon can change their colour to match the surroundings. This
some animals such as leaf insect merges so well with the
submerged in water.
of the pond. Their thin and hollow stem reaches the water surface. The stem is light weight and keeps the
is lotus. It has broad leaves with stomata on the upper
Underwater plants such as pondweed and tape grass have thin, narrow and long leaves. Stomata are absent. Leaves arise in clusters from the root and breathe through leaf surface.
3. A habitat is a natural dwelling place of an organism.
under trees receives limited sunlight. Animals such as deer, elephant, lion live in forests.
cold during the night. Camels live in desert.
Answers to the Coursebook
62
4. Animals move from one place to another in search
enemies. D.
water.
water.
3. Unlike birds, the wings of insects are thin and do not have
move using the muscles which are found inside their chest.
Students will do this on their own.
1. habitat 2. fresh water 3. Oceans 4. Desert5. Polar regions
-mals such as camels have thick skin to avoid
forelimbs. Birds have hollow streamlined
feet help them to walk, hop and perch.
them from rain, cold and wind. Feathers also
such as frogs have webbed feet to swim in water. Their long hind limbs help them to hop on the land.
Answers to the Worksheets
1. a. Fur b. Scales c. Scales d. Shell
the animals live in.2. Habitat is the natural dwelling place of an organism.
1. a. Lungs on land and skin in water b. Gills c. Lungs d. Blowholes e. Spiracles f. Lungs
Answers to the Assessment-1A. 4. spiracles 5. fruit explosion
1. iii. 2. i. 3. ii. 4. i. 5. iii.
Wheat Rabi crop
Earthworm Moist skin Dolphin Blowhole Tortoise Shell
63
Food and Health
Materials Required
Warm-up
of children, their parents and friends. Tell them that
diseases. The elders need food for energy to work, while old people need less energy. Talk about energy-
to complete the exercise given in the Warm-up section of the chapter.
Concept Explanation Food and its Components: Discuss the energy
giving, body building foods and protective foods. Give ample examples of each type of food. Ask children to make a scrapbook on foods rich in
roughage also in your discussion. Balanced Diet: Find out from the students what
type of food is often eaten by them. Ask them what they had for dinner last night and tell them to write that. Ask them to state which food components were in their diet. Tell them about a balanced diet and its importance in our life.
Staying Healthy: Discuss in class that being healthy is not just being free of diseases, but it also means
the importance of walk, play, exercise, rest and proper food for staying healthy.Diseases: Talk about diseases and their types. Use of the blackboard as a teaching aid becomes important here. Classify the diseases as communicable and non-communicable diseases.
talk about the diseases that occur due to excessive intake of certain components. Stress upon eating a balanced diet always.
the use of handkerchief, hand wash, etc. to avoid the spread of communicable diseases. A small discussion on ‘Swachh Bharat Abhiyaan’ can also be taken up.
Prevention of Communicable Diseases: Discuss the ways in which spread of communicable diseases can be prevented. Ask students to come up with their suggestions by which communicable diseases can be prevented. Talk about hand wash, hygiene and cleanliness.
Discuss about vaccines and their administering to infants. A vaccination chart can be used. Also talk
Reinforce Help the students develop the value given in the
Value Q section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these values in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project given at the end of the chapter.
explain the importance of a balanced diet
3
64
WORKSHEET 1
Rice, potatoes, sweet potatoes, breads, etc.
b. Fats
c. Proteins
d. Fruits and vegetables
e. Minerals fruits, milk, etc.
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
a. Night blindness ...............................................................................................................................
b. Beri-beri ...............................................................................................................................
d. Rickets ...............................................................................................................................
e. Anaemia ...............................................................................................................................
f. Goitre ...............................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
65
WORKSHEET 2
a. Night blindness
b. Beri-beri
d. Rickets
e. Anaemia
f. Goitre
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
Malaria
Cholera
66
Rahul
GrandfatherFather
SisterMother
A. d. Goitre e. Rickets 2. a. ii b. iii c. i d. i
2. Communicable diseases spread from person to person through contact and vectors. Non-communicable
3. a. A
b.
c. The process of giving vaccines to protect people from diseases.
d. : A diet that contains all nutrients in
form of urine and sweat.
1.
These are known as Rice, potatoes, sweet potatoes, breads, etc.
Fats Fats provide us with
external cold.
Gheecheese, cream,
fruits, etc.
Proteins These are known as the
Proteins are important for growth of the human
the repair of worn out
cheese, meat, etc.
Vitamins These are called Fruits and vegetables
Mineralsfor the development of
are also involved in making red blood cells in
vegetables, fruits, milk, etc.
2. The spread of communicable diseases can be
sunlight entering the house. One should also keep
should also be kept covered. One should not eat
around the houses. Water should not be allowed
water.
and toilets should be kept clean and disinfected
Answers to the Coursebook
67
Excess of a nutrients is also bad for health. For
one obese. Thus, it is important for a person to eat a
4. The communicable diseases are the ones which get
diseases spread through germs. These germs enter
through infected food or water or through cuts in the
D. 1. Measles 2. Communicable 3. It spreads through air or contact.
1. Rahul got infected due to contaminated food and was
Students will do this on their own.
A. 4. Water
4. Vegetables, Fruits
Answers to the Worksheets
Ghee
d. Vitamins
is called a balanced diet.
4. a. Vitamin A b. Vitamin B c. Vitamin C d. Vitamin D e. Iron f. Iodine
c. Bleeding and swollen gums
living.
standing, walking and even sleeping.
4. Malaria—Headache, nausea, high fever, muscular pain—Bite of mosquito
contaminated food and water
water
68
Air and Water
Materials Required Tasks listed in activities to be performed in class.
Warm-up
has provided us with. Talk about how we all are collectively responsible for keeping our earth safe and our resources everlasting. Discuss how air and water are our important resources. Now ask the children to complete the task given in the Warm-up section.
Concept Explanation Air and its Composition: Use an available pie
chart to explain the composition of air. Explain that nitrogen is the most abundant gas. Discuss
Atmosphere: Use a chart of layers of atmosphere. Explain the use of each layer. Encourage the students to represent the uses of each layer of atmosphere on the chart pictorially. Perform activities in class to describe the properties of air. Discuss the observations and motivate the students to arrive at the conclusion themselves.
Water: Explain the importance of water on earth. State the sources of water and its uses. Perform the experiment to distinguish between soluble and insoluble impurities in water. Explain that it is necessary to remove the impurities from water before using it.
Removal of Impurities from Water: Perform
decantation and loading in class. Ask questions to students based on their observations. Encourage
them to perform the experiments on their own. Discuss the process of distillation in class.
Use a model for
about other methods used for purifying water at home.
Reinforce Help the students develop the value given in the
Value Q section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these values in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
explain uses of air
4
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WORKSHEET 1
a. A chemical used to disinfect water. .............................
c. An old household method of cleaning water for drinking. ............................. d. The largest reservoirs of water on the earth. .............................
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WORKSHEET 2
e.
d.
c.
b.
a.
a. ...........................................................................................................................................................
b. ...........................................................................................................................................................
c. ...........................................................................................................................................................
d. ...........................................................................................................................................................
e. ...........................................................................................................................................................
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without water. Likewise water, we cannot live without air.
A. 1. a. i b. ii c. iii d. i
example, salt.
dissolved in water and can be seen through naked
2. It helps in maintaining the right temperature on the earth for living beings to survive. It protects us from the
us from small rocks that hit the earth from the space. These small rocks are called meteoroids. Most of these meteoroids burn up in the atmosphere before reaching the earth.
3. Nitrogen is the most abundant gas in the atmosphere. It controls the process of burning in air. It does not support burning, but if nitrogen was not there, it
forms important part of proteins and several other
from air. The plants get nitrogen from soil with the help
of nitrogen. 1.
means air in the balloon has weight. 2.
behind. The
through a co n d e n s e r where it c o n v e r t s into water again and collects in a container.
Heat
Water
Vapour condenses in the condenser
Cooling water in
Cooling water out
Answers to the Coursebook
treated in treatment plants.
D. The bubbles are of air that was enclosed in the glass. It proves that air occupies space.
2. 75% of the earth is made of water. Our oceans are huge
3% of total water available on earth is suitable for drinking. Thus, we must conserve water.
Students will do this themselves.
A. 2. atmosphere 3. Nitrogen 4. weight, space
Nitrogen—controls burning;
As we go up higher, the air pressure decreases. So, it becomes
72
Answers to the Test PaperA.
1. i. 2. ii. 3. ii. 4. iii. 5. ii.
Carrot Roots Camel Desert
Measles Virus Malaria Bite of mosquitoD. 1. True 2. False 3. True 4. True 5. True
2. Some animals such as chameleon can change their colour to match the surroundings. This phenomenon is
3. Water should not be allowed to stagnate as mosquitoes
pasteurised milk. Water should be boiled and kept covered.
along with enough water and roughage is known as balanced diet.
7. snakes is covered with scales. Scales prevent the loss of
is called . Some insects such as beetles have a hard,
protects them.
Turtles, tortoises and snails have a shell over their
8. Habitat – The natural dwelling place of an organism.
9. Fields are ploughed with the help of tractors. Seeds are sown. The crops are irrigated. To protect crops from
are harvested. Then the crops are sent to wholesellers.
In the presence of air, water and warmth, the seed
The shoot then develops leaves which begin to make
and the seedling grows into a new plant.
Exosphere
Thermosphere
Mesosphere
Stratosphere
Troposphere
Answers to the Assessment-2A. 4. Air 5. Roughage
1. iii. 2. iii. 3. i. 4. ii. 5. ii.
Night blindness Vitamin A Rickets Vitamin D Ringworm Fungi Malaria Protozoa AIDS Virus
1. a. Chlorine b. Alum c. Boiling d. Oceans
Answers to the Worksheets2.
balloon which shows that air has weight.
and water vapour. Air contains about 78%nitrogen, 21%
73
gases.
Air has Weight. Air occupies space. Air exerts pressure. Air
5.
oozing out of the hole as shown in Figure 3. This shows that when water was removed, there was not enough
1 2 31 2 3
1. a. Most clouds and weather are found in the troposphere.
b. In this region of the atmosphere is
c. is, thin.
d. The temperature is quite hot. Space
e. thermosphere.
support it and now invert the glass upside down, keeping
The cardboard will not fall from the glass. It will appear as though the cardboard is stuck to the glass. This shows that air exerts
Water
Tumbler
74
Time: 2 hours
Model Test PaperScience
Total Marks: 50
b. Which of the following plants grow new plants from its roots.
i. Carrot ii. Radish iii. Beetroot iv. All of these
i. Turtle ii. Tortoise iii. Snail iv. Chameleon
i. Sheep ii. Bear iii. Goat iv. All of these
i. Cholera ii. Goitre iii. Beri-beri iv. Anaemia
b. Animals such as ..........................., ........................... and ........................... are found in deserts.
d. ........................... adds bulk to our food
e. Air contains about 78% ..........................., 21% ........................... and less than 1% of ..........................., ........................... and other gases.
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b. Most animals have two limbs.
c. Write down the features of a forest habitat.
e. Write down the uses of atmosphere.
d. Balanced diet e. Posture
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Answers to Model Test Paper e. It helps in maintaining the right temperature on the
earth for living beings to survive.
of the sun. It also protects us from small rocks that hit the
earth from the space. These small rocks are called meteoroids. Most of these meteoroids burn up in the atmosphere before reaching the earth.
5.the parent plant through the process known as seed dispersal.
b. The plants of the same kind that are grown in large
crops.
to help it survive well in its habitat. d. A diet that contains all nutrients in the right amount,
along with enough water and roughage, is known as a balanced diet.
6.
78% Nitr
ogen
1% Other gases
1. a. i b. iv c. iv d. iv e. ii2.
3. a. True
c. True d. True
4. a. Enough light, air and water Soil rich in nutrients
breathe through their skin when in water. c.
soil. The land under the trees receives limited sunlight.
Examples of animals found in forests are birds and
and snakes. d.
sunlight entering the house. Water should be boiled and kept covered. Food
should also be kept covered. One should not eat stale food.
In villages, water in the wells should be chlorinated
Water should not be allowed to stagnate as
One should drink pasteurised milk. We should not use utensils, towels, handkerchiefs
communicable disease.
toilet. A handkerchief should be used while coughing or sneezing. This prevents the spread of disease-causing germs.
1. Continents and Oceans 78
2. Latitudes and Longitudes 80
3. Movements of the Earth 82
4. Temperate Zones of the World 84
5. Four Spheres of the Environment 86
6. The United Nations 88
Worksheet 1 90
Worksheet 2 91
Worksheet 3 92
Worksheet 4 93
Worksheet 5 94
Worksheet 6 95
Answers to the Worksheets 96
Social StudiesSocial Studies
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Continents and Oceans1
LEARNING OUTCOMES Students will be able to� learn more about continents and oceans.� learn about the special features of all the continents and oceans.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence
Warm up � Ask the students to work individually to complete the warm up section. � Encourage them to share the reason behind choosing the colours. � Set the context of the lesson.
Let’s Explore The Blue Planet � With the help of a globe as a teaching aid, explain the importance of colours
used to indicate various landforms. � Also help the students understand why the earth is called the blue planet. � Tell the students the names of all planets and oceans.
Continents � Referring to the globe or the map of India, explain each continent one at a time.
� Discuss in detail about each planet giving the students an insight. � You may also encourage students to share their inputs on the continents and
also share their experiences if they have been to any. � As you talk about each continent, point it out on a larger map for the students
for them to see the location and the geographical regions. � Also discuss the water bodies that surround the continent. �
order of their size. �
Oceans � Initiate a class discussion on water bodies and eventually come to oceans. � Discuss the names of the oceans. � Individually talk about each of the ocean. � You may also point it out simultaneously on a world map for the students to
� Talk about the location and size of each of the oceans. �
� Explain the concept of World Ocean to the students. � You may keep asking questions like the ones below, to check
the comprehension- Which is the largest of all continents? What is Eurasia? Name the two important rivers of Europe. Which continent is known as the white continent? Why? Which is the only continent that is an island? Which ocean has the deepest trench in the world? What is the name of
the trench? What are icebergs?
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1. a. 71 percent, 29 percent. b. seven c. Asia. d. China, India e. Australia 2. a. continent b. Mt Everest c. River Nile d. Eurasia e. Atlantic3. a. Large land masses that cover 29 per cent of the earth’s surface are called continents.
There are seven continents—Asia, Africa, Antarctica, Australia, Europe, North America and South America.
permanently covered by a thick layer of snow and thus known as the White Continent. c. The ocean beds contain tall mountain ranges known as ridges and also long, deep and
narrow pits known as trenches. d. Australia is the smallest continent in the world. It is the only continent which is an island.
Not only that, it is also the only continent that consists of only one country. Australia is surrounded by water on all sides.
e. North America is the third largest continent in the world. It is home to many highly advanced countries of the world including the USA and Canada. Christopher Columbus discovered this continent by accident while he was trying to reach India.
4. a. F b. F c. F d. F e. F5. a. i. Nile b. i. Isthmus of Panama c. iii. Amazon d. ii. The Mariana Trench e. i. India and China
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Latitudes and Longitudes2
LEARNING OUTCOMESStudents will be able to� understand what latitudes and longitudes are.� know the importance of the international date line.� use an atlas and locate places on a map.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence
Warm up � Ask the students to work individually to complete the warm up section. � Encourage the class to share their responses after they have discussed with
their partners. � Set the context of the lesson.
Let’s Explore Locating Places � Explain to the students the importance of latitudes and longitudes. � Relate their importance in calculating the change of time as we move from
one country to another. � Discuss in detail about each term introduced in the section.
Latitudes � Help students understand all the new terms. � With the help of a globe show them the two hemispheres and how the
equator divides the earth. � As you explain the concepts you may keep drawing the diagram on the board
and label appropriately. � You may then ask the students to look up the diagram in the atlas and relate
with the degrees. � Discuss in detail the characteristics of latitudes.
Longitudes � Help students understand all the new terms. � In the same diagram drawn on the board, draw lines joining North to South,
to explain the concept of longitudes. � You may then ask the students to look up the diagram in the atlas and relate
with the degrees. � Discuss in detail the characteristics of longitudes. � Explain to the students what International dateline is. � Help them understand how to use an atlas. � Make them read the index and look for maps. � Explain the term grid to the class. � You may keep asking questions like the ones below, to check
the comprehension- What are latitudes and longitudes? Which imaginary line divides the earth into two parts? What are parallels of latitudes? Name the four important parallels of latitudes. Which longitude is numbered zero? What is the international dateline?
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1. a. Equator b. Longitudes c. Longitudes d. Index e. Prime Meridian2. a. Latitudes b. Equator c. 0° Latitude d. North Pole e. Longitudes3. a. iii. International Date Line. b. iii. 0° latitude to 90°N or 90°S.
e. i. gain a day.4. a. T b. F c. T d. F e. T5. a. The atlas is used to look for places, rivers, deserts and so on. Towards the end of atlas,
there is a section called the index, which shows the names of places marked on various
next to it. b. Geographers realised that by drawing imaginary lines on globes and maps and giving
called latitudes and longitudes. These lines are called imaginary since they do not appear on the surface of the Earth but only on the maps and globes.
to the poles. Latitudes are parallel so they never meet each other. Latitudes are numbered from 0° latitude to 90°N or 90°S. Longitudes are semi-circles of the same size as they go from one pole to the other. All longitudes meet at the poles. Longitudes are numbered from 0° Longitude to 180° E and W.
ends here. Areas to the east are one calendar day behind to the areas in the west of the date line. The International Date Line has been drawn in such an irregular manner so that all regions of a country remain on the same day.
e. A grid is a network of lines formed by the latitudes and longitudes crossing each other. The point at which latitude and a longitude meet, helps us in locating places.
82
Movements of the Earth3
LEARNING OUTCOMESStudents will be able to� define rotation and revolution of the Earth.� learn about the effects of rotation and revolution of the Earth.� differentiate between the two movements.� understand the importance of seasons.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence
Warm up � Ask the students to work individually to complete the warm up section. � Discuss the answers. � Set the context of the lesson.
Let’s Explore The Sun and the Earth � Talk to the students the movement of the earth around the sun. � Help them understand that the earth moves and not the sun.
Movements of the Earth � Tell the students about the two movements of the Earth.
Rotation � Initiate a class discussion on Day and Night. � Encourage the students to share and discuss what causes Day and Night. � Explain to them in detail about this movement that causes day and night. � You may take help of a visual aid or teaching aids to demonstrate the
Revolution � Explain to the students what revolution is. � Discuss the new terms like orbit and leap year. � Explain in detail how a day gets added to the calendar every fourth year. Seasons � Initiate a class discussion on Seasons and how they are caused. � Explain in detail the movement of the earth that causes Seasons. �
of the students. � Help them connect all the terms learnt so far with the concept being explained
� Make the students refer to the diagram on page 26. � Explain the terms solstice and equinox to the students. � You may keep asking questions like the ones below, to check
the comprehension- What are the two movements of the earth? What is an orbit? What is a leap year? When do the sun’s rays fall directly on the Tropic of Cancer? Which longitude is numbered zero? What does equinox mean? When does the Earth experience winter solstice?
83
1. a. 29 days in February b. Summer solstice c. Winter solstice d. Spring equinox e. Standing still of the Sun 2. a. Equinoxes b. Axis c. Revolution d. Leap year e. Season3. a. i. rotation and revolution. b. ii. day and night. c. ii. rotation. d. ii. night. e. ii. orbit.4. a. The Earth has two movements. It moves on its axis like a top and also moves around the
the Sun is known as revolution. b. The four main seasons on earth are summer, winter, autumn and spring. c. Equi means equal and nox means night, so equinox means equal day and night. d. Solstice means ‘the standing still of the Sun’.
we eat, clothes we wear and the crops we grow. 5. a. F b. F c. T d. T e. F
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Temperate Zones of the World4
LEARNING OUTCOMESStudents will be able to� describe the factors that affect the climate of a place.� learn about the various temperature zones.� differentiate between torrid, temperate and frigid zones.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence
Warm up � Ask the students to work individually to complete the warm up section. � Discuss the answers. � Set the context of the lesson.
Let’s Explore Weather and Climate �
� Help them understand the terms in detail. � Encourage students to talk about the weather of that day and compare it to
the previous days. Then ask them to talk about the climatic conditions of the
and relate with the terms.
�
Climate of a place � the climate.
� You may ask them to compare the climates of two distant places that they have visited.
� Explain all the new terms that appear in the section.
� With the help of a teaching aid, explain to the students the concept that
�
� List the names on the board and point them out or make the class refer to the diagram on page 32 and the world map on page 33 to help them
� Discuss the distinctive features of each of the zones � Talk about the location of each zone. � Discuss the lifestyle of people in each zone. � You may keep asking questions like the ones below, to check
the comprehension- What is altitude? What do you understand by the term moderate climate? What is humidity of a place? What does it depend on? Which zone is covered with snow throughout the year and why?
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1. a. cooler b. Arctic Circle c. direction d. longer e. three2. a. Torrid Zone b. Temperate Zone c. Frigid Zone d. Frigid Zone e. Temperate Zone 3. latitude or distance of a place from the equator, altitude, distance from the sea, humidity, direction of the winds, and temperature and rainfall.
throughout the year. It extends from the Tropic of Cancer (23½°N) to Tropic of Capricorn (23½°S). The equator passes through the centre dividing the zone into North Torrid Zone (zone between the Equator and Tropic of Cancer) and the South Torrid Zone (zone between the Equator and the Tropic of Capricorn).
temperature or heat zones. They are The Torrid Zone, The Temperate Zone, The Frigid Zone.
d. The Temperate zone, as the name suggests, has a climate that is neither very cold nor very hot. It lies in the North Temperate Zone between the Tropic of Cancer (23½°N) and the Arctic Circle (66½°N) in the Northern Hemisphere and in the South Temperate Zone between the Tropic of Capricorn (23½°S) and the Antarctic Circle (66½°S) in the Southern Hemisphere. Slanting rays of sunlight reaches this zone and therefore the places lying in this zone are comparatively cooler.
e. This is the coldest zone on earth. It extends from the Arctic Circle (66½°N) to the North Pole (90°N) in the northern hemisphere and known as the North Frigid Zone. The South Frigid Zone in the Southern hemisphere extends from the Antarctic Circle (66½°S) to the South Pole (90°S).
4. a. i. weather. b. iii. tilt. c. i. nearer to the Sun. d. iii. moisture. e. i. far from the Sun.5. a. T b. F c. T d. T e. T
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Four Spheres of the Environment5
LEARNING OUTCOMESStudents will be able to� differentiate between the four spheres of the environment.� understand the importance of each sphere.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up �
section individually and note down the answer. � They may then share their answers with the class. � Set the context of the lesson.
Let’s Explore The Spheres � The teacher may explain the four spheres of the environment with reference
to the text. � She may then explain the vitality of each of these to the others thus making
life possible.
Hydrosphere � The term ‘hydrosphere’ may be explained such that it is self explanatory. � The process of evaporation, condensation & precipitation may be explained
with the help of visuals in smart class/ drawings.
Atmosphere � The gases present in the atmosphere may be explained with the proportions they are present in.
� A recap of the importance of oxygen, carbon dioxide may be discussed with the students.
� The ozone layer, ultra violet rays may be explained in today’s context. � The need to protect ourselves from the ultra violet rays may be explained to
the students. (The need of sunscreen, the SPF it contains may be given as examples.)
Lithosphere � Related videos may be shown. � Visuals and diagrams in the text book as well as drawn by the teacher on the
board may be used by the teacher to explain the topic.
Biosphere � It may be explained to the students that all the above components contribute to the possibility of life on Earth.
� Ecosystem may be explained to the students giving various examples of places where life on Earth exists.
� The teacher may keep asking questions like the ones below, to check the comprehension-
Why is the earth a unique planet? Name the non-living part of the atmosphere? What do you understand by the terms evaporation/
condensation/precipitation? How does the ozone layer protect us?
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1. a. water b. Rain c. precipitation d. Oxygen e. Core2. a. Mantle b. Ultra violet c. Crust d. Carbon dioxide e. Ozone 3. a. Our environment consists of both living and non-living things. The non-living part of the
environment includes the hydrosphere, atmosphere and lithosphere. b. Hydrosphere, atmosphere, lithosphere and biosphere are the four spheres of
the environment. All the water bodies, oceans and seas make up the hydrosphere. The atmosphere is the layer of oxygen and other gases that surround the Earth. The lithosphere consists of the rocks and soil on the surface of the Earth. All these three spheres interact with each other and provide a space where living things can survive. This fourth sphere is called the biosphere.
c. Environment of each living species which consists of living and non-living things is
as the ocean or a forest.
d. The biosphere consists of those parts of the atmosphere, lithosphere and hydrosphere, where life exists. As living organisms cannot survive without air, water and land, therefore the biosphere includes all these three components of the Earth. Life exists on land, in air and even deep in the ocean.
e. Water on earth is always moving. Water constantly changes its form due to evaporation, condensation and precipitation. During the day time, the sunrays heat up the water from the water bodies such as rivers, lakes, oceans and it changes it to water vapour and rises up into the atmosphere. This process is known as evaporation. When it reaches the sky, it cools down and changes back to water droplets. This process is known as condensation. When the water droplets cannot be retained by the clouds and they fall on the surface of
oceans, seas and rivers and goes up again. The cycle continues. This movement of water is known as the water cycle.
4. a. iii. all the above. b. ii. Hydrogen c. i. Habitat d. iii. water. e. ii. 78%.5. a. F b. F c. F d. T e. T
88
The United Nations6
LEARNING OUTCOMESStudents will be able to� understand why the UN was formed.� understand the objectives of the UN.� learn about the functions of the main organs.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � The students may be asked to do the question in the warm up section
individually. �
� Then the students may write down terms related to the above. �
� Set the context of the lesson.
Let’s Explore Need of the UN � The need for UN may be discussed with reference to the First & Second
The League of Nations. � They may be explained the need of an international body to stop wars, thus
the origin of UNO.
Aim of the UN � The main aim of the UN may be narrated to the students.
Principles & objectives � These may be explained to the students with reference to the context.of the UN
Organs of the UN � The organs of the UN may be enumerated on the board. � These may be explained to the students in detail and their functions and
necessity for the UN described.
Agencies of the Un � The agencies may be enumerated on the board and their aims & objectives described.
India & the UN � The date of India joining the UN by signing the charter may be told to the students.
� The role of India in promoting world peace & security may be told to the students.
� The students may be divided into groups and asked to prepare charts as a class activity mentioning the aims & objectives along with the symbol.
� The students may be asked to prepare PPTs for presentation in the class. � The students may pick up any of the organs & agencies of the UN and
Prepare projects with pictures on them. � The teacher may keep asking questions like the ones below, to check the comprehension-
89
How did the need for the UN arise? What is the aim of the UN? Explain the UN symbol. Enumerate the organs of the UN. What is the work of the Security Council?
1. a. i. UNICEF b. ii. San Francisco c. i. 15 d. i. 6 e. ii. White2. a. League of Nations b. Veto power c. Food and Agriculture Organisation d. World Health Organisation e. General Assembly3. a. When the war ended in 1945, most countries realised that there was a great need to have
an international body to stop wars. Thereafter, countries like Britain, France and the USA thought of replacing the League of Nations with the United Nations Organisation in 1945.
preserve peace, to foster friendly relations among nations on the basis of equality,
humanitarian problems,
these objectives of the UN.
All member countries must respect each other’s sovereignty and rights.
Threats and use of force must be avoided. Member countries must support the UN in all its activities. d. The Security Council is the most important organ of the UN responsible for maintaining
its peacekeeping forces to ensure peace. e. UNICEF stands for United Nations Children’s Fund. Its prime objective is improving the
quality of life of children by spreading awareness about their health and education. 4. a. Secretariat. b. Hague, Netherlands. c. veto d. WHO e. top. 5. a. F b. F c. F d. T e. T
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WORKSHEET 1
a. What are oceans? Name the oceans of the world.
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c. What are ridges and trenches?
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e. Where are the Amazon rainforests found?
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WORKSHEET 2
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92
WORKSHEET 3
a. Explain the two important movements of the Earth.
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b. Explain the kinds of seasons on earth.
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c. How is an equinox formed?
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e. How are the seasons important?
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WORKSHEET 4
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b. How many temperature zones are there?
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d. Why does the Torrid Zone experience hot climate?
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e. What is El Nino?
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94
WORKSHEET 5
a. What is a water cycle?
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b. How is the atmosphere a blanket of gases?
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c. What is an ozone layer? How is it helpful?
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d. How many layers are there in the lithosphere?
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e. Explain the term ecosystem.
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95
WORKSHEET 6
a. What are the principles of the UN?
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c. What are the organs of UN?
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d. List the agencies of UN.
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e. What has been India’s role in UN?
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96
Worksheet 1a. The huge water bodies are known as oceans. Around 71 per cent of the planet is covered
by water, while the remaining 29 per cent is covered by land. That is why the Earth is often
Ocean, Arctic Ocean and Southern Ocean.b. South America is the fourth largest continent in the world. This continent is famous for its
biodiversity. One of the world’s thickest forests, the Amazon Rainforests are found here. They
c. The ocean beds contain tall mountain ranges known as ridges and also long, deep and narrow pits known as trenches.
d. Europe is the sixth largest continent in the world. Europe and Asia together form Eurasia, which forms the longest stretch of land on Earth.
e. The Amazon Rainforests are found in South America. They are home to a large number of
Worksheet 2a. The atlas is an easy tool used to look for places, rivers, deserts and so on. Towards the end of
atlas, there is a section called the index, which shows the names of places marked on various
it would be easier to locate places. These imaginary lines are called latitudes and longitudes. These lines are called imaginary since they do not appear on the surface of the Earth but only on the maps and globes.
c. The imaginary lines in each hemisphere drawn parallel to the equator are called parallels of latitude. Another set of lines that run from the North Pole to the South Pole are known as meridians of longitudes. Meridians of longitude join places that have midday at the same time.
ends here. Areas to the east are one calendar day behind to the areas in the west of the date line. The International Date Line has been drawn in such an irregular manner so that all regions of a country remain on the same day.
independent of any other place.
directions is called a relative location.
Worksheet 3a. The Earth has two movements. It moves on its axis like a top and also moves around the Sun
known as revolution.
97
b. When the Earth revolves around the sun on its tilted axis, the part that leans towards the Sun experiences summers and the part away from the Sun has winters. When the North Pole is tilted towards the Sun (June), it is summer in the Northern Hemisphere. The Sun’s rays fall directly on the Tropic of Cancer on 21 June. At this time, the South Pole is away from the Sun. So the Southern Hemisphere has winters. If the North Pole is away from the Sun (December), it is winters in the Northern Hemisphere and summer in the Southern Hemisphere. At this time, the Sun shines directly on the Tropic of Capricorn on 22 December. However, there are times when the north and south poles are at an equal distance from the Sun, i.e., neither tilted nor away. This is the time when we experience spring and autumn season.
c. The Sun shines directly overhead the equator twice a year during equinoxes. Equi means equal and nox means night, so equinox means equal day and night. The Earth experiences spring or vernal equinox and autumnal equinox on 21 March and 23 September when the Sun is directly overhead the equator and the days and nights are equal.
d. The Sun also shines directly overhead the equator once on each tropic during the Solstices. Solstice means ‘the standing still of the Sun’. The Earth experiences summer solstice on 21 June which is the longest day of the year in the Northern Hemisphere, when the Sun is shining directly overhead the Tropic of Cancer and the Northern Hemisphere is tilted towards it.
The Earth also experiences winter solstice on 22 December when the Sun is directly over the Tropic of Capricorn in the Southern Hemisphere and the tilt of the axis brings the Southern Hemisphere closer to the Sun.
movements of the Earth are an integral part of our life on earth and our survival depends on them.
Worksheet 4
Latitude or distance of a place from the Equator; Distance from the sea;
Altitude;Humidity;Winds;Temperature and rainfall.
sunlight, therefore these places are hot. The Polar Regions and those at higher altitudes are far from the Sun and do not receive direct sunlight resulting in a colder climate. Based on the
heat zones. They are The Torrid Zone, The Temperate Zone, The Frigid Zone. c. Humidity of a place is the amount of moisture or water vapour in the air. It depends on
the distance from the sea. The closer the place, the higher is the humidity because of large amount of evaporation taking place from the sea. Thus, the coastal areas such as Chennai, Mumbai, Kolkata, Goa, etc. are humid. A lot of sweating and perspiration takes place due to humidity.
d. The Torrid Zone experiences hot climate because it receives direct sunlight throughout
98
the year.
Worksheet 5a. Water on earth is always moving. Water constantly changes its form due to evaporation,
condensation and precipitation. During the day time, the sunrays heat up the water from the water bodies such as rivers, lakes, oceans and it changes it to water vapour and rises up into the atmosphere. This process is known as evaporation. When it reaches the sky, it cools down and changes back to water droplets. This process is known as condensation. When the water droplets cannot be retained by the clouds and they fall on the surface of the Earth in the form
and goes up again. The cycle continues. This movement of water is known as the water cycle.
c. The atmosphere is a blanket of air made up of gases. A number of gases in various proportions are present in the atmosphere. They are nitrogen, oxygen carbon dioxide, hydrogen and rare gases as argon, krypton and helium which are found in traces. Living things breathe in oxygen and give out carbon dioxide. Plants use this carbon dioxide for making their food giving out oxygen. Water vapour present in the atmosphere controls the temperature of a place and also causes rainfall.
c. The ozone layer is a layer of atmosphere. It protects us from the harmful rays the Sun.
d. Lithosphere is the thinnest layer of the Earth and is also known as the crust. Below the
layer which is thicker than the crust but thinner than the core. Mantle is found below the
core. The outer core is liquid and the inner core is solid.
e. The environment of each living species which consists of living and non-living things is
plants, insects, worms, soil, water, etc.
Worksheet 6
All member countries must respect each other’s sovereignty and rights. Threats and use of force must be avoided. Member countries must support the UN in all its activities.
preserve peace
99
To foster friendly relations among nations on the basis of equality
humanitarian problems
objectives of the UN
The General Assembly The Economic and Social Council The Secretariat The Security Council The International Court of Justiced. Along with the six major organs of the UN, there are some UN agencies that carry out a lot of
UNICEF (United Nations Children’s Fund) WHO (World Health Organisation) ILO (International Labour Organisation) FAO (Food and Agriculture Organisation)e. India has accepted the ideals of the UN by signing the UN Charter and becoming one of the
founder members of it. It has played a major role in promoting world peace and security. It has helped underprivileged countries and supported freedom movements. India has also opposed racial discrimination in South Africa and has been a part of the UN peacekeeping forces in various countries such as Palestine, Cyprus and Congo. India has also given medical assistance whenever and wherever required.
General KnowledgeGeneral Knowledge
101
1. Planting FactsA. 1. GREEN WALL 2. FLOWER BOX 3. HYDROPONICS 4. ROOF GARDENB. 1. d 2. e 3. a 4. b 5. c
2. Fishy Facts1. f 2. a 3. i 4. c 5. b 6. j 7. e 8. d 9. h 10. g
3. Mythical Animals and Dino-FactsA. 1. Unicorn 2. Werewolf 3. Dragon 4. Phoenix 5. Mermaid 6. Centaur
4. Idioms and ProverbsA.B. 1. not gold 2. keeps the doctor away 3. than never 4. before they hatch
5. Math Teasers1. 303, 303, 303, 303, 303 2. 36 3. Three 4. River bank 5. Cats dont lay eggs 6. Seven8. 2:30 9. 27
10. 36
6 996 12
126 9 15
3
333
6. Sports TournamentsA.
3. IPL Indian Premier League
5. WTBA World Tenpin Bowling Championships
B. 1. d 2. e 3. c 4. b 5. aC. 1. Tennis 2. Football 3. Badminton 4. Basketball 5. Chess 6. Hockey
7. Story Connect
1. e 2. d 3. c 4. a 5. b
Answers
102
9. Sacred Places1. Muruga Shrines 2. Dakshineshwar Temple 3. Haridwar 4. Kumbha Mela 5. Golden Temple6. Bodh Gaya
10. Awards Around the WorldA. 1. a 2. e 3. d 4. c 5. f 6. b 7. gB. 1. Queen 2. Jolly LLB 3. Paa 4. Black 5. Piku
Assessment1. b 2. c 3. c 4. b 5. a 6. a 7. a 8. b 9. a
Term-2
Thomas Alva Edison 105
1. In the Land of Lilliput 106
2. The Unwanted Guest 109
Aren’t Animals Lucky 111
3. Pele—The King of Football 112
Test Yourself 114
EnglishEnglish
105
Thomas Alva Edison
Warm-up Ask the students to talk about the light bulb. Then, tell them about the discoveries of Thomas Alva Edison. Once
Reading
Comprehension AnswersA.
Hots
LEARNING OUTCOMESStudents will be able to:
106
In the Land of Lilliput1
Warm-up
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
B.
Hots
LEARNING OUTCOMESStudents will be able to:
ea
107
Vocabulary Answers
A.
- /b
I took a book with me to read on the train.
B.
Spellings Answers
Grammar AnswersA.
B.
Phonics ea sound right.
team beam cream dream scream
108
Listening
Audio script
Answerstickled
circles..
and squirmed in the garden.sight
shaking in the cold.
Writing
109
The Unwanted Guest2
Warm-up atithi devo
bhava
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
that the guest could eat.
Hots
LEARNING OUTCOMESStudents will be able to:
ai
110
Vocabulary AnswersA.
B.
Spellings Answers
Grammar AnswersA.
B. 1. Uma is smaller than her sister. 2. Sheila is the most beautiful of all the girls.
Phonics ai sound right.
Answers
train
rain
drain
vain
grain
Speaking
Writing
111
Aren’t Animals Lucky
Warm-up
Reading
Comprehension AnswersA.
B.
Hots
LEARNING OUTCOMESStudents will be able to:
112
Pele—The King of Football3
Warm-up
Reading
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
socks and shoes.
B.
C.
Hots
Vocabulary Answers
A.
LEARNING OUTCOMESStudents will be able to:
113
B.
Spellings Answers
Grammar AnswersA.
B.
C. 1. the, the 2. The, the 3. the 4. the, the 5. a, the 6. a
Phonics
Answers
Listening
Audio script failure bondage
Answers
Writing
114
Test YourselfComprehension
Grammar A.
B. an; ; the; a; The; an; the; The
C.
Vocabulary .
..
as red as a beetroot.as blind as a bat.
6. Your brother is as thin as a rakeas quiet as a mouse.
as light as a feather.
Writing
children; look
MathematicsMathematics 1. Perimeter, Area and Volume
Lesson plan 116
Worksheets 118
Answers 120
2. Decimals
Lesson plan 122
Worksheets 124
Answers 126
3. Percentage and Average
Lesson plan 128
Worksheets 130
Answers 132
4. Ratio, Proportion and Unitary Method
Lesson plan 134
Worksheets 136
Answers 138
5. Symmetry, Patterns and Nets
Lesson plan 139
Worksheets 141
Answers 143
Model Test Paper 146
Answers to Model Test Paper 148
116
Perimeter, Area and Volume
Concept Explanation Students are already familiar with the concept of
Warm-up
Perimeter of a Rectangle and a Square
Instruct them to do Exercise 6.1
Area of a Rectangle and a Square; Area of a Triangle; Applications of Perimeter and Area
Use the Remember section to point out the important facts related to the topics
Value Q
Instruct the students to do Exercise 6.2 Exercise 6.3 and Exercise 6.4
Area of Irregular Shapes; Area of Composite Figures; Calculating Length and Breadth
Try These
Instruct the students to do Exercise 6.5 and Exercise 6.6
Students will be able to
1
117
Volume; Volume of a Cuboid and a Cube Use the Remember section to point out the
Maths Lab Activity Instruct the students to do Exercise 6.9 from the
students will do Let’s Revise Hots and Let’s Have Fun
Project Do It Yourself
Tick (
118
WORKSHEET 1
Area12
11
a.
a. c.
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119
Area
13
a.
a. c.
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WORKSHEET 2
120
Side
a. c.13
e.
Value Q
Terrace
Your school
Breadth Area
12
21
` `
.................. .
Breadth Side Area13
11
Hots
2
3
Answers to the Coursebook
121
Worksheet 1 Area
1211
Worksheet 2 Area
13
Answers to the Worksheets
Answers to the MCQs
122
Decimals
Concept Explanation Students are already familiar with the concept of
Warm-up
Thousandths; Decimal Numbers in a Place Value Chart; Decimal Expansion
Demonstrate the unit thousandths with the help
demonstrate the position of thousandths in a
Instruct students to do Exercise 7.1 from the
Equivalent Decimals; Like and Unlike Decimals; Comparison of Decimal Numbers; Ordering of Decimals
Use the Remember sections to point out the
Try These
Instruct the students to do Exercise 7.2 from the
Addition of Decimals; Subtraction of Decimals; Addition and Subtraction of Decimals
Use the Common error sections to help students
Students will be able to
2
123
Instruct the students to do Exercise 7.3, Exercise 7.4, Exercise 7.5 and Exercise 7.6 from the
Multiplication of Decimals; Division of Decimals
Read the Remember sections to point out the
Use the common error sections to help students
Skills for Life, Try These and Maths Lab Activity
Instruct the students to do Exercise 7.7 Exercise 7.8, Exercise 7.9 and Exercise 7.10 from the
students will do Let’s Revise, Hots and Let’s Have Fun
Project Do It Yourself
Tick (
1 + 1 1 + 1 +
124
WORKSHEET 1
3 1 2
` `
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3
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WORKSHEET 2
126
a. 12 3
Blocks
a. 1 1
1
c.
Hundreds Tens Ones Tenths Hundredths Thosandths
a. . 3 11 .
c. .3 .
e. .f. . 1 2
3 . 1 1 2h. . 3
a.
>
>
a. ` `
`
Answers to the Coursebook
127
a. 3 .2 . 2
.
. 3 c. 1 2 .
...
e. 1 .2 .
f. ..
1 . 3. 2 1
h. .. 2
a. ` `
`
3 1
`
Hots
` `` ` `
Worksheet 1
`
Worksheet 2 3
Answers to the Worksheets
c
Answers to the MCQs
128
Percentage and Average
Students are already familiar with the concept of
Read the Warm-up
Percentage; Fractions as Percentages; Percentages as Fractions
Use the Remember sections to point out the
Try These section
Instruct them to do Exercise 1.1
Decimals as Percentages; Percentages as Decimals
Use the Remember sections to point out the
Try These section
Instruct them to do Exercise 1.2
Finding the Value of the Percentage of a Given Quantity; Finding One Quantity as a Percentage of Total Quantity
Use the Remember sections to point out the
Value Q and Maths Lab Activity
Instruct them to do Exercise 1.3 and Exercise 1.4
Average
Students will be able to
3
129
Use the Remember sections to point out the
Instruct them to do Exercise 1.5
students will do the Let’s Revise Hots and Let’s Have Fun
Project Do It Yourself
Tick (
a. c. 11 13
`
a. ` ` ` `
is
130
a. 1 3 c.
12
`23
school.
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WORKSHEET 1
131
WORKSHEET 2
a. 3 2 c.
2
`
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132
Answers to the Coursebook
a. 2 c.
e. 11 f. 1 h. 13
i. 2 l. 1
` ` 13313 f. `
a. 3313
23
a.
`
Value Q
13 `
a. 3 11 c.
a. `1
1212
Hots
Answers to the Coursebook
a c
Answers to the MCQs
3.111
1
2
2
a. 11 c. 1
2 2 3
Answers to the Assessment-1
133
Worksheet 1
a. 3 c.
a. `23
13
2
23
Worksheet 2
a. c. 13
a. `
a. 213 13
Answers to the Worksheets
134
Ratio, Proportion and Unitary Method
Concept Explanation Students are already familiar with the concept of
Read the Warm-up
Ratio (Terms of Ratio, Simplest Form of a Ratio, Equivalent Ratios, Calculating the Ratio of the Given Quantity)
Try These
Use the Remember sections to point out the
Let’s Have Fun
Instruct them to do Exercise 2.1 and Exercise 2.2
Proportion (Terms of a Proportion, Relation Between Extreme Terms and Middle Terms)
Use the Remember sections to point out the
‘Skills for Life’ and Maths Lab Activity from the
Instruct them to do Exercise 2.3 and Exercise 2.4
Unitary Method
Students will be able to
4
135
Instruct the students to do Exercise 1.5 from the
To recapitulate the concepts learnt in the chapter students will do the Let’s Revise and Hots sections
Project Do It Yourself
Tick (
`
a. ` ` ` `
136
`
`
``
Soap `
`
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`
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WORKSHEET 1
137
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WORKSHEET 2
138
c. 3
` `` `
a. ` ` ` 22
Biscuit ` `32 `
Juice ` ` `
` ` `
e. ` ` `
laddoos
`
a. ` `
`
Hots
Answers to the Coursebook
a c c a
Answers to the MCQs
Worksheet 1 `
none
Price of 1
` ` 32 `
Biscuit ` ` `
Soap ` ` `
a. ` `
Worksheet 2
Price of 1
` ` `
` ` `
` ` `
a. `
`
Answers to the Worksheets
139
Symmetry, Patterns and Nets
Students are already familiar with the concept of
Warm-up
More About Symmetry; Reflection
Use the Remember section to point out the
Try These
Value Q Instruct them to do Exercise 4.1
Tessellations; Patterns; Slides, Flips and Turns; Rotational Symmetry
Use the Remember section to point out the
Try These
Try These
Skills for Life and Maths Lab Activity sections from the
Students will be able to
5
140
Instruct them to do Exercise 4.2
Addition of Fractions; Application of Addition of Fractions
Use the common error section to help students
Use the Remember sections to point out the
Instruct the students to do Exercise 5.3 and Exercise 5.4
Nets
Use the Remember sections to point out the the
Instruct the students to do Exercise 4.3 from the
Different Views of Solids; Drawing 3D shapes; Floor Plan or Map
Now demonstrate how to draw a solid on an
Try These
Read the section ‘Floor Plan or Map’ from the
Instruct the students to do Exercise 4.4 from the
students will do the Let’s Revise Hots and Let’s Have Fun
Project Do It Yourself
Tick (
3
a. c.
a. c.
141
a. c. H a. c.
a. .................................
..................................
a.
1 unit
1 un
it
3 un
its
1 unit
1 un
it
2 un
its
WORKSHEET 1
142
a.
F a. c.
a.
a.
1 un
it
1 unit
1 unit
1 unit
2 un
its
WORKSHEET 2
143
a. c.
a. c.
e. f.
a. c.
e. f.
S.N. Shape turn
a.
c.
turn1 12
a.
c.
a.
Top
a.
c.
a. NILT NILTHots
c
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Answers to the Coursebook
144
Worksheet 1
a.
c. H
a.
Top
a.
Worksheet 2 a. F F
c a
Answers to the MCQs
Answers to the Worksheets
` `
Answers to the Assessment-2
2
T T T TT T
Answers to the Test Paper
145
a.
Top
a.
146
`
x
x
Model Test PaperMATHEMATICS
147
x
x
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`son.
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148
Answers to Model Test Paper
a. ` ` ``
ScienceScience 1. Our Skeletal System
Lesson plan 150
Worksheets 151
Answers 153
2. Our Nervous System
Lesson plan 155
Worksheets 156
Answers 158
3. Rocks and Minerals
Lesson plan 160
Worksheets 161
Answers 163
2. Force and Energy
Lesson plan 165
Worksheets 166
Answers 168
Model Test Paper 171
Answers to Model Test Paper 173
150
Our Skeletal System
Materials Required
Warm-up
Concept Explanation Skeletal System:
Cartilage:
Joints:
Muscles:
Reinforce
Explore Ask
describe the importance of skeletal system in our body
1
151
WORKSHEET 1
voluntary/involuntary musclesvoluntary/involuntary muscles.
tendons/ligaments.
ball-and-socket/hinge
backbone/femur.
muscles/joints.
a. ...................................
b. ................................... c. ...................................
d. ...................................
e. ...................................
152
WORKSHEET 2
.............................
.............................
.............................
.............................
.............................
a. Shoulder .....................................................
b. Neck .....................................................
c. Wrist .....................................................
.....................................................
e. Skull .....................................................
...............................................................................................................
b. Backbone ...............................................................................................................
c. Limbs ...............................................................................................................
d. Skull ...............................................................................................................
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153
A.
2. a. ii b. iii c. i d. iiB. 1. a.
:
c.
d.
front part of the nose.
C.
2.
Answers to the Coursebook
The bones around the chest are called ribs. The
:
:
:
4. a. It consists of 22 bones. The bones in a skull are
b. The backbone or the spine is one of the most
c. The bones around the chest are called ribs. The
154
D. A. 4. spinal cord 5. sternumB.
1.
2. d. Backbone e. Hindlimb
1.
2.
3. b. It protects the spinal cord.
Answers to the Worksheets
d. It protects the brain.4.
5.
155
Our Nervous System
Materials Required
Warm-up
Concept Explanation The Human Nervous System:
Sense Organs:
Reinforce
Explore
2
156
WORKSHEET 1
a. ...........................................................................................................................................................
b. ...........................................................................................................................................................
c. ...........................................................................................................................................................
d. ...................................
a. ...................................b. ...................................
c. ...................................
157
WORKSHEET 2
system
a.
e. f.d.
b. c.
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158
A. 1. a. ii b. iii c. ii d. ii
d. Nose e. Spinal cordB.
spinal cord.
3. The backbone surrounds the spinal cord and protects it.
C. 1.
Itcerebrum. It is responsible for the control of our body
body. /
body.
Answers to the Coursebookcalled
2.5 cm in diameter. The eyelids protect the eyes from
It is the coloured part of the eye. It controls the
front of the eye.
It carries impulses from the eyes to the brain.
Our ears help us to hear sound. They also help us to maintain our balance.
Our nose help us to breathe and smell
:
D. 2.
The brain is the centre for control of all our
the body parts to the brain directly or to the spinal cord.
159
A.
B.
Answers to the Assessment-1A. 1. 33 2. femur 3. brain
B. 1. iii. 2. i. 3. iii. 4. ii. 5. ii.
C. Maintains our balance Ears Brain stem Medulla
Answers to the Worksheets
1.2. a. Brain is the control centre of our body. It stores
body.
rest of the body.
1.
2.
3.
4.
are called
parts of an eye.
160
Rocks and Minerals
Materials Required
Warm Up
Concept Explanation Rocks and Their Types:
Minerals and Their Types:
Uses of Rocks and Minerals:
Reinforce
Explore
3
161
WORKSHEET 1
c. Granite iii. Porous rock
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a. Granite .......................................................................................................................................... b. Pumice .......................................................................................................................................... c. Obsidian ..........................................................................................................................................
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162
WORKSHEET 2
d. ....................... rock contains mineral calcite.
a. Slate .................................................................................................................................... b. Sandstone .................................................................................................................................... c. Limestone .................................................................................................................................... d. Gneiss ....................................................................................................................................
a.
b.c.
d.
e.
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163
A.
2. a. ii b. i c. iii d. iiiB.
These are not used to obtain metals.C. 1.
2.
rock made of sand
cemented
colours.
The most famous
is the Red
Delhi.
of round
and sand cemented
colour.
ornaments
polished.
made of
clay and mud
form layers.
to make
bricks and cement due to its
content.
of calcite
is also a part of animal shells.
colour.
linoleum etc.
3.
from limestone.
used in
statues and ornamental
It shines
polished.
Mahal in
the most
made
marble.
made from shale. It can be broken into thin layers and is used in
board and slates.
formed from
has striped appearance and is used as a
stone.
from sandstone and contains
mineral
It is an
hard rock. T is used
statues. It
in ceramic industry.
D. 1. Sedimentary rock
most common
formed by the
of minerals
feldspar and mica.
colours
feldspar in it.
material.
ornaments and
numerous air pockets or pores.
or peach colour.
scrubber etc. It is also used by
polish teeth
pumice.
Answers to the Coursebook
164
1. The precious stones are found in the form of crystals. They A. 1. Sedimentary 2. metamorphic
5. sandstone
B. 1. a. 2. c 3. c 4. c 5. a
5.
Gneiss has a striped appearance.
d. Limestone e. Petroleum2. a. It is used to make blackboard and cement.
obtain those metals are called metallic minerals or ores. 5.
under the layers of earth for millions of years. Millions
Answers to the Worksheets
165
Force and Energy
Materials Required
Warm Up
Concept Explanation Types of Forces:
Work:
Energy:
Simple machines:
Reinforce
Explore Ask
4
166
WORKSHEET 1
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167
WORKSHEET 2
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168
A.
2. a. i b. ii c. iii d. iiB.
4. a. b.
C.
3.
can be rolled or slide is called an inclined plane. Barrels
4.
Answers to the Coursebook
169
D. 1. Pliers. 2.
E
FL
A.
B.
Answers to the Assessment-2A.
B. 1. iii. 2. ii. 3. iii. 4. i. 5. i.
C.
Answers to the Test PaperA.
B. 1. ii. 2. ii. 3. i. 4. iii. 5. i.C. Quartzite Metamorphic rock Limestone Sedimentary rock Gold Metallic mineral
D.
E. 1. There are three types of muscles in our body.
skeletal muscles.
These are also called smooth muscles.
Muscles that are structured like
Mineral deposits in the earth are limited. They should
170
Answers to the Worksheets
e. Buoyant force e. Mechanical force
.
one form to another. nostrils. The hair inside the nose keep out dust that is
171
Time: 2 hours
Model Test PaperScience
Total Marks: 50
(1 × 5 = 5)
a. Red blood cells are made of
i. Muscles of heart ii. Muscles of stomach
called
(1 × 5 = 5)
.......................... .
(2 × 5 = 10)
172
(3 × 5 = 15)
(2 × 5 = 10)
(1 × 5 = 5)
173
Answers to Model Test Paper Mineral deposits in the earth are limited. They should
d.
It is formed as a result of the decay of dead
5.
the centre of the earth.
6.
Medulla
1.2.
3.
b. True
d. True e. True4. a.
b.
It is the coloured part of the eye. It controls the
front of the eye.
It carries impulses from the eyes to the brain.
c.
1. The Equatorial Forest Regions 175
2. Frigid Zones 177
3. The Hot Deserts 179
4. The Temperate Grasslands 181
Worksheet 1 183
Worksheet 2 184
Worksheet 3 185
Worksheet 4 186
Answers to the Worksheets 187
Social StudiesSocial Studies
175
The Equatorial Forest Regions1
LEARNING OUTCOMESStudents will be able to� describe the equatorial forest region and its characteristics.� learn about its climate, plant life, wildlife and the life of the
people living there.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence
Warm up � Ask the students to work individually to complete the warm up section. �
� Set the context of the lesson.
Let’s Explore The Location � Initiate a class discussion on equatorial forests. � Ask them to take hint from the name and answer where would these forests
be located. � With the help of a map point out to the students the extent of the
equatorial rainforests. � Talk about the continents and countries that are covered in the region. � You may also ask them to refer to the map on page 38. �
Equatorial type of Climate � Discuss in detail the temperature and humidity of the region. � Explain to them why these forests are also called evergreen forests. � Talk about the facts related to the forest.
Type of Vegetation � Discuss in detail about the vegetation in the evergreen forests � Explain to the students why the region has dense growth of trees. � Explain with the help of the diagram, all four layers of the trees. � Make them understand why the trees appear green throughout the year.
Wildlife �
� You may also show them a visual to make the class interesting.
People in the Equatorial �
Forests � You may also show visuals of these tribal people. � Discuss about the lifestyle of the people who survive in this region. � You may keep asking questions like the ones below, to check the
comprehension- Why are Equatorial forests also called Equatorial rainforests? What is the temperature of the area? What are Tropical Thunderstorms? Which are the four layers of the trees found in these areas? What percent of the total birds and animals are found in these forests?
176
1. a. ii. emergent. b. i. humid. c. ii. Four d. iii. the Congo Basin. e. iii. Torrid zone.2. a. T b. F c. T d. T e. F3. a. Evergreen Forests b. Shifting agriculture c. Canopy Layer d. Pygmy e. Evergreen forests4. a. Shifting agriculture is a common practice here. In this, they clear a piece of land by
burning it and then grow crops on this land for 2 to 3 years. Thereafter, the fertility of the soil diminishes and they move to a new patch.
b. The equatorial forest regions fall in the Torrid Zone where it is very hot and wet. These forests are also known as the equatorial rainforests as they receive heavy rainfall all year round. These forests are found on both sides of the equator. The continents and countries which fall in this zone are:
Malaysia and Indonesia in Asia, The Western Ghats, Andaman and Nicobar Islands and some states of Northeast India, Ecuador, Columbia and Brazil in South America, Parts of Australia, and Liberia, Ivory Coast, Ghana, Nigeria, Guinea and Congo in Africa. c. The equatorial rainforests are home to a variety of animals, birds and amphibians.
Though the forests cover barely 2 per cent of the Earth’s surface, it is home to over 50 per cent of the plants and animals on Earth. Many plant-eating animals and birds such
varieties of spiders, chameleons, insects, lizards, crocodiles, alligators, snakes and turtles are found here. The famous big snake, Anaconda, is also found in the Amazon Basin in South America.
live here who depend on their surroundings for food and shelter. Some well-known tribes of the rainforests are the Pygmies and Bantus of the Congo region, the Semangs of Malaysia, Yanomami of Brazil, the Amazon Indians, Kubus of Sumatra and Dayaks
insects and meat. e. Rubber, cinchona, mahogany, rosewood, ebony, etc., are some trees found in the
equatorial forests.5. a. Malaysia b. Tropical thunderstorm c. Congo
d. Rubber e. Borneo
177
Frigid Zones2
LEARNING OUTCOMESStudents will be able to� identify the frigid zones.� understand the climate and its effect on the wildlife, vegetation
and life of the people.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up �
questions given in the warm up section and note down the answer. � They may then share their answers with the class. � The teacher may note down the words on the board. � Set the context of the lesson.
Let’s Explore The Frigid Zone � The teacher may bring a globe to the class & explain the north & south frigid
zones to the class. � The reasons for them being frigid may be explained with a torch as sun & the
kind of light (rays) that these regions receive.
Climate � The globe may yet again be used to explain the distance of the Polar regions from the equator.
� The reason for six months of day & six months of night in these regions may be explained with the help of globe.
� The climate of the Arctic & Antarctic Circle may be explained in detail.
Vegetation � The students may be told that the vegetation in these lands is very scarce. � The reasons for scarce vegetation may be elicited from students referring to
the climatic conditions.
Wildlife � The teacher may explain that the wildlife in these regions consists of animals & birds that have special features as thick skin, white colour.
� Visuals of wildlife in these regions may also be shown.
People � The teacher may elicit answers from students regarding their understanding of igloos and kayaks.
� The answers may be shared with the class. � The occupations of the people, means of transport, hunting weapons may also
be explained & shown to the students in smart class. � The teacher may keep asking questions like the ones below, to check the
comprehension- What are Polar ice caps? Why is the South Frigid Zone covered with snow all the year round? What is Aurora Borealis? What is the permanently frozen soil called? What makes the penguins & walruses survive in the severe climate of the
Frigid Zone?
178
1. a. six, six b. Aurora Borealis, Aurora Australis c. tundra d. Lapps, Aleuts e. Eskimos2. a. Harpoon b. Sledge c. Igloo d. Poles e. Kayaks3. a. F. b. F c. T d. F e. F4. a. The frigid zone is the coldest zone on the Earth. It extends from the Arctic Circle (66½°N)
to the North Pole (90°N) in the Northern Hemisphere and is known as the north frigid zone. The south frigid zone lies between 66½°S and 90°S between the Antarctic Circle and the South Pole. These regions receive slanting rays of the Sun throughout the year and are therefore very cold and covered with snow and ice all year round.
b. Some of the tribes are the Inuit of Russia, Canada and Greenland, the Lapps of Scandinavia (Denmark, Norway and Sweden), Yakuts and Chukchis of Siberia (Russia) and the Aleuts of Alaska. They are also known as Eskimos.
c. Animals have found ways to adapt to the severe climate of the frigid zone. Some have naturally adapted, for example, penguins, seals and walruses have thick skin which protects them from severe cold. Birds of the frigid zone include snowy owls, Arctic terns and penguins. The polar bear, snowy owl and Arctic fox have thick fur coats which keeps them warm and the white colour helps them to blend with the landscape. Many species
animals like squirrels, hibernate underground, that is, they go into deep sleep in which their heart beat slows down while others migrate such as the Arctic tern, a bird which
on them for food and clothing. d. Due to the cold climate and permanently frozen soil called permafrost, there is almost no
vegetation in the frigid zones. There is no rainfall and the weather is comparatively mild
Mosses, lichens and those plants that bear berries grow there. Trees do not grow in this region. The dwarf willow, one of the smallest woody plants, has adapted to the cold conditions. This kind of vegetation is called tundra.
e. Sledges, drawn by reindeer or husky sled dogs, are some means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions. Kayaks are also used for hunting.
5. a. i. dwarf willow. b. ii. permafrost. c. i. Polar ice caps. d. i. Canada and Alaska. e. ii. Antarctica.
179
The Hot Deserts3
LEARNING OUTCOMESStudents will be able to� describe hot deserts and their locations.� learn about its climate, plant life, wildlife and the life of the
people there.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � Think-pair-share-The teacher may divide the class into pairs and ask the
students to discuss the question given in the warm up section. � They may then share their answers with the class. � Set the context of the lesson.
Let’s Explore Desert & how it is formed � The teacher may begin the chapter by showing a video of a desert and thereby
explaining what a desert it, how it is formed & its location. � The teacher may also show a map of the world with the deserts marked.
Climate � The climate of a desert may be discussed. � The students may be encouraged to share their experiences of a desert to
which they may have been.
Vegetation � The kind of vegetation in a desert may be discussed along with the reasons why it is so.
� Students may be taken to the school garden and shown a cactus plant for
Wildlife � The students may be asked about ‘the ship of the desert’ and why is it so called.
� They may then be explained about the wildlife in detail. � More details on the camel may be discussed.
Life of the people �
low population. � The important occupations, the crops grown, some altered situations may also
be discussed. � The teacher may divide the class into groups & may give each a topic as
vegetation, wildlife, occupations. The students may prepare projects/ charts/
� The teacher may keep asking questions like the ones below, to check the comprehension-
What do you mean by the term desert? Explain why a cactus grows in the desert? What are the occupations of people living in deserts? Name some popular deserts. Why is the camel able to survive in the desert?
180
1. a. iii. Gobi Desert b. i. Baobab c. i. Camel d. i. Sahara Desert. e. iii. Tuaregs.2. a. F b. T c. T d. T e. T3. c. Saudi Arabia. d. padded e. tropics4. a. Plants in the deserts are able to withstand extreme climate and scanty water supply.
The trees and shrubs growing in the deserts have long roots that go deep into the soil in search of water. Most of the plants have no leaves as it is through the leaves that a plant loses water. The plants have thorns or thick waxy coatings to prevent water loss through evaporation. Sometimes, the leaves are spine-like to protect them from animals. Shrubs
thorny bushes.
c. The camel has unique features which enables it to survive in deserts. It stores water in the lining of its stomach and food in the form of fat in its hump. Thus it can survive without food and water for many days in the desert. The camel has a keen sense of sight and smell. It also has thick padded feet with long legs to walk in the sand and eyelids to protect its eyes during sandstorms. The camel has small ears and nose so that sand does not enter into them. It has strong lips and mouth and a hard mouth that helps the camel
served as the most reliable means of transportation in the desert and hence it is known as the ship of the desert.
d. People in the deserts are nomadic and they move from place to place in search of food and water. They do not build houses but live in tents and carry their belongings wherever they go. The Tuaregs of Western Sahara and the Bedouins of North Africa and Arabia lead such a life. The tents are made from goat or camel skin and are portable.
e. Wildlife in the deserts is very interesting. Most animals develop special features that help them survive in the desert. Hyenas, foxes, jerboas, hedgehogs, moles, snakes, beetles, scorpions and spiders are found in deserts. The Gila Monster (a venomous lizard), the
found in deserts. Most animals sleep or stay away from the sun during the day but come out after sunset. Some animals remain inactive and hibernate during the dry months to avoid the heat.
5. a. Succulent b. Mongolia c. Africa d. South America e. India
181
The Temperate Grasslands4
LEARNING OUTCOMESStudents will be able to� identify the temperate grasslands across the world.� understand the role of climate.� learn about the plants and animals in the region.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up �
question given in the warm up section individually. � They may then share their answers with the class. � Set the context of the lesson.
Let’s Explore Grasslands � With reference to the picture in the warm up section, the teacher may explain
the term Grassland to the class. � The division of the grasslands into temperate or tropical along with its
location may also be discussed with reference to the map given on pg. 62. � The various names by which they are known at various places may also be
told to them.
Climate � The climate in grasslands may be discussed with the main characteristic of
� The teacher may also discuss that the names & purpose of these winds varies from place to place.
Agriculture � The main crops, kinds of grasses, food for grazing animals may be discussed in detail.
� Long & short grasses along with the reason why it is so may be discussed.
Wildlife � The teacher may discuss the variety of wildlife in detail distinguishing between that in the Northern & Southern hemispheres.
People � The main types of activities done by people as food crops, livestock farming may also be discussed.
� The places famous for particular things may also be told to the students. � The teacher may ask the students to collect information & pictures about the
grasslands in Northern & Southern hemispheres and make charts for the soft board.
� The teacher may keep asking questions like the ones below, to check the comprehension-
What do you mean by the term grasslands? What is the purpose of Chinook that blows over the Prairies? What keeps the soil fertile in the Prairies? What do you know about the wildlife in Northern Hemisphere? What is New Zealand famous for?
182
1. a. Ranch b. steppes c. wheat. d. gauchos e. Grassland2. a. Chinook b. Buran c. Prairies d. Alfalfa e. Wild Tulips 3. a. The temperate grasslands of the world: Northern Hemisphere—Prairies in North America, Steppes in Europe and Asia Southern Hemisphere—Veld in South Africa, Downs in Australia, Pampas in
South America b. In the Northern Hemisphere, temperate grasslands are located in the middle of
the continents so they experience hot summers and cold winters. In the Southern Hemisphere, the grasslands are on the edges of the continents and closer to the seas so the climate here is milder. Summers are not very hot and winters are not very cold. Crops grow throughout the year. These grasslands receive plenty of rain.
c. The grasslands in the downs of Australia are the largest grazing areas in the world. The grasses grow in varying heights depending on the climate and fertility of the soil.
d. Chinook is a moist warm wind that blows over the Prairies. In local language, it means ‘snow eater’ as it blows in the spring season and helps in the melting of snow to make the land suitable for vegetation and grazing. Buran is a north-easterly wind that blows over the steppes (Russia).
e. In the Northern Hemisphere, once can spot bisons, elks, grizzly bears and wolves. The giant panda is found in Asia. Whereas, in the Southern Hemisphere, for example in the
America, there are alpacas and ant eaters. Migratory birds such as swallow can also be found here. Temperate zones are the home to grazing animals such as wild horses and deer. Commonly found animals are rodents such as hare, rabbit, mouse, rat, prairie dog,
these regions.
4. a. ii. Buran b. i. bisons c. ii. Argentina d. iii. New Zealand e. iii. Cowboys5. a. T b F c. F d. F e. F
183
WORKSHEET 1
a. Discuss the life of the people in the Amazon rainforests.
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b. How many layers are there in the equatorial forests?
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e. What kind of wildlife exists in the equatorial forests?
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184
WORKSHEET 2
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WORKSHEET 3
a. Name the hot deserts of the world.
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c. Why camel is called the ship of the desert?
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d. Name the tribes that inhabit desert regions of Sahara.
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e. What kind of climate do the hot deserts experience?
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WORKSHEET 4
a. Where are the temperate grasslands located?
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c. Why is United States of America the largest exporter of wheat in the world?
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Worksheet 1a. Though there are 400 to 500 indigenous tribes in the Amazon rainforest, 50 of them have
never been exposed to the outside world. The Yanomani tribe is the largest tribe and has 20,000 members. The smallest tribes who live in the Amazon rainforest include the Kanoe and Akuntsu. The members of both tribes are less than 30 members.
layer which forms a roof or an umbrella over the other layers with a maze of leaves and branches. The understory is the next layer which has small trees, shrubs, ferns, orchids and creepers. The creepers and vines climb the tall trees to reach the sunlight that cannot be received due to the thick canopy above them. The largest concentration of insects is found in
shaded by the canopy. This layer consists of decomposed leaves and fruits fallen from the upper layers.
c. Equatorial forests are found on both sides of the equator. The continents and countries which fall in this zone are:
Malaysia and Indonesia in Asia, The Western Ghats, Andaman and Nicobar Islands and some states of Northeast India, Equador, Columbia and Brazil in South America, Parts of Australia, and Liberia, Ivory Coast, Ghana, Nigeria, Guinea and Congo in Africa.
here who depend on their surroundings for food and shelter. Some well-known tribes of the rainforests are the Pygmies and Bantus of the Congo region, the Semangs of Malaysia, Yanomami of Brazil, the Amazon Indians, Kubus of Sumatra and Dayaks of Borneo.
The equatorial rainforests are home to a variety of animals, birds and amphibians. Though the forests cover barely 2 per cent of the Earth’s surface, it is home to over 50 per cent of the plants and animals on Earth. Many plant-eating animals and birds such as monkeys,
chameleons, insects, lizards, crocodiles, alligators, snakes and turtles are found here. The famous big snake, Anaconda, is also found in the Amazon Basin in South America.
Worksheet 2a. Due to the cold climate and permanently frozen soil called permafrost, there is almost no
vegetation in the frigid zones. There is no rainfall and the weather is comparatively mild in
lichens and those plants that bear berries grow here. Trees do not grow in this region. The dwarf willow, one of the smallest woody plants, has adapted to the cold conditions. This kind of vegetation is called tundra.
188
b. Animals have found ways to adapt to the severe climate of the Frigid Zone. Some have naturally adapted, for example, penguins, seals and walruses have thick skin which protects them from severe cold. Birds of the Frigid Zone include snowy owls, Arctic terns and penguins. The polar bear, snowy owl and Arctic fox have thick fur coats which keeps them warm and the white colour helps them to blend with the landscape. Many species of insects
squirrels, hibernate underground, that is, they go into deep sleep in which their heart beat
every spring and autumn. Arctic people herd reindeer and depend on them for food and clothing.
c. Bharati is the name of an Antarctic research station commissioned by India. It is India’s third Antarctic research station and one of two active Indian research stations, alongside
Norway. d. Due to the climate of the frigid zones, very few people live in these regions. In the Arctic,
people live in tribes and occupy the coastal regions which comprise parts of Greenland, Canada, the United States and Russia. Some of the tribes are the Inuit of Russia, Canada and Greenland, the Lapps of Scandinavia (Denmark, Norway and Sweden), Yakuts and Chukchis of Siberia (Russia) and the Aleuts of Alaska. They are also known as Eskimos. They live in snow houses known as igloos. Fishing and hunting of whales, seals and walruses is a common occupation. For this purpose they use boats called kayaks. They use bows, arrows,
husky sled dogs, as means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions.
e. For the purpose of transport, people in the Arctic Zone use boats called kayaks. They use
reindeer or husky sled dogs, as means of transport. Nowadays, modern snow scooters, snow coaches and terra buses are also used in some regions.
Worksheet 3a. Some of the hot deserts of the world are: Sahara desert in Africa Kalahari desert in Africa The Great Sandy Desert in Australia The Atacama desert in South America The Mexican desert in Mexico Thar desert in India Mojave desert in North Americab. Plants in the deserts are able to withstand extreme climate and scanty water supply. The
trees and shrubs growing in the deserts have long roots that go deep into the soil in search of water. Most of the plants have no leaves as it is through the leaves that a plant loses water. The plants have thorns or thick waxy coatings to prevent water loss through evaporation. Sometimes, the leaves are spine-like to protect them from animals. Shrubs with small leaves
189
the trees found in the deserts are the cactus, acacia, date palm and the baobab.c. The camel has unique features which enables it to survive in deserts. It stores water in the
lining of its stomach and food in the form of fat in its hump. Thus it can survive without food and water for many days in the desert. The camel has a keen sense of sight and smell. It also has thick padded feet with long legs to walk in the sand and eyelids to protect its eyes during sandstorms. The camel has small ears and nose so that sand does not enter into them. It has strong lips and mouth and a hard mouth that helps the camel eat thorny bushes and cactus
of transportation in the desert and hence it is known as the ship of the desert. d. Tuaregs of Western Sahara and Bedouins of North Africa are some example of tribes. e. Hot deserts experience extreme climatic conditions. Days can become as hot as 50°C whereas
cloudless during daytime. Therefore the land gets heated up faster and also cools down faster
world is the Sahara Desert in Africa. The Atacama Desert in South America has not received rains for years.
Worksheet 4a. Grasslands may be temperate or tropical. Temperate grasslands are the most common
and are found in almost all continents. They lie between 23½°N and 55°N in the Northern Hemisphere and 23½°S and 55°S in the Southern Hemisphere. Grasslands are known by
Northern Hemisphere: Prairies in North America, Steppes in Europe and Asia Southern Hemisphere: Veld in South Africa, Downs in Australia, Pampas in South Americab. In the Northern Hemisphere, temperate grasslands are located in the middle of the continents
so they experience hot summers and cold winters. In the Southern hemisphere, the grasslands are on the edges of the continents and closer to the seas so the climate here is milder. Summers are not very hot and winters are not very cold. Crops grow throughout the year. These grasslands receive plenty of rain.
c. The grasslands vary in size from place to place. They can be categorised into tall-grass areas and short-grass areas. The grasses are tall where rainfall is high. In case of the Prairies in the United States of America, the rivers Mississippi and Missouri and their tributaries keep the grassland soil fertile. Wheat is grown in plenty and hence the prairies is called ‘the wheat basket of the world’. It makes the United States of America, the largest exporter of wheat in the world.
d. Grassland regions host many types of activities. Apart from food crops, livestock farming
in the ranches. The cowboys are called gauchos in South America and the farms are called estancias. Argentina is the leading exporter of meat and leather products. New Zealand is famous for dairy farming. Some parts of the grasslands are also occupied by tribes and they
190
are involved in nomadic herding. Kirghiz of steppes graze oxen, sheep, goats and horses.
e. Fire is an essential component to life within grasslands. Fires, both natural and those created by human beings help in maintaining grasslands and renewing them. They are needed to clear out the invasive plants from growing. Fires are set to the dried grasses which may move
are below the ground.
General KnowledgeGeneral Knowledge
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1. Global CitiesA. 1. BANARAS 2. KUWAIT CITY 3. JAIPUR 4. NEW YORK 5. JERUSALEM 6. QUITO 7. LHASA 8. KANYA KUMARI 9. PARIS 10. BEIJINGB. 1. BAGHDAD 2. BELGRADE 3. HO CHI MINH 4. MELBOURNE 5. MONTREAL 6. PARIS 7. SEOUL 8. ALEXANDRIA
2. Environment Quiz1. d 2. b 3. c 4. b 5. b 6. d 7. a 8. b 9. c
3. Hard at Work1. Internet Cafe 2. Food Court 3. Consultant 4. Puppeteer5. Choreography 6. Museum 7. Fashion Designing 8. Bakery
4. Food FactsB. 1. BROCCOLI 2. PAVLOVA 3. ONION 4. FAT 5. HONEY 6. PEANUT 7. CARROT 8. MUSHROOM 9. SALT 10. TOMATO
5. Sporting Symbols and Sport LegendsA.
B. 1. f 2. g 3. d 4. b 5. h 6. a 7. c 8. e
6. Inventors and Inventions1. f 2. g 3. d 4. c 5. a 6. h 7. b 8. e
7. Linked Up1. c 2. d 3. g 4. h 5. a 6. e 7. i 8. k 9. b 10. l 11. j 12. f
8. Facts About PlantsA. 1. c 2. b 3. a 4. a 5. c B. 1. c 2. d 3. e 4. b 5. a
9. Prehistoric and Extinct1. g 2. e 3. h 4. f 5. b 6. d 7. a 8. c
10. Tricky Words and PhrasesB. 1. f 2. j 3. i 4. d 5. b 6. a 7. g 8. c 9. h 10. e
Assessment1. a 2. c 3. a 4. a 5. d 6. d 7. b 8. a 9. b
Answers
Term-3
The Ant and the Cricket 195
1. Tenali Raman and the Thieves 196
2. Swiss Family Robinson 198
Another Chance 200
3. The Tree Lover 201
4. The Pied Piper of Hamelin 204
Test Yourself 207
EnglishEnglish
195
The Ant and the Cricket
Warm-up Ask the students to talk about good qualities that a person should have. Further ask them what qualities good
Reading This is a poem about a young cricket who would sing all day long and enjoy himself during summer season. He
sing away his problems since that’s all he did throughout summer. Ask the students to read the poem aloud.
Comprehension Answers 1. The cricket was accustomed to singing. 2. The cricket complained of his cupboard being empty and the oncoming winter. 3. The cricket is called silly in the poem because when it was time to prepare for the future he whiled it away
singing and dancing. In his time of need, he turned to the miserly ant and asked for a mouthful of grain and shelter form rain.
4. The cricket was dripping wet and trembling with cold. 5. Accept all well-reasoned and logical answers. 6. The poem teaches that ‘if you live without work, you live without food’ and that it is important to plan for
a rainy day.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
196
Tenali Raman and the Thieves1
Warm-up Ask the students what they know about Tenali Raman. Tell them that he was a wise and clever person just like
Reading
when he spots thieves outside his house. He cleverly foils the plan of the thieves to steal from him and ends up
Comprehension AnswersA. 2. He started talking loudly to his wife to make sure that the thieves could hear him. 3. His wife asked if she should warm up some food for him. 4. The thieves drew water all night because they wanted to take the trunk, which they thought had the jewels
in them, out of the well. 5. Tenali told the king what had happened and made him laugh.
B. 1. Tenali’s wife said this to Tenali. 2. Tenali said this to the thieves.
Hots Accept all well-reasoned and logical answers.
Vocabulary AnswersA. 1. semicircle 2. anticlockwise 3. cooperation 4. antisocial
LEARNING OUTCOMESStudents will be able to:
qu
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B. 1. inconvenient 2. unpleasant 3. indiscipline 4. unkind
C. 1. unbearable 2. unkind 3. incapable 4. dislike
Spellings Answers
Grammar AnswersA. 1. Can 2. can’t 3. can, can’t 4. can, can’t 5. Can, can’t 6. can
B. 1. may 2. may not 3. may 4. May 5. may not 6. may
C. 1. wins 2. is 3. was 4. have 5. Are
Phonics qu sound right
quaint
quake
quantity
quarter query
quest
quick
Listening
Audio script healthy food driving license ugly duckling vast sea bouncing ball sharp blade strawberry jam
Answers 1. healthy food 2. colourful 3. driving license 4. ugly duckling 5. vast sea 6. bouncing ball
sharp strawberry jam
Writing Accept all well-reasoned and logical answers.
198
Swiss Family Robinson2
Warm-up Ask the students about birds. Ask them to tell their partners which birds are their favourite. Once done, ask them
Reading
together to make a home for themselves on a lonely island. It teaches the students the value of family and helping each other.
Comprehension Answers
A. 1. They needed a ladder in order to climb into the house that they were going to build in a giant tree. 2. They got some bamboos growing by the river at some distance from the wood.
4. A table and some benches were made which were placed at the foot of the tree. That was the dining room. 5. On Sunday they prayed, rested and made pleasant talk. 6. Accept all well-reasoned and logical answers.
B. 1. The younger boys searched for planks on the seashore. 2. They loaded these on the backs of the cow and the donkey and brought them.
5. They put a wooden fence round it.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
ar
199
Vocabulary AnswersA. words that would appear on the page: beak , bear, beaker, bed, bell, beagle, beauty
B. Accept all well-reasoned and logical answers.
Spellings Answers
Grammar AnswersA. 1. You will be sick if you eat too much. 2. The weatherman says it will rain this afternoon. 3. We shall have a game of chess after tea. 4. You will enjoy the beaches of South Goa.
6. I hope it won’t rain tomorrow.
B. 1. We will go home now?
3. I will take my bath before dinner. 4. If I ask her, she will teach us how to play chess.
6. We will go to the zoo after breakfast.
Phonics ar sound right.
card
farm
hard
harm
lard
alarm
yard
charm
Speaking
Writing Accept all well-reasoned and logical answers.
200
Another Chance
Warm-up Ask the students if it always important to win. Initiate a discussion on the importance of participation. Once done,
Reading The poem talks about the importance of second chances. It talks about how it is important to get back up again after you’ve fallen down. Ask the students to read the poem aloud.
Comprehension AnswersA. 1. The poet means that everyone in their life sometime or the other wishes that they had another chance to
make a new beginning. 2. The poet wants to change failure into winning. 3. Accept all well-reasoned and logical answers. 4. beginning-winning; start-heart; forgiving-living; through-new
B. 1. F 2. T 3. T 4. T
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
201
The Tree Lover3
Warm-up Ask the students to tell you if they have plants at home. Initiate a discussion on the same and ask them what do
Reading
grandfather has had on the Rusty's thinking. It also talks about the importance of growing trees and preserving nature.
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
of a creeping vine that was trailing near his feet. As they sat there, Rusty saw that the tendril was moving very slowly towards Grandfather. Twenty minutes later it had crossed the veranda step and was touching Grandfather’s feet. This incident proved that the plants also loved grandfather.
2. Rusty would feel that the garden would become a happy place whenever grandfather was around. 3. Grandfather had served many years in the Indian Forest Service, and so it was natural that he should
know, understand and like trees. 4. On his retirement from the Service, he had built a bungalow on the outskirts of Dehra, planting trees all
round it: limes, mangoes, oranges and guavas; also eucalyptus, jacaranda and the Persian lilac. 5. He had stopped climbing trees when he had got to the top of the jack-fruit tree and had been unable to
come down again. 6. a. He was planting trees for the forest since they were not only for the people but also for the birds and
animals that lived there and needed more food and shelter.
washed away and wild plants and grasses to grow beneath.
B. 1. Rusty says this to us to show the fondness that trees and plants have towards Grandfather. 2. Rusty said this to Grandfather. He says it because he doesn’t understand why they have to plant trees in
the forest where no one comes to see them.
Hots Accept all well-reasoned and logical answers.
LEARNING OUTCOMESStudents will be able to:
ou
202
Vocabulary Answers
2. below, lower than, under
4. eagerness, zeal, interest 5. disapproval, complaint, objection
Spellings Answers 1. tenderness 2. protested 3. veranda 4. preventing
Grammar AnswersA. Last week, we decided to spend a few days in Ooty in Tamil Nadu.
station on time. The train leaves Platform No.2. The platform was full of people, who were waiting for the train.
Father put his hand inside his pocket and took out his purse. But the tickets were not inside the purse. ‘I have
B. 1. The weary sailors returned after months at sea. 2. There were severe water restrictions during the drought. 3. The meteor disappeared in the blink of an eye. 4. There are ancient rock paintings on the walls of the cave. 5. You will not be able to swim in such polluted water.
C. 1. of potato chips 2. tied with a silver ribbon 3. beneath our feet 4. with red and green dots 5. dressed in school uniform 6. wearing a colourful gown
Phonics ou sound right.
ounce
house
bounce
mouse
pounce
spouse
trounce
louse
203
Listening
Audio script thin slender glad pleased complaint objection fruitful productive wood forest
Answers 1. thin, slender 2. glad, pleased 3. complaint, objection 4. fruitful, productive 5. wood, forest
Writing Accept all well-reasoned and logical answers.
204
The Pied Piper of Hamelin4
Warm-up Ask the students if they like music. Also ask if any of them plays a musical instrument or would like to learn one.
Reading
Pied Piper who comes in to solve the rat infestation of Hamelin. He helps the town but instead is cheated out of his reward. He retaliates by using his instrument's magical power on their children, leading them away as he had the rats.
life skills/values for life question to initiate a discussion in class.
Comprehension AnswersA.
or anything at all. 2. The Pied Piper used his pipe to draw all the rats out of Hamelin. 3. Only the children heard the piping through the streets at dawn. 4. The long procession of children left the town and made its way through the wood and across the forest till
it reached the foot of a huge mountain. 5. A great landslide came down the mountain blocking the entrance to the cave forever. 6. We know this because the harsh lesson that was learnt by the citizens of Hamelin was passed down from
father to son.
B. 1. a. The Mayor’s council said these words. b. They needed an army of cats to get rid of all the rats that had infested the town of Hamelin. c. No, they did not as all the cats were dead. d. The other solution to the problem was to poison the food. 2. a. The Piper said these words to the Mayor.
c. The speaker vanished after he said the above words.
LEARNING OUTCOMESStudents will be able to:
r
205
Hots Accept all well-reasoned and logical answers.
Vocabulary Answers 1. allowed 2. aloud 3. wait 4. weight 5. night
Spellings Answers
Grammar AnswersA. 2. I was very hungry so I ate a lot of my favourite dishes. 3. Mother was baking a cake when the guests arrived. 4. Mother said, ‘Come inside or you will get sunburnt’. 5. I came back home and found my dog eagerly waiting for me. 6. Neeta did not leave the school playground because her sister came to fetch her.
B. 1. The early bird catches the worm.
2. We love our country more than our lives.
3. The lion pounced upon the stag.
4. Ritika danced beautifully in the concert.
5. The policeman
6. The children
Bright stars were twinkling through the clouds throughout the night.
The tired farmer
C. Accept all well-reasoned and logical answers.
206
Phonics r sound right.
rag
ranch
race
range
rack
radio
rank ramp
rabbit
Speaking Ask the students to talk to their partners.
Writing Accept all well-reasoned and logical answers.
207
Test YourselfComprehension A. 1. Golden Bird 2. Vasco da Gama; India 3. Spices; Europe; Arabia; Europe
B. 1. Hundreds of years ago, India was a fabled land. Known as the Golden Bird, it was famous for its great
2. King Emmnuel of Portugal wanted to buy spices directly from India. He did not want to pay the
from Europe.
4. Bartholomew Diaz advised Vasco da Gama not to sail too close to the coast as the currents near the coast were very dangerous.
Grammar A.
B. 1. are 2. is 3. is 4. don’t
Vocabulary A. 1. sighed 2. weather 3. serial 4. jewels
B. 1. pay 2. paid 3. waved 4. do
Writing Accept all well-reasoned and logical answers.
MathematicsMathematics 1. Simple Interest
Lesson plan 209
Worksheets 211
Answers 213
2. Profit, Loss and Preparing Bills
Lesson plan 214
Worksheets 216
Answers 218
3. Metric Measures
Lesson plan 220
Worksheets 222
Answers 224
4. Time
Lesson plan 225
Worksheets 227
Answers 229
5. Circles
Lesson plan 231
Worksheets 233
Answers 235
6. Lines and Angles
Lesson plan 236
Worksheets 238
Answers 240
7. Data Handling
Lesson plan 241
Worksheets 242
Answers 244
Model Test Paper 247
Answers to Model Test Paper 249
209
1 Simple Interest
Concept Explanation Students are already familiar with the concept of
transaction of money. Read the Warm-up section given in the textbook
to make them understand how transaction in banks are conducted.
Principal, Interest, Simple Interest, Amount
and amount by reading the related sections from the textbook.
Use the Remember section to point out the important fact related to these topics.
Use examples given in the textbook to make the
way. Write the relation Amount = Principal + Interest
on the black/whiteboard.Try These
section from the textbook.
Rate of Interest; Calculating Simple Interest
interest and use the black/whiteboard to explain how to calculate simple interest using the unitary method and by using formula.
= Principla × Rate × Time
100 on the black/whiteboard.
Use Remember section to point out the important fact related to these topics.
Use examples given in the textbook to make the
way.
Exercise 6.1 from the textbook.
Calculating Amount when P, R and T are known; Calculating the Principal, Rate of Interest and Time
Read the related section from the textbook. Use the black/whiteboard to explain how to
of interest and time when any one of these are missing.
Use examples given in the related section to make
Use the Remember section to point out the important facts related to the topic.
To reinforce ask the students to do the related Try These section from the textbook.
of interest and time on the black/whiteboard. Now read the word problems given in the related
and check a word problem.Skills for
Life section from the textbook. Instruct them to do Exercise 6.2 and Exercise 6.3
from the textbook.To recapitulate the concepts learnt in the chapters students will do the Let’s Revise Hots Math Lab Activity and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Students will be able to understand the terms principal, interest, simple interest, and amount
210
Tick ( 1. When Principal = ` 450, Interest = Rs. 30, then Amount = ................. a. ` 400 b. ` 420 c. ` 480 d. ` 530
PRT × 100
PRT100 c. P = T × 100 d. P = T × R
`
a. ` 25 b. ` 75 c. ` 125 d. ` 150`
a. ` 640 b. ` 896 c. ` 928 d. ` 960
211
WORKSHEET 1
a. P = `
b. P = `
c. P = `
d. P = `
Principal (in `) Time (in years) `) Amount (in `)
a. 600 7 2
b. 5 4 450
c. 7800 3 2340
d. 8500 4 3400
e. 12000 8 5
6 2 900
Find the simple interest on `third year.
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`
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` 500 to yield `interest?
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`
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212
WORKSHEET 2
a. P = `
b. P = `
c. P = `
d. P = `
Principal (in `) Time (in years) `) Amount (in `)
a. 500 6 3
b. 4 5 650
c. 9500 4 3800
d. 6500 3 975
e. 18000 8 5
5 5 700
Find the simple interest on `
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`
.....................................................................................................................................................................
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` 25,000 to yield `simple interest?
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`
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213
Answers to the Coursebook a. ` 1060 b. ` 3500 c. ` 500
a. ` 33 b. ` 16.60 c. ` 450 d. ` 460 e. ` ` 38.50
a. ` 490 b. ` 680 c. ` 68 d. ` 2400 e. ` ` 1200
a. ` 330 b. ` 2280 c. ` 24.80 d. ` 21,000
a. ` 600 b. ` 3712
` 72; A = ` ` 540; A = ` 6540` 300; A = ` ` 7020; A = ` 19,020` 7750; A = ` 38,750` 2400; A = ` 82,400
a. P = ` 575 b. P = ` 1500
a. 5 years b. 3 years
a. ` ` 5440; A = `
` 10,000
a. ` 392 b. ` 2450 Principal
(in `) (in years) SI (in `) (in `)5000 4 1500 65003600 4 576 41764050 5 2227.50 6277.506400 3 1536 7936
` 1260; A = ` 7560 ` 8925 4 years ` 15,000
Hots ` 660
Principal = `12,000`1080
T = 2 years T = 3 years T = 3 years
Principal = `18,000`1440
Principal = `14,000`2100
c d b b c
Answers to the MCQs
Worksheet 1 a. ` 200 b. ` 850.50 c. ` 3600 d. ` 2835
Principal (in `) annum
Time (in years) `) Amount
(in `)a. 600 7 2 84 684b. 2250 5 4 450 2700c. 7800 10 3 2340 10,140d. 8500 4 10 3400 11,900e. 12000 8 5 4800 16,800
7500 6 2 900 8400
` 756, A = ` 4956 ` 8200 5 years ` 40,000
Worksheet 2 a. ̀270 b. ̀890 c. ̀1147.50 d. ̀4050.20
Principal (in `) annum
Time (in years) `) Amount
(in `)a. 500 6 3 90 590b. 3250 4 5 650 3900c. 9500 10 4 3800 13300d. 6500 3 5 975 7475e. 18000 8 5 7200 25200
2800 5 5 700 3500
` 1920, A = ` 11,520 ` 23,125 8 years ` 10,000
Answers to the Worksheets
214
2 Profit, Loss and Preparing Bills
Concept Explanation Students are already familiar with the concept of
money and its use in real life. Read the Warm-up section given in the textbook.
Cost Price, Selling Price and Overhead Charges; Profit and Loss
Ask students to give answer to the questions given in the Warm Up section.
Use this opportunity to introduce the concept of cost price and selling price.
Explain extra money included in the CP of an article is called the overhead charges and their sum is known as the Actual Cost Price (ACP).
Use the Remember section to point out the important facts related to the topic.
To reinforce ask the students to do the related Try These section from the textbook.
textbook.
SP - CP
Now read the word problems given in the related
a word problem.
Maths Lab Activity from the textbook. Instruct them to do Exercise 3.1 and Exercise 3.2
from the textbook.
Profit Per Cent and Loss Per Cent
Use the Remember section to point out the important facts related to the topic.
Try These section from the textbook.
Now read the word problems given in the related
a word problem. Use examples given in the related sections to make
Instruct them to do Exercise 3.3 from the textbook.
Preparing Bills Go through the related section in the textbook. Use the black/whiteboard to explain what is a bill. Use the Remember sections to point out the the
important facts related to the topic. Use the examples given in the related sections
way. Divide the class into four groups. Ask one group to play the role of a shopkeeper. Other groups will play the role of customers and
buy items from the shopkeeper. The shopkeeper will given bills to the groups for
their purchase. The groups will verify whether their bill is correct
or not. Repeat the activity by changing the roles of
groups.
Value Q from the textbook. Instruct the students to do Exercise 3.4 from the
textbook.
students will do the Let’s Revise Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Students will be able to
215
Tick (
` ` a. ` 2540 b. ` 25000 c. ` 2460 d. ` 2400
` 165 and ` a. ` 10 b. ` 15 c. ` 20 d. ` 25
` `23
216
WORKSHEET 1
`) (in `) (in `) (in `) (in `)SP
(in `)
a. 400 25 80
b. 1100 150 300
c. 2500 275 700
d. 4000 462 150
e. 9000 720 1025
`) SP (in `)
a. 1250 12
b. 2250 25
c. 7500 3
d. 3680 8
` 1,45,000 and spent ̀ ` 2,00,000,
.....................................................................................................................................................................
` `
.....................................................................................................................................................................
` 150 and spent ` `
.....................................................................................................................................................................
4 soaps (` `
` `
`
.....................................................................................................................................................................
217
WORKSHEET 2
`) (in `) (in `) (in `) (in `)SP
(in `)
a. 856 70 90
b. 1324 110 140
c. 1723 128 164
d. 5048 300 698
e. 8000 500 400
`) SP (in `)
a. 2400 16
b. 3200 12
c. 4680 4
d. 7220 5
` ` 5000. Find the selling price
.....................................................................................................................................................................
`
.....................................................................................................................................................................
`the mangoes.
.....................................................................................................................................................................
3 shirts (` `
` 60 per pair).
`
.....................................................................................................................................................................
218
Answers to the Coursebook a. 1800 b. 250
a. i. ` 34 ii. ` 130 iii. ` 280 b. i. ` 26 ii. ` 99 iii. ` 132 c. i. ` 1665 ii. ` 1870 iii. ` 1544 d. i. ` 223 ii. ` 320 iii. ` 3640
a. `764 `760 `4b. `1455 `1750 `295c. `18,075 `21,400 `3325
a. `800 `150 `950 –––– `120 `830
b. `1200 `325 `1525 –––– `225 `1300
c. `3500 `750 `4250 `500 –––– `4750
a. ` ` 2300` 1,15,000 d. ` 7000
e. ` ` 17,825 g. ` 28,500 h. ` 5
13
a. `12,000 `13,440 12b. `21,000 `19,110 9c. `24,000 `28,320 18d. `17,000 `15,810 7
1621
` ` 15,90,000` ` 51,123.60
1. 16 32 521Pencil2. 48 6 288
3. 24Total 88
4 69
51228896
896
Item(Qty.)
Rate (in `) Amount (in ̀ )(Qty. × Rate)
869
Amount (in `)
Alam Bag,
Kunal Book Store
722
1.2.3.4.
Total
Item
5 2104 15238 per 2 1841 146
696146 per can
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
Aditi General Store
23
1. Tube light2.
WireFan
3.4.
Total
Item
3 43514510 2400240
25 m 4505 4125
7410
18 per m825
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
Deewan Electricals
`4. a.
1. RiceMoong dal2.Flour3.
Total
Item
26054090
890
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
ABC
b. XYZ
1.
Item
10,000 40,0004000 per (Qty.)
Rate (in `) Amount (in `)(Qty. × Rate)
2.3.
Total
10 bags 7500750 per bag30 bags 3600
51,100120 per bag
Value Q `155.
` 1000 ` 500` 20 ` 18,000
` 1740
1.2.3.
Total
Item
4 96002400 per saerr3 51001700 each pair6 4950
19650825 each
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
The customer need ` 1650 more to clear the bill.
219
d b a d b
Hots ` 6300
Risabh = ̀ ` ` 1250 loss
` 200.
Answers to the MCQs
Worksheet 1
(in `) (in `) (in `) (in `) (in `)SP
(in `)a. 400 25 425 80 505b. 1100 150 1250 300 950c. 2500 275 2775 700 3475d. 4000 462 150 4312e. 9000 720 1025 10745
`) SP (in `)
a. 1250 1400 12
b. 3000 2250 25
c. 7500 7725 3
d. 4000 3680 8
21 733 ` 8150
79
1.2.3.4.
Total
Item
4 2606550442
2 1763 176
1036
8832
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
Aminabad,
Mehrotra Agencies
`
Worksheet 2
(in `) (in `) (in `) (in `) (in `)SP
(in `)a. 856 70 926 90 836b. 1324 110 1434 140 1574c. 1723 128 1851 164 1687d. 5048 300 698 6046e. 8000 500 400 8100
`) SP (in `)
a. 2400 2784 16
b. 3200 2816 12
c. 4500 4680 4
d. 7600 7220 5
` 150 ` 6890 ` 562.50
218
1.Trouser2.
3.
Total
Item
3 19356452 15507754 2403
3725
77560
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
Gupta Garments
`
Answers to the Worksheets
220
3 Metric Measures
Concept Explanation Students are already familiar with the concept
capacity into smaller units and vice versa.Warm-up
answer the questions given in this section.
Metric Measures in Decimal Form; Conversion of Units
Read the section ‘Metric Measures in Decimal
Use the black/whiteboard to explain how to represent units of measurements in a place value chart.
Explain that in a place value chart while moving
multiply by 10 and while moving from the smaller unit to the next higher unit we divide.
Use examples given in the related sections to make the students understand these concepts in a
capacity using decimals.Try
These section from the textbook. Instruct them to do Exercise 5.1 from the textbook.
Addition and Subtraction of Metric Measures Read the related section from the textbook. Use the black/whiteboard to explain how to add
or subtract metric measures given in decimals. Use examples given in the related section to make
them understand how to add or subtract metric
Use the Remember section to point out the important facts related to the topic.
Try These section from the textbook.
Use the Common Error section related to the concept to help students avoid the mistakes while subtracting metric measures given in decimals.
Instruct them to do Exercise 5.2 from the textbook.
Multiplication and Division of Metric Measures
Read the related section from the textbook. Use the black/whiteboard to explain how to
multiply or divide metric measures given in decimals.
Use examples given in the related section to make them understand how to multiply or divide metric
Use the Remember section to point out the important facts related to the topic.
Try These section from the textbook.
Now read the word problems given in the related
solve and check a word problem.Value Q
section from the textbook. Instruct them to do Exercise 5.3 and Exercise 5.4
from the textbook.
students will do the Let’s Revise Hots Math Lab Activity and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Students will be able to
221
Tick ( 1. 568 cm = ..................... a. 56.8 m b. 0.568 m c. 5.68 m d. 0.0568 m 2. 28 dg = ..................... a. 2.8 mg b. 280 mg c. 2800 mg d. 0.28 mg
a. 7.025 g b. 7.003 g c. 7.03 g d. 3.020 g
a. 2.9 mm b. 9.2 mm c. 13.06 mm d. 013.60 mm
222
WORKSHEET 1
223
WORKSHEET 2
224
Answers to the CoursebookAnswers to the Coursebook a. 35,000 b. 400 c. 14025
a. 6.34 b. 5.68 c. 1.458 d. 236.8
a. 214 b. 50 c. 13000 d. 260
a. 5.48 b. 12.5 c. 5.876 d. 548.7
a. 1700 b. 90 c. 10000 d. 210
a. 4.41 b. 56.5 c. 2.487 d. 215.4
a. 14200 b. 30 c. 24000 d. 660
a. 7663 b. 8534 c. 8294
a. 4457 b. 3082 c. 6067
a. 24980 b. 40220 c. 42616
a. 1587 b. 13031 c. 1195
Value Q
a. 52.5 b. 2100 c. 2.908
a. 9348 b. 2002 c. 18608
Hots 60.96 ` 181.815
g m cm
m g cm
m cm g
g m cm
cm m g
cm g m
c a d c a
Answers to the MCQs
Worksheet 1 a. iiii b. iii
14 cups 8.30 m
Worksheet 2 a. i b. i
4.980 m
Answers to the Worksheets
225
Time4
Concept Explanation Students are already familiar with the concept of
telling time. To recapitulate these concepts of telling time read
the Warm-up section given in the textbook.
Units of Time; Converting the Units of Time; Measuring Time (12 hour clock)
Write the relations of units of time on the black/whiteboard.
from the textbook. Use examples given in the textbook to make them
Use the Remember section to point out the important fact related to these topics.
Try These and Value Q sections from the textbook.
Use the example given in the textbook to make students understand the concept of measuring
Use the Common Error section related to the concept to help students avoid the mistakes while measuring time in am or pm.
Instruct students to do Exercise 7.1 from the textbook.
Measuring Time (24-hour clock; changing 12-hour clock time to 24-clock time and vice versa)
measure time in 24-hour clock time. Use the black/whiteboard to explain how to
change 12-hour clock time to 24-hour clock time and vice versa.
Try These section from the textbook.
Use the Remember sections to point out the important facts related to these topics.
Use the Common Error section related to the concept to help students avoid the mistakes while changing 12-hour clock time to 24-clock time.
Instruct students to do Exercise 7.2 from the textbook.
Duration of Time; To find the Finishing Time; To find the Starting Time
Read the related section from the textbook. Use the black/whiteboard to explain how to
starting times are given. Use examples given in the related section to
make them understand these concepts in a
Use the Common Error sections related to the concept to help students avoid the mistakes
Students will be able to
226
Maths Lab Activity and Let’s Have Fun sections from the textbook.
Instruct them to do Exercise 7.3 from the textbook.
Calendar (Calculation of Number of Days Between the Two Dates; Calculating Dates)
Go through the related section in the textbook. Form two groups in the class. Conduct a quiz contest in the class. Ask questions related to the calendar one by one
to each group. Give one point for the correct answer. Announce the group with maximum points as a
winner. Use the black/whiteboard to explain how to
calculate the number of days between two given
one of these is not known. Use examples given in the related section to make
Use the Common Error sections related to the concept to help students avoid the mistakes while
Instruct them to do Exercise 7.4 and Exercise 7.5 from the textbook.
Operations on Time (Addition and Subtraction; Multiplication and Division)
Go through the related section in the textbook.
Use examples given in the related section to make
Now read the word problems given in the related
solve and check a word problem. Instruct them to do Exercise 7.6 Exercise 7.7 and
Exercise 7.8 from the textbook.
students will do the Let’s Revise and Hots sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick ( 1. 5 minutes 13 seconds = ....................... a. 310 seconds b. 331 seconds c. 133 seconds d. 313 seconds 2. 745 seconds = ....................... a. 6 minutes 25 seconds b. 12 minutes 25 seconds c. 6 minutes 35 seconds d. 12 minutes 35 seconds
a. 19 hours b. 20 hours c. 21 hours d. 22 hours
a. 7 am b. 7 pm c. 19 am d. 19 pm
a. 3 hours b. 7 hours c. 9 hours d. 11 hours
227
WORKSHEET 1
a. 10 minutes 30 seconds = ..................... seconds b. 8 hours 27 minutes = ..................... minutes c. 465 seconds = ..................... minutes ..................... seconds d. 602 minutes = ..................... hours ..................... minutes
Departure
a. Indore to Mumbai
b. 2 h 35 min
c. 3 h 5 min
228
WORKSHEET 2
a. 17 minutes 19 seconds = ..................... seconds b. 2 hours 59 minutes = ..................... minutes c. 565 seconds = ..................... minutes ..................... seconds d. 724 minutes = ..................... hours ..................... minutes
Departure
a. 301278 2 hours
b. 508213 5 h 10 min
c. 100312
did it end?
229
a. 12 12
3
6
8
9
1011
74
5
12 12
3
6
8
9
1011
74
5
b. 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
a. 29 b. August c. 7
Value Q
a. 760 b. 455 c. 14, 30 d. 5, 45
a. am b. pm c. am d. pm e. am a. b. c. d. e.
a. 5 hours b. 12 hours c. 14 hours
6 hours 45 minutes
a. 13 days b. 4th August c. 11 April d. 18 days
24 May 2015 24 days35 days56 days13 days 8 October
30 March
a. 10 min 25 seconds b. 7 hours 8 minutes a. 1 min 45 seconds b. 2 hours 20 minutes
a. 1 hour 35 minutes b. 9 years 2 months c. Anand by 2 years 3 months
a. 35 h 50 min 45 sec b. 56 h 12 min 35 sec
a. 7 h 54 min 47 sec b. 2 h 16 min 18 sec
a. 1 h 23 min 20 sec b. 19800 seconds c. 89 days d. 308 months
a. 13 years 1 month b. 8 years 10 months c. 8 h 15 min d. 40 days
g. 17 October a. 11 hours 8 min 10 sec b. 2 h 44 min 26 sec
c. 67 h 3 min 33 sec d. 2 h 3 min 23 sec
Hots
c. 4 months
Elapsed
Toothpaste 8 min
3 min
3 min
Answers to the Coursebook
230
Worksheet 1 a. 330 b. 507 c. 7, 45 d. 10, 2
a. 29 December 2015 b. 09 september Departure
a. Indore to Mumbai 1 h 05 min
b. Mumbai to 2 h 35 min
c. Delhi to 3 h 5 min
2 hours 219 days
Worksheet 2 a. 1309 b. 179 c. 9, 25 d. 12, 4
e. 5 pm
Departure
a. 301278 2 hours
b. 508213 Delhi 5 h 10 min
c. 100312 Delhi to 5 hours
13 March 2016
a. 21.587 b. 0, 466 c. 225 d. 40
`3825; A = `18,825`150
a. 8 h 16 m 4 s b. 2 h 11 min 22 sec c. 11 h 46 m 5 s d. 1 h 28 min 6 sec
a. `4950 b. `4245
Answers to the Worksheets
Answers to the Assessment-1
d b c a c
Answers to the MCQs
231
Circles5
Concept Explanation Students are already familiar with the concept of
circles. Read the Warm-up section given in the textbook
to explain how to draw a circle using a bowl. Show a cut-out of a circle to the class and use it to
Circle (Parts of a Circle, Drawing a Circle of the Given Radius, Concentric Circles, Interior and Exterior of a Circle)
Read the related section from the textbook. Draw a circle on the black/whiteboard and label
Use the Remember sections to point out the important facts related to the topics.
Write the relation Diameter = 2 x Radius on the blackboard.
Use examples given in the textbook to explain
to each student and plane sheet of paper. Demonstrate how to draw a circle of the given
radius using a pair of compasses. Now instruct the students to draw a circle of the
radius as asked by you. Help students if they are facing problem while
drawing their circles. Use the Common Error section related to the
concept to help students avoid the mistakes while drawing a circle using the pair of compasses.
Try These section from the textbook.
the concepts of concentric circles and interior and exterior of a circle.
Use the Remember section to point out the important facts related to the topics.
Instruct students to do Exercise 8.1 and Exercise 8.2 from the textbook.
Finding the Circumference of a Circle
Demonstrate how to measure the circumference of these objects.
Read the related section from the textbook. Write the relation Circumference of the circle
= 3.14 × Diameter of the circle on the black/whiteboard.
Use examples given in the related section to make them understand how to calculate circumference of a given circle.
Skills for Life and Maths Lab Activity sections from the textbook.
Instruct students to do Exercise 8.2 from the textbook.
students will do the Let’s Revise Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Students will be able to
learn more about circles and its parts
232
Tick (
a. 2.5 m b. 10 m c. 12.5 m d. 15 m
a. 56 cm b. 42 cm c. 14 cm d. 7 cm
a. 132 m b. 123 m c. 462 m d. 426 m
a. 11 cm b. 22 cm c. 77 cm d. 70 cm
233
WORKSHEET 1
a. Radius = 4 cm b. Diameter = 12 cm
a. 15 cm b. 32 m c. 35 cm d. 40 cm
a. radius = 7 cm b. diameter = 21 cm
234
WORKSHEET 2
a. Radius = 4.5 cm b. Diameter = 13 cm
a. 7 cm b. 18 m c. 29 cm d. 50 cm
235
g. concentric a. 10 cm b. 12 cm c. 14 cm
d. 24 cm e. 30 cm a. 4 cm b. 4.5 cm c. 7 cm
d. 25 cm e. 16.5 cm
a. inside the circle b. outside the circle c. on the circle d. outside the circle
a. outside the circle b. inside the circle c. outside the circle d. on the circle
a. 25.12 cm b. 44 cm c. 81.64 cm
g. 31.4 cm h. 56.52 cm i. 94.2 cm
a. 14 cm b. 10.5 cm c. 42 cm d. 49 cm
31.4 m
a. ii b. ii a. False b. True c. True
Hots 12 circles
Answers to the Coursebook
Worksheet 1 a. diameter = 2 × radius b. chord
c. 12 cm d. 22 m
a. 7.5 cm b. 16 m c. 17.5 cm d. 20 cm
a. 44 cm b. 66 cm
Worksheet 2
b. diameter c. 5 m d. 44 m
a. 14 cm b. 36 m c. 58 cm d. 100 cm
a. 49 cm b. 91 m
Answers to the Worksheets
b c a b c
Answers to the MCQs
236
Lines and Angles6
Concept Explanation Students are already familiar with the concept of
Recapitulate these concepts by reading the Warm-up section given in the textbook.
More About Lines (Intersecting Lines, Perpendicular Lines, Parallel Lines)
Read the related section from the textbook.
perpendicular lines and parallel lines by using the black/whiteboard.
Conduct a quiz contest in the class. Form two groups in the class.
and parallel lines one by one on the board. Ask groups one by one to identify the types of
lines as asked by you. Give one point for the correct answer. Announce the group with maximum points as a
winner. Instruct the students to do Exercise 9.1 from the
textbook.
Plane; Angles (Types of Angles)
angles and types of angles on the basis of right angles.
Try These section from the textbook.
explain the various ways to write an angle. Use the Remember sections to point out the
important facts related to these topics.Try
These section from the textbook. Discuss about the types of angles with the class. Instruct them to do Exercise 9.2 from the textbook.
More About Angles Read the related section from the textbook.
complementary angle and explain how to calculate the complement of a given angle.
Try These section from the textbook.
angles. Use the Remember section to point out the
important facts related to the topics.Try
These section from the textbook. Instruct them to do Exercise 9.3 from the
textbook.
Measuring Angles; Construction of Angles (Using Protractor; Using a Pair of Compasses)
Go through the related section in the textbook. Draw an angle on the black/whiteboard. Demonstrate how to measure an angle using a
protractor. Use the Remember sections to point out the
important facts related to the topics.
Students will be able to
learn more about angles, that is, about complementary angles and supplementary angles measure an angle using a protractor
237
Demonstrate how to draw an angle using the inner scale or the outer scale of a protractor.
Provide a sheet to each student in the class. Instruct them to draw an angle as asked by you by
using the inner or the outer scale of a protractor. Help students if they are facing problem while
drawing the angle.
Form the groups of 3 students each in the class. Each student in a group will draw any one of the
drawn the same angle in a group. Help them if they are facing problem while
drawing an angle using a pair of compasses.
black/whiteboard. Use the Remember sections to point out the
important facts related to the topics. Use examples given in the related section to make
Value Q and Maths Lab Activity sections from the textbook.
Instruct them to do the Exercise 9.6 from the textbook.
students will do Let’s Revise Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Tick (
a. acute angle b. obtuse angle c. right angle d. straight angle
a. acute angle b. obtuse angle c. right angle d. straight angle
a. acute angle b. obtuse angle c. right angle d. straight angle
a. acute angle b. obtuse angle c. right angle d. straight angle
a. 0 b. 1 c. 2 d. 3
238
WORKSHEET 1
b. its measure is less than 90°. c. its measure is greater than 90°. d. both (a) and (b).
a. 1 b. 2 c. 3 d. 4
a.
B
A b.
F
c. RP O
............................. ............................. ............................. a. 15 cm b. 32 m c. 35 cm d. 40 cm
a. 45° b. 68° c. 140° d. 116°
a. 14° b. 79° c. 33° d. 75°
a. 53° b. 100° c. 5° d. 44°
this angle.
.....................................................................................................................................................................
.....................................................................................................................................................................
239
a. A
D
B
b. P R
Q ......................... .........................
.....................................................
.....................................................
.....................................................P
Q
R
a.
B
A b.
QR
P c.
y z
x
............................ ............................ ............................
a. 30° b. 72° c. 108° d. 155°
a. 7° b. 89° c. 44° d. 61°
a. 2° b. 178° c. 25° d. 110°
this angle.
.....................................................................................................................................................................
WORKSHEET 2
240
a. point b. line c. line segment
a. POR, QOR, POR b. MOQ, MOP, POQ c. x, AOB
a. Acute b. Obtuse c. Right
60°
87°, 123°
a. 90° b. 180° c. 68° d. 40° e. 90°
a. b. c. d. a. 77° b. 5° c. 40° d. 11° a. 55° b. 63° c. 91° d. 175° 45°
a. 90° b. 45° c. 120° d. 65° e. 110° a. 120° b. 45°
Value Q a. obtuse b. right c. acute
90°, right angle.
Hots 9 am a. 8 b. 2 c. 4
Answers to the Coursebook
Worksheet 1 b b a. B, 45°, Acute angle
b. F, 130°, Obtuse angle c. POR, O, 180°, straight angle
a. 76° b. 11° c. 57° d. 15° a. 127° b. 80° c. 175° d. 136°
Worksheet 2 yes b. no 4, RQP,
a. 83° b. 1° c. 46° d. 29° a. 178° b. 2° c. 155° d. 70°
Answers to the Worksheets
a c b d c
Answers to the MCQs
241
Data Handling
Concept Explanation Students are already familiar with the concept of
pictograph. Recapitulate these concepts of pictograph by
reading the Warm-up section given in the textbook.
Ask them to answer the questions given in this section.
Pictograph Read the related section from the textbook. Use the black/whiteboard to explain how to
interpret a pictograph with the help of an example. Use the Remember section to point out the
important fact related to the topic. Instruct students to do Exercise 10.1 from the
textbook.
Bar Graph
construct a bar graph.
Use the black/whiteboard to explain the necessary steps required while drawing a bar graph.
Use the Remember sections to point out the important facts related to the topic.
Divide the class into 5 groups.
information. Now ask each group to draw a bar graph for the
information they have collected. To reinforce ask the students to do the Value Q and
Maths Lab Activity sections from the textbook. Instruct students to do Exercise 10.2 from the
textbook.To recapitulate the concepts learnt in the chapters students will do Let’s Revise Hots and Let’s Have Fun sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.
Students will be able to
learn more about pictograph
a. 14 b. 12 c. 10 d. 6
a. 36 b. 38 c. 40 d. 42
a. 24 b. 26 c. 28 d. 30
Football
Badminton
242
WORKSHEET 1
Mango Neem Banana Papaya28 12 8 14 10
Mango
Neem
Banana
Papaya
= 2 trees
.....................................................................................................................................................................
.....................................................................................................................................................................
2. Which tree is minimum in number in the orchard?
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243
20
MercuryVenus
MarsUranus
4
68
1012
1416
Planet Venus Jupiter Saturn Neptune
students 6 4 10 14 8
.....................................................................................................................................................................
Uranus?
.....................................................................................................................................................................
.....................................................................................................................................................................
WORKSHEET 2
244
c. Horse d. 84 animals
2. a. Qutub Minar, 40 students
a. Musical instrument played by the students
Piano0
10
15
20
25
35
30
40
Y
Flute Drums Guitar Tabla
b.
Teacher0
10
15
20
25
35
30
40
Y
Doctor
c.
Potato0
1000
1500
2000
2500
3500
3000
4000
4500
5000
5500
Y
Tomato Onion PeaVegetables
d.
(in th
ousa
nds)
0
1
2
3
4
6
5
7
8
9
10
Y
Maths Hindi
e.
(In th
ousa
nds l
itres
0
50
55
60
65
75
70
80
8590
95
100Y
Mon Tus Wed Thu FriDay
Value Q
3rd
0
25
50
75
100
150
125
175
200
225
250
Y
4th 5thGrade
= 3 days) a. 12 days b. 6 days c. 3 days d. 9 days
Answers to the Coursebook
245
0
10
15
20
25
35
30
40
Y
Rahul Dhoni
Thirsty0
10
20
30
40
60
50
70
80
90
100
Y
Beauty and the beast
Alladin
Hots Bar D
Mangoes0
1
2
3
4
6
5
7
8
9
10
Y
PeachesApples
Pears
Fruits
Answers to the Assessment-2
38
68°
Hindi0
10
20
30
40
60
50
70
8085
75
90
100
Y
Maths
a. Maths b. 400
Newspaper
newspaper in a locality
22
Our Times 18
Hindu Times 5
7
246
Worksheet 1
Mango
Neem
Banana
Papaya
Mango 2. Neem 3. 72 4. 22
Worksheet 2
20
MercuryVenus
MarsUranus
Vote
s
4
68
1012
1416
Planet Venus Jupiter Saturn Neptune
students 6 4 10 14 8
6 Mars
Answers to the Worksheets
a b d b
Answers to the MCQs
`40
a. 720 b. 4500 a. 1 minute 45 seconds b. 2 hours 20 minutes 30 March
94
1.Pencil2.
3.4.5.
Total
Item
5 12024
8 486
4 1224
1620
216
385 per sheet
(Qty.)Rate (in `) Amount (in `)
Akash Book Store
a.
30°
b.
45°
c.
90°
d.
120°
a. 80° b. 18 ° c. 46 ° d. 9 °
0
2
4
6
8
12
10
14
16
18
20
22
24
26
Y
Tiger Deer Bear
Animals
b. 150°; 30°
Answers to the Test Paper
247
Model Test PaperMATHEMATICS
(7 × 1 = 7)
` ` ` ............................... .
d. 735 seconds = ............................... min ............................... sec
e. Diameter = 2 × ............................... .
(1 × 2 = 2)
(1 × 2 = 2)
(1 × 2 = 2)
(1 × 2 = 2)
(1 × 2 = 2)
(1 × 2 = 2)
(2 × 2 = 4)
12
(1 × 3 = 3)
248
(1 × 3 = 3)
(4 × 3 = 12)
`
` `interest?
(4 × 1 = 4)
2 shirts (` `
(1 × 5 = 5)
places. Represent the data as a bar graph. Use the scale, 1 unit = 5 players.
Place Delhi Mumbai Bengaluru
Players25 30 15 15 20
249
Answers to Model Test Paper a. 1625 b. 289.7 c. ` 25200
g. diameter Top Front
80 m 3 dm 0 cm 7 mm 2 hours 16 min 42 sec 1 minute 1 sec
66 cm
a. 6712 b. 92°
A AM30°
T
a. ` 12 years
258
1.Trouser2.
3.Total
Item
2 14707353 24368124 1340
5246335
(Qty.)Rate (in `) Amount (in `)
(Qty. × Rate)
Delhi0
5
10
15
20
30
25
35
4045
50
Y
Mumbai
Bengaluru
Place
ScienceScience 1. Natural Disasters
Lesson plan 251
Worksheets 252
Answers 254
2. Our Earth's Satellites
Lesson plan 256
Worksheets 257
Answers 259
3. Changes in Our Environment
Lesson plan 262
Worksheets 263
Answers 265
4. Savings Our Resources
Lesson plan 267
Worksheets 268
Answers 270
Model Test Paper 273
Answers to Model Test Paper 275
251
Natural Disasters
Warm Up Talk about the recent incidents of earthquakes, tsunamis, volcanic eruptions, etc. Tell the students about the massive loss to life and property caused by these if we are not alert. Show videos and news clips about these events. Create an interest in class about these incidences and explain how these are dangerous. Allow them to complete the task given in the Warm-up section.
Concept Explanation Earthquake: The students can be taken to
the Metrological Centre where they can be explained about the occurrence of earthquake and measurement of its intensity. Explain about the tectonic plates which constitute the earth. Tell the students how earthquakes are more frequent in seismic zones. If possible, conduct a disaster management drill in school. This will help them understand about the precautions to be taken during an earthquake.
Tsunami: Discuss the tsunami of the Indian Ocean in 2004 and tsunami in Japan in 2011. Discuss the
Volcano: Discuss the types of volcanoes and give examples in class about where they are located.
volcanoes on a physical map of the world. Draw a cross-section of a volcano and label its parts.
Cyclone:students about the tropical cyclones that arise in India.
Flood:
Drought: Explain to the students that drought is a condition that occurs when an area receives less or no rainfall for a long period. It could continue for many months or even for years. Also explain its impacts and the preventive measures that should be followed during this disaster.
Reinforce Help the students develop the value given in the
Value Q section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these values in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
1
252
WORKSHEET 1
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a. Flood ...........................................................................................................................................................
...........................................................................................................................................................
........................................................................................................................................................... ........................................................................................................................................................... c. Tsunami ........................................................................................................................................................... ...........................................................................................................................................................
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253
WORKSHEET 2
b.
c.
d.
a.
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..................................................................................................................................................................
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..................................................................................................................................................................
........................................................................................................................................................... b. Vent ........................................................................................................................................................... c. Epicentre ........................................................................................................................................................... d. Focus ...........................................................................................................................................................
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254
Volcanic eruption, Tsunami
A.
2. a. i b. ii c. ii d. i
a . A tropical depression becomes a
C.
Under the crust of the earth, the temperature of the
ocean plates and the land plates collide, the ocean plate
released up. This lowers the temperature of the mantle
follows.
safe places. People are appealed not to panic and follow
4. . This is caused due to the
on rains and the failure of the monsoons results in water
Answers to the Coursebook
255
A.
3. 7
B. 1. T 2. T 3. F 4. F
Answers to the Worksheets
1.hail and thunder
2.
other animals die in the absence of food and water.
on its southern coast. This was the worst natural disaster
5. A
. A tropical depression becomes a when it reaches a wind speed
follows.
3.
called
occurs is called the
256
Our Earth’s Satellites
Warm Up Begin the lesson making students aware of the gifts nature has provided us with. Talk about how we all are collectively responsible in keeping our earth safe and our resources everlasting. Discuss how air and water are our important resources. Now ask the students to complete the task given in the Warm-up section.
Concept Explanation Earth: Explain to the students that our earth is made
up of mainly three layers, namely, crust, mantle and core.
Moon: Tell students that the moon is about 4500 millions years old, the same age as the Earth. It is the earth's nearest neighbour. Also explain to students that the surface of the moon is uneven. It has mountains, plains, craters and volcanoes. The surface of the moon is covered with dark grey dust. Tell students that no life exists on the moon due to the absence of water and atmosphere. The moon’s gravity is one-sixth of the gravity of the Earth. Therefore, the objects that are too heavy on the Earth, are six times lighter on the surface on the moon.
Ask students to observe that the shape of the moon changes everyday.
The Moon and the Tides: Explain to students that the moon’s gravity is very weak, but it pulls the water of the seas and oceans of the Earth, causing tides. Since the moon is closer to the Earth than the sun, the moon’s pull on the water is stronger than
the sun. The water of the seas and the oceans on the
upwards. Eclipse: Explain to students that the eclipses occur
when an object in space blocks the view of another object such that it cannot be seen partially or completely. Eclipses are nothing but the shadows of the Earth and the moon.
satellites are man-made. They are launched from
satellites to the students.
Reinforce Help the students develop the skill (research and thinking) given in the Skills for Life section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these skills in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
learn about the natural satellite of the earth
understand the concept of eclipses
2
257
WORKSHEET 1
a.
EarthMoon
..................................................................................................................................................................
b.
EarthMoon
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258
WORKSHEET 2
a. ...............................
b. ...............................
c. ...............................
d. ...............................
e. ...............................
f. ...............................
h. ...............................
Earth
Moon
pull
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259
A. d. Apollo 11 e. Phases of the moon 2. a. i b. iii c. i d. iiB.
2.
satellites. Moon is the natural satellite of the earth.
in 1957. 3. No life exists on the moon due to the absence of water
on the moon. As there is no atmosphere on the moon,
the absence of air, no sound can be heard on the moon. There are no clouds to hide the sun. The side of the
from the sun is too cold to support life.
seas and the oceans on the side of the Earth which faces
rise and forms
falls and forms . 5. A solar eclipse occurs when the moon
of moon on the Earth.
A lunar eclipse occurs when the Earth
a shadow of the Earth on the moon.C.
2. A lunar eclipse occurs when the Earth comes in
EarthMoon
3. A solar eclipse occurs when the moon comes in
, a part of the sun is
EarthMoon
Answers to the Coursebook
260
closer than its natural satellite, that is, the moon. The
c.
are called the
respect to each other.
Penumbra
Umbra
Moon.
moon because there is no atmosphere on the moon.
6
4 5
3
1C
AE TP
T
EDT
U
KE
NM
C
1
2
A. 1. crust 2. craters 3. crust, mantle, core 4. moonB. 1. F 2. T 3. T 4. T
around the sun.
Answers to the Assessment-1A.
B. 1. ii. 2. iii. 3. iii. 4. ii. 5. iii.
C.
Core Centre of the Earth
Flood Cloudburst
261
1.2.
the oceans on the side of the Earth which faces the moon
. 3.
1.
Crescent moon
Crescent moon
Full moon New moon
crust, mantle and core.
into outer core and inner core. The outer core contains iron
made up of iron.
Answers to the Worksheets
262
Changes in Our Environment
Warm Up Start the topic by telling students about what is environment. Now tell students that we should not dump waste everywhere. We should always protect our environment. Ask students to proceed to the task given in the Warm-up section. Discuss the answers in the class.
Concept Explanation Pollution: Ask students that what will happen if
our environment gets dirty? Ask students to write few things that they do or like to do to protect the environment.
1. ..................................................................................... 2. ..................................................................................... Air Pollution: Tell students that addition of harmful
and undesirable substances to air as a result of the activities of human beings is called air pollution.
Tell students that smoke from vehicles, factories, burning of garbage, etc. are the main sources of air pollution. Now, ask students what will happen if the air in which we are living gets dirty.
1. ..................................................................................... 2. ..................................................................................... Tell students that some of the
gases like carbon dioxide, nitrous oxide, methane and water vapour do not allow the heat to escape back into space. This makes the earths warmer. These gases are called greenhouse gases and this
explain about the gases that may ultimately result
Global Warming: Explain to students that greenhouse gases in the atmosphere trap the heat of the sun and there is s rise in temperature on the earth. This is called global warming.
Also encourage students that we should not indulge in activities that pollute air.
Water Pollution: Tell students that like air gets dirty similarly water gets dirty too. Explain to students that industrial waste from factories, oil spills in the sea from ships or oil wells and domestic waste are the main sources of water pollution. Also tell students that we should not pollute water and also try to conserve it.
Land Pollution: Tell students that addition of harmful and undesirable substances to land as a result of the activities of human beings is called land pollution. Tell students that dumping of garbage everywhere and excessive use of fertilisers and pesticides are the main sources of land pollution. Tell students that reduce, reuse and recycle are the main preventive measures of land pollution.
Noise Pollution: Explain to students that disturbing or excessive noise that disturbs our comfort levels or balance is called noise pollution. Tell students
Reinforce Help the students develop the skill (research and thinking) given in the Skills for Life section of the chapter. Discuss the task given in the section and ask them to do the task given. Also, make them understand the importance of these skills in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
3
263
WORKSHEET 1
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264
WORKSHEET 2
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265
2. a. iii b. i c. ii d. iiiB.
waterbodies.
near the sea. 4.
of the earth.
warmer.
C.
.
of the earth.
warmer.
is absorbed and
This warms up the
the earth and the
atmosphere.
Answers to the Coursebook
266
A. 1. polluted 2. Methane 3. stratosphere
B. 1. T 2. F 3. T 4. F
Answers to the Worksheets
Electrical appliances must be maintained well.4. carbon dioxide, nitrous oxide, methane, CFC and water
the amount of carbon dioxide in the atmosphere has been
near the sea.
deafness.
industrial processes.
267
Saving Our Resources
Warm Up Start the topic by telling students about our resources. Also explain to students about the importance of these resources. Ask students to proceed to the task given in the Warm-up section. Discuss the answers in the class.
Concept Explanation Resources: Tell students that soil, water and forests
are known as resources because they are found in nature, hence are called natural resources. Also explain the importance of these resources to students.
Renewable Resources: Explain to the students that the resources which can be used repeatedly because these are replaced naturally are known as renewable resources.
Ask students to write the names of any four renewable resources.
1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ...................................................................................... Non-renewable Resources: Tell students that the
resources which cannot be used repeatedly because these are not replaced naturally are called non-renewable resources.
Ask students to write the names of any four non-renewable resources.
1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ...................................................................................... Saving Our Resources: Tell students that we
(human beings) are completely dependent on
to their extreme uses. Tell students how we can save our resources.
Saving Our Renewable Resources: Tell students that we should plant more and more trees to prevent
that one should not waste water as this is the most important resource.
Also, explain to the students the importance of soil and forests in our life.
Saving Non-renewable Resources: Tell students that we get energy from coal, oil, petroleum and natural gas to run vehicles, to produce electricity or for cooking.
The 3Rs: Ask students what do they mean by 3Rs. Tell them to write their full forms.
1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... Now explain the importance of each R.
Reinforce Help the students develop the values given in the
Value Q section of the chapter. Discuss the task given in the section and ask them to do the given task. Also, make them understand the importance of these values in their lives. Discuss the important terms and their meanings given in the chapter. Ask them to complete the exercises given at the end of the chapter. Discuss the answers in the class.
Explore Ask students to complete the Let’s Have Fun and Project sections given at the end of the chapter.
4
268
WORKSHEET 1
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269
WORKSHEET 2
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270
A. 1. a. T b. F c. F d. T 2. a. iii b. iii c. iii d. iiiB.
2. We should not waste water.
the soil.
C. 1.
water, Collect rainwater
less paper as paper is made from trees.
example, we should use less resources.
personal car.
materials.
Answers to the Coursebook
271
resources.
want less we will consume less natural resources.
ed
ed
ed
A. 4. AirB. 1. T 2. F 3. F 4. F
Answers to the Assessment-2A.
B. 1. iii. 2. i. 3. iii. 4. iii. 5. iii.
C.
Answers to the Test PaperA.
B. 1. i. 2. ii. 3. iii. 4. ii. 5. iii.C.
1. True 2. True 3. True 4. False 5. FalseE. 1. No life exists on the moon due to the absence of water
on the moon. As there is no atmosphere on the moon,
the absence of air, no sound can be heard on the moon. There are no clouds to hide the sun. The side of the
from the sun is too cold to support life.
should use less resources.
possible.
272
teeth.
Electrical appliances must be maintained well.
of places near the sea.
seas and the oceans on the side of the Earth which faces
animals die in the absence of food and water. Water
F.
Crescent moon
Crescent moon
Full moon New moon
paper as paper is made from trees.
9.
Answers to the Worksheets
Reduce
Reuse
soil.
273
Model Test PaperScience
274
d. A solar eclipse occurs when the Earth comes in between the sun and the moon.
275
Answers to Model Test Paper
enriches the soil.
5.
the sun and cause a rise in temperature on the earth.
6.
Lunar eclipse
EarthMoon
EarthMoon
1.2.
e. Forests3. a. True
c. True d. False. A lunar eclipse occurs when the Earth comes in
between the sun and the moon. e. True4.
measures.
then follow these three simple steps. b.
into outer core and inner core. The outer core contains
c.
Waste from homes should not be thrown into the waterbodies.
Wastewater from factories and homes should be
1. Indian Heritage 277
2. Coming of the British 279
3. India’s Struggle for Freedom 281
4. Fundamental Rights & Duties 283
Worksheet 1 285
Worksheet 2 286
Worksheet 3 287
Worksheet 4 288
Answers to the Worksheets 289
Social StudiesSocial Studies
277
Indian Heritage1
LEARNING OUTCOMESStudents will be able to� learn about the rich material heritage of India.� understand the importance of heritage buildings and the need to
preserve them.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � The teacher may divide the class into pairs and ask the students to discuss
and mark the right answer of the pictures of monuments given in the warm up section.
� They may then share their answers with the class. � Set the context of the lesson.
Let’s Explore Material Heritage � The teacher may begin the chapter by referring to the previous knowledge of
the students about cultural heritage studied in the previous class. � A quick recap of the same may be done with them. � The teacher may ask students the names of famous monuments that they
know and write them on the board. � The teacher may then explain that they will be studying about some of them.
She may then explain each monument with reference to the following points- The ruler/dynasty who built it The year in which it was built The place where it is situated The construction material used Special features Any story associated with its origin � The teacher may then ask the students if they have visited any of the
monuments, as they are explained. � She may also encourage them to share their experiences of visiting these
monuments. � The teacher may then divide the class into groups and give them various
activities as- Make a PPT/documentary on 6 of these monuments to be shown in class. Make a model of any of these monuments. Collect maximum possible information on two of these monuments and
display on the class soft boards. � The teacher may also show visuals of these monuments in the smart class. � The teacher may keep asking questions like the ones below, to check the
comprehension-
Wonders of the World? Where are the Ajanta & Ellora caves situated? What is the special feature of Jantar Mantar? Which historical monument was once the dwelling place of the Mughals?
278
1. a. ancestors b. Qutab Minar c. Fatehpur Sikri
2. a. Madhya Pradesh b. Iron Pillar c. Mausoleum d. Jantar Mantar e. Meenakshi Temple3. a. The historic railway station, Chhatrapati Shivaji Terminus in Mumbai is one of the busiest
railway stations in India. The station was designed by Frederick William Stevens, an architect in 1887-1888. It took ten years to complete and was named Victoria Terminus in honour of the Queen and Empress Victoria and it was opened on the date of her Golden Jubilee in 1887.
b. The Ajanta Caves near Aurangabad are Buddhist caves built almost 1500 to 2000 years ago. There are 31 rock-cut cave monuments. The caves include paintings and sculptures
depict the life of Buddha and stories from the Jataka tales. The Ellora Caves also known as Ellora Complex includes 34 monasteries and temples sculpted into rock walls of a high
us about the artistic excellence of ancient India. The Kailasa Temple at Ellora dedicated to Lord Shiva is considered one of the most remarkable cave temples in India because of its size, architecture and sculpture. It looks like a multi-storeyed temple complex but is carved out of one single rock.
of Jaisalmer in Rajasthan. A quarter of the population lives inside the fort making it the only living fort in the world. Built in 1115 AD by the Rajput ruler Rawal Jaisal, it is made of yellow sandstone. For this reason, it is also known as the Sonar Qila or Golden Fort.
The Jantar Mantar in Jaipur, Rajasthan, is a collection of architectural astronomical instruments, built by Maharaja Jai Singh II between 1727 and 1734. It features the world’s largest stone sundial. The instruments allow the observation of astronomical positions
d. One of the best examples of Dravidian architecture is the Meenakshi Temple in Madurai in Tamil Nadu. It is dedicated to Lord Shiva and Goddess Parvati. The highlight of this temple are the fourteen highly decorated and carved towers or gopuram.
e. The Iron Pillar is special because it is a 7 meter high and it is rust-free even after 1600 years. It was built near the Qutab Minar by the Gupta rulers. This pillar tells us about the high level of skill achieved by ancient Indian ironsmiths.
4. a. i. 72 meters. b. ii. architectural astronomical instruments. c. ii. 7 gates. d. iii. Mount Abu e. iii. Black Pagoda.5. a. T b. F c. T d. F e. T
279
Coming of the British2
LEARNING OUTCOMESStudents will be able to� understand the historical background in which the English came
to India.� understand how the English established an empire in India.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � The teacher may divide the class into groups and ask the students to discuss
the question given in the warm up section and write down points. � They may then discuss their answers with the class. � Set the context of the lesson.
Let’s Explore Trade with Europe �
Turks and Arabs and the products they dealt in. � The teacher may explain the discovery of Vasco da Gama and its importance
in the history of Indian trade.
East India Company � The teacher may explain the grounds why and how the East India Company was formed.
Conquest of Bengal � The teacher may also explain the downfall of the Mughal Empire and the role of the Indian political scenario in strengthening their trade.
� The students may be asked to prepare a timeline of the trade in India.
Impact of British Rule � The teacher may then explain the beginning of the British rule in India. � The teacher may explain the impact in context with Railway & the
� The Brahmo Samaj and Arya Samaj may be explained as the advent of new ideas that were brought in by the introduction of western education.
Indian people & the � The Industrial Revolution in Britain and its impact on Indian trade may also British Rule be explained with emphasis. � The reasons of unrest among Indians may be asked from children. � The teacher may guide them through with reference to the earlier text.
The Revolt of 1857 � The revolt of 1857 may be explained as the beginning of the end of British rule in India.
� The students may be asked to speak out the names of the eminent freedom
�
and share with the class. � The teacher may keep asking questions like the ones below, to check the
comprehension- What was India famous for in modern Indian history? What made the goods expensive?
280
1. a. Vasco Da Gama b. East India Company c. Portuguese, French d. Jahangir e. Brahmo Samaj.2. c. Raja Ram Mohan Roy d. 1853
3. a. In 1498 CE, Vasco da Gama, a Portuguese explorer, discovered a direct sea route from Europe to India by sailing around Africa. Soon after, Portuguese traders started coming to Calicut (now Kozhikode) and began their trade with India.
b. After the death of Aurangzeb in 1707, the Mughal dynasty became weaker and the English East India Company became more ambitious. They wanted control over more and more territory starting with Bengal because it was the richest province in the country
captured and put to death.
Nawab of Avadh and the Mughal emperor together against the Britishers. The Britishers
British rule in India. d. The British introduced English language in India as it would help them govern their
Indian territories. English was introduced in schools and colleges and by the early 19th
the English had to learn English. e. The policies and the rule of the British made many Indians unhappy. They felt the British
were ruling them unfairly. Many people like weavers had lost their livelihood. Many other people were forced to pay huge taxes. All these people got together and organised
crushed by the British as they had good weapons and huge armies.4. a. iii. All the above b. iii. Delhi c. iii. sepoys. d. ii. Nawab of Bengal. e. iii. English5. a. T b. F c. F d. F e. T
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India’s Struggle for Freedom3
LEARNING OUTCOMESStudents will be able to� understand why people wanted to be free of the British rule.� learn about the rise of different nationalist movements.� find out about the contributions of leaders of the freedom struggle.� learn how India finally became free.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � The teacher may divide the class into pairs and ask the students to discuss the
question given in the warm up section and write down points. � They may then tick the answers they think are right. � They may then share their answers with the class. � Set the context of the lesson.
Let’s Explore Formation of the Indian � The teacher may have a quick recap of the Revolt of 1857 and its importanceNational Congress in the history of Indian independence. � The teacher may explain that it was as a result of the revolt that the East India
� The reasons behind the formation of INC may be explained and listed on board with the help of students.
� They may be told about the founder members of the INC & their role in
people of the country. �
members of the INC.
Partition of Bengal � The strategy of the Britishers behind the partition of Bengal may be explained. � The policy of divide & rule may be told to the students.
Swadeshi movement � The term ‘Swadeshi’ may be explained to the students. � The Swadeshi movement, its strategies and success may be explained to
the students.
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of the role of ‘Bapu’ in the freedom struggle.
� The act may be explained with context to the reason behind its implementation, Satyagraha and the Jallianwala Bagh massacre.
Non-Cooperation � The students may be explained that the Non-Cooperation movement was a movement � The important features of the movement may be explained & discussed with
the class.
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Simon Commission � The teacher may explain why & how the commission was formed, its protest and the loss of Lala Lajpat Rai.
Civil Disobedience � The movement may be explained by highlighting the important events as The Movement Dandi March, The Salt Law and its impact. �
Quit India Movement � The Quit India movement and its result in the independence of India may be explained to the class.
� The teacher may keep asking questions like the ones below, to check the comprehension-
What was the Swadeshi movement? What was Satyagrah? What was the incidence at Chauri Chaura?
1. d. 15th August 1947 e. no2. a. Swadeshi b. Satyagrah c. Dr Rajendra Prasad d. Dandi March e. Do or Die3. a. On Baisakhi, hundreds of people gathered at a peaceful protest meeting in Amritsar at the
high walls and only one exit which the army had blocked. No one could escape. Nearly all the people who had gathered there were killed. This cold-blooded massacre resulted in the launch of the Non-Cooperation Movement in 1920 by the Indian National Congress.
b. When the British government realised that they had to bring in some reforms to pacify the Indians, they appointed a commission headed by Sir John Simon in 1928 to review the law and order in India and bring new reforms.
c. Gandhiji launched the Civil Disobedience Movement in the year 1930. d. The Congress launched the Quit India Movement in 1942 and the slogan ‘do or die’ was
given to the people by Gandhiji. e. The Salt Law stated that Indians could not collect salt from the sea, instead had to buy
it from the British at high cost. Gandhiji, along with 78 satyagrahis, marched from his ashram at Sabarmati to Dandi on the Gujarat coast, around 390 kilometres and picked up a handful of salt breaking the Salt Law.
4. a. i. Salt Law. b. ii. Sabarmati c. iii. Jallianwala Bagh massacre d. i. Rabindranath Tagore e. i. Gandhiji5. a. F b. F c. T d. F e. F
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Fundamental Rights & Duties4
LEARNING OUTCOMESStudents will be able to� know about the fundamental rights of each citizen.� get to learn about the fundamental duties of each citizen.
Learning Styles/MI� Audio learners� Visual learners� Verbal linguistic intelligence� Logical intelligence� Interpersonal intelligence� Intrapersonal intelligence
Warm up � One Minute thought-The teacher may make two columns ‘rights’ & ‘duties’
on the board. � The students may take a minute to think about these terms. �
� Set the context of the lesson.
Let’s Explore Constitution � The term ‘Constitution’ may be explained to students. � Its forming body, the date of its coming into existence may be narrated. � The teacher may then explain the terms rights & duties with reference to the
constitution and examples on board.
Fundamental Rights �
on board. � The students may be explained that these rights are guaranteed to every
citizen of the country.
Fundamental duties � The fundamental duties are those that are expected of every citizen of India. � These may be explained and compared to the answers given by the students
at the beginning. � The students may divide into groups and prepare charts on the Fundamental
� The teacher may keep asking questions like the ones below, to check the comprehension-
What do understand by the term ‘constitution’? When did the Indian Constitution come into existence? What are Fundamental rights? Enumerate. What do you understand by Right to Freedom?
1. a. Fundamental rights b. Rights and Duties c. Untouchability d. Reserve 25 per cent of seats for underprivileged children. e. Right to education
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2. a. Constitution of India b. fundamental c. constitution d. courts e. laws3. a. i. 26 November 1949 b. i. duties c. i. rules. d. ii. expression. e. iii. 6-14 years4. a. T b. T c. F d. F e. F5.
mention the rights and duties of the citizens of a nation and also state how the country should be governed. These laws form the constitution of a country.
some duties for them to act as responsible citizens. These rights are called Fundamental Rights and the duties are known as Fundamental Duties.
c. The fundamental rights given to the citizens of India are: Right to Equality. Right to Freedom. Right against Exploitation. Right to Freedom of Religion. Cultural and Educational Rights. Right to Constitutional Remedies. d. Five fundamental duties that we as citizens need to perform are: to abide by the Constitution and respect its ideals and institutions, the National Flag
and the National Anthem; to cherish and follow the noble ideals which inspired our national struggle
for freedom; to uphold and protect the sovereignty, unity and integrity of India; to defend the country and render national service when called upon to do so; to promote harmony and the spirit of common brotherhood amongst all the people
of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women.
e. Rights and duties are interconnected. If we have rights then we have duties too. For example, if we have the right to education then we must study well and go to school regularly. If we have the right to live in India then it is our duty to keep it clean. Rights and duties go hand in hand.
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WORKSHEET 1
a. Describe the Black Pagoda.
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WORKSHEET 2
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d. Why did English become an important language?
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WORKSHEET 3
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e. Who broke the Salt law? Which other movements were led by him?
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WORKSHEET 4
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c. Name the fundamental rights of India.
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a. The Sun Temple at Konark, also known as the Black Pagoda, was built around 700 years ago. Located on the east coast of the Bay of Bengal in the Mahanadi Delta, it is built in the form of the chariot of Surya, the Sun god, with 24 heels and is heavily decorated with stone carvings
temple. The temple is one of the most renowned temples in India.b. The Brihadeshwara Temple in Thanjavur is an excellent example of the marvellous work of
the architects of the Chola period. The Vimana (temple tower) is 100 ft (30 m) high and is the tallest in the world. There is a big statue of Nandi, the sacred bull, carved out of a single rock measuring about 16 ft long and 13 ft high at the entrance. The entire temple structure is made out of granite. The temple is a perfect example of the Dravidian type of temple architecture.
c. The historic railway station, Chhatrapati Shivaji Terminus in Mumbai is one of the busiest railway stations in India. The station was designed by Frederick William Stevens, an architect in 1887-1888. It took ten years to complete and was named Victoria Terminus in honour of the Queen and Empress Victoria and it was opened on the date of her Golden Jubilee in 1887. This famous architectural landmark in Gothic style was renamed in 1996 by the state government after Chhatrapati Shivaji, the famed Maratha king.
height of 590 ft and spans an area of 691 acres. The fort has a total of 7 gates. The fort also houses various historical monuments like the , and Padmini’s palace. Apart from
e. The Jantar Mantar in Jaipur is a collection of architectural astronomical instruments, built by Maharaja Jai Singh II between 1727 and 1734. It features the world’s largest stone sundial. The instruments allow the observation of astronomical positions with the naked eye.
a. The policies and the rule of the British made many Indians unhappy. They felt the British were ruling them unfairly. Many people like weavers had lost their livelihood. Many other people were forced to pay huge taxes. All these people got together and organised revolts
the British as they had good weapons and huge armies.b. After the death of Aurangzeb in 1707, the Mughal dynasty became weaker and the English
East India Company became more ambitious. They wanted control over more and more territory starting with Bengal because it was the richest province in the country then. The
c. India had trading relations with many countries since olden times. India was famous for spices, pearls, silk and gold. The English travellers who came to India, narrated the tales of the wealth and prosperity of India when they went back to England. The English traders and merchants saw a golden opportunity to trade with India as they also wanted a part of the
CE, with the permission of Queen Elizabeth I, the queen of England and Ireland, at that time.
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trade centres in Bombay (Mumbai) and Madras (Chennai) respectively.
English language in India as it would help them govern their Indian territories. English was
language. Anyone who wanted to work or trade with the English had to learn English.
a sea route to India so that they would not have to pay taxes to the Arabs or Turks. In 1498 CE, Vasco da Gama, a Portuguese explorer, discovered a direct sea route from Europe to India by sailing around Africa. Soon after, Portuguese traders started coming to Calicut (now Kozhikode) and began their trade with India. They built their trading centres at Cochin (now Kochi), Cannanore (now Kannur) and Calicut. They mainly dealt in spices as it helped in the preservation of meat in winters and made other food tastier. Silk and gold were also traded in as they were considered very valuable in the whole of Europe. Very soon the Portuguese were followed by the Dutch, the English and the French.
a. When the revolt of 1857 failed, it made the Indians think. They thought that they needed an Indian organisation to lead the people. So in 1855, people got together and formed the Indian National Congress (INC).
of the INC. The younger leaders like Bal Gangadhar Tilak, Lala Lajpat Rai and Bipin Chandra Pal believed in immediate action and therefore wanted the common man to join the
which he wrote against the British rule.c. It was at this time that the British decided to partition Bengal which was a very large province
or state as they thought it would weaken the nationalist movement. The people were very upset. Hundreds of protests were organised. The people sent petitions or requests to the government to change the decision. But they were all rejected. In 1905, the province of Bengal was divided into two. The Indian people realised that something new was needed as their requests and pleas had failed. They needed to think of a new plan or strategy.
Tilak helped to spread this movement to other parts of India. The movement was hugely supported by women and students and several schools were established to promote the traditional education system.
e. Mohandas Karamchand Gandhi broke the Salt Law. He led the Satyagraha movement, the Non Cooperation Movement, Civil Disobedience Movement and the Quit India Movement.
the rights and duties of the citizens of a nation and also state how the country should be governed. These laws form the constitution of a country. The constitution can hence be said to be the supreme law of the land. The Constitution of India lays down a set of rules on the basis of which the Indian government functions.
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b. The Right to education is a right given to the citizens recently. As per the Right to Education Act of 2009, all children in the age group of 6 to 14 years have the right to free and compulsory education. Under this act, all private schools need to reserve 25 per cent of seats for underprivileged children.
c. There are six basic rights provided by the Indian Constitution to all its citizens. They are: Right to Equality. Right to Freedom. Right against Exploitation. Right to Freedom of Religion. Cultural and Educational Rights. Right to Constitutional Remedies.d. Fundamental duties of a citizen are: It is the duty of every Indian to respect the National Flag and the National Anthem. Every citizen must obey the Constitution and follow the laws of the country. As responsible citizens, we must follow the paths of non-violence and democracy. We must protect the unity and integrity of our nation. The citizens must avoid social evils like child marriage, dowry, gambling. All citizens must be caring towards all living creatures. We must protect the natural resources and improve the natural environment. It is our duty to protect public property and save the country at any cost. We must value and preserve the rich cultural heritage of our country.e. Rights and duties are interconnected. If we have rights then we have duties too. For example, if
we have the right to education then we must study well and go to school regularly. If we have the right to live in India then it is our duty to keep it clean. Rights and duties go hand in hand.
General KnowledgeGeneral Knowledge
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1. Words in the NewsA. 1. d 2. i 3. g 4. h 5. c 6. a 7. e 8. b 9. f 10. j
2. The Olympics Diary1. b 2. b 3. c 4. a 5. a 6. a 7. a 8. c 9. a 10. b 11. c
3. Old Places New NamesA. 1. EDO 2. SIAM 3. BURMA 4. ZAIRE 5. ANGORA 6. SAIGON 7. PERSIA 8. CEYLON 9. KAMPUCHEA 10. MESOPOTAMIA 11. EAST PAKISTAN 12. CONSTANTINOPLEB. 1. Chennai 2. Pune 3. Shimla 4. Thanjau 5. Thrissur 6. Thiruvanthapuram
4. Famous Indians Around the World1. h 2. b 3. c 4. f 5. e 6. g 7. a 8. d
5. Differently-abled
6. Festivals Around the World
7. World Cuisines1. d 2. a 3. i 4. c 5. e 6. g 7. f 8. b 9. h
9. Smart Technology1. e 2. d 3. c 4. b 5. f 6. a
10. Do You Know Why?
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11. Stargazing1. b 2. b 3. a 4. c 5. a 6. b 7. b 8. c
12. Medical Terms and ToolsA.B. 1. d 2. f 3. e 4. b 5. c 6. a
Assessment1. a 2. c 3. c 4. a 5. c 6. a 7. b 8. c 9. b 10. a
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Notes
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Notes