RESOURCE PACK - SARASWATI HOUSE Material...The Teacher’s Resource Pack of has been developed with...

Terms 1, 2 & 35

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TEACHER'S RESOURCE PACK

An Integrated Term Course

Reflections

R

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

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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


SOCIAL STUDIES 174

ENGLISH 193

MATHEMATICS 208

SCIENCE 250


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.


Vocabulary Answers 1. cowardly 2. cloudless 3. foolish 4. noisy 5. innocent 6. generous 7. plentiful 8. boastful 9. modern 10. impolite


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.



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


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.



15

3 Amazing Telangana

Warm-up

Reading


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



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.


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.


Vocabulary AnswersA. 1. pay 2. keep 3. make 4. took 5. do 6. take


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


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.


h

20


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


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


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 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.


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.


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. >


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 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.


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


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.


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.


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


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


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


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

Answers to the MCQs

36

Factors and Multiples


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.


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 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


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


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


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.



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.


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.


Now read the word problems given in the related section and explain how to read, understand, solve and check a word problem.


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


To reinforce, ask the students to do the Maths Lab Activity section 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.


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

Use examples given in the textbook to make them



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


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

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

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

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

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

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

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


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


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


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


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


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


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

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

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

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

2.

b. Xanthium .....................................................

c. Coconut .....................................................

d. Dandelion .....................................................

e. Spear grass .....................................................

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

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

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

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.


2

59

WORKSHEET 1

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

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

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

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

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

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

3.

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

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

60

WORKSHEET 2

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

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

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

Animal

Features

61


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.


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.


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.


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


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


A. 4. Water

4. Vegetables, Fruits


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.




explain uses of air

4

69

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

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

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

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

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

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

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

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

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

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

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

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

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

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

70

WORKSHEET 2

e.

d.

c.

b.

a.

a. ...........................................................................................................................................................

b. ...........................................................................................................................................................

c. ...........................................................................................................................................................

d. ...........................................................................................................................................................

e. ...........................................................................................................................................................

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

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

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

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

71

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


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

78

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

80

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.


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?

81

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.


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

84

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.


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?

85

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

86

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?

87

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.


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

90

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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d. Which is the longest stretch of land on earth?

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e. Where are the Amazon rainforests found?

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WORKSHEET 2

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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


Hots


106

In the Land of Lilliput1

Warm-up

Reading



B.

Hots


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



that the guest could eat.

Hots


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


B.

Hots


112

Pele—The King of Football3

Warm-up

Reading



socks and shoes.

B.

C.

Hots

Vocabulary Answers

A.


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


116

Perimeter, Area and Volume


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


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

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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


121

Worksheet 1 Area

1211

Worksheet 2 Area

13


Answers to the MCQs

122

Decimals


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


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


Tick (

1 + 1 1 + 1 +

124

WORKSHEET 1

3 1 2

` `

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125

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. ` `

`


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


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


Try These section


Decimals as Percentages; Percentages as Decimals


Try These section


Finding the Value of the Percentage of a Given Quantity; Finding One Quantity as a Percentage of Total Quantity


Value Q and Maths Lab Activity

Instruct them to do Exercise 1.3 and Exercise 1.4

Average


3

129



students will do the Let’s Revise Hots and Let’s Have Fun


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


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


a c

Answers to the MCQs

3.111

1

2

2

a. 11 c. 1

2 2 3


133

Worksheet 1

a. 3 c.

a. `23

13

2

23

Worksheet 2

a. c. 13

a. `

a. 213 13


134

Ratio, Proportion and Unitary Method


Read the Warm-up

Ratio (Terms of Ratio, Simplest Form of a Ratio, Equivalent Ratios, Calculating the Ratio of the Given Quantity)

Try These


Let’s Have Fun


Proportion (Terms of a Proportion, Relation Between Extreme Terms and Middle Terms)


‘Skills for Life’ and Maths Lab Activity from the


Unitary Method


4

135


To recapitulate the concepts learnt in the chapter students will do the Let’s Revise and Hots sections


Tick (

`

a. ` ` ` `

136

`

`

``

Soap `

`

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

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

`

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

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

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WORKSHEET 1

137

```

`

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`

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WORKSHEET 2

138

c. 3

` `` `

a. ` ` ` 22

Biscuit ` `32 `

Juice ` ` `

` ` `

e. ` ` `

laddoos

`

a. ` `

`

Hots


a c c a

Answers to the MCQs

Worksheet 1 `

none

Price of 1

` ` 32 `

Biscuit ` ` `

Soap ` ` `

a. ` `

Worksheet 2

Price of 1

` ` `

` ` `

` ` `

a. `

`


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


5

140


Addition of Fractions; Application of Addition of Fractions

Use the common error section to help students


Instruct the students to do Exercise 5.3 and Exercise 5.4

Nets

Use the Remember sections to point out the 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


students will do the Let’s Revise Hots and Let’s Have Fun


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

11111

1111111111111

1111111111


144

Worksheet 1

a.

c. H

a.

Top

a.

Worksheet 2 a. F F

c a

Answers to the MCQs


` `


2

T T T TT T


145

a.

Top

a.

146

`

x

x


147

x

x

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

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

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

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

`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



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

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

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

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

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

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

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

153

A.

2. a. ii b. iii c. i d. iiB. 1. a.

:

c.

d.

front part of the nose.

C.

2.


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.


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


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

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

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

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

a. Granite .......................................................................................................................................... b. Pumice .......................................................................................................................................... c. Obsidian ..........................................................................................................................................

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

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

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

162

WORKSHEET 2

d. ....................... rock contains mineral calcite.

a. Slate .................................................................................................................................... b. Sandstone .................................................................................................................................... c. Limestone .................................................................................................................................... d. Gneiss ....................................................................................................................................

a.

b.c.

d.

e.

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

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

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.


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


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

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

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

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

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.


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.


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


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


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



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.


Warm up � Ask the students to work individually to complete the warm up section. �


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.


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.


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/


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.


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.


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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185

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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186

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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187

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.


192

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.



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.


Vocabulary AnswersA. 1. semicircle 2. anticlockwise 3. cooperation 4. antisocial


qu

197

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


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.



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


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



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.



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.



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


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.



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.


r

205


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.


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


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



209

1 Simple Interest


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.

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

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

`

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

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

` 500 to yield `interest?

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

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

`

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

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

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 `

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

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

`

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

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

` 25,000 to yield `simple interest?

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

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

`

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

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

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


214

2 Profit, Loss and Preparing Bills


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).


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


Try These section from the textbook.


a word problem. Use examples given in the related sections to make


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.


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)

Deewan Electricals

`4. a.

1. RiceMoong dal2.Flour3.

Total

Item

26054090

890


(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)

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)

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)

Gupta Garments

`


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 Common Error section related to the concept to help students avoid the mistakes while subtracting metric measures given in decimals.


Multiplication and Division of Metric Measures


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




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.


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


225

Time4


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.


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.


Duration of Time; To find the Finishing Time; To find the Starting Time


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


226

Maths Lab Activity and Let’s Have Fun sections 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


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


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



d b c a c

Answers to the MCQs

231

Circles5


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


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.


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.


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.


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


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


b c a b c

Answers to the MCQs

236

Lines and Angles6


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


textbook.

Plane; Angles (Types of Angles)

angles and types of angles on the basis of right angles.


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.


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.


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. 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


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°


a c b d c

Answers to the MCQs

241

Data Handling


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.


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?

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

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

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

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

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

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

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


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


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


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


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°


247


(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)

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



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.




1

252

WORKSHEET 1

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

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

a. Flood ...........................................................................................................................................................

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

........................................................................................................................................................... ........................................................................................................................................................... c. Tsunami ........................................................................................................................................................... ...........................................................................................................................................................

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

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

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

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

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

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

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

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

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

253

WORKSHEET 2

b.

c.

d.

a.

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

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

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

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

........................................................................................................................................................... b. Vent ........................................................................................................................................................... c. Epicentre ........................................................................................................................................................... d. Focus ...........................................................................................................................................................

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

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


255

A.

3. 7

B. 1. T 2. T 3. F 4. F


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.


learn about the natural satellite of the earth

understand the concept of eclipses

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EarthMoon

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EarthMoon

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WORKSHEET 2

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b. ...............................

c. ...............................

d. ...............................

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

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Earth

Moon

pull

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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


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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.


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

C.

Core Centre of the Earth

Flood Cloudburst

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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.


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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.


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2. a. iii b. i c. ii d. iiiB.

waterbodies.

near the sea. 4.

of the earth.

warmer.

C.

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of the earth.

warmer.

is absorbed and

This warms up the

the earth and the

atmosphere.


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A. 1. polluted 2. Methane 3. stratosphere

B. 1. T 2. F 3. T 4. F


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.

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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



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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.


271

resources.

want less we will consume less natural resources.

ed

ed

ed

A. 4. AirB. 1. T 2. F 3. F 4. F


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

C.


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.


Reduce

Reuse

soil.

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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



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.


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.


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

281

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.


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.

�

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.

282

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.


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

283

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.


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. �


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


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

284

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.

285

WORKSHEET 1

a. Describe the Black Pagoda.

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b. Where is the big statue of Nandi located? Discuss the temple.

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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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d. What was the Swadeshi Movement?

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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.


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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?

Answers

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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

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