Reflections (TM) Class-2_T-1 (Eng.).indd - Saraswati House

Terms 1, 2 & 32

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TEACHER'S RESOURCE PACK

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Reflections

R

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learning.

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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

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ContentsContentsTerm-1

ENGLISH 8

MATHEMATICS 23

ENVIRONMENTAL STUDIES 54

GENERAL KNOWLEDGE 79

Term-2ENGLISH 83

MATHEMATICS 93



Term-3ENGLISH 149

MATHEMATICS 163



Term-1

Travelling, Travelling 9

1. Alice in Wonderland 10

2. The Precious Trees 12

The Cow 14

3. Devika Learns a Lesson 15

4. The Honest Woodcutter 18

5. The Three Windows 20

Test Yourself 22

EnglishEnglish

9

Travelling, Travelling

Warm-up Ask the students how they come to school—if they take the school bus or any other vehicle. Initiate a discussion.

Reading

Comprehension AnswersA. 1. Gently round the lake. 2. Have a merry cruise.

B. 1. Boats are what you take when you travel on water. 2. You can have a merry cruise.

Hots

LEARNING OUTCOMESStudents will be able to:

10

Alice in Wonderland1

Warm-up Ask the students what their favourite story is. Ask them about their favourite fairy tale characters. Discuss the

Reading

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

Comprehension AnswersA.

B.

Hots

Vocabulary Answers


a

11

Spellings Answers

5. horse 6. sister 7. smaller 8. stone

Grammar AnswersA.

B. 5. Friday 6. Ahmedabad 7. Hockey 8. Arabian Sea

C. 1. May and June India. 2. One day, Ali Baba 3. Kavya and Saumya 4. Mr Peter A Christmas Carol.

Cinderella. 6. Uncle Sam is a lawyer.

Monday is a holiday. 8. The Jungle Book

Phonics a

bat cat hat

Listening

Audio script boy run Alice eat Friday

Answers action words: naming words:

Writing

12

The Precious Trees2

Warm-up

Reading


Comprehension AnswersA. 1. 2. 3. 4. 5.

B. 1. Arif, Arnab and Altaf were the best of friends.

Hots

Vocabulary Answers Across 1. nest

Down 2. wood 3. shade


e

13

B.C. 1. Feathers are soft but rocks are hard.

.small.

4. The fairy is beautiful but the witch is .foolish son.

old. 7. The roads are broad but the lanes are narrow.

.

Spellings Answers

Grammar Answers

A. jam on her toast.

2. Children should not waste water .

3. There has been no rain this year.

4. There was a lot of snow in the mountain .

5. Malthi ate rice and sambhar for lunch.

6. Put some in my milk

7. There is dust on the furniture .

8. Gold and silver metals .

B.

Phonics e

met bed bet

jet

fed

wet

Speaking

Writing

14

The Cow

Warm-up

Reading

Comprehension AnswersA. 1. heart

3. wanders

B. 1. The cow is friendly and red and white.

Hots


15

Devika Learns a Lesson3

Warm-up

Reading


Comprehension AnswersA. 1. school 2. teach; lesson 3. friends 4. home; study

B.

the television.

Hots

Vocabulary AnswersA.


i

16

B.

Spellings Answers

Grammar Answers

A. 1. sweets 2. shoes 3. aunts 4. tables

B.

C. 1. shoes 2. bananas 3. balloons 4. bat

D.

Phonics i

bin

win

Listening

Audio script

17

Answers

Writing study, lessons, bee, bird, ant, busy, work, idle.

4

6

3

1

2

5

18

The Honest Woodcutter4

Warm-up

Reading


Comprehension AnswersA. 1. 2. 3. 4. 5.

B.

Hots


B.


o

19

Spellings Answers

Grammar Answers

A. 1. headmistress 2. brother 3. queen 4. son

B.

C.

8. My sister is ten years old.

Phonics o

cod cot

lot

dot hot

Speaking

Writing

20

The Three Windows5

Warm-up

Reading


Comprehension AnswersA. 1. is a holiday. 2. because she is ill.

6. a worm for her babies.

B. 1. Mansi said this to her mother. 2. Mother said this to Mansi.

C.

Hots


u

21

Vocabulary Answers

Spellings Answers

Grammar AnswersA. 1. we 2. she 3. they 4. he 5. it

B. 1. you 2. She 3. you 4. it 5. He

C.

D.

Phonics u

bun

fun

bus cut

nun run

Listening

Audio script write run

Writing

22

Test YourselfComprehension A. 3. be able to see the cloth 4. very beautiful

B. 1. beautiful 2. kind 3. costly

C.

The cloth was very costly.

Grammar A.

B. Countable naming words Uncountable naming words

4. ball 4. tea

6. wheel 6. juice

7. hat 7. mud

Vocabulary A.B.

Writing My mother is kind. She has beautiful eyes. She reads

stories. She cooks the most delicious food in the world. She birthday friends. I love my mother very much. She is the best

world.

MathematicsMathematics 1. Revision

Answers 24

2. Numbers up to 1000

Lesson plan 25

Worksheets 27

Answers 29

3. Addition

Lesson plan 31

Worksheets 33

Answers 35

4. Subtraction

Lesson plan 36

Worksheets 38

Answers 40

5. Shapes and Patterns

Lesson plan 41

Worksheets 43

Answers 45

6. Points, Lines and Line Segment

Lesson plan 47

Worksheets 48

Answers 50

Model Test Paper 51

Answers to Model Test Paper 53

24

Revision11. Do yourself.2. a. 23, 33, 34, 47 b. 40, 38, 30, 293. a. 48 b. 37 c. 304. a. 15 b) 17 c. 11 d. 105. a. 27 b. 49 c. 32 d. 616. a. circle b. triangle c. square7. 4 – 3 = 18. 63, 36, 69, 96, 39, 93 Greatest number: 96 Smallest number: 369. a. 67 b. 21 c. 58 d. 5010. a. 57 b. 11

11. a. 12 1

2

3

6

8

9

1011

74

5

b. 12 1

2

3

6

8

9

1011

74

5

c. 12 12

3

6

8

9

1011

74

5

d. 12 12

3

6

8

9

1011

74

5

Answers to the Coursebook

25

Numbers up to 1000

Concept Explanation Students are already familiar with the numbers

up to 99. Recapitulate the concept of numbers up to 99

using the Warm-up section given in the textbook.

3-digit Numbers; Reading and Writing 3-digit Numbers

Recapitulate with the students how they can form and represent the number 100 using blocks.Use hundreds base ten blocks to explain how they can represent the numbers 100, 200, 300, ...Introduce the number 1000 by using hundreds blocks. Also, introduce the thousands place.

Use base ten blocks to explain how to read and

that is, 100 is formed by adding 1 to the largest

Use the Remember sections to explain how to

just before and just after a given number. Now use the place value chart to make the

numbers.

write them out in their notebooks.To reinforce, ask them to do Let’s Have Fun given in the Do It Yourself section from the textbook.Instruct them to do Exercise 2.1 from the textbook.

Value of a Digit (Face Value, Standard Form, Place Value, Expanded Form)

face value with suitable examples. Take the help of

place value chart to make the students understand easily.

Use the examples of the related section to make them understand the concept of standard form

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

Use the Common Error section related to the concept to help students avoid the mistakes while

Instruct them to do Exercise 2.2 from the textbook.

Comparing Numbers Recall the use of symbols to compare numbers.

Explain to the students how to compare when

number of digits is the same. Ask them to start comparing from the higher place

digits. The number with the bigger digit at the same

place would be the greater number. Use the examples of the related section to make

them understand the concept of comparing

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

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


Order of Numbers Once students learn to compare numbers, explain

to them about the ascending and descending orders of numbers.

Students will be able to recapitulate the concepts of numbers up to 99 read and understand numbers up to 1000 understand place value, face value, expanded form and standard form of digits in 3-digit numbers compare and order 3-digit numbers

understand the concept of even and odd numbers

2

26

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


Forming Numbers Tell students about the rule of forming numbers

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

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

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

Use the Common Error section related to the concept to help students avoid the mistakes while building the smallest and the greatest numbers with 0 as one of its digit.

To reinforce the concept, the teacher can use the Maths Lab Activity section from the textbook.

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


Even and Odd NumbersUse objects from the surrounding and explain, the objects that are in 2s or are said to be in pairs. To reinforce, ask them to do the section Try These of the related topic from the textbook.

Use the activity given in the related section to explain the concept of even and odd.


Instruct them to do Exercise 2.6 from the textbook.To recapitulate the concepts learnt in the chapter, students will do Let’s Revise, Hots and Skills for Life 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 4 in 347 is a. 4 b. 44 c. 40 d. 400 2. The face value of the digit 5 in 568 is a. 500 b. 50 c. 55 d. 5 3. One more than the greatest 3-digit number is a. 1 b. 10 c. 100 d. 1000 4. The number which is even is a. 13 b. 52 c. 63 d. 205

a. 726 b. 762 c. 720 d. 716

27

1. Write the following numbers in words. a. 456 ............................................................................ b. 701 ............................................................................ c. 670 ............................................................................ d. 888 ............................................................................

b. Four hundred forty .................................... c. One hundred ninety-eight .................................... d. Nine hundred seven ....................................

3. Write the expanded form of the following numbers. a. 572 ............................................................................ b. 808 ............................................................................ c. 690 ............................................................................ d. 999 ............................................................................

4. Fill in the blanks. a. The place value of 1 in 102 is ...................... . b. The smallest 2-digit number is ...................... . c. The face value of the digit 5 in 258 is ...................... . d. The smallest even number is ...................... . e. Number of 3-digit numbers that can be formed using the digits 0, 1 and 5 is

...................... . f. Use the correct symbol >, < or =. i. 405 ............. 398 ii. 843 ............. 901

5. Arrange the following numbers in ascending order. a. 241; 301; 852; 202 ...................................................... b. 478; 487; 748; 847 ......................................................

6. Arrange the following numbers in descending order. a. 142; 103; 528; 330 ...................................................... b. 123; 321; 132; 213 ......................................................

WORKSHEET 1

28

WORKSHEET 21. Fill in the blanks. a. 409 in words is .......................................................... . b. The standard numeral for 700 + 20 + 3 is ............................. . c. The expanded form of 745 is ............................. . d. The largest 2-digit even number is ............................. . e. The smallest 3-digit number is ............................. . f. A number just before 1000 is ............................. .

2. Write the expanded form of the following numbers. 623; 754; 509; 600; 817 Ascending order: ........................................................................................................... Descending order: ..........................................................................................................

3. Write the place value of the digit 3 in each of the following. a. 753 ................................................................................. b. 308 ................................................................................. c. 830 ................................................................................. d. 243 .................................................................................

a. 895 ............... 99 b. 258 ............... 285 c. 630 ............... 603 d. 942 ............... 941

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

6. Circle the even numbers and underline the odd numbers. 87 32 50 88 63

7. Arun has 235 red marbles, 265 blue marbles and 256 green marbles. Which colour of marbles does he have maximum in number?

8. Build the smallest and the largest 3-digit numbers using the digits 0, 5 and 1.

29

Warm-up 1.

2. a. 97 b. 15 c. 35 d. 73 e. 20 f. 893. a.

60 37

b.

97 79

c.

58 46

Exercise 2.1 1. a. 1 hundred + 6 tens + 2 ones = 162 b. 1 hundred + 3 tens + 7 ones = 137 c. 6 hundreds + 3 tens + 4 ones = 634 d. 3 hundreds + 6 tens + 5 ones = 3652.

3. Do Yourself.4. 116 One hundred sixteen 339 Three hundred thirty-nine

676 Six hundred seventy-six 893 Eight hundred ninety - three5. a. Just Before

109108 110115114 116157156 158

b. Between280 282281567 569568608 610609

6. 100 110 120 130 140 150 160 170 180

190 2008.

Exercise 2.2 1. b. 2 hundreds + 0 tens + 6 ones = 200 + 0 + 6 c. 1 hundred + 3 tens + 7 ones = 137 d. 6 hundreds + 3 tens + 4 ones = 634 e. 3 hundreds + 6 tens + 5 ones = 3652. a. 759 b. 337 c. 170 d. 6503. b.

10

500

c.

550

7004. a. 4.9 b. 90 c. 20 d. 300 e. 90 f. 05. b.

980

400

c. 2

70700

6. a. 841; 982; 400; 667 b. 467; 319; 700; 540 7. a. 424; 605; 290; 700 b. 433; 670; 989; 700

Value Q -Prachi got less points. -Do it yourself.

Exercise 2.3 1. a. < b. < c. > d. < e. > f. > 2. a. > b. < c. < d. = e. > f. <3. a. 845 b. 903 c. 821 d. 7364. a. 398 b. 821 c. 474 d. 990 5. Javed has more stamps.

Exercise 2.4 1. a. AO: 563, 607, 637, 673, 696; DO: 696, 673, 637, 607, 563 b. AO: 48, 75, 148, 248, 570, 750; DO: 750, 570, 248, 148, 75, 48 c. AO: 469, 496, 840, 842, 847, 964; DO: 964, 847, 842, 840, 496, 469 2. a. 139, 165, 178 b. Kavya

Exercise 2.5 1. Smallest Number: 129 Greatest Number: 9212. a. 423, 432, 342, 324, 243, 234 b. 408, 804, 480, 840

Number Number name

One less than the number

One more than the number

a. 60 Sixty 59 61

b. 49 Forty-nine 48 50

c. 36 Thirty-six 35 37

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 140

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

Num-ber

Hun-dreds Tens Ones Number name

a. 456 4 5 6

b. 902 9 0 2 Nine hundred two

c. 680 6 8 0

d. 555 5 5 5


30

c. 137, 173, 317, 371, 713, 731 d. 406, 460, 604, 6403.

Exercise 2.5 1. a. E

b. O

c. E

2. 22, 40, 36, 74, 46 3. 75, 37, 29, 71, 69, 734. 27; odd 5. 62 6. a. even b. odd

Let's Revise 1. a. 231 b. 480 c. 268 d. 454

2. a. < b. > c. > d. <3. a. 495, odd b. 260, even4. a. 80 b. 1000 c. Five hundred six d. 9995. Divya; Descending Order: 496, 463, 300

Hots 242

Skills for Life Possible ones digits are 0, 2, 4, 6 and 8.

Let's Have Fun

399

584

257

705

Five hundred eighty-four

Three hundred ninety-nine

Digits Smallest Number

GreatestNumber

a. 6, 2, 5 256 652b. 8, 7, 6 678 876c. 2, 9, 9 299 992d. 5, 0, 6 506 650

Worksheet 1 1. b. Seven hundred one c. Six hundred seventy d. Eight hundred eighty-eight2. a. 352 b. 440 c. 198 d. 9073. a. 500 + 70 + 2 b. 800 + 0 + 8 c. 600 + 90 + 0 d. 900 + 90 + 94. a. 100 b. 10 c. 5 d. 2 e. 4 f. i. > ii. <5. a. 202, 241, 301, 852 b. 478, 487, 748, 8476. a. 528, 330, 142, 103 b. 321, 213, 132, 123

Worksheet 2 1. a. Four hundred nine b. 723 c. 700 + 40 + 5 d. 98 e. 100 f. 9992. AO: 509, 600, 623, 754, 817 DO: 817, 754, 600, 5093. a. 3 b. 300 c. 30 d. 34. a. > b. < c. > d. >5. Greatest Number: 720 Smallest Number: 2076. Odd: 87, 63 Even: 32, 50, 88 7. Blue marbles8. Smallest Number: 105 Greatest Number: 510

Answers to the Worksheets

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

Answers to the MCQs

31

Addition

Concept Explanation Students are already familiar with the concept of

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

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

Adding Three 1-digit Numbers With Regrouping

numbers on a number strip.

with the help of concrete objects.Now ask them to add the third number in the sum 10.Use illustrative examples given in the section to make them understand the concept of adding


Properties of AdditionExplain that adding 0 to any number gives the number itself. By adding 1 to any number we get the next number. And two numbers can be added in any order.Use the examples of the related section to make them understand the concept of properties of addition. Instruct them to do Exercise 3.2 from the textbook.

Adding Three 2-digit Numbers Without Regrouping

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

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

them understand the concept of adding three



Adding a 1-digit Number and a 2-digit Number With Regrouping

Use unit blocks and tens blocks to make the

of ones make 1 ten. For example, 7 ones + 3 ones = 10 ones = 1 ten.

Use the example given in the related section to make them understand the concept of adding

regrouping into ones only. Again use unit blocks and tens blocks to make the

students understand how more than 10 ones can be regrouped in tens and ones.

For example, 8 ones + 6 ones = 14 ones = 1 ten + 4 ones.

Use the example given in the related section to make them understand the concept of adding

regrouping to more than ten. Instruct them to do Exercise 3.4 from the textbook.

Addition of Two 2-digit Numbers With Regrouping

Arrange base ten blocks in the class. Use the example given in the related section to

make them understand the concept of adding two

Students will be able to

add three 1-digit numbers with regrouping

add three 2-digit numbers without regrouping add a 1-digit number and a 2-digit number with regrouping add two 2-digit numbers with regrouping

3

32

and with regrouping into ones and tens both. Use the Common Error section related to the

concept to help students avoid the mistakes while

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

To reinforce the concept, the teacher can use the Maths Lab Activity and Let’s Have Fun sections from the textbook.


Adding Three 2-digit Numbers With RegroupingExplain how digits of the numbers are arranged as per their place values while adding numbers.Use base ten blocks to explain the concept.Use the examples of the related section to make them understand the concept of adding three

and with regrouping into ones and tens both.To reinforce, ask them to do the section Skills for Life from the textbook.


Checking Answers in Addition by Changing Order

Explain to the students that the order of numbers

Use the examples of the related section to make them understand the concept of checking answers in addition by changing order.Use the Remember section to point out the important facts of the related section. To reinforce ask them to do the Try These section.Explain to the students how to read a word problem from the textbook.Instruct them to do Exercise 3.7 from the textbook.

To recapitulate the concepts learnt in the chapter students will do Let’s Revise, Hots and Skills for Life sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.

Tick ( 1. 3 + 5 + 3 = a. 11 b. 10 c. 8 d. 6 2. 255 + 0 = a. 265 b. 255 c. 250 d. 205 3. One more than the number 99 is a. 97 b. 98 c. 100 d. 101 4. 9 + 4 = a. 4 + 8 b. 3 + 9 c. 3 + 8 d. 4 + 9 5. 25 + 36 = a. 511 b. 115 c. 61 d. 51

33

1. Use the given number strip to add the following numbers.

1 112 123 134 145 156 167 178 189 1910 20

a. 3 + 9 + 5 = .......................... b. 6 + 2 + 1 = .......................... c. 5 + 0 + 5 = .......................... d. 1 + 8 + 4 = .......................... e. 2 + 3 + 6 = .......................... f. 7 + 4 + 6 = ..........................

a.

+

417

+

417

b.

+

683

+

683

3. Fill in the blanks. a. 2 + 1 = ................ b. 7 + 0 = ................ + 7 c. ................ + 3 = 3 + 5

4. Add the following. a.

+

2 13 51 3

b.

+

1 13 84 0

c.

+

7 11 01 8

d.

+

3 52 02 4

5. Regroup and add. a.

+4 6

4 b.

+2 7

5 c.

+7 65 6

d.

+

1 44 48 4

6. There are 25 guava trees, 36 mango trees and 18 neem trees in an orchard. How many trees are there in all?

+

7. have now?

+

WORKSHEET 1

34

WORKSHEET 2

a.

+

656

+

656

b.

+

913

+

913

2. Fill in the blanks. a. 9 + 0 = ............... b. 4 + 1 = ............... c. 8 + 2 = ............... + 8

3. Add the following. a.

+

4 01 13 2

b.

+

1 82 06 0

c.

+

3 32 24 4

d.

+

2 13 24 3

e. +

3 8 2

f. +

1 9 4

g. +

7 55 7

h.

+

2 63 75 2

i. +

4 63 5

j. +

8 34 8

k. +

7 71 9

l.

+

3 54 65 7

4. There are 21 brown monkeys, 12 white monkeys and 10 black monkeys in a zoo. How many monkeys are there in all?

+

5. she have in all, now?

+

35

Answers to the CoursebookWarm-up 1. a. 9 b. 39 c. 73 d. 56

Exercise 3.1 1. a. 16 b. 10 c. 11 d. 152. a. 15 b. 12 c. 18 d. 143. a. 11 b. 114. a. 16 b. 19 c. 17 d. 20

Exercise 3.2 1. a. 1 b. 7 c. 4 d. 9 2. a. 2 b. 5 c. 93. a. 1 b. 0 c. 2

Exercise 3.3 a. 69 b. 89 c. 86 d. 86 e. 99 f. 58 g. 97 h. 98

Exercise 3.4 1. a. 40 b. 50 c. 60 d. 70 e. 20 f. 30 2. a. 32 b. 63 c. 42 d. 56 e. 61 f. 73

Value Q

42 glasses in all; Juice is good for health.

Exercise 3.5 1. a. 86 b. 83 c. 63 d. 43 e. 94 f. 72 g. 63 h. 82 2. a. 112 b. 134 c. 112 d. 112 e. 123 f. 161 g. 131 h. 123

Exercise 3.6 a. 98 b. 95 c. 91 d. 50 e. 130 f. 119 g. 148 h. 134

a. 68 b. 70

Exercise 3.7 1. 30 2. 43 3. 63 4. 15

Let's Revise 1. a. 15 b. 17 2. a. 4 b. 8 c. 4 3. a. 72 b. 122 c. 89 d. 1184. a. 56 trees b. 68 kites

Hots 93 books

Worksheet 1 1. a. 17 b. 9 c. 10 d. 13 e. 11 f. 172. a. 8 b. 173. a. 3 b. 0 c. 54. a. 69 b. 89 c. 99 d. 795. a. 50 b. 32 c. 132 d. 142 6. 79 trees 7.

Worksheet 2 1. a. 17 b. 13 2. a. 9 b. 5 c. 23. a. 83 b. 98 c. 99 d. 96 e. 40 f. 23 g. 132 h. 115 i. 81 j. 131 k. 96 l. 1384. 43 monkeys5. 22 ribbons


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

Answers to the MCQs

1. a. 499 b. 352 c. 500

2. a. 258 b. 200

3. a. SEVENTEEN, 17 b. , 85

c. , 103 d. , 85

4. a. 117 b. 0 c. 303 d. 1 e. 102 f. 65 g. 1 h. 201 i. 5, 17 j. 435. a.

+

T O 2 6 2 5 5 1

b.

+

T O 4 8 2 7 7 5

c.

+

T O 7 0 1 3 8 3

Answers to the Assessment-1

36

Subtraction


subtracting numbers up to 99. Recapitulate the concept of subtraction of numbers

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

Properties of SubtractionExplain the properties of subtraction with the help of concrete objects.Ask students to work in pairs.Provide 100 beads to each pair.Ask one student from each pair to pick up some beads, say, 48 from the collection of beads they have.Ask another student from each pair to take away same number of beads from his her partner.Ask them to observe the partner is left with no beads.Generalise the property that is, while subtracting a number from itself, the result is always 0.Similarly, explain the other properties.Use illustrative examples given in the section to make them understand the concept of properties of subtraction.Use the Remember section to point out the important facts of the related section. Instruct them to do Exercise 4.1 from the textbook.

Subtraction With Regrouping; Subtracting a 1-digit Number from a 2-digit Number

Bring base 10 blocks in the class.Demonstrate how to regroup tens and ones into ones.

Use the examples of the related section to make them understand the concept of subtraction with

zero number in the ones place.Use the Common Error section related to the concept to avoid the mistakes done by the students

number.To reinforce, ask the students to do Let’s Have Fun part of the Do it yourself section.To reinforce, ask the students to do the Value Q section from the textbook. Instruct them to do Exercise 4.2 from the textbook.

Subtracting a 2-digit Number from a 2-digit Number

Use the examples of the related section to make them understand the concept of subtracting

regrouping.The teacher can also use abacus to explain the same concept.To reinforce ask the students to do the Skills for Life section from the textbook. To reinforce the concept, the teacher can use the Maths Lab Activity section from the textbook.Instruct them to do Exercise 4.3 from the textbook.

Addition and Subtraction Facts; Checking Subtraction

Go through the related section and use the example given to make them understand the concept of addition and subtraction facts and

(addend) in addition.


understand how to subtract a 1-digit number from a 2-digit number with regrouping understand how to subtract a 2-digit number from a 2-digit number with regrouping

4

37

To reinforce ask them to do the Try These section. Use the example given in the checking subtraction section to explain how to use addition to check a subtraction. Read the word problem given in this section and make the students understand how to solve a word problem.Use the Remember section to point out the important facts of the related section. Instruct them to do Exercise 4.4 and Exercise 4.5 from the textbook.

Addition or subtractionExplain that while solving an addition or a

given in the problem and decide whether to add or subtract. Use the example given in the related section to make them understand the concept of addition or subtraction.Read the word problem given in this section and make the students understand how to solve a word problem.Instruct them to do Exercise 4.6 from the textbook.

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. 4 – 4 = a. 8 b. 2 c. 1 d. 0 2. 8 – 0 = a. 80 b. 8 c. 70 d. 7 3. 10 – 1 = a. 11 b. 10 c. 9 d. 0 4. 7 – 6 = a. 1 b. 5 c. 8 d. 13 5. 20 – 4 = a. 24 b. 16 c. 2 d. 0

38

1. Subtract the following numbers. a. 9 – 9 = ........................ b. 5 – 1 = ........................ c. 8 – 0 = ........................ d. 1 – 1 = ........................ e. 2 – 1 = ........................ f. 1 – 0 = ........................

2. Subtract the following. a.

–4 0

3 b.

–7 0

7 c.

–3 3

5 d.

–8 6

9

3. Do not solve. Tick ( a.

–3 52 3

b. –

2 01 7

c. –

4 73 2

d. –

5 41 9

e. –

5 42 3

f. –

4 32 6

g. –

4 43 2

h. –

5 72 8

4. Regroup and subtract. a.

–3 02 4

b. –

5 52 8

c. –

7 43 9

d. –

2 11 7

e. –

6 12 9

f. –

6 01 8

g. –

5 21 3

h. –

6 73 8

5. with her?

–

6.

–

WORKSHEET 1

39

a. –

8 0 6

b. –

2 0 1

c. –

4 2 8

d. –

3 6 9

2. Regroup and subtract.

a. –

4 03 3

b. –

7 21 6

c. –

5 12 8

d. –

9 44 7

e. –

7 05 5

f. –

6 31 4

g. –

8 14 9

h. –

8 46 6

a. –

4 91 2

+

b. –

4 22 5

+

c. –

3 72 8

+

d. –

7 34 5

+

and a cross (

a. There are 45 cows in a farmhouse. Of these 30 cows are white in colour. How many cows are not white in colour in the farmhouse?

b. Mani has 34 white marbles. His sister gives him 17 more marbles. How many marbles does he have in all, now?

c. A class of 45 students went for a picnic. Of these 27 are girls. How many boys are there?

WORKSHEET 2

40

Warm-up 1. a. 60 b. 21 c. 21 d. 63

Exercise 4.1 1. a. 0 b. 9 c. 0 d. 7 e. 5 f. 12. a. 0 b. 7 c. 1 d. 1 e. 1 f. 0

a. 34 ones b. 61 ones

Value Q 19 hours

Exercise 4.2 1. a. 46 b. 51 c. 15 d. 83 e. 53 f. 88 g. 89 h. 212. b. and c.

Skills for Life Rohan; 5 laps

Exercise 4.3 1. b., c. and d.2. a. 25 b. 8 c. 15 d. 53. a. 38 b. 28 c. 7 d. 19

1.

–

T O 1 1 5 6

+

T O 5 6 1 1

+

T O 6 5 1 1

–

T O 1 1 6 5

2. a. 5 + 7 = 12 b. 7 + 4 = 11 c. 3 + 6 = 9 7 + 5 = 12 4 + 7 = 11 6 + 3 = 9 12 – 5 = 7 11 – 7 = 4 9 – 3 = 6

12 – 7 = 5 11 – 4 = 7 9 – 6 = 3

Exercise 4.4 b. Check

5 7 3 9 1 8

– + 1 8 3 9 5 7

c. Check 6 6 4 8 1 8

– + 1 8 4 8 6 6

d. Check 9 2 2 6 6 6

– + 6 6 2 6 9 2

Exercise 4.5 1. a. 14 crayons b. 23 ribbons c. 19 trees d. 28 roses e. 25 seats

b. 72 c. 39 d. 64 e. 3

Exercise 4.6 a. 35 b. 110 c. 78 d. 27

Let's Revise 1. a. 59 b. 73 c. 2 d. 172. a. 6 3

3 9 2 4

– + 2 4 3 9 6 3

b. 9 0 3 6 5 4

– + 5 4 3 6 9 0

3.

Hots Madhav has books = 21;Books both have in all = 61 books


Worksheet 1 1. a. 0 b. 4 c. 8 d. 0 e. 1 f. 1 2. a. 37 b. 63 c. 28 d. 773. b, d f and h4. a. 6 b. 27 c. 35 d. 4 e. 32 f. 42 g. 39 h. 295. 29 hair clips 6. 59 pages

Worksheet 2 1. 74 b. 19 c. 34 d. 27

2. a. 7 b. 56 c. 23 d. 47 e. 15 f. 49 g. 32 h. 183. a.

–4 91 23 7

+314

729

b. –

4 22 51 7

+314

729

c. –

3 72 8

9+

023

987

d. –

7 34 52 8

+247

853

4. a. b. c.


1. a. 499 b. 352 c. 500 2. a. 115 and 202 b. 2003. a. SEVENTEEN (17) b. EIGHTY-FIVE (85) c. ONE HUNDRED THREE (103) d. NINETY-FIVE (95)4. a. 117 b. 0 c. 303 d. 0

e. 102 f. 4 tens 3 ones g. 1 h. 0 i. 17 + 5 = 5 + 17 j. 435. a.

+ 2 6 2 5 5 1

b.

– 4 2 2 7 1 5

c.

– 5 0 1 7 3 3

Answers to Test Yourself 1

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

Answers to the MCQs

41

Shapes and Patterns


lines. Recapitulate the above concept using the Warm-up

section given in the textbook.

Straight and Curved Lines Bring a rope in the class. Call two students forward near to your table. Instruct them that the one student will hold one

end of the rope and the other student will hold the another end of the rope.

Now demonstrate how straight and curved lines can be formed by holding the rope tightly or loosely.

Use illustrative examples given in the related section to make them understand the concept of straight and curved lines, and types of straight lines.

To reinforce, ask them to do the Try These and Value Q sections from the textbook.

Ask them to do Let’s Have Fun given in the Do it Yourself section from the textbook.


Flat Shapes; Solid Shapes Take some objects from your surroundings and

Use the Try These section to explain and reinforce

Take some solid objects from your surroundings

To reinforce, ask them to do the Try These section. Instruct them to do Exercise 5.2 from the textbook.

Relating Solid Shapes With Plane Shapes

Bring some solid shape objects in the class. From four groups in the class. Give each group

the outline of the shape they have on a sheet of paper.

Now ask each group to observe the shape drawn on the sheet of paper.

shape objects to the groups. To reinforce, ask the students to do the Try These

section. Use the same solid shape objects to explain

whether the shape will roll or slide or roll and slide both.

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


Patterns

Go through the related section and use the example given to make them understand the

Use blackboard and draw some incomplete

Call students randomly and ask them to complete

Help the student if he/she faces any problem to


5

42

To reinforce the concept, the teacher can use the Maths Lab Activity section from the textbook.

Instruct them to do Exercise 5.4 from the textbook.To recapitulate the concepts learnt in the chapter,

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. is made of a. straight lines b. curved lines c. both d. none

2. is made of

a. straight lines b. curved lines c. both d. none 3. A circle has a. 1 side b. 2 sides c. 3 sides d. 0 sides 4. A cube has a. 8 corners b. 6 corners c. 12 corners d. no corners

a. 2 b. 6 c. 10 d. 16

43

Standing Lines : ...................................Sleeping Lines : ...................................

Curved Lines : ...................................

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

a.

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

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

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

a. 22, 21, 20, 19, ........., ........., ........., ......... b. 6, 10, 14, 18, ........., ........., ........., ......... c. 1, 6, 11, 16, ........., ........., ........., ......... d. 13, 23, 33, 43, ........., ........., ......... e. 7, 11, 15, 19, ........., ........., .........

WORKSHEET 1

44

1. Count and write the number of each shape. Now colour the picture.

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

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

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

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

2. Match the shapes to their outlines.

a.

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

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

a. 10, 20, 30, 40, ........., ........., ........., ......... b. 3, 8, 13, 18, ........., ........., ........., ......... c. 2, 8, 14, 20, ........., ........., ........., ......... d. 12, 15, 18, 21, ........., ........., ........., .........

WORKSHEET 2

45

Warm-up Do it yourself.

Exercise 5.1 a. Straight lines b. Straight lines c. Curved lines d. Straight lines

Value Q

Number of sides 4Number of corners 4Curved or straight lines Straight lines

Square

Triangle

Number of sides 3Number of corners 3Curved or straight lines Straight lines

RectangleNumber of sides 4Number of corners 4Curved or straight lines Straight lines

CircleNumber of sides 0Number of corners 0Curved or straight lines Curved lines

OvalNumber of sides 0Number of corners 0Curved or straight lines Curved lines

Object

Shape Cylinder Cuboid Sphere Cone Cube Cubiod

Exercise 5.2

1. a. b. c. d.

e. e. f. g.

2. a. b. c. e.

e. f. g. h.

a. b. c.

Exercise 4.3 1. a. b. c.

d. e. f.

g. h.

2. a. 25 b. 8 c. 15 d. 53. a. 38 b. 28 c. 7 d. 19

Skills for Life Zebra crossing has straight lines.The shape of the signboard is a triangle.The symbol inside the triangle has 6 straight lines.

Exercise 5.4 1. a. b. c.

2.

3. a. 30, 35, 40 b. 92, 90, 88 c. 130, 140, 150

Let's Revise 1. Standing lines 9 2, Sleeping lines 6, Curved lines 9,2. a. Cylinder b. Cuboid c. Cone d. Cube

3. a. b.

4. a. 16, 15, 14 b. 19, 20, 21, 22 c. 21, 26, 31, 36 d. 51, 41, 31, 21

Hots 1. 2 2. 6


46

Worksheet 1 1. Standing Lines : 2, Sleeping Lines : 3 2.

Cylinder Cone Cube Cuboid

3. a. b. c.

4. a. 18, 17, 16, 15 b. 22, 26, 30, 34 c. 21, 26, 31, 36 d. 53, 63, 72 e. 23, 27, 31

Worksheet 2

1. 5 1

1

3

2.

3. a. b.

4. a. 50, 60, 70, 80 b. 23, 28, 33, 38 c. 26, 32, 38, 44 d. 24, 27, 30, 33


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

Answers to the MCQs

47

Points, Lines and Line Segments


sleeping, standing and slanting lines. Read out the Warm-up section given in the

textbook and ask students to answer the questions given in this section.

Point, Line Segment and Line Ensure that each child has a pencil, sheet of paper,

eraser and a ruler. Use chalk/marker to draw a mark on the black/

whiteboard. Instruct students to do the same using a pencil

and a sheet of paper. Now ask the students to draw another point on

the same sheet of paper and join them using the ruler.

Ask them to observe that what they have made. Explain to students that this is known as the line

segment which has two end points.

Ask them if we can extend it in any direction. Explain if we extend a line segment endlessly in

both the directions, it is called as a line. Teach the related sections from the book.

a line to the class.

Use the Remember to the fact given in this section.

To reinforce, ask the students to do the Maths Lab Activity, Value Q and Let’s Have Fun sections from the textbook.

Instruct the students to do Exercise 6.1 from the textbook.

To recapitulate the concepts learnt in the chapter, students will do the Let’s Revise and Hots sections from the textbook.Instruct them to do/make a Project given in the Do It Yourself section.


understand the concept of point, line segment and line

6

Tick (

4. I have no length or breadth.

5. We represent a line segment PQ as a. PQ b. PQ c. PQ d. PQ

48

a. b. c. d.

e. f. g. h.

AB

C

DE F

GHI J

KL

Horizontal : ..................................................................................................................

WORKSHEET 1

49

a. b. c. d.

e. f. g. h.

A

B H

GCF

ED

Horizontal : ..................................................................................................................

WORKSHEET 2

50

Warm-up Horizontal

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

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

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

2

2

Slant 4

Curve 2

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

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

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

Exercise 6.1 1. a. line b. line segment c. line

2. Draw part do yourself. a. 1 line segment b. 3 line segments c. 6 line segments3. a. line b. line segment c. point d. line segment4. AB, BC, CD, DE, EF, FA, AC, AD, FC, FD

Value Q Points: A, B, C, D, E, F, G, HLine segments: AB, BC, CD, DE, EF, FG, GH, AH, BG, CF, DE


Worksheet 1 1. a. line b. line segment c. line d. point e. point f. line segment g. line segment h) line2. Horizontal: EF, HG, IH, GJ, LK

Worksheet 2 1. a. line segment b. line c. point d. line e. line segment f. line segment g. line h. point2. Horizontal: BH, CG, CF, DE


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

Answers to the MCQs

1.

Cube Cuboid Cylinder Cone Sphere

2. a. b.

3. a. 66 b. 45 c. 8 d. 42

4. a.

–

T O 7 4 2 8 4 6

b.

–

T O 9 0 6 5 2 5

c.

–

T O 3 5 1 7 1 8

5. Horizontal

Vertical

Slanting

Curved

1

1

4

1


1. a. 158 b. 1302. a. 8 tens 3 ones b. 3 hundreds 5 tens

3. a. 132, 296, 778, 345

4. a. 5th

5. 5 5

20 2900 9

Face Value

6. 995 7. 207 8. 81

9. a. 56 b. 85 c. 86

10. 42, 47, 52, 57 11. a. 0 b. 3

12. a. spherical b. cylindrical

13. a. 80 b. 66 14. a. S b. R c. R

15. a. line segment b. line c. Point

d. line segment

16. 9; AB, BC, CD, DE, EF, FB, BD, DF

Answers to the Test Paper

51

a. The number name of 179 is ...................................... .

b. 100 more than 605 is ...................................... .

c. The largest 3-digit number using the digits 8, 0 and 9 is ...................................... .

d. The expanded form of 327 is .......................................

e. The place value of the underlined digit in the number 613 is .................................... .

2. Add or subtract. (6 × 1½ a.

+3 9

4 b.

+4 64 7

c.

+

2 53 71 2

d. –

7 0 8

d. –

6 53 7

d. –

8 65 9

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

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

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

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

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

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

a. , , , , .................., ..................

b. , , , , , , .................., .................., ..................

c. 13, 15, 17, 19, ............, ............, ............

d. 92, 82, 72, 62, ............, ............, ............

Model Test PaperMATHEMATICS

Time: 2 hours Total Marks: 30Grade 2 Term 1

52

Answer: ......................................................................................................................

Answer: .........................................................................................................................

b. Mariyam wrote 32 pages of a storybook on Saturday and Sunday. She wrote 13 pages on Saturday. How many pages did she write on Sunday?

Answer: ......................................................................................................................

A H

GB I

J

CD E

F

53

1. a. One hundred seventy-nine b. 705 c. 980 d. 300 + 20 + 7 e. 10 2. a. 43 b. 93 c. 74 d. 62 e. 28 f. 273.

4. a. , b. , , c. 21, 23, 25 d. 52, 42, 325.6. AB, BC, CD, DE, EF, FG, GH, HI, IA, BI, IG, BJ, GJ, JD, JE

SphereR

CylinderB

CubeS

ConeB

CuboidS

Answers to the Model Test Paper

Environmental StudiesEnvironmental Studies 1. Our Body

Lesson plan 55

Worksheets 56

Answers 58

2. Food For Us

Lesson plan 59

Worksheets 60

Answers 62

3. Clothes We Wear Lesson plan 63

Worksheets 64

Answers 66

4. Shelter Lesson plan 68

Worksheets 69

Answers 71

5. People At work Lesson plan 72

Worksheets 73

Answers 75

Model Test Paper 76


55

Our Body

Warm-up Start the topic by asking students whether they know what makes our body stand straight? Ask questions questions like: Do you exercise every day?, Why is exercise important for our body? Discuss the answers in class. Now, ask the students to recite the poem given in the Warm-up section.

Concept Explanation External organs: Explain to students about the

external organs of our body. Also ask them the names of our external organs.

Sense Organs: Ask students which organs help them to see the things around them. Now mention the names of all sense organs. Also explain the importance of each organ.

Internal Organs: Tell students that the organs which cannot be seen by us are called internal organs. Lungs, brain and stomach are some internal organs. Also explain the importance of each organ.

Bones: Explain to the students that bones give

of bones in our body. Explain to them what a joint is. Tell students why protecting our bones is important. Tell the students to feel the bones in their body. Now, ask the students to complete the activity given.

Muscles: Explain to the students what are muscles and also discuss the functions of muscles. Tell the students to feel the muscles in their body. Now, ask the students to complete the activity given. Then discuss the answers in class.

Exercise: Tell students the importance of doing exercise daily. Discuss why is exercise important

them some exercises that they can do every day.

Posture: Explain to the students what a posture is and why correct posture is important. Tell them

or wrong posture.

Reinforce Students should be asked to do the in-text exercises,

activities and exercises given at the end of the

terms and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking them to do the Value Q and HOTS sections given in the chapter.

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

know about the sense organs understand about the internal organs know about the bones and muscles understand why exercise is important understand the importance of proper posture

1

56

WORKSHEET 1

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

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

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

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

Eyes 206

Heart Help to see

Skin Helps to feel things

Bones Pumps blood

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

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

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

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

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

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

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

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

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

57

WORKSHEET 2

c. We should keep our back straight while standing.

d. A wrong posture can spoil the shape of our muscles.

e. Our body is made up of bones and muscles.

a. b. c.

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

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

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

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

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

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

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

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

58



Students will recite the poem on their own.

A. 1. a. see b. taste c. straight d. external organs 2. a. F b. F c. T d. F 3. a. skin b. straight c. skeleton d. correct

1. Skeleton is the main framework of our body. 2. Eyes, ears, nose, skin and tongue. 3. Parts of our body that cannot be seen by us are called

internal organs. The brain, heart, lungs and stomach are some of our internal organs.

4. Keep your back straight. Keep your head up.Muscles

1. brain 2. heart 3. leg 4. stomach

from injuries if any mishapping happens.

Parts of our body that cannot be seen by us are called internal organs.

Eyes—Help to see; Heart—Pumps blood; Skin—Helps to feel things; Bones—206

Our stomach helps us to digest food.

bones and muscles help us in walking.Our lungs help us to breathe.Eyes, ears, nose, skin and tongue.

, , , The hard parts of our body are bones.More than 600 muscles.The framework which is made by bones.

organs.

59

Food For Us

Warm-Up To make the class interactive, start the topic by asking

take in a day. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Food Groups: Tell students that food has been

divided into three groups. Explain each of the food group and tell students why all the food groups are important for our body. Discuss the food items that have been included in these food groups. Ask the students to complete the activity given on page 178. Then discuss the answers in class.

Balanced Diet: Explain to students what is a balanced diet. Encourage students to involve the food items from all food groups.

Raw and Cooked Food: Explain to students that there are some food items we eat raw. Also, there are some food items that cannot be eaten in a raw form, so they are eaten in a cooked form.

Food from Plants and Animals: Ask students from where do we get food? Now explain we get food from plants and animals by giving the examples of both.

Meals in a Day: Ask students about the names of the meals of a day. Also mention the importance of breakfast. Now explain to students who are vegetarians and who are non-vegetarians?

Good Food Habits: Tell students that we should follow good habits to stay healthy. First ask the students to tell about some good habits that they follow in their daily lives. Then, discuss the food habits given in the textbook.



terms and their meanings given in the chapter. Teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by doing the Skills For Life and HOTS sections given in the chapter.

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

Know what is a balanced diet know about raw and cooked food understand how do we get food know about the meals in a day learn the good food habits

2

60

WORKSHEET 1

a. Two energy-giving foods ..................................... .....................................

b. Two body-building foods ..................................... .....................................

a. b. c.

d. e. f.

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

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

Breakfast Milk

Body-building food Plants

Eaten in raw form Morning

Pulses Carrot

61

WORKSHEET 2

a. Eat food from all food groups.

b. Do not eat food while playing.

c. Eat stale food also.

f. Junk food is good for health.

Breakfast

Lunch

Dinner

Plants: ......................................., ......................................., ..................................... .

Animals: ......................................., ......................................., ..................................... .

c. Always eat ......................... and ......................... food.

d. First meal of a day is ......................... .

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

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

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

62

Mango, Milk

A. 2. a. Potato, Bread b. Fruits, Vegetables c. Milk, Eggs d. Breakfast, Lunch 3. a. water b. plenty c. Lunch d. fresh

1. A diet that includes food from energy-giving food group,

the right amount is called a . 2. Plants—Grains and fruits Animals—Eggs and milk

eat food while playing.



C.

body-building foods

Students will do this on their own.

diseases and keep us healthy.

Bread, Rice Milk, Eggs Fruits, VegetablesB P E P P B

A diet that includes food from energy-giving food group,

right amount is called a balanced diet.Breakfast—Morning; Body-building food—Milk; Eaten in raw form—Carrot; Pulses—Plants

a, b, eStudents will do this themselves.Plants: Fruits, vegetables, grains

Animals: Milk, eggs, meatnon-vegetarian Lunch fresh and coveredbreakfast

Some vegetables such as peas, radish and carrot and fruits can be eaten raw while meat, eggs, dal and rice are eaten in cooked form.

63

Clothes We Wear

Warm-Up Start the topic by asking students if they know about the types of clothes. Now, ask the students to complete the activity given in the Warm-up section.

Concept Explanation Clothes and Their Types: Explain to the students

that clothes are important for us. Discuss the

to complete the activity given. Then discuss the answers in class.

What are Our Clothes Made Up Of: Explain to

while we get some clothes from animals. Now, ask

space given.

2. Wool: .................................................................... 3. Silk: ....................................................................

Other Clothes: Explain to students that apart from

clothes also. Also explain about leather. Encourage

Man-made Fibres: Explain to students that some

examples. Uniform: Ask students what is the dress that they

wear to school called. Also mention that doctors,

wear uniforms.

Costumes: Explain to students that we wear

a uniform and a costume. Also encourage students to wear clean and ironed

clothes.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking do them to the Value Q and HOTS sections given in the chapter.

Explore Ask students to complete the Let's Have Fun and

Project sections given at the end of each chapter.

understand clothes and their types know what are clothes made up of know about man-made threads understand what is a costume and a uniform

3

64

WORKSHEET 1

a. In summer, we wear ................ clothes as these keep our body cool.

b. Silk is obtained from .................. .

c. ................ is used to make jackets and other clothes.

d. Clothes should be .......... and ............... regularly.

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

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

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

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

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

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

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

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

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

Summer Skin of dead animals

Gumboots

Sheep Rainy season

Leather Wool

65

WORKSHEET 2

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

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

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

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

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

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

a. We get leather from

i. spinning ii. weaving

c. Which of the following is a man-made thread?

i. Wool ii. Nylon

d. Who wears uniform?

i. A student ii. A dancer

66

A. 1. a. WINTER b. COOL c. CLEAN d. RAINCOATS

Loom—Weaving; Policeman—Uniform 3. a. uniform b. animals c. silk d. costume

body cool. 2. Special clothes that are worn by people to their

workplace are called uniforms. 3. Silk is obtained from silkworms.

spinning.C. SUMMER, WINTER, RAINY

PolicemanDoctor Postman

In our country, usually there are three main seasons in a year.

clothes.

West Bengal

Assam

Manipur

Maharashtra

Punjab

Jammu and Kashmir


Answers to the Assessment-1A. 1. bones 2. lunch 3. man-made

1. night 2. 206 bones 3. sense organs

C. Winter Woollen clothes

Meat From animals Heart Blood pumping Sense organ Tongue

1. True 2. False 3. False

67

silkworm Leather washed and ironed

called spinning. This thread is made into cloth on a loom by a process called weaving.

Silk is used to make sarees and many other cloth items.Early man did not wear clothes. They used to cover themselves with leaves and skin of dead animals.


Sheep—Wool; Leather—Skin of dead animals

Some threads are made by man. Nylon, polyester and acrylic are some man-made threads.a. Clothes should be washed regularly.b. Clothes should be ironed regularly.

ii i ii iStudents will do this on their own.

68

Shelter

Warm-up To make the class interactive, start the topic by asking students their address. Now ask students what is their house made up of. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation What are Houses Made of: Explain to the students

Tell them about the materials used to build kutcha houses and pucca houses.

Types of Houses: Explain to the students about the types of houses and where each of these houses is found.

Some Other Types of Houses: Tell students that there are some special types of houses. Discuss about each of these special types of houses.

Bungalows: Tell students what are bungalows.

Multi-storeyed Buildings: Ask students whether they have seen multi-storeyed buildings. Also ask how do these buildings look like? Also mention the places where are they mostly found.

Caravan: Tell students that there are some types of houses which can move.

Tent: Ask students what is a tent. What is it made up of? Where is it used? Also mention the importance of tents.

Houseboat: In some places like Kashmir and Kerala, houseboats are found which are made up of wood. Also tell students that a houseboat contains all types of rooms.

Igloo: Ask students why the people living in very cold areas use ice to make their houses? Also ask what these people are called?

Stilt Houses: Ask students which types of houses are built in the places where it rains a lot. What is the reason behind such type of houses?

Types of Roofs: Explain to the students the importance of roof in a house. Discuss about the

roof. Care for Our House: Explain to the students the

importance of keeping the house neat and clean. Also tell them the ways to keep their house clean.



terms and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by asking them to do the Skills For Life and HOTS sections given in the chapter.

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

know about what are houses made up of understand the types of houses know about the types of roofs learn about the methods to keep their house clean

4

69

WORKSHEET 1

a. House found mostly in Kerala.

i. ii.

b. A house on wheels.

i. ii.

c. A house made of cloth.

i. ii.

d. A house made of wood.

i. ii.

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

pucca kutcha

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

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

70

WORKSHEET 2

pucca kutcha

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

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

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

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

a. The roofs of houses can be ………….………. or ………….………. .

b. ………….………. is also known as a snow house.

a. A tent is a temporary house made of ………….………. or ………….………. .

b. Huts are ………….………. houses.

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

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

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

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

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

71

Students will colour this on their own.Safe, Warm, Comfortable, Happy

A. 1. a. mud b. tall c. ice d. hills 2. a. Kutcha house—Mud and straw; Caravan—Wheels;

3. a. PLAINS b. PERMANENT c. SLOPING d. WATER

1. Houseboats are mainly found in Kashmir and Kerala. 2. An igloo is a house which is made up of blocks of ice. 3. Cement, bricks, stones and steel bars are used to build

pucca or permanent houses. 4. Cement, bricks, stones and steel bars are used to build

pucca or permanent houses. Mud, bamboo, straw dry leaves are used to build Kutcha or temporary houses

C. Tent, Houseboat, Igloo, Caravan

Bungalows are permanent houses which are made up of cement, bricks, stones and steel bars and in places where it rains a lot, houses are made of wood and are made slightly above the ground.

1. Caravan 2. Multi-storeyed building 3 . Houseboat


Answers to the Worksheetscannot enter into the house.

i ii i iiHouse protects us from heat, cold, wind, rain, thieves and wild animals.Pucca house: It is a strong house as it is made up of cement, bricks, stones and steel bars.

Kutcha house: It is not a very strong house as it is made up of mud, bamboo, straw and dry leaves.

Pucca house: Cement, bricks, stones and steel bars. Kutcha house: Mud, bamboo, straw and dry leaves.

sloping roofs depending on where they are situated.

They have houses called or . They are

Igloo is made of blocks of ice. It is found in the places where it snows almost throughout the year.

Tent: A tent is a temporary house made of canvas or

Igloo kutcha

People who move from one place to another are called nomads.We must keep our house neat and clean because dirt can cause a lot of diseases.

72

People At work

Warm Up To make the class interactive, start the topic by asking students are they capable of doing everything alone in this world? Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation People Who Help Us: Start the topic by asking

students some simple questions: Can they do every work alone? Do they grow crops? Do they drive a car? Do they guard their house? Do they mend shoes? etc. Tell students that in this world, every person

belongs to some work which becomes his or her identity. One man cannot do every work. There are many people around us who help us in our work.

Explain to students what do a teacher, a farmer and a watchman do? Also mention how do a sweeper, a milkman and a nurse help us? What do a cobbler, a greengrocer and a shopkeeper do? Mention the things they all are linked with.

Explain to students that what does a carpenter, a washerman and a tailor do? Also mention about the doctor, postman and gardener.

Also, encourage students to respect all the people.




Explore Ask students to complete the Let’s Have Fun and


5

73

WORKSHEET 1

a. He washes and irons our clothes.

i. Washerman ii. Tailor

b. He sells vegetables.

i. Greengrocer ii. Shopkeeper

c. He cleans the streets.

i. Doctor ii. Sweeper

d. He grows food grains and vegetables for us.

i. Cobbler ii. Farmer

e. He takes care of plants.

i. Gardener ii. Carpenter

a. Rajesh mends shoes. He is a …………………… .

c. Mahesh makes furniture and other items with wood. He is a ………………… .

d. Rekha teaches us English. She is a ……………….. .

e. Shreya’s father grows food grains. He is a ……………… .

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

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

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

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

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

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

74

WORKSHEET 2

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

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

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

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

a. i.

b. ii.

c. iii.

d. iv.

e. v.

75

1. doctor 2. shopkeeper

A. 1. a. gardener b. carpenter c. sell things d. sweeper 2. a. tailor b. cobbler c. milkman d. postman 3. a. Nail b. Vegetables c. Broom d. Lock and Key

1. A farmer grows vegetables and a greengrocer sells them. 2. a. Teacher b. Watchman c. Shopkeeper d. Sweeper

Answers to the Coursebook 3. A cobbler mends our shoes 4. PostmanC. Students will colour this on their own. Doctor, Nurse

Helpers help us to do our daily work. No, it is not possible to do the work on our own.

1. sweeper 2. washerman 3. farmer 4. watchman

1. Guard 2. Teacher

Answers to the Worksheetsi i ii ii icobbler nurse carpenter

teacher farmerA greengrocer sells vegetables while a farmer grows them.

Doctor and a nurse.

iv v i ii iii

A gardener takes care of plants.

Answers to the Test PaperA. 1. stomach 2. snow 3. doctor

C. Bread and rice Energy-giving food Nose Helps us to breathe Wool Sheep and camel Polyester Man-made thread Washerman Washes clothes

1. True 2. True 3. False

E. 1. Nylon 2. Legs 3. Milk

1. Flat roofs: These roofs are found in houses in plains. Flat roofs are generally made up of steel, bars, cement,

Sloping roofs: Sloping roofs are found in houses in hills and places where it rains a lot.

2. A cobbler mends our shoes.

4. We get silk from silkworms.

animals we get eggs and milk.

bones and muscles strong. 7. A caravan is a house on wheels. 8. A farmer grows food grains and vegetables for us while a

greengrocer sells vegetables.

process called spinning. This thread is made into cloth

Answers to the Assessment-2A. 1. plains 2. caravan 3. greengrocer

1. wood 2. blocks of ice 3. Cobbler

C. Shopkeeper Sells things Carpenter Makes furniture

Doctor Treats sick people Driver Drives the bus

1. True 2. False 3. True

76

Time: 2 hours

Model Test PaperENVIRONMENTAL STUDIES

Total Marks: 30

a. Which of these is an external organ?

i. Hands ii. Legs iii. Nose iv. All of these

b. Which of the following things does a vegetarian eat?

i. Meat ii. Spinach iii. Fish iv. Egg

c. Which of the following are man-made threads?

d. Which of the following houses is found in villages?

i. Flat ii. Hut iii. Bungalow iv. None of these

e. Who among the following cleans the streets?

i. Sweeper ii. Cobbler iii. Washerman iv. Carpenter

a. The ……...........………….. is the control center of our body.

e. A gardener takes care of ……...........………….. .

a. Exercising regularly and healthy food makes our bones and muscles strong.

b. Breakfast is usually the last meal of a day.

d. Flat roofs are generally found in houses in plains.

e. A green grocer sells vegetables.

77

a. Parts of our body that cannot be seen by us.

b. A diet that includes food from energy-giving food group, body-building food group

c. Things from which raincoats, umbrellas and gumboots are made of.

e. A person who treats sick people.

b. What is a balanced diet?

c. Why do we need clothes?

d. What are pucca houses and kutcha houses made of?

e. How does a farmer and a watchman help us?

Name the organs shown below.

a. b. c.

d. e.

78

Answers to Model Test Paper b. A diet that includes food from all the food groups in the

right amount is called a balanced diet. c. We need clothes because they protect us from heat,

cold, rain, sun and wind. d. Name the houses commonly found in small towns and

e. 1. A farmer grows food grains and vegetables for us. 2. A watchman guards our house and school.6. a. Heart b. Brain c. Lungs d. Stomach e. Eye

1. a. iv. b. ii. c. iv. d. ii. e. i.2. a. brain b. eggetarian c. sweater d. Houseboats e. plants3. a. True b. False c. False d. True e. True4. a. Internal organs b. Blanced diet

d. Tente. Doctor

5. a.

Parts of our body that cannot be seen by us are called internal organs.

Parts of our body that can be seen by us are called external organs.

General KnowledgeGeneral Knowledge

80

1. Water AnimalsA.

B. 1. JELLYFISH 2. STARFISH 3. OCTOPUS 4. CRAB 5. WHALE

2. Look at the Calendar

M T W Th F S S

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 26 27

28 29 30 31

MARCH

3

M T W Th F S S

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 26 27

28 29 30 31

AUGUST

8

M T W Th F S S

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 26 27 28 29 30

APRIL

4

M T W Th F S S

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 26 27 28 29 30 31

DECEMBER

12

M T W Th F S S

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

26 27 28 29 30 31

JANUARY

1

M T W Th F S S

30 31 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 26 27 28 29

MAY

5

M T W Th F S S

31 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 26 27 28 29 30

OCTOBER

10

M T W Th F S S

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

26 27 28 29 30

SEPTEMBER

3

M T W Th F S S

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 26 27 28

29

FEBRUARY

2

Shortest month

M T W Th F S S

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 26 27 28 29 30 31

JULY

7

M T W Th F S S

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 26 27

28 29 30

NOVEMBER

11

M T W Th F S S

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 26

27 28 29 30

JUNE

6

Answers

81

3. Eating OutA. 1. V 2. NV 3. V 4. NV 5. V 6. V 7. V 8. NV 9. V 10. VB.

4. Odd one Out

A. PLANT EATERS

IN THE SKY IN THE SCHOOL BAG

BIRDSFLOWERS TREES

B.

5. Our Cartoon Friends

6. Our Helping Machines

7. Observe and Write

Assessment1. d 2. 3. 4. d 5. 6. 7.

Term-2

A Bowl of Vegetables 84

1. A Picnic to Remember 85

A Journey through Space 87

2. An Invitation 88

3. The Little Christmas Tree 90

Test Yourself 92

EnglishEnglish

84

A Bowl of Vegetables

Warm-up

Reading

Comprehension Answers

A.

B.

Hots


85

A Picnic to Remember1

Warm-up

Reading

life skills/values for life


B.

C.

Hots


a, e, i, o, u

86


Spellings Answers

Grammar AnswersA.

B.

C.

Phonics a e i o and u

sound right

map

lit

nap

pod

pen

rot

pet lid

mug rug

Speaking

Writing

87

A Journey through Space

Warm-up

Reading


B.

Hots


88

An Invitation2

Warm-up

Reading



B.

Hots


B.


a

89

Spellings Answers

Grammar Answers

A.

B.

C.

Phonics a

say day pay ape ate

Listening

Audio script spout sound toy cloud stout shout

Answers

Writing

90

The Little Christmas Tree3

Warm-up

Reading



B.

Hots

Vocabulary Answers


91

Spellings Answers

Grammar AnswersA.

B.

C.

Phonics e

bee key see tree meek week

Speaking

Writing

92

Test YourselfComprehension A.

B.

C.

Grammar A.

B.

C.

D. Deepa is going out to play in the park with her Deepa wants to tie her Deepa looks for herDeepa found it Deepa’s mother helped her it she thanked her They went to the

Deepa went to play with her friends were waiting for her They

Vocabulary A.

B.

C.

Writing birthday with my parents and friends gifts

bicycle grandfather blue in colour with a chrome handlebasket gears ride new

best

MathematicsMathematics 1. Multiplication

Lesson plan 94

Worksheets 96

Answers 98

2. Addition of Bigger Numbers

Lesson plan 100

Worksheets 101

Answers 103

3. Subtraction of Bigger Numbers

Lesson plan 104

Worksheets 105

Answers 107

4. Division

Lesson plan 108

Worksheets 110

Answers 112

Model Test Paper 114


94

Multiplication

Concept Explanation Students are already familiar with the concept

of total number of objects in the groups of equal number of objects.

Recapitulate the concept of total number of objects in the groups of equal number of objects using the Warm-up section given in the textbook.

Multiplication as Repeated Addition; Multiplication Sign; Multiplication Using a Number Strip

Explain to students that adding the same number again and again is called the repeated addition and also known as multiplication.

Introduce the sign of multiplication. For example, 3 + 3 + 3 + 3 = 4 times 3 = 4 × 3 = 12.

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

Teach multiplication using the number strip section from the book.

Provide a number strip marked 0 to 20 and a counter to each student.

Instruct each student to place their counters on 0. Now ask them to make 3 jumps of 2 steps each, and observe where their counters are landing.

Explain 3 jumps of 2 steps each = 3 × 2 = 6.

Use examples given in the textbook to make them

To reinforce, ask them to do the Try These and Exercise 1.1 from the textbook.

Times Tables of 2, 3, 4, 5 and 6Go through the related section of the textbook.

Use some real objects and examples given in the textbook to make them understand the concept in

Instruct them to learn these times tables. Conduct a quiz contest related to these tables in

the class. Use the Remember section to point out the

important facts of the related sections. To reinforce, ask the students to do the Let’s Have

Fun part of the Do it Yourself section from the textbook.


Properties of Multiplication Read the properties given in the related section. Use some real objects to explain these properties

to the students. Explain that when we multiply a number by 0 the

answer is always zero. Also, when we multiply a number by 1 the answer is always the number itself.

Use the example given in the related section to explain the concept of the order in multiplication.

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

Instruct them to Exercise 1.3 from the textbook.

Students will be able to recapitulate the concept of total number of objects in the groups of equal number of objects

understand the meaning of product

1

95

Multiplication Tables of 7, 8, 9 and 10 Ask students to revise the tables of 2, 3 4, 5 and 6 . Use some real objects and examples given in

the textbook to make them understand the

Instruct them to learn these times tables. Conduct a quiz contest related to these tables in

the class. Instruct them to do Exercise 1.4 from the textbook.

Multiplying by Tens and Hundreds; Product Explain to students that when a number is

multiply the number by the higher place digit or by the number formed by the digits ignoring zeroes at the end of the multiples, then add the number of zeroes the multiples have at the end of the product.

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

Read the related section to explain the meaning of product.

Use the Common Error section related to the concept to help students avoid the mistakes while a 1-digit number is multiplied by the multiples of 10 and 100.

Instruct them to do Exercise 1.5 and Exercise 1.6 from the textbook.

Multiplying 2-digit Numbers (Without/With Regrouping)

Use base ten blocks to explain how to multiply a 2-digit number by a 1-digit number without or with regrouping.

Use examples given in the related section to explain how to multiply while regrouping occurs in ones only or in tens only or occurs in ones and tens both.

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

To reinforce, ask them to do the Try These and Skills for Life sections from the textbook.


Multiplying 3-digit Numbers (Without/With Regrouping)

Use examples given in the related sections to explain how to multiply 3-digit numbers by 1-digit numbers without or with regrouping.

Read the section word problems to make them understand the multiplication of 2-digit and 3-digit numbers by 1-digit numbers in real life.

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



Tick (

96

or

× × × ×

× × × ×

T O

×

H T O

×

WORKSHEET 1

97

WORKSHEET 2

or

× × × ×

× × × ×

H T O

×

T O

×

98


balls

Value Q laddoos

Hots laddoos


99

Worksheet 1 Worksheet 2


a b d c b

Answers to the MCQs

100

Addition of Bigger Numbers


of adding two 2-digit numbers without/with regrouping.

Recapitulate the above concept using the Warm-up section given in the textbook.

Addition of Two 3-digit Numbers (Without/ With Regrouping); Applications of Adding Two 3-digit Numbers

Read the related sections from the textbook. Bring base 10 blocks in the clocks. Use the base 10 blocks to show how regrouping

has been done with ones, tens and hundreds. Use solved examples given in the textbook to make

3-digit numbers without/with regrouping. To reinforce ask them to do the Skills for Life

section of the related topic from the textbook. Use the Common Error section related to the

concept to help students avoid the mistakes while adding two 3-digit numbers with regrouping.

Use the section word problems of the related concepts to make the students understand how to analyse and solve problems based on real life.

To reinforce, ask the students to do, the Value Q, Maths Lab Activity and Let’s Have Fun sections from the textbook.

Instruct them to do Exercise 2.1, Exercise 2.2, Exercise 2.3 and Exercise 2.4 from the textbook.

Addition of Three 3-digit Numbers (Without/ With Regrouping); Applications of Adding Three 3-digit Numbers

Go through the topic addition of three 3-digit numbers in the textbook.

Use solved example given in the the textbook to explain how to add three 3-digit numbers without regrouping.

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

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

Now use solved example given in the the textbook to explain how to add three 3-digit numbers with regrouping.


Instruct them to do the Exercise 2.5 and Exercise 2.6 from the textbook.



2

Tick (

101

WORKSHEET 1

102

WORKSHEET 2

103

Value Q

`

Hots


Worksheet 1 Worksheet 2 Answers to the Worksheets

a b d a d

Answers to the MCQs


104

Subtraction of Bigger Numbers


of subtracting 2-digit numbers without/with regrouping.

Recapitulate the above concept using the Warm-up section given in the textbook.

Subtraction of 3-digit Numbers Without/With Regrouping

Read the related sections from the textbook. Bring base 10 blocks in the class. Use the base 10 blocks to show how regrouping

has been done with ones, tens and hundreds. Use solved examples given in the textbook to make

two 3-digit numbers without/with regrouping. To reinforce, ask them to do the Try These section

of the related topic from the textbook. To strengthen the concept the teacher can use the

Maths Lab Activity and Let’s Have Fun sections from the textbook.

Instruct the students to do Exercise 3.1 from the textbook.

Subtraction With Zero; Applications of Subtracting 3-digit Numbers

Bring base 10 blocks to the class.

Explain if 0 is one of the digits of the subtrahend, we cannot subtract any digit from it.

etc.) from the next higher place and regroup it into the place where the 0 exists.

Use solved examples given in the textbook to make

with zero. Use the Common Error section related to the

concept to avoid the mistakes done by the students while subtracting two 3-digit numbers with regrouping.

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


To reinforce, the teacher can use the Skills for Life section 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.


3

Tick (

105

WORKSHEET 1

106

WORKSHEET 2

107

Value Q

`

Hots

Worksheet 1 Worksheet 2 Answers to the Worksheets


c b c b a

Answers to the MCQs

108

Division


equal sharing. Recapitulate the concept of sharing objects equally

use the Warm-up section given in the textbook.

Sharing Equally; Equal Grouping Explain when we share equally, we know how

how many are there in each group Use the example given in the related section to

way. Use the Remember section to point out the

important fact of the related section. To reinforce, ask them to do the related Try These

section from the textbook. Now explain when we group equally, we know

how many are there in each group and we are

Use the example given in the related section to make them understand the concept of equal

To reinforce ask them to do the Value Q and Skills for Life sections from the textbook.


Repeated Subtraction; Division on the Number Strip

Form groups of 5 students each. Provide each group with 20 beads. Ask each group to take away 4 beads every time

from the 20 beads they have. Now instruct them to observe how many

times they have taken away 4 beads from the 20 beads.

Now write the expression 20 – 4 – 4 – 4 – 4 – 4 = 0

Explain that this process is known as the repeated subtraction.

Now draw a number strip on the board and explain how many times a number can be subtracted from a given number using backward counting without leaving a remainder.Use the example given in the related section to make

subtraction and division on the number strip. Instruct them to do Exercise 4.2 from the textbook.

Terms Used in Division; Properties of Division Explain the terms dividend, divisor and quotient

to the students. Also, write the relation Dividend = Divisor

× Quotient on the board.

Students will be able to recapitulate the concept of of equal sharing understand more about equal sharing and equal grouping

4

109

Now explain the properties of division to the students.

Use the example given in the related section to explain the concept of properties of division.

Use the Common Error section related to the concept to help students avoid the mistakes while dividing a number by itself or dividing zero by a number.

Point out the important fact, that is, division by zero is not possible.


Division and Multiplication Explain that multiplication and division are

opposite of each other.

between multiplication and division. Use the example given in the related section to

explain the concept of division and multiplication. Instruct them to do Exercise 4.5 from the textbook.

Long Division Go through the section Long division without

remainder in the textbook. Use the example given in the related section to explain

how to divide without leaving any remainder. Use the Common Error section related to the

concept to help students avoid the mistakes done by the students while dividing a number using long division without leaving a remainder.

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

Use examples given in the long division with remainder section to explain how to divide when there is a remainder.

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

Use the Common Error section related to the concept to avoid the mistakes done by the students while dividing a number using long division with remainder.

Write the relation Dividend = Divisor × Quotient + Remainder and explain how to check a division problem.

Use the Remember sections to point out the important fact given in the Checking division section.

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

Instruct them to do Exercise 4.6 from the textbook..

Dividing a 2-digit Number by a 1-digit NumberUse base ten blocks to explain how to divide 2-digit numbers by 1-digit numbers without or with a remainder.

Use examples given in the related section to explain how to divide while remainder occurs as 0 or one or two-digit numbers.

Instruct them to check their division using the relation

Dividend = Divisor × Quotient +Remainder. Use examples given in the word problems section

to make the students understand the application of division in real life.

To reinforce, ask the students to do the Let’s Have Fun part of the Do It Yourself section from the textbook.



Tick (

110

WORKSHEET 1

111

WORKSHEET 2

112

Value Q

W W W W


113

Hots

Worksheet 1 Worksheet 2


c b d a c

Answers to the MCQs



114

neem neem


115

laddoos laddoosuse to pack all the laddoos

½

116

neem plants


Environmental StudiesEnvironmental Studies 1. Things Around Us

Lesson plan 118

Worksheets 119

Answers 121

2. The Plant World

Lesson plan 122

Worksheets 123

Answers 125

3. The Animal World Lesson plan 126

Worksheets 127

Answers 129

4. Praying Together Lesson plan 130

Worksheets 131

Answers 133

5. Let's Celebrate Lesson plan 134

Worksheets 135

Answers 137

6. Our Country Lesson plan 138

Worksheets 139

Answers 141



118

Things Around Us

Warm-up To make the class interactive, start the topic by telling students to recall the characteristics of living and non-living things. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Natural Things: Ask students that they must have

seen birds, so what are they, natural or man-made? Now explain to students that there are many things that are found in nature and hence are called natural things.

Now, ask students to look around and write the names of any four natural things in the blanks given.

1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ......................................................................................

Man-made Things: Now, ask students that the

Explain to students that the things that are made by us are called man-made things. Now, ask students to write the names of any four man-made things that are in their classroom.

1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ......................................................................................

Living Things: Tell students that plants, animals and human beings are living things. Discuss the characteristics of living things.

Ask students these simple questions: 1. Do they need food? (yes/No) 2. Do plants need water to grow? (Yes/No)

3. Do we feel pain when we get hurt? (Yes/No) 4. Do we breathe? (Yes/No) 5. Are you the same as you were born? (Yes/No) Now, explain to students that living things need

food and water to live, breathe and also feel. Non-living Things: Ask students to recall what

non-living things are and discuss the examples of non-living things. Tell them that non-living things can be natural as well as man-made.

Reinforce


know about the living and non-living things know about the natural and man-made things

1

119

WORKSHEET 1

a. b. c.

d. e. f.

a. TEER .................................

b. OHUSE .................................

c. ARBE .................................

d. ORKC .................................

e. KDI .................................

f. LTAEB .................................

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

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

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

120

WORKSHEET 2

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

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

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

a. b.

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

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

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

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

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

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

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

........................................................................................................................................... Natural things Man-made things

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

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

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

121



1. 2. 3. 4. 5.

A. 1. a. living things b. natural things c. grow d. man-made things 2. a. F b. F c. F d. F 3. a. birth b. cold c. man-made d. breatheB. 1. Plants make their own food with the help of air, water | and sunlight. 2. Cars and toys. 3. a. Living things grow b. Living things move

towards the sun.

M

M

M

M M

MN

N N

P L A N T S V P

M I C E A U I T

N O L M A N U O

V N P D L F B Y

W A K H I L L S

E R A L B O O K

S F P Y Z W V B

O T A B L E U N

A B G S U R I Q

1. a. b. c. d. e. f. 2. a. Tree L b. House N c. Bear L

d. Rock N e. Kid L f. Table N

sun.4. The leaves of the touch-me-not plant close when they are

touched which shows that plants also feel.

1. Most plants make their own food with the help of air, water and sunlight.

Air

Water

SunlightFood is made in leaves

2. a. This picture shows that plants grow because these are living things. b. This picture shows that a chick grows into a hen.3. Living things breathe, need food to grow and also move.4. Things that are found in nature are called natural things. Things that are made by us human beings are called man-made things. Natural things: Plants, rocks and sun Man-made things: Table, car and chair

122

know the types of plants understand about the parts of a plant know how do plants grow understand about the uses of plants

2

Warm-up Start the topic by showing pictures of some plants and ask the students to name them. Ask students to name some plants that they see in their surroundings. Ask them if they know which type of plants are they? Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Parts of a Plant: Display a chart showing parts of a

plant in the class. Now, show each part of the plant to the students and explain its function.

Types of Plants: Explain to the students that plants

their size. Now, explain each type of plant to them giving examples from our daily lives. Discuss the characteristics of each type of plant. Ask the students to complete the activity given. Then discuss the answers in class.

Ask students to write the type of each plant shown in the pictures.

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

Plants that Grow in Water and in Desert: Explain to students that plants do not grow only on land. They grow in water as well. Give them examples of lotus and water lily. Also mention that some plants also grow in deserts like cactus. Ask students to write

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

How Do Plants Grow: Explain to students that plants also need water and air to grow. They also need sunlight to make their food. Ask students to tell the part of a plant which is mostly used to grow plants.

After explaining this, ask students to write the three things that are essential for plants to grow.

1. ...................................................................................... 2. ...................................................................................... 3. ......................................................................................

Plants are Our Friends: Tell students that there are a vast variety of plants on the earth and all are useful to us. Ask students to write the names of any 3 things that we get from plants.

1. ...................................................................................... 2. ...................................................................................... 3. ......................................................................................

Green Plants Make Their Own Food: Explain to the students how green plants prepare their food. Tell them the essential things that are needed by plants

parts that are eaten as food such leaves in spinach.


activities and exercises given at the end of the chapter

meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by asking them to do the Skills For Life and HOTS sections given in the chapter.


123

WORKSHEET 1

a. Tree ................................... ................................... b. Shrub ................................... ................................... c. Herb ................................... ................................... d. Creeper ................................... ................................... e. Climber ................................... ...................................

a. In a plant, ................... is present above the ground.

d. .......................... live for a few months. e. .......................... also have weak stems and they grow along the ground. f. .......................... is the part of plant that grows under the ground.

a. ......................... (RTDSEE)

b. ......................... (RWTEA)

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

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

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

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

124

WORKSHEET 2

a.

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

b.

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

c.

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

d.

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

e.

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

f.

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

a. Mint b. Jasmine

c. Lotus d. Water lily

e. Peepal f. Water hyacinth

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

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

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

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

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

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

125

Picture 1 shows uses of plants.

A. 1. a. tree b. root c. clean d. hot places

3. a. Banyan—Tree; Pea plant—Climber; Cactus—Desert; Lotus—Water plantB. 1. When a seed gets air, water and sunlight, it grows into a

new plant.

3. : Climbers have weak stems and need the

Money plant, grapevine and pea plant are climbers. : Creepers also have weak stems and they grow

along the ground. Pumpkin, watermelon and cucumber are creepers. 4. : Shrubs are smaller than trees and have thin,

brown and woody stems.



green stems.

SCR

Paper is made from trees. Trees are very precious, so to save trees, we should save paper.


1. Mango, Banyan 2. Mint, Coriander

water.

1. a. Banyan, peepal b. Rose, jasmine c. Coriander, mint d. Pumpkin, watermelon e. Money plant, grapevine

e. Creepers f. Root3. a. DESERT b. WATER4. Climbers have weak stems and need the support

grapevine and pea plant are climbers. Creepers also have weak stems and they grow

along the ground. Pumpkin, watermelon and cucumber are creepers.

1. a. Fruit b. Seeds c. Leaf d. Stem e. Root f. Flower2. a. L b. W c. W d. W e. L f. W3. When a seed gets air, water and sunlight, it grows into a new

plant.4. Dead and shed leaves of plants get mixed with the soil and

126

Warm-up To make the class interactive, start the topic by asking students what are wild animals and what are domestic animals. Also tell them that like us, animals also live

complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Types of Animals: Ask students whether the

animals they see on the road are domestic animals or wild animals? Now tell them that the animals that live in the forest are called wild animals while the animals that are kept in farms are called farm animals. Also explain to them about pet animals.

Now, ask students to write the three names each of wild animals and farm animals.

Wild animals: ......................... .............................. ......................... Farm animals: ......................... .............................. .........................

Other Useful Things from Animals: Tell students that we also get some other items such as leather, silk and wool from animals. Explain the uses of these items.

Tell students about the animals which are called beasts of burden. Also mention why are they called so?

Animal Sounds: Tell students that animals also communicate with each other like we do. They use some special sounds to communicate. Ask students to write the sounds of some animals found in their surroundings.

1. ..................................................................................... 2. ..................................................................................... 3. .....................................................................................

Food Habits of Animals: Tell students that some animals eat plants and plant parts while some eat

animals eat both of these. Ask students to write two names each of plant

Plant-eating animal: ....................... ......................... Flesh-eating animals: ....................... .........................



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking to them do the Value Q and HOTS sections given in the chapter.

Explore Ask students to complete the Let's Have Fun and


understand the usefulness of animals

know about the food habits of animals

3

127

WORKSHEET 1

a. b. c.

d. e. f.

a. b. c.

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

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

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

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

128

WORKSHEET 2

a. i. Wool

b. ii. Honey

c. iii. Silk

d.

a. We get leather from camels/donkeys.

b. Elephant/Cows

c. Cow dung is used as a / .

d. /oxen

e. Donkeys/Bulls are called 'beasts of burden'.

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

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

129

Hole

Den

Kennel

Nest

Coop

A. 1. a. plants b. camel c. candles d. hen 2. a. scavengers b. pillows c. honey and wax d. Lion 3. a. F b. T c. T d. FB.

2. Animals that are kept on farms and at homes are together called . Cows, ducks, cats and

3. Skin of dead animals such as snakes, camels, crocodiles

called . Jackal, vulture.C.

Wild animalRoar

Wild animal

A spider makes a web to live. It makes its web using its

Sheep—Wool; Silkworm—Silk; Goat—Milk; Hen—Eggs

the disappearance of some animals.


1. a. P b. D c. D d. W e. P f. W2. a. Milk b. Eggs and meat c. Honey and wax3. Animals like donkeys, horses, camels and elephants are

called ‘beasts of burden’ because they are used to carry heavy loads.

cakes are used as fuel for cooking.


1. a. ii b. iv c. i d. iii2. a. camels b. Elephant c. manure d. Oxen e. Donkeys

called scavengers. By doing this, these animals help to keep the earth clean. Jackal, vulture and fox are scavengers.

Answers to the Assessment-1A. 1. Non-living 2. Cactus 3. scavengers 4. honey 5. herbB. 1. grow 2. shrub 3. sheep 4. crock 5. climberC. Mint Herb Snake Hiss

Neem Tree Lotus Grows in water Fox Scavenger

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

130

Warm-up To make the class interactive, start the topic by asking students about the meaning of praying. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Explain to students that there are many places

where we go to pray. Also encourage students to respect every place and also mention that we can pray anywhere.

Church: Tell students that a church is a place where Christians go to pray. Also mention the name of their holy book.

Temple: Explain to students that in a temple idols of gods and goddesses are worshipped.

Gurudwara: Tell students that usually Sikhs go to the gurudwara to pray. Also explain about their holy books.

Also explain to students about the other places like mosque, Buddhist temples, and the places where Parsis and Jains go to pray.

Explain to students that God is one and we should respect this fact.



terms and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking them to doing the Value Q and HOTS sections given in the chapter.


4

131

WORKSHEET 1

a. i.

b. ii.

c. iii. Bhagavad Gita

d. iv.

132

WORKSHEET 2

namaz

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

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

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

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

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

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

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

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

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

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

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

Idols Fire Namaz

133

The girl is praying before going to bed.

A. 1. a. namaz b. Hindus c. Avesta d. Sikhs 2. G R C M O S Q U E

U C H O N R K B K

R G U N B P I N I

U E R A S A R W R

D H C S A W T D K

W N H T E M P L E

A J F E V T O W O

R D E R D L A R A

A X Z Y C O P M Y



B. 1. Temple, Church, Mosque and Gurudwara 2. 3. 4. ParsisC. Students will do this on their own.

Yes, because God is one and is present everywhere.


; Sikhs— ;Hindus—Bhagwad Gita; Muslims—

RAMAYANA

iv iii i iiStudents will do this on their own.

Fire Namaz Idols

namaz.Hindus

4.

134

Warm-up To make the class interactive, start the topic by asking students which is their favourite festival? What do they mean by the word festival? Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Explain to students about the meaning of festival.

Now explain students about the main characteristics of each festival.

Holi: Explain to students that Holi is the festival of colours. Tell students that this is a very colourful festival and one special dish called gujiya is prepared on this festival.

Diwali: Tell students that this festival is called the festival of lights. Also explain to students about the story related to this festival.

Eid: Explain to students that Eid is celebrated on the day after Ramzan. A dish called sewian is cooked on Eid.

Christmas: Explain to students that Christmas is celebrated every year on 25 December.

Gurupurab: Explain to students that Gurupurab marks the birthdays of ten Sikh gurus. Also explain to students about the langar.

Pongal: Tell students that this festival is celebrated

festival. Onam: Tell students that this festival is celebrated in

Kerala. Also explain to students about pookalams. Bihu: Tell students that this is a harvest festival. It is

celebrated in Assam. Chapchar Kut Festival: Tell students that this is a

spring festival. Explain to students that this festival is celebrated in Mizoram.

National Festivals: Tell students that in India, we celebrate a lot of festivals. Some have religious importance while some have national importance.

Republic Day: Ask students what is so special about 26 January. Also ask what do we do on this day every year. Now mention the importance of this festival.

Independence Day: Tell students that we got independent from the British Government on 15 August 1947. So this day is remarkably important

hoisted at the Red Fort every year on this day. Gandhi Jayanti: Ask students who is the father of

our nation. Now tell them that Gandhi ji is the only person who taught us the path of ahimsa.

Also encourage students that we should respect our national festivals.






5

135

WORKSHEET 1

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

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

a. Holi: ...............................................................................................................

b. Christmas: ...............................................................................................................

c. Pongal: ...............................................................................................................

d. Gurupurab: ...............................................................................................................

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

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

a. Pongal

b.Onam

c. Eid

d. Gurupurab

136

WORKSHEET 2

ahimsa.

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

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

Ramzan

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

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

langar.

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

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

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

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

rangoli

137

A. 1. a. Onam b. Christmas c. Pongal d. Diwali 2. Christmas—25 December; Republic Day—26 January; Independence Day—15 August;

3. a. T b. F c. T d. FB. 1. Eid-ul-Fitr and Eid-ul-Zuha

3. Diwali



C. Diwali, Christmas, Holi

air.

Students will colour this on their own.

5. Gurupurab

united. The happiness and togetherness are common to all

India became independent on 15 August 1947, so we celebrate this day.

Birthday of Lord Jesus ChristSweet dish pongal is cooked

Birthdays of ten Sikh gurus.a—Gurupurab; b—Pongal; c—Onam; d—EidStudents will do this on their own.

26 January 1950 Mahatma Gandhi Bihu Christmas

On Diwali, houses are decorated with diyas and candles, so

Holy food served to the people in gurudwara is called .Bohag Bihu, Kongali Bihu and Bhogali Bihu.Students will do this on their own.

138

Warm-up To make the class interactive, start the topic by asking students in which country do they live? Also, ask students about the name of the city in which they live. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Our country: Start the topic by telling students that

wherever we live in India, we all are Indians. Also tell students about the diversity of India and also mention that here we see the unity in diversity.

National symbols: Ask students to draw our

there is a wheel 24 spokes in it. Also tell students about our national bird, national

Explain students the need of national symbols.

National Anthem: Tell students that each country has its national anthem which is sung on important national days. Similarly our national anthem is Jana Gana Mana.

Head of Our Country: Tell students that President is the head of our country.

Encourage students to respect our national symbols.



terms and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire value and thinking abilities by asking them to do the Value Q and HOTS sections given in the chapter.



6

139

WORKSHEET 1

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

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

c. Jana Gana Mana

140

WORKSHEET 2

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

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

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

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

141


A.

2. a. India b. President c. Lotus d. Jana Gana Mana 3. a. T b. F c. F d. TB. 2. Lotus

days 4. PresidentC. Students will colour this themselves.

L U R T S

O O F P P

T I G E R

U R C A R

S L S C O

Z K D O W

E G E C A

W Q S K Q

4. peacock 5. lotus


Answers to the Test PaperA. 4. prosperity 5. namazB. 1. lotus 2. January 3. water 4. Gurudwara 5. 1947C. Peepal Tree Jasmine Shrub Mint Herb Pea plant Climber Cucumber Creeper

1. False 2. true 3. True 4. False 5. True

1. Eid 2. Coriander 3. Cactus 4. Horse 5. Grains

1. Because they carry heavy loads. 2. When a seed gets air, water and sunlight, it grows into a

new plant. 3. Trees have a strong woody stem called trunk. 4. Living things feel, grow and move while non-living things

do not.

5. People wear new clothes and decorate their houses. A sweet dish called Pongal is cooked with jaggery. Cows are worshipped on Pongal.

white colour stands for purity and green colour stands

8. Things like rocks, star, sun, plants and animals are found in nature and hence are called natural things. Things like cars, toys and buildings are made by people and hence, are called man-made things.

Flower

Leaf

Stem

Roots

Answers to the Assessment-2A. 1. Assam 2. New Delhi 3. Sikhs 4. March 5. courageB. 4. Parsis 5. purityC.

Head of the country President 1. True 2. True 3. False

4. False 5. True

142


Students will colour this on their own.

Students will do this on their own.Indians Rabindranath Tagore

President

Rabindranath Tagore

143

Time: 2 hours


Total Marks: 30

(1 × 5 = 5)

a. Which of the following is a man-made thing?

i. Rock ii. Plant iii. House iv. Sun

b. Which of these is not a part of a plant?

i. Stem ii. Root iii. Flower iv. None of these

c. Which of these animals gives us wool?

i. Silkworm ii. Goat iii. Hen iv. Sheep

d. Triptaka is the holy book of

(1 × 5 = 5)

a. Most plants grow from ........................ .

c. The feathers of some birds are used in ........................ .

d. Gurupurab marks the birthdays of ........................ Sikh gurus.

(1 × 5 = 5)

a. All living things need food and water to grow and stay alive.

b. Trees have weak stem and need support of other plants.

d. Muslims worship in a mosque.

144

(1 × 5 = 5)

b. One holy book of Hindus.

e. Two non-living things.

(1 × 5 = 5)

c. Name some food items that we get from animals.

(1 × 5 = 5)

a. Label the plant shown below.

145

Answers to Model Test Paper 6. a.

Flowers

Leaf

Stem

Roots

b.

1. a. iii. b. iv. c. iv. d. ii. e. iv.2. a. seeds b. soil c. pillows d. ten e. Jana Mana Gana3. a. True b. False c. True d. True e. True4. a. Lion, Tiger b. Bhagawat Gita c. Lotus d. Pongal

e. Table, Book (answer may vary)5. a. Living things feel. Living things breathe. b. Page 179 of textbook. c. Eggs, meat, milk

e. Rabindra Nath Tagore


147

1. Indoor and Outdoor GamesA. 1. I 2. O 3. I 4. O 5. I 6. O 7. O 8. OB. 1. b 2. c 3. d 4. a

2. The Smart ComputerA. MONITOR, CPU, KEYBOARD, MOUSEB.

3. My India

4. Movie Time!

5. Spot the Differences

6. Things We Get from PlantsA. 1. 8. MEDICINESB.

7. Road Signs

Test Yourself1. d 2. d 3. d 4. b 5. a 6. a 7. a

Answers

Term-3

Robin 150

1. Travel Plans 151

2. True Friends 154

The Elephant 156

3. A Necklace of Cherry Stones 157

4. Mai Li 159

Test Yourself 162

EnglishEnglish

150

Robin

Warm-up Ask the students what they would o in a situation where they had to help someone. Initiate a discussion on the

Reading The poem is about a beautiful red robin that sings sweetly through summer, winter and spring. The poem also teaches us to be patient for winter always goes away and spring comes back. Ask the students to read the poem aloud.

Comprehension AnswersA. 1. F 2. T 3. T 4. F 5. T

B. 1. Summer, autumn, winter and spring are the four seasons mentioned in the poem. 2. a. Thank, thanks for summer! b. There are fruits for everyone; Let all give praise! c. Somebody must sing or winter will seem long. d. I told you so! Keep on singing through the winter; It will always go.

3. a. might b. praise c. long d. go

Hots Accept all well-reasoned and logical answers.


151

Travel Plans1

Warm-up Ask the students to talk about their last vacation—where they went, what they did and what they took with them.

Reading

places and points to what is special about them.life skills/values for life question to initiate a discussion in class.


B.

C.

visited India in 1911.


Vocabulary Answers 1. lovely 2. smart 3. gather 4. large


i

152

Spellings Answers 1. supper 2. grand 3. decided 4. moonlight 5. clicked

Grammar AnswersA. 1. is 2. are 3. is 4. am 5. are

B. 1. are 2. are 3. is 4. are 5. are

C. 1. has 2. have 3. have 4. has 5. has

D. 1. I am sleeping. 2. Shubhi is a doctor. 3. Rohini is dancing. 4. Rekha has come to school today. 5. We are going to the beach. 6. They have completed their work.

Phonics i sound right.

kite wide ride dine pine

Listening

Audio script daisy sparrow dosa lemonade mosquito money horse mall hammer football

Answers 1. daisy 2. mall 3. football 4. mosquito

153

Writing

tripwonderful. I saw many places.

monuments.

Pavini: Yes, I did. It is very beautiful.

Pavini: It was very tasty, but a bit spicy.Remya: Okay. Let’s meet up tomorrow.Pavini: Yes, let’s do that and I will show you the pictures that I clicked.

154

True Friends2

Warm-up

Reading

jealous of her. The story teaches us the value of being honest and kind.life skills/values for life question to initiate a discussion in class.

Comprehension AnswersA. 1. Win the prize 2. Felt threatened 3. realised that she was wrong

B. 1. Anya was a very studious girl. 2. Tanvi came to their class and overshadowed Anya.

3. Anya wanted to win the prize. 4. Anya tore Tanvi’s essay. 5. Anya felt really bad when she saw Tanvi cry. 6. Tanvi forgave Anya and they became the best of friends.

C.was also very good at art and craft. She was very helpful and kind.

3. Anya was jealous of Tanvi because she felt overshadowed by her. 4. Anya tore up Tanvi’s essay.



o

155

Vocabulary Answers 1. a place where you can keep money 2. to get into a vehicle 3. a container, a tin 4. a direction 5. to leave a vehicle at a place for a short time period

Spellings Answers 1. writing 2. essay 3. helpful 4. studious

Grammar AnswersA. 1. loved 2. joined 3. worked 4. laughed 5. talked

B. 1. carried 2. cried 3. copied 4. fried 5. tried

C. 1. playing 2. swimming 3. grazing 4. reading 5. cycling

D. 1. closed 2. cried 3. snowing 4. shouted 5. visited

Phonics o sound right.

blow bone broke code cone

Speaking

Writing Accept all well-reasoned and logical answers.

156

The Elephant

Warm-up Ask the students which their favourite animal is. Also, tell them some facts about elephants. Once done, ask them

Reading The poem talks about how grand elephants are. The poem goes on to say that elephants are strong and great. Ask the students to read the poem aloud.

Comprehension Answers

A.

B. Accept all well-reasoned and logical answers.

C. 1. small 2. weak 3. lunt 4. light 5. right 6. short

D. 1. weight 2. hears 3. land 4. eat 5. long 6. trunk



157

A Necklace of Cherry Stones3

Warm-up

Reading ma. The poor boy is very hardworking and


Comprehension AnswersA. 1. poor 2. boy 3. loved 4. stones 5. town 6. goldsmith

B. 1. wanted Rani ma 2. Tulsi had given it to her out of love. 3. wished to help Tulsi.

C.

the stones broke.

5. Tulsi took Rani ma to live with him because he cared about her and loved her.

D. 1. Tulsi said this to Rani ma. The goldsmith said this to Rani ma.



158

Vocabulary AnswersAccept all well-reasoned and logical answers.

Spellings Answers 1. loved 2. carved 3. earned 4. necklace 5. summer

Grammar Answers

A. 1. under 2. in front of 3. behind 4. between 5. far

B. 1. The puppy is under the umbrella. 2. The baby is sleeping near the parents.

4. The pencil is kept near the school bag. 5. The salad bowl is kept in front of the boy.

Phonics u sound right.

cute fuse tube tune

Listening

Audio script bead cried maid cherry mend money read dried

Answers 1. bead 2. cried 3. maid 4. cherry

Writing Accept all well-reasoned and logical answers.

159

Mai Li4

Warm-up Ask the students about their favourite nuts. Also, ask them what they know about almonds. Further, initiate a

Reading

as wise as everyone says. life skills/values for life question to initiate a discussion in class.

Comprehension AnswersA. 1. F 2. T 3. F 4. T 5. F

B. 1. Emperor Chang’s courtiers said this to him. 2. The villagers said this to the Emperor’s servant.

C.

which she then shared with everyone.

the land.



160

Vocabulary Answers

Spellings Answers 1. everybody 2. surprise 3. loved 4. listened

Grammar AnswersA. 2. Ahmed has a new pen and pencil. 3. Today is a holiday but tomorrow we have school.

B. 1. cup and saucer 2. sun and moon

4. girl and boy 5. black and white

C. 1. Kishore wanted to buy new shoes but Swami wanted new socks.

3. Ishwar is tall but his sister is short.

5. Sneha has roses in her garden but Richa has lilies in her garden.

D. 1. What a beautiful picture!

3. Every Sunday I go to church 4. I am going to Kochi. 5. The girls want to go shopping. 6. Santa Claus is coming to town.

161

Phonics a, e, i, o and u

sound right.

brake feet sight hope ape

fest iron open fuel unwell

Speaking

Writing

The Royal PalaceShanghai, China

I would be very grateful if you could send us medicines, food and seeds for the poor farmers of my village.

Thank you,

162

Test YourselfComprehension A. 1. vast and wealthy. 2. travelling. 3. army. 4. a distant country.

B. 1. The king liked to go travelling to other countries. 2. The king and his men had marched from the palace to the forest. 3. The monkey saw the horses being fed peas. 4. The king was observing the monkey from the camp. 5. The moral of the story is that we should enjoy what we have and not become greedy.

Grammar A. 1. brushed 2. climbed 3. landed 4. fried

B. 1. near 2. in front of 3. behind 4. under

C. 1. and 2. but 3. and 4. and

D. 1. an; an 2. an 3. an; a 4. An; a

E. 1. softly 2. happily 3. sadly 4. brightly

F. 1. are 2. is 3. is 4. is 5. is

Vocabulary A. 1. to make or grow something 2. a chemical element 3. a white bird 4. large area of land where the weather is always dry 5. very small

B. 1. tigress 2. goose 3. hen 4. mother 5. woman

C.

Writing Accept all well-reasoned and logical answers

MathematicsMathematics 1. Fractions

Lesson plan 164

Worksheets 165

Answers 167

2. Money

Lesson plan 169

Worksheets 171

Answers 173

3. Time

Lesson plan 175

Worksheets 177

Answers 179

4. Measurement

Lesson plan 182

Worksheets 184

Answers 186

5. Data Handling

Lesson plan 188

Worksheets 189

Answers 191



164

Fractions


some basic shapes.

parts of a whole by using the Warm-up section given in the textbook.

Fractions as Parts of a Whole

fractions. Use example given in the related section to make them

the understand the concept of whole and half in a

Use the Remember section to point out the important fact, that is, two halves together make a whole.

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

Similarly explain one-fourth, three-fourths and one-third using the related sections.

Use the Remember section to point out the important fact given in the related section.

To reinforce, ask them to do Try These, Maths Lab Activity and Value Q sections from the textbook.


Fraction of a Collection Explain as a complete object represents a whole, similarly a collection objects is also called a whole.

Provide each group with 8 beads (3 red, 4 white and 1 blue) as shown.

R R R W W W W BMake them understand 3 red beads out of a total of 8 beads represent the fraction 38.

beads of other colours. Use the example given in the textbook to make

them understand the concept of fraction of a

To reinforce, ask the students to do the Skills for Life and Let’s Have Fun sections from the textbook.

Instruct them to do Exercise 1.2 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.

Students will be able to recapitulate the concept of of whole, unequal and equal parts

1

Tick (

34

13

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Value Q

13 ; No

a c

a and d

Skills for Life

6

20 7

20 8

20 1420

45

58

24

37

38

58

310

78

512

712

12

13

34

14

G G G YG YG Y

Hots 1

3

35

23

47


14

12

34

23


a c c

Answers to the MCQs

168

12

14

34

23

34

14

13

24

169

Money

Concept Explanation Students are already familiar with the ukse of

money. Read out the Warm-up section given in the

given in this section.

Indian Coins and Notes; Exchange of Money; How to Count Money

Explain that money is used to buy objects. It is available in both coins and notes.

Teach the related section from the textbook. Ask the students to observe which amount of money is available in both coins and notes.

Use the Remember section to point out the important fact related to the given concept.


Use examples given in the Exchange of money and How to count money sections to make them

Use the Remember section to point out the important fact, that is, always begin the to count from the biggest value.



Conversion of Rupees into Paise and Vice Versa Form 4 groups in the class. Provide each group with some hand-made rupees

and coins. Write ` 4 on the black/whiteboard.

`the board.

Wait for their responses and explain later how to convert rupees into paise with the help of black/whiteboard.

Similarly, do the same while converting paise into rupees.

Use examples given in the textbook to make them understand the concept of conversion of rupees into paise and vice versa.

Use the Remember sections to point out the important facts related to the given concept.


Adding Money; Subtracting Money Form 4 groups in the class. Provide each group with some hands-made cards

with the name of objects and price tags and paper coins and notes.

on the black/whiteboard. Instruct each group to choose any three objects

and write their names and prices separately on the cards and tags that they have.

objects they have selected and collect the money for the same.

Similarly, do the same activity for subtraction of money.

Use examples given in the textbook to make them understand the concept of adding and subtracting money.

Use the Remember section to point out the important facts related to the given concepts.To reinforce, ask the students to do the Value Q, Skills for Life, Maths Lab Activity and Let’s Have Fun sections given in the textbook.

Instruct them to do Exercise 2.3, Exercise 2.4 and Exercise 2.5 from the textbook.


2

170

To recapitulate the concepts learnt in the chapter, 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 (

` ` ` ` 14

` ` ` ` 7 and 58 p

` ` ` ` 120

171

` 160

` 32

` 15

` 23

+

` p 18 26 17 32 +

` p 37 25 45 75 –

` p 58 70 44 45 –

` p 81 20 26 65

` ` 45 and

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` 20

` 25

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` `

` `

+

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`

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` 2 ` 5 ` 10 ` 20

` ` 130

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` 5

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` 50` 20

` 20

` 10 ` 20

` 10

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` 10

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` ` ` 4 and 50 p

` ` 3 and 75 p

Value Q ` 31

` ` ̀47 and 90 p` ` ̀61 and 00 p` ` 91

` ` ̀16 and 10 p` ` ̀39 and 05 p` ` 26 and 25 p

Skills for Life ` 290; Yes, he will left with ` 90.

` ` ` 70

` 18

` 28 ` 15

2 81 5

4 3

+

`

` 12` 20

` 2 ` 25

` 20

` 5

Hots

` 10

` 10

` 5

` 5

` 2

` 2

` ` ` ` 25` 60 + ` 50 + ` 60 + ` ` 195

c a c

Answers to the MCQs

174

` 160

` 32

` 15

` 23

` ` 83 and 00 p` ` 54 and 55 p

` 70 and 50 p; ` 29 and 50 p

` 20

` 25

` 31

` ` 7 and 75 p

` ` 97 and 00 p

` ` 14 and 55 p

` ` 14 and 25 p


175

Time


nigh) and to write the time in full hours. Recapitulate the above concept using the Warm-up

section given in the textbook.

Telling the Time (in Full Hours) Bring a model clock to the class.

hand, minute hand, seconds hand, etc. to the class. Also, explain in how much time each hand of the

clock completes one round of the dial. Write the relation 1 hour = 60 minutes on the

board. Use the Remember section to point out the

important facts of the related section. Read the full hours part of the Telling the time

section from the textbook. Use the Common Error section related to the

concept to help students avoid the mistakes while reading and writing the time in full hours.


Instruct the students to do the Exercise 3.1 from the textbook.

Telling the Time (in Half Past the Hour) Use the model clock to explain that when a minute

hand completes one round, that is, it moves from 12 to 6, it means half an hour has passed.

Use example given in the textbook to make them

writing the time in half past the hour. Write the relation half an hour = 30 minutes on the

blackboard. Use the Common Error section related to the

concept to help students avoid the mistakes

while reading and writing the time in half past the hour.

To reinforce, ask the students to do the Try These and Value Q sections from the textbook.

topic in Exercise 3.2 from the textbook.

Telling the Time (in Quarter Hours) Use model clock to explain that face of a clock can

blackboard. Use examples given in the textbook to make them

past the hour. To reinforce ask the students to do the Skills for

Life section from the textbook.

in Exercise 3.2 from the textbook.

Days of a week The teacher can use any rhyme based on the days

of week for rote learning. Read the related section from the textbook.

given in this section. Instruct the students to do Exercise 3.3 from the

textbook.

Months of the year Bring a current year calendar to the class.

by showing the calendar. Use knuckles and grooves method to explain

months of a year.

given in this section.


3

176

Also, bring any old leap year calendar in the class. Show there are 29 days in the month of February

in a leap year. To reinforce the teacher can use Maths Lab

Activity and Let’s Have Fun sections from the textbook.

Instruct them to do Exercise 3.4 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 Do It Yourself section.

Tick (

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Try These

Value Q

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24

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c d a d

Answers to the MCQs

181

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182

Measurement


measuring length, mass and capacity. Recapitulate the concept of measuring length,

mass and capacity using the Warm-up section given in the textbook.

Measurement of Length; Conversion of Units of Length

Ask them to collect some erasers, sharpeners, etc. Instruct each group to measure the length of their

desks using erasers or pencils. Discuss with the class the need for standard units

of length, i.e., metre and centimetre. Show them some measuring instruments such as

a ruler, a measuring tape, a metre scale, etc. Demonstrate in the class how to measure the

length of the objects using a ruler, a measuring tape, etc.

Use the example given in the related section to

way. Use the Remember section to point out the

important fact of the related section.Write the relation 1 metre = 100 centimetres on the black/whiteboard.


Use examples given in the conversion of units section to make them understand how to convert metre into cm and vice versa.

Explain that while converting metre into cm we multiply by 100 and while converting cm into metre we divide by 100.

Use the Common Error section related to the concept to help students avoid the mistakes while converting units of length.

To reinforce ask them to do the Try These and Maths Lab Activity sections related to the topic from the textbook.

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

Measurement of Mass

Form groups of 10 students each in the class. Provide a weighing balance and some potatoes to

each group. Demonstrate how to measure weight of an object

in terms of potatoes. Now ask the groups to do the same. Use their responses and discuss in the class the

need for standard units of mass as kg and g.

measures. Demonstrate in the class how to measure the

weight of an object in kg, g or kg or g.

Use example given in the related section to make

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

Write the relation 1 kg = 1000 grams on the black/whiteboard.


4

183

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


Measurement of Capacity Bring a bucket of water, a jug and some glasses.

terms of number of glasses. Discuss in the class the need for standard units for

capacity as L and mL.

Use the example given in the related section to

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

Write the relation 1 L = 1000 mL on the black/whiteboard.

Instruct them to do the Exercise 4.4 from the textbook.

Addition and Subtraction of Measurement Bring some slips in the class and make three sets

for length, mass and capacity.

Form three groups in the class. Give two slips from each set to the groups.

Give one point for each correct answer. Repeat the activity one more time. Announce the group with maximum points as the

winner. Use examples given in the related sections to

make the students understand these concepts. To reinforce, ask the students to do the Skills for

Life section given in the related section. Use the given word problems and make them

understand how to read and solve the problems based on real life.

Instruct them to do Exercise 4.5, Exercise 4.6, Exercise 4.7 and Exercise 4.8 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 (

184

+ 23 12 40 30 +

28 26 15 78 –

31 57 13 33 –

75 29 36 52

+ 21 112 13 205 +

34 058 18 758 –

54 455 25 244 –

39 400 32 608

+ 41 210 11 120 +

44 975 19 103 –

99 250 87 125 –

45 100 27 350

WORKSHEET 1

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+ 22 12 30 21 +

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80 38 66 49

+ 24 106 10 322 +

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68 700 35 874

+ 53 417 29 230 +

11 725 81 280 –

74 150 34 425 –

50 500 24 625

WORKSHEET 2

186

Try These 4 6

Try These

Value Q

Skills for Life

1 L mL mL mL mL mL

1 L200 mL

200 mL

200 mL

200 mL

200 mL

200 mL


187

Hots Both are equal


c d d a

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188

Data Handling

Concept Explanation Students are already familiar with the meaning of

list. Recapitulate the concept of list using the

Warm-up section given in the textbook.

Listing Things

Ask each group to make a list for the number of pencils, erasers, sharpeners they have in their groups.

Explain the meaning of listing things by using the example given in the related section.

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

Activity section given in the textbook. Instruct them to do the Exercise 5.1 from the

textbook.

Pictograph Form groups of 10 students each in the class. Provide each group with any one of the sets of

cut-outs of star, leaf, etc., of their choices. Provide a chart to each group. Ask each group to list their choices of colours.

Demonstrate how to make a pictograph using the cut-outs and the list they have.

Help the students if they are facing any problem. Use the Remember section to point out the

important fact related to the topic. To reinforce, ask the students to do the Value Q

and Skills for Life sections from the textbook. Instruct them to do the Exercise 5.2 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.

Students will be able to recapitulate the concept of list

5

Deer 182541

Bear 2Crocodile 6

8

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Vanilla

Chocolate Chip

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Bus

Car

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322625

Red apples 4

2

Candles tree

8 43 38 6 1 704 7 4 1 0 5

Value Q

Skills for Life

Balloons 4

Candles 5

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Hots

GrapesBanana



, 14 34

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` 10

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Lassi


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194

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Quarter to 10

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` ` 22 and 75 p


Environmental StudiesEnvironmental Studies1. Safety Rules

Lesson plan 197

Worksheets 198

Answers 200

2. Travelling Made Easy

Lesson plan 201

Worksheets 202

Answers 204

3. Weather and Seasons Lesson plan 205

Worksheets 206

Answers 208

4. Our Earth Lesson plan 209

Worksheets 210

Answers 212

5. Our Universe Lesson plan 213

Worksheets 214

Answers 216



197

Safety Rules

Warm-up To make the class interactive, start the topic by telling students what is being safe. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Safety: Ask students what is safety? Tell students

that we should be very careful everywhere to avoid accidents.

Safety at Home: Tell students how can we be safe at home. Also explain that we should avoid playing with sharp objects, stay away from gas stoves, etc. Also encourage students to learn about some safety measure.

Safety in School: Explain to students that accidents can happen anywhere. Tell students that they should not slide down the railing of the stairs. Tell them to not to stand on the desks and chairs.

Now, ask students to write any three things that they should avoid doing in school.

1. ...................................................................................... 2. ...................................................................................... 3. .....................................................................................

Safety on the Road: Tell students that road is very unsafe for everyone. So we should be very careful. One should use a subway or an overbridge to cross

signal. Ask students to write the meaning of each colour of

Red …....................................……………………. Yellow …....................................……………………. Green …....................................…………………….

Also tell them about the meaning of some sign boards that they see on the road.

Safety in the Bus: Tell students that while boarding a bus, one should be in the queue. Also ask them to

Safety on the Playground: Tell students that playground is place where we go to play. So we should be very careful. We should avoid going to the dark corners of the park. Tell students that one should not go to a park when there is no one around.

Safety in the Swimming Pool: Tell students that we should always swim in the shallow end of the pool. Tell students to be very careful while swimming.

First aid:tell students about its importance.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by asking then to do the Skills For Life and HOTS sections given in the chapter.


know about the safety rules at home understand how one can be safe in the school learn about the safety rules that need to be followed on the road know how one can be safe while swimming

1

198

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a. Do not slide down the railing of the ……………...........……. .

b. Avoid running in the school ……………...........……. .

c. Cross the road at the ……………...........……. .

d. Never ……………...........……. on the road.

200

A. 1. a. footpath b. deep water c. subway d. near bushes 2. a. F b. T c. T d. F 3. a. Roads—Do not play; At swings—Do not push; Electric plugs—Do not touch; Balcony—DO not leanB. 1. The immediate help given to an injured person is called

. 2. Always walk on the footpath. If there is no footpath,

overbridge to cross the road. 3. Always swim in the presence of adults.

C. Yes, the boy is in danger because the person who is giving a sweet to the boy does not seem to be known to him. And taking a sweets from strangers can put you in danger.

use a seat belt

Men at work

No right turn

School ahead

Narrow bridge

Speed limit

No parking

No horn50

1. corridors 2. desks and chairs 3. footpath4. zebra crossing 5. climbing 6. balconies

it is not safe.



1. a. Do not play with sharp objects like blades, knives and scissors. You can cut your hand.

hurt someone. Someone can trip and fall. c. Stay away from electric gadgets and plugs. Do not touch

them. d. Do not slide down the railing of the stairs. e. Avoid running in the corridors. f. Standing on desks and chairs is a bad habit and you may

hurt yourself. g. Avoid climbing onto shelves or window-sills. h. Stay away from stoves, heaters and toasters. i. Keep away from balconies or ledges. Do not lean over.2. a. Always swim in the presence of adults. b. Do not push each other into the water. c. Avoid deep end of the pool.

to swim.

1. Always walk on the footpath. If there is no footpath, walk on

stop before crossing the road.2. Do not open the door to strangers. Do not play with sharp objects like blades, knives and

scissors. You can cut your hand.

someone. Someone can trip and fall. Stay away from electric gadgets and plugs. Do not touch

them.

aid.4. a. stairs b. corridors c. zebra crossing d. play

201

Travelling Made Easy

Warm-up Start the topic by showing pictures of some vehicles and ask the students to name them. Ask students which

complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Travelling on Land: Ask students that they must

have seen cars, buses, cycles, trucks, etc. that travel on land. Tell students that these are called motor vehicles. Also explain to students about the metro trains. Tell students that in some cities local trains also run.

Also explain to students about the vehicles that were used in earlier days.

Now, ask students to write L for the vehicles that are used for long distances and S for the ones that are used for short distances.

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

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

Travelling on Water: Explain to students that there are some vehicles that run on water. Ask students to write the names of four vehicles that run on water.

1. ………………………………………………. 2. ………………………………………………. 3. ………………………………………………. 4. ……………………………………………….

Now mention that some vehicles are used for long distances, for example a ship while some are used for short distances , for example a boat.

Travelling in Air: Tell students that when we want to travel quickly, we can travel by air. Ask students to write the name of the fastest vehicle that runs in air.

………………………………………………………… Also explain to students that aeroplanes are also

helicopter is used in the times of need. Also explain about gliders.

Fuel: Ask students how do all the vehicles run? Tell them about fuel.

name of fuels. 1. PLORTE ……………………………… 2. AOCL ……………………………… Also explain that electricity is also used as a fuel

now a days.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking them to do the Value Q and HOTS sections given in the chapter.



know about the travelling on land, in water and in air understand what is fuel

2

202

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On Land: …………………………….. …………………………….. ……………………………..

On water: …………………………….. …………………………….. ……………………………..

In air: …………………………….. …………………………….. ……………………………..

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204

1. TRAIN 2. CAR 3. HELICOPTER 4. CYCLE

A. 1. a. fuel b. Bus, car c. Aeroplane d. short 2. Aeroplane—Fastest way of travelling; Block-cart—Travel short distances; CNG—Fuel; Boat—Travel in water 3. T 2. T 3. F 4. FB.

Later they rode on animals. 2. Land, air and water 3. Local trains, metros and buses



C. Hot air balloon

Vehicles use fuel to run. Fuels burn and produce a lot of smoke which makes the air dirty.


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

In the absence of fuels, vehicles will not be able to run and

1. On land: Car, truck, bus On water: Boat, ship, ferry In air: Aeroplane, helicopter, glider2. Students will do this themselves.3. Local trains and metros4.

they rode on animals. Then the wheel was invented. They began to move around in carts drawn by animals.

1. Ship2. Helicopter3. Students will do this on their own.4. Aeroplane

205

Weather and Seasons

Warm-up Start the topic by asking students if they wear same types of clothes during the entire year. Also show them the pictures of some clothes and ask them to tell the name of season in which they wear each clothe. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Weather: Start the topic by asking students about

the current day's weather. Tell them to describe it in a word like sunny, rainy, windy or cloudy. Also ask them about the weather of last few days. Now ask them was the weather same during the last week? Now, explain to them the meaning of the word weather.

Season: Tell students that weather is the amount of sunshine, rain, or wind a place gets on a particular day. Also mention that when almost the same type of weather continues for many days, we call it a season. Now, ask students to write the names of

1. …………................ 2. …………................ 3. …………................ 4. …………................ 5. …………................

Summer: Tell students that the sun is the brightest

hot winds also blow during this time. Mention that in this season, we should drink a lot of water. Ask students to write the names of the main summer months.

1. …………................ 2. …………................ 3. …………................

Monsoon: Tell students that after summer, monsoon comes. Also mention that in this season, weather becomes wet and humid. Tell students that we use raincoats and umbrellas when we go out in the rain. Ask students to write the names of the main summer months.

1. …………................ 2. …………................ Autumn: Tell students that this season comes after

monsoon. This season is also called fall in some countries. Ask students to write the names of the main autumn months.

1. …………................ 2. …………................ Winter: Ask students that this is the coldest season

of the year. Also mention we wear woollen clothes in this season. We also use quilts and blankets. Ask students to write the names of the main winter months.

1. …………................ 2. …………................ 3. …………................

Spring: Tell students that this is the season in which

this season, weather is very pleasant. Ask students to write the names of the main spring months.

1. …………................ 2. …………................

daily life, the food we eat and the clothes we wear.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by asking them to do the Skills For Life and HOTS sections given in the chapter.


know about what is weather

3

206

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a. The weather is wet and humid in .............................. . b. We like to have ice creams and cold drinks in .............................. .

d. Plants and trees begin to shed their leaves in .............................. . e. Cold winds blow in .............................. .

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WORKSHEET 2

b. We use quilts and blankets. ..............................

c. Plants and trees begin to shed their leaves. ..............................

d. Farmers wait for this season. ..............................

a. Summer: ..............................................................................................................

b. Monsoon: ..............................................................................................................

c. Autumn: ..............................................................................................................

d. Winter: ..............................................................................................................

e. Spring: ..............................................................................................................

i. Winter

b. September and October ii. Spring

c. November, December iii. Summer

d. February and March iv. Monsoon

v. Autumn

208

In the given three pictures, summer, rainy and winter seasons

clothes.

A. 1. a. Weather b. season c. summer d. monsoon 2. a. F b. T c. T d. F

B. 1. No

many days, we call it a season. 3. We use raincoats and umbrellas in monsoon season. 4. In autumn, the plants and trees begin to shed their

leaves. In spring, new leaves grow on trees.

Answers to the CoursebookC.

Rainbow, Girl, Water.

Our life, food and everything depend on rains. If we do not get enough rains, than we will not be able to grow crops get water


1. monsoon 2. Summer 3. humid 4. atmosphere

If there was only one season throughout the year then our daily life, the food we eat and the clothes we wear would be same


many days, we call it a season.2. a. monsoon b. summer c. Weather d. Autumn e. Winter3. Students will do this on their own.

autumn—September, October

spring—February, March

1. a. Spring b. Winter c. Autumn d. Monsoon e. Summer2. a. iii b. v c. i d. ii e. iv3. a. hot winds blow b. It rains heavily c. Trees shed their leaves. d. Cold wind blow. e. Flowers bloom

Answers to the Assessment-1A. 1. fuel 2. winter 3. subway 4. strangers 5. boatB. 1. air 2. winter 3. road 4. Monsoon 5. waterC. Fastest way of travelling Aeroplane

Winter Coldest season Trees shed leaves Autumn Run on tracks Trains

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

209

Our Earth

Warm-up Start the topic by asking students on which planet do we live. Also ask them to look at the globe. Now ask them what is the colour of our earth. Now, ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation What is our earth made of: Show students a globe

and ask what does the blue part and green part indicate?

Blue part: ....................... Green part: ......................... Tell students that as the blue part is water and blue

part is much more than the green part, earth is also known as the blue planet. Also tell students that besides, water and land, air is also present in the atmosphere of our earth.

Landforms:features on the surface of the earth. Some are landforms while some are waterbodies. Explain to students that plains, hills, mountains, valleys,

on the earth. Plains:

the land. Most of the people live on plains because these are very good for agriculture.

Hills: Tell students that the areas that are higher than plains are called hills. Also mention that the

Mountains: Now tell students that mountains are hills that are covered with snow. The weather of mountains is much colder than the hills.

Valleys: Ask students what the area between two hills is called. Mention that this area is more fertile than the hills.

Plateaus:at the top and have height like hills.

Islands: Tell students that an island is the land that is surrounded by water on all sides.

Deserts: Explain to students that the dry and sandy areas are called deserts. Ask students to write the

Waterbodies: Tell students that our earth is mostly made up of water. Rivers, ponds, lakes, streams,

Explain to students that rivers are formed when snow of mountains melt. Now tell them that

oceans. Also mention that apart from rivers, seas and oceans, there are many waterbodies on the earth. Tell students to write the names of any four waterbodies.

1. ...................................................................................... 2. ...................................................................................... 3. ...................................................................................... 4. ......................................................................................

Air: Explain to students that air is the main component that makes life possible on the earth.

Encourage students to not dirty the air.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire values and thinking abilities by asking them to do the Value Q and HOTS sections given in the chapter.



know what our earth is made up of

learn about the waterbodies know about air

4

210

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a. b.

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c. d.

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e.

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211

WORKSHEET 2

a. Small rivers i. Oceans

b. Big seas ii. Desert

c. Area between two hills iii. Streams

d. Cactus iv. Plateau

e. tableland v. Valley

a. Very high hills are called …................………………. .

c. Camels are found in …................………………. .

d. When water collects in a large area of land, it forms a …................………………. .

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LAND + WATER + AIR

A. 1. a. plain b. plateau c. all sides d. river2. a. Plain b. Mountains c. Desert d. Oceans

3. a. T b. F c. F d. TB. 1. Our Earth is made up of land and water.

A hill is an area of land higher than the area around it. 4. Rivers, ponds, lakes, streams, seas and oceans.



C.people live in plains.

It forms the shape of a table, therefore, it is also called a tableland.

Students will do this themselves.

Valley—Between two hills; Desert—Land covered with sand; Hill—Higher than plains; plain—Flat area of land

Streams

1. a. A large area of land that is very dry and is covered with sand.

b. A hill is an area of land higher than the area around it.

d. They are covered with snow. e. A river is formed when snow melts on high mountains

and comes down to the plains. f. A valley is an area between two hills or mountains.

2. River: A river is formed when snow melts on high mountains and comes down to the plains.

Ocean: Oceans are big seas.

1. a. iii b. i c. v d. ii e. iv2. a. mountains b. peak c. desert d. lake3. We need air for breathing.4. Earth is made up of land and water.5. Plains, Hills, Mountains, Valley, Plateaus, Island Deserts.6. Because plains are very good for agriculture.

213

Our Universe

Warm-up Start the topic by asking students what do they see in the morning sky and in the night sky. Ask them to

ask the students to complete the activity given in the Warm-up section. Discuss the answers in class.

Concept Explanation Solar System: Explain to students that our planet

earth is a member of the solar system. Also mention what is universe. Tell students that the sun is the head of the solar system.Sun: Explain to students that the sun is a big ball of

students how do plants use the energy of the sun to make food.

……………………………………………………...…… ………………………………………………………...…

Planets: Explain to students that there are eight planets in the solar system. Ask students to write the names of all planets in the blanks given.

1. ……………………… 2. ………………………… 3. ……………………… 4. ………………………… 5. ……………………… 6. ………………………… 7. ……………………… 8. ………………………… Also explain to students the meaning of the orbit.

Also mention why earth is called a blue planet. Moon: Ask students to tell the name of the brightest

object of the night sky. Also mention that the moon revolves around the earth. Also mention that the moon shines because of the light of the sun.

Now, ask students do they see the same shape of the moon every night (yes/No)?

Now explain to students about the full moon and new moon.

Stars: Explain to students that apart from the moon, there are many small things in the sky that twinkle. These are called stars. Also explain to them about the constellations.



and their meanings given in the chapter. The teacher should then discuss these in the class. Help students to acquire skills and thinking abilities by asking them to do the Skills For Life and HOTS sections given in the chapter.



know about the solar system understand how the sun is useful to us

5

214

WORKSHEET 1

a. ........................................................... b. ...........................................................

c. ........................................................... d. ...........................................................

e. ........................................................... f. ...........................................................

g. ........................................................... h. ...........................................................

i. ...........................................................

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WORKSHEET 2

a. b. c. d.

a. ....................................................... b. .......................................................

c. ....................................................... d. .......................................................

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Students will do themselves.

A. 1. a. Sun b. Earth c. stars d. blue

3. a. T b. F c. T d. FB. 1. The sun, the moon and planets together form the solar

system. 2. They look very small because they are very far away

from us. 3. Green plants make their food using sunlight.

C.

Telescope because stars are very far from us and to see them clearly we need good lenses which are used in telescope.

Saturn Mars Neptune EarthMercury Venus

1 234 567

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

Answers to Coursebook

Answers to the Test PaperA. 1. corridors 2. autumn 3. island 4. trucks 5. SunB. 1. water 2. monsoon 3. peak 4. Earth 5. saltyC. September and October Autumn

February and March Spring

1. True 2. True 3. False 4. False 5. TrueE. 4. Plains 5. Aeroplane

1. A small model of the earth is known as globe.

called an orbit. 3. Always walk on the footpath and use a subway or an

overbridge to cross the road. 4. Helicopter, aeroplane and glider

for many days. 6. Our Earth is made up of land and water.

moon and when there is no moon in the sky it is known as the new moon.

Answers to the Assessment-2A. 1. plateau 2. sun 3. moon 4. seas 5. desertB. 1. mountains 2. far from us 3. sun 4. deserts 5. blue planet C. Closest star Sun Flat area of land Plain

Small rivers Streams

Small model of Earth Globe 1. True 2. False 3. True

4. False 5. True

217


1. a. Sun b. Mercury c. Venus d. Earth

i. Neptune2. The Sun, the moon and planets are a part of the solar

system.

called an orbit.4. The Sun is the closest star and the main source of energy

to Earth. Sunlight helps plants to grow. Green plants make their food using sunlight. All animals and humans depend on plants directly or indirectly for their food.

1. a. Full moon b. Gibbous moon c. Half moon d. Crescent moon

3. Because they are very far from us.4. Students will do this on their own.

218

Time: 2 hours


Total Marks: 30

(1 × 5 = 5)

b. Which of these vehicles move on water?

i. Ship ii. Car iii. Glider iv. Both a and c

c. Which of the following is a spring month?

d. Which of these is and area between two hills or mountains?

i. Plateau ii. Island iii. Valley iv. Plain

e. The moon moves around the

i. Sun ii. Earth iii. Saturn iv. Stars

(1 × 5 = 5)

a. We should use a .......................... or an .......................... to cross the road.

b. To carry .........................., trucks are used.

c. Plants and trees begin to shed their leaves in .......................... season.

d. When water falls from a great height it forms a .......................... .

(1 × 5 = 5)

a. We can lean over balconies and ledges.

b. Vehicles can move on roads, on rails, on water and in air.

d. A desert is very dry and covered with sand.

219

(1 × 5 = 5)

a. Plain i. a piece of land surrounded by water.

b. Island ii. Very high hills.

d. Hill iv. An area of land higher than the area around it.

(1 × 5 = 5)

a. Why do we need air?

c. Write two things that we do in winter season.

d. Why do we need air?

e. Which planet is called a blue planet?

(1 × 5 = 5)

Draw a solar system in the space given below.

220

Answers to Model Test Paper d. We need air for breathing. e. Earth6.

1. a. iv. b. i. c. ii. d. iii. e. ii.2. a. subway, overbridge b. goods c. autumn d. waterfall e. Earth3. a. False b. True c. True d. True e. False4. a. iii. b. i. c. v. d. iv. e. ii.5. a. Safety means to stay away from harm. b. Air; Aeroplane and Helicopter c. 1. We wear woollen clothes. 2. We enjoy sunshine and hot drinks.


222

1. Different Fields1. Chetan Bhagat 2. Shreya Ghoshal 3. Karan Johar 4. Navjot Singh Sindhu 5. Ritu Kumar6. Varun Dhawan 7. Punit Pathak 8. Jayalalitha 9. Harshali Malhotra

2. We are a GroupA. 6. Vehicles 7. Clothes 8. Furniture 9. Fabrics 10. GamesB. 2. Milk Cheese Yogurt 3. Peacock Hen Pigeon 4. Cake Cookies Bread 5. Pen Pencil Eraser

3. Codes and Patterns

A. 1.

2. J

3.

4. 12B. SUGARCANE

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

5. Greeting from Around the World1. d 2. c 3. g 4. a 5. b 6. e 7. f

Answers

223

6. Famous Indian Monuments1. Hawa Mahal (e) 2. Humayun’s Tomb (c) 3. Charminar (a)

7. Stories We Love

8. Care for EarthA. 1. 3. B.

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

224

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Reflections (TM) Class-2_T-1 (Eng.).indd - Saraswati House

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