182920067-Traveller-G4-Teacher Companion Book-Maths-Part1-A

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Interactive discussion: Divide the class into small groups and ask them to discuss what they have learnt in the current chapter. Guide the discussion with following points: 1) What is top, front, side view of the solid? 2) How did you draw views of solid? 3) Can you suggest the use of these views in your day-to- day life? Class Pulse Check Duration: 2 min 1) How many views can one solid have? 2) How can you differentiate between the top and side views? Duration: – CW 1) WB: Pg. 11,12; Q. HW – 21,22 Page 48

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days (OR) Slow down by ___ days  Academic Coordinator’s Signature: Page 49

Chapter 1: Shapes Allocated Teaching Days 6 Speed up/Slow down Plan 1.3: Reflection and Symmetry Prior knowledge needed (for the learners):  Recall various 2-dimensional shapes Day No. Planned Summary of Day’s Plan Date Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand, TMB Recall R&U WB: I Remember and Understand • Recall various 2- • Define symmetry, line of TB: I Apply dimensional shapes symmetry, symmetrical WB: I Apply shapes, asymmetrical • Define reflection and line shapes TB: I Explore, Math Munchies, CtD of reflection, mirror image, WB: I Explore water image Day 5 Drill Time A H Day 6 Drill Time, ANtP • Identify periodic and non- • Identify whether the given periodic tiling. shapes can tessellate or not by drawing the shapes • Create tiling patterns from the given shapes • Make tessellation using the given shape Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook Page 50

Day 1/6 Day Annual Day: 12/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall various 2-dimensional shapes  Define reflection and line of reflection, mirror image, water image New Words: Reflection, line of reflection, mirror image, water image Transactional Tip(s) Duration: 6 min Direct Instructions: Draw various figures such as rectangle, square and so on, on the blackboard and ask the names of those shapes. Then, tell learners to read ‘I Think’ from TB: Pg. 13. and introduce the concept of reflection. Share examples of reflections of light, reflections on water to elaborate the concept in detail. Class Pulse Check Duration: 3 min 1) Draw the shape of an oval on the blackboard and ask the student to name it. Duration: 4 min CW – HW 1) WB: Pg.12,13 – Q. 1 – 6 Page 51

Day 1/6 Day Annual Day: 12/65 Actual Date: Progress Transactional Tip(s) Duration: 14 min Direct Instruction (7 min): • Define reflection, line of reflection, mirror image, water image. Explain these concepts with diagrams. • Draw different letters or objects on the blackboard and draw each of its reflections. Flipped Classroom (7 min): Divide the class into groups and ask learners to choose any one concept from reflection, line of reflection, mirror image, water image and share examples of the same in front of the class. Ask them to explain the concept as well. Class Pulse Check Duration: 2 min 1) Draw reflection of an object such as a blackboard and ask learners, ‘what is line of reflection?’ 2) Draw water image and mirror image of a bird and ask the difference between the mirror image and the water image. Duration: – CW 1) WB: Pg. 14, Q – HW – 13,16 Page 52

Day 2/6 Day Annual Day: 13/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Define symmetry, line of symmetry, symmetrical shapes, asymmetrical shapes New Words: symmetry, line of symmetry, symmetrical shapes, asymmetrical shapes Transactional Tip(s) Duration: 15 min Peer Learning – Group: Divide the class into small groups and explain the symmetry, line of symmetry, symmetrical shapes and asymmetrical shapes. Then, each learner will draw two shapes each and will share their images with their groups. Let them identify symmetrical shapes and asymmetrical shapes. If the shape is symmetrical, then ask them to find the line of symmetry. Class Pulse Check Duration: 4 min 1) Draw symmetrical shapes and ask learners to identify the line of symmetry in each? Duration: 10 min CW 1) WB: Pg. 14 – Q. 14, HW 1) WB: Pg. 13 – Q. 7 – 12 15 2) TB: Pg. 15, TMB Page 53

Day 3/6 Day Annual Day: 14/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify periodic and non-periodic tiling  Create tiling patterns from the given shapes New Words: tiling pattern, periodic and non-periodic tiling, tessellation Transactional Tip(s) Duration: 22 min Guided Learning (15 min): Show examples of tessellations and periodic and non-periodic tiling from the surrounding such as tiles, wall, etc. Explain those concepts with more examples. Then have a discussion with learners about their queries and understanding of the topic. Practising (7 min): Ask learners to create a tiling pattern with a square and a triangle and ask them to identify periodic and non-periodic tiling from it. Class Pulse Check Duration: 4 min 1) Where do you see tessellation? Duration: 3 min CW 1) WB: Pg. 15 – Q. 19, HW 1) WB: Pg. 15 – Q. 17,18 20. 2) Observe and note down pattern of tiles at home. Page 54

Day 4/6 Day Annual Day: 15/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify whether the given shapes can tessellate or not by drawing the shapes  Make tessellation using the given shape New Words: – Transactional Tip(s) Duration: 8 min Interactive Discussion: Discuss how a given shape can tessellate or not by placing/drawing the shape such that there are no overlaps or gaps. Ask learners to list different shapes that can help to create tessellation. Class Pulse Check Duration: 3 min 1) Can we make tessellation of any shape? 2) How many times do we need to draw same shape to make a tessellation? Duration: 8 min CW – HW 1) TB: Pg. 18, ‘Try This’ 2) TB: Pg. 19, English Fun Page 55

Day 4/6 Day Annual Day: 15/65 Actual Date: Progress Transactional Tip(s) Duration: 7 min Direct Instruction: • Ask learners to read TB: Pg. 18, Maths Munchies. Then explain the concept of visual illusion. • Ask learners to read TB: Pg. 18, ‘Social Studies Fun’ and explain the great circle, the equator and all the meridians. Also, explain the circles of the Earth. Class Pulse Check Duration: 3 min 1) Which shapes can we use to create a tessellation? 2) What is visual illusion? Duration: – CW 1) WB: Pg. 16 – Q HW – 21,22 Page 56

Day 5/6 Day Annual Day: 16/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on introduction to Geometry, Perspective of Objects New Words: – Transactional Tip(s) Duration: 29 min Practising: Divide the class into small groups. Ask learners to solve sums individually from TB: Pg. 19, 20, ‘Drill Time’. Then share answers within groups and correct the wrong answers, if any. Class Pulse Check Duration: – – Duration: – CW – HW 1) TB: Dill Time, Q. 1 – 4 Page 57

Day 5/6 Day Annual Day: 16/65 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.4 and Q.5 of Drill Time have been covered in the previous slide. Class Pulse Check Duration: – – Duration: – CW TB: Dill Time, Q. 5 HW – Page 58

Day 6/6 Day Annual Day: 17/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 59  Solve sums based on Reflection and Symmetry New Words: – Transactional Tip(s) Duration: 29 min Practising (10 min): Divide class into small groups. Ask learners to solve sums individually from TB: Pg. 21, ‘Drill Time’. Then share the answers within the groups and correct wrong answers, if any. Summarising (19 min): After Drill Time, ask learners to recollect the concepts which they learnt in the chapter and have discussion among the group about the same. Divide the class in groups of 6 and ask them to present summary of concepts like Net, perspective, steps to draw a circle, reflection, symmetry and tessellation. Each group gets 3 minutes to present their respective concepts. Class Pulse Check Duration: – – Duration: – CW 1) Take help from your HW 1) TB: Drill Time, Q.6 – 8 parents and measure the diameter and calculate the radii of a few circular objects from your home.

My Reflections Progress Passbook 6 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days (OR) Slow down by ___ days  Academic Coordinator’s Signature: Page 60

Chapter 2: Patterns Allocated Teaching Days 7 Speed up/Slow down Plan 2.1: Growing and Reducing Patterns Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Identify patterns in surrounding Date  Identify patterns in numbers, shapes Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand, TMB Recall R&U Day 5 WB: I Remember and Understand • Identify natural patterns • Draw patterns in line and TB: I Apply and man-made patterns, shapes WB: I Apply number patterns, patterns in lines and shapes, finite • Identify growing and TB: I Apply and infinite patterns reducing patterns in WB: I Apply numbers and shapes TB: I Explore A H WB: I Explore • Create patterns with the • Create mixed series of Day 6 TB: Math Munchies, CtD given conditions numbers • Frame questions for creating • Relate the patterns with patterns with given surrounding Day 7 TB: Drill Time, ANtP conditions • Solve sums based on growing and reducing patterns Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Coloured Paper – 2 2) IMAX Workbook colours (Day 2) Page 61

Day 1/7 Day Annual Day: 18/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify natural and man-made patterns, number patterns, patterns in lines and shapes, finite and infinite patterns. New Words: natural patterns, man-made patterns, finite patterns and infinite patterns Transactional Tip(s) Duration: 5 min Direct Instruction: Ask learners to observe figures given in TB: Pg. 22 ‘I Think’ and introduce the concept by giving more examples of the same such as ripples on the sand of the waves, clouds in the sky. Class Pulse Check Duration: 3 min 1) Where do you see patterns at your home? 2) Is it possible to make patterns by drawing shapes? Duration: 3 min CW – HW 1) WB: Pg. 22 – Q. 1 – 3 Page 62

Day 1/7 Day Annual Day: 18/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Direct Instruction: • Show or draw patterns on the blackboard and explain what is a pattern and how it forms. Explain natural patterns with more examples such as trees, spirals, waves, etc. Also explain man-made patterns with examples such as bamboo roof, marble wall, floor tiles, etc. On similar lines, explain how patterns with lines and shapes can be formed. • Explain number patterns with various examples such as 1, 4, 7, 10, 13, 16, ... (starts at 1 and jumps 3 every time) or 2, 4, 8, 16, 32, ... (doubles each time) and then ask learners to make a few more patterns. Class Pulse Check Duration: 3 min 1) Give examples of natural patterns? 2) Give examples of man-made patterns? Duration: 5 min CW 1) Make a list of HW 1) Draw at least 3 patterns which you patterns with lines and shapes. see at your home. Page 63

Day 2/7 Day Annual Day: 19/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify growing and reducing patterns in numbers and shapes New Words: growing pattern, reducing pattern, consecutive numbers Transactional Tip(s) Duration: 10 min Practising: • Write examples of growing and reducing patterns in numbers (starting the pattern with 2) on the blackboard and explain it. Then, write a few more examples on the blackboard and keep it incomplete and ask learners to complete those patterns. • Ask learners to write examples of growing and reducing patterns (starting the number 4). Ask them to read the pin-up note given on Pg. 24 and ask them to practice writing consecutive numbers. Class Pulse Check Duration: 2 min 1) What is the difference between growing and reducing patterns? Duration: 2 min CW – HW 1) WB: Pgs. 17,18 – Q. 4 – 12 2) TB: Pg. 25, TMB Page 64

Day 2/7 Day Annual Day: 19/65 Actual Date: Progress Transactional Tip(s) Duration: 15 min Activity Method: • Ask learners to cut coloured paper of both colours in shapes of petal. The learners are supposed to form a growing pattern using these petals. Guide them through this activity. • Ask learner to make another growing pattern using the 2 coloured paper as HW. The learners can present their pattern on the next teaching day. Class Pulse Check Duration: - Duration: – CW 1) WB: Pg. 17,18 – HW – Q. 13 – 16 2) TB: Pg. 25, Example 1 – 2 Page 65

Day 3/7 Day Annual Day: 20/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Create patterns with the given conditions  Frame questions for creating patterns with given conditions New Words: – Transactional Tip(s) Duration: 20 min Questioning: Note down the following examples of creating patterns with given conditions on the blackboard and elaborate it. a) Create a pattern starting with the number 210 and with its terms increasing by 25. Find the next three terms. b) Create a pattern starting with the number 98 and with its terms increasing by 14. Find the next three terms. Ask learners to make pairs and frame questions in pairs for creating patterns with the given conditions. Then, solve all questions and correct wrong answers, if any. Class Pulse Check Duration: 4 min – Duration: 5 min CW 1) WB: Pg. 20 – HW Q. 19,20 1) WB: Pgs. 19, 20 – Q. 17,18 Page 66

Day 4/7 Day Annual Day: 21/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 67  Create patterns with the given conditions New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group (12 min): Note down at least 5 examples on the blackboard for creating patterns. Divide the class into small groups and ask learners to solve those examples in groups and cross check the answers with any other group and rectify wrong answers, if any. Interactive Discussion (8 min): Have a discussion in the classroom around following point. a) Where do we see man-made patterns around us? b) Do we need conditions to create pattern? Why? c) How do you think growing pattern can help us solve problems? Class Pulse Check Duration: 2 min 1) What is the first step of creating pattern? Duration: 7 min CW 1) Create at least 5 HW patterns starting 1) Create at least 3 patterns with any odd individually starting with number. the number 10.

Day 5/7 Day Annual Day: 22/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Create mixed series of numbers New Words: Mixed Series Transactional Tip(s) Duration: 20 min Brainstorming: • Divide the class into small groups. • Ask learners to discuss their understanding of mixed series for 5 minutes • Ask them to create mixed series as many as they can, starting with the number 8 and having 6 terms, in 10 minutes. Then share examples within a group of 3 peers. • Ask peers to validate each of the series by extending it by 4 terms. Class Pulse Check Duration: 4 min 1) How many series do we need to create mixed series? Duration: 5 min CW 1) WB: Pgs. 20 – Q 21, HW 1) TB: Pgs. 27,28 – 22 Example 8 Page 68

Day 6/7 Day Annual Day: 23/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 69  Relate the patterns with the surrounding (Science and Social Studies) New Words: – Transactional Tip(s) Duration: 20 min Interactive Discussion (10 min): Ask the learners to read CTD. Then, have a discussion in the classroom with the help of the following points: a) How can we relate diagrams with patterns? b) Where can we see such patterns in our surrounding? Brainstorming (10 min): Ask them to read the Maths Munchies and brainstorm in group of 3 the possible next 4 term. Ask them to find the next 4 terms for following patterns a) 1, 2, 4, 7, 11, 16… b) 2, 3, 6, 18, 108… Class Pulse Check Duration: 5 min 1) Give an example of Fibonacci Series. Duration: 4 min CW 1) Create mixed series HW 1) TB: Pg. 28, Math of even and odd Munchies numbers starting with 2.

Day 7/7 Day Annual Day: 24/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on growing and reducing patterns New Words: – Transactional Tip(s) Duration: 29 min Practising (10 min): Divide the class into small groups. Ask learners to solve the sums individually from TB: Pg. 29, 30, ‘Drill Time’. Then share answers within groups and correct the wrong answers, if any. Peer Learning – Group (19 min): • Divide class in group of 3. • Each learn needs to frame one growing pattern and reducing pattern in number, and one growing pattern in shape. • Two groups interchange the questions within themselves and find the answers as a group. This activity can be used as group competition. Class Pulse Check Duration: – – Duration: – CW – HW 1) TB: Drill Time, Q. 1 and 2 Page 70

Day 7/7 Day Annual Day: 24/65 Actual Date: Progress Transactional Tip(s) Duration: – Note: Ask learners to have a discussion with parents about growing patterns in multiplication tables that they have learnt and then enlist reducing patterns from your surrounding. Note: Q.2 of Drill Time have been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW – HW – Page 71

My Reflections Progress Passbook 7 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days (OR) Slow down by ___ days  Academic Coordinator’s Signature: Page 72

IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering  textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 73

Page 74 Teacher Reference: Textbook Chapter 1: Shapes Concept 1.1: Introduction to Geometry Train My Brain Define the following: a) Chord: A chord is a line segment that joins any two points on a circle. b) Radius: The (fixed distance) line segment drawn from the centre ‘O’ to the edge of the circle is called its radius. c) Centre: The fixed point ‘O’ of a circle is called its centre. This point is at the same distance from any point on the edge of the circle. Drill Time 1) Draw circles with the given measures. a) diameter = 8 cm O AB d = 8 cm TB: Shapes

Teacher Reference – Textbook b) radius = 6 cm AO r = 6 cm Page 75 TB: Shapes

Teacher Reference – Textbook c) radius = 7 cm B O r = 7 cm Page 76 d) radius = 5 cm CO r = 5 cm TB: Shapes

Teacher Reference – Textbook e) radius = 1 cm CO r = 1 cm 2) Word problems a) Reena has a bangle of radius 2 cm. What is its diameter? [4 cm] b) The lid of a soft drink can is 8 cm in diameter. What is its radius? [4 cm] Concept 1.2: Perspective of Objects Train My Brain Draw the top, front and side views of the given solid. Page 77 Solid Top view Front view Side view Drill Time 3) Write the top view and side views of the objects whose front views are given. TB: Shapes

Page 78 Teacher Reference – Textbook 4) Draw the front, top and side views of the given solids. TB: Shapes

Page 79 Teacher Reference – Textbook 5) Draw the shapes of the given objects from different views. Concept 1.3: Reflection and Symmetry Train My Brain Answer the following: a) How many lines of symmetry does a square have? [2] b) has 2 (number) lines of symmetry. c) Draw the lines of symmetry of the given triangle. TB: Shapes

Teacher Reference – Textbook Drill Time 6) Draw reflections of the following figures about the given lines. Page 80 7) Draw lines of symmetry for the letters of the English alphabet. 8) Find the basic shape in each of the following tessellations. a) b) c) d) TB: Shapes

Shapes1Chapter 1.1 Introduction to Geometry I Recall Multiple Choice Questions Observe the given tangram and answer the following questions. Page 81   7KHQXPEHURIVTXDUHVLQWKHJLYHQÀJXUHLVDUHBBBBBBBBB > A ] > D ] (A) 1 (B) 5 (C) 3 (D) 0 > B ]   7KHQXPEHURIFLUFOHVLQWKHJLYHQÀJXUHLVDUHBBBBBBBBB >A@ (A) 1 (B) 5 (C) 3 (D) 0   7KHQXPEHURIWULDQJOHVLQWKHJLYHQÀJXUHLVDUHBBBBBBBBB (A) 1 (B) 5 (C) 3 (D) 0 I Remember and Understand Multiple Choice Questions & SRLQW  ' FKRUG   $FLUFOHLVDDQBBBBBBBBBBBBBBBB  $ FORVHGÀJXUH % RSHQÀJXUH 1

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Long Answer Questions 15) Draw a circle of radius a) 3 cm b) 5 cm Solution: a) O 3 cm A Page 83 b) O 5 cm A Shapes 3

16) Name the centres, diameters, chords and radii of the circles given. a) M N b) QT AO P O D B R E S Solution: a) Centre = O b) Centre = O Diameter = AB Diameter = ST Chord = DE, AB Chord = PQ, ST Radii = OA, OB, OM, ON Radii = OR, OS, OT Page 84 I Apply Short Answer Questions 17) Reena drew a circle with her frisbee that has a diameter of 14 cm. What is its radi- us? Solution: Diameter of the frisbee = 14 cm Radius = d ÷ 2 Therefore, the radius of the frisbee = 14 cm ÷ 2 = 7 cm 18) The lid of a container is of radius 10 cm. What is its diameter? Solution: The radius of the lid of a container = 10 cm Diameter = r × 2 Therefore, the diameter of the lid of the container = 10 cm × 2 = 20 cm Long Answer Questions 19) Raj has a circular clock of diameter 12 cm. Shyam has another circular clock of diameter 8 cm. What is the radius of each of their clocks? Whose clock is smaller? Solution: Diameter of Raj’s clock = 12 cm Radius of Raj’s clock = d ÷ 2 = 12 cm ÷ 2 = 6 cm 4

Diameter of Shyam’s clock = 8 cm Radius of Shyam’s clock = d ÷ 2 = 8 cm ÷ 2 = 4 cm As the diameter of Shyam’s clock is less than that of Raj’s, Shyam’s clock is smaller.   $ZDWHUERWWOHKDVDFDSRIUDGLXVFPDQGDQRWKHUERWWOHKDVDFDSRIUDGLXV FP:KDWLVWKHGLDPHWHURIHDFKRIWKHZDWHUERWWOHFDSV\" Solution:5DGLXVRIWKHÀUVWERWWOHFDS FP 'LDPHWHURIWKHÀUVWERWWOHFDS Uð FPð FP 5DGLXVRIWKHVHFRQGERWWOHFDS FP 'LDPHWHURIWKHVHFRQGERWWOHFDS Uð FPð FP I Explore (H.O.T.S.) Short Answer Question   7KHGLDPHWHURIWKHPRXWKRIDERWWOHLVFP7KHUDGLXVRIDSHQLVFP:RXOG WKHSHQÀWLQVLGHWKHERWWOH\" Solution:'LDPHWHURIWKHPRXWKRIDERWWOH FP5DGLXVRIWKHSHQ FP 6RGLDPHWHURIWKHSHQ FPð FP $VWKHGLDPHWHURIWKHSHQLVVPDOOHUWKDQWKHGLDPHWHURIPRXWKRIWKHERWWOHWKH SHQZRXOGÀWLQVLGHWKHERWWOH Long Answer Question 22) Can we draw three circles with the same centre? If yes, draw three concentric circles with radii 1 cm, 2 cm and 3 cm. Solution: Yes, we can draw three circles with the same centre. They can be drawn as follows: 2 cm 1 cm Page 85 3 cm Shapes 5

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Fill in the Blanks   $OOWKHIDFHVRIDFXEHDUHBBBBBsqBBuBaBrBeBBBBBVKDSHG 8) A straight road looks wider at our end and narrower at the other end because RIBBpBeBrBsBpBeBcBBtiBvBeBBvBieBwBBBB   $FXERLGKDVBBBBBBB6BBBBBBBIDFHV Very Short Answer Questions 10) How many circular ends does a cylinder have? Solution: 2 11) Does a ball have a square base? Solution: No   :KDWLVWKHFRORXURIWKHWRSYLHZRIWKHJLYHQFXERLG\" Page 87 Solution: Orange Short Answer Questions 13) Label the views of this solid in the blanks given. D BBTBoBpBBvBiBeBwBBBBBBBB E BBBTBoBpBBvBieBBwBBBBBBBB F BSBBidBeBBvBiBeBwBBBBBBB G BFBroBBnBtBvBiBeBwBBBBBBBB 14) Colour the given cube as follows: )URQWIDFH%URZQ  6LGHIDFH%OXH  7RSIDFH<HOORZ  Shapes 7

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I Apply Short Answer Questions   'UDZWKHWRSYLHZRIWKHJLYHQREMHFW Solution: 18) Draw the side view of the given object. Solution: Page 90 Long Answer Questions 19) Write the number of cubes in each of the given solids. a) b) c) d) Solution: a) 11 b) 9 c) 10 d) 10 10

20) Circle the correct solid based on its given views. Front view Top view Side view a) (A) (B) (C) Front view Top view Side view b) Page 91 (A) (B) (C) I Explore (H.O.T.S.) Short Answer Question 21) 'UDZWKHWRSYLHZRIWKHJLYHQVROLG Solution: Shapes 11

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Page 97 Teacher Reference: Textbook Chapter 2: Patterns Concept 2.1: Growing and Reducing Patterns Train My Brain Complete the following patterns. a) 4735, 4741, 4747, 4753, 4759, 4765, 4771 b) 854, 843, 832, 821, 810, 799, 788 c) 681, 732, 783, 834, 885, 936, 987 Drill Time 1) Complete the following patterns. a) 254, 279, 304, 329, 354, 379, 404. b) 6842, 6826, 6810, 6794, 6778, 6762, 6746. c) 1200, 1000, 800, 600, 400, 200, 0. d) e) TB: Patterns