INTEGRATED 3 TEXTBOOK - TERM ENGLISH, MATHEMATICS, EVS 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 1 2 2/16/2018 5:20:05 PM
51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 2 2/16/2018 5:20:05 PM
ENGLISH 2/16/2018 5:20:05 PM TERM 3 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 3
Contents 2Class Theme 4: Imagination and Adventure 12 The Swing ������������������������������������������������������������������������������������������������� 1 S4 Speaking Project ������������������������������������������������������������������������������������� 6 R4 Reading Comprehension ����������������������������������������������������������������������� 7 Theme 5: Exploring the World 13 The Travels of Ravina Aunty ��������������������������������������������������������������������� 11 14 The Adventures of Mendu ���������������������������������������������������������������������� 16 15 Riding My Bicycle ���������������������������������������������������������������������������������� 20 S5 Speaking Project ����������������������������������������������������������������������������������� 24 R5 Reading Comprehension ����������������������������������������������������������������������� 25 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 4 2/16/2018 5:20:05 PM
Lesson The Swing 12 Let Us Start Listen and say aloud Word Rhyming word Word Rhyming word swing thing wide countryside blue do brown down wall all – – Warm Up Activity • Do you like to swing? • What do you see when you are high up in a swing? Describe it. Let us now read a poem about a child who has a lot of fun playing on a swing. 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 5 1 2/16/2018 5:20:05 PM
Reading the Text How do you like to go up in a swing, Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do! swing Up in the air and over the wall, cattle roof Till I can see so wide, River and trees and cattle and all Over the countryside – Till I look down on the garden green, Down on the roof so brown – countryside Up in the air I go flying again, Up in the air and down! – Robert Louis Stevenson Let Us Discuss 1) How is the air? 2) What is the colour of the roof? Understanding the Text Meaning Exercise 1: New words Word swing pleasantest wide cattle countryside roof 2 2/16/2018 5:20:05 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 6
Exercise 2: Literature comprehension 1) What is the pleasantest thing to do, according to the poet? Ans. 2) What does the poet see over the countryside? Ans. 3) What does the poet look down on? Ans. 4) What colours are mentioned in the poem? What do these colours describe? Ans. Exercise 3: Value-based questions – Judgement and appreciation 1) Why do you think the poet likes playing on the swing? Ans. The Swing 3 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 7 2/16/2018 5:20:05 PM
2) What is your favourite plaything? Why do you like it the most? Ans. Speaking Task Song Sing along with your teacher. SWING, swing, swing, Through the drowsy afternoon; Swing, swing, swing, Up I go to meet the Moon. Swing, swing, swing, I can see as I go high Far along the crimson sky; I can see as I come down The tops of houses in the town; High and low, Fast and slow, Swing, swing, swing. Swing, swing, swing, See! the Sun has gone away; Swing, swing, swing, Gone to make a bright new day. Swing, swing, swing. I can see as up I go The poplars waving to and fro, 4 2/16/2018 5:20:05 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 8
I can see as I come down. The lights are twinkling in the town, High and low, Fast and slow, Swing, swing, swing. The Swing 5 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 9 2/16/2018 5:20:06 PM
S4 Speaking Project Talking about the village side Look at the pictures given below. Choose any picture. Imagine that you live in one of these places. Describe a day in your life. Hints: • At what time do you wake up? • How is your school? • What kind of games do you play? • What do you do the entire day? • Do you like to live here? Why or why not? Picture 1 Picture 2 Picture 3 2/16/2018 5:20:06 PM 6 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 10
R4 Reading Comprehension Picture 1 Look at the picture below and answer the following questions. 1) The dragon in the picture has ___________ coming out of its mouth. [ ] (A) fire (B) smoke (C) water (D) food 2) The animal in the picture can ___________. [ ] (A) fly (B) run (C) both (A) and (B) (D) none of these 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 11 7 2/16/2018 5:20:06 PM
3) ___________ is a suitable adjective for the animal in the picture. [ ] (A) ‘Scary’ (B) ‘Angry’ (C) ‘Orange’ (D) ‘Green’ 4) The animal has a ___________ of wings. [ ] (A) pear (B) pair (C) pare (D) payer 5) The animal in the picture looks weak. The opposite [ ] of ‘weak’ is ___________. (A) ‘weakly’ (B) ‘unweak’ (C) ‘poor’ (D) ‘strong’ Picture 2 Look at the picture below and answer the following questions. 1) There is a ___________ in the boat. [ ] (D) dog (A) fairy (B) boy (C) old man 8 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 12
2) The house here is inside a ___________. [ ] (A) tree (B) mushroom (C) tunnel (D) garden 3) She has a wand ___________ her hand. [ ] (A) on (B) over (C) at (D) in 4) The large, round object seen in the sky is the ___________. [ ] (A) Moon (B) star (C) Sun (D) cloud 5) In the picture, the ___________ are pink. [ ] (A) flowors (B) flars (C) flowers (D) flours Reading Comprehension 9 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 13 2/16/2018 5:20:06 PM
Why are we studying this theme? Travel is the best way to know the world. The second-best way is to read. Let us read two stories and a poem about travel. 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 14 2/16/2018 5:20:06 PM
Lesson The Travels of Ravina 13 Aunty Let Us Start Words with the letters 'ee' Listen and say aloud heel peel meet feet feel sheep keep seen Warm Up Activity • Have you heard stories about travel from your family? • Do you enjoy listening to such stories? Why? Let us read a story about the different places that Ravina Aunty travelled to. 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 15 11 2/16/2018 5:20:06 PM
Reading the Text ‘Ravina Aunty is coming this evening’, said Mummy. Priti and Priya jumped with joy. She was their favourite aunt. She had many interesting tales to tell. She worked for a magazine jumped with joy and travelled a lot. Ravina Aunty reached at five o’clock. magazine ‘Hello, my favourite girls’, she said. ‘Come in, Aunty’, said Priya. ‘We were waiting to hear your stories.’ ‘Yes. I do have many stories to share’, said Aunty. ‘Aunty, where have you come from?’ asked Priti. desert ‘I had gone to a desert. I went there with my friend. He is a photographer. He wanted to click photographs of the rising and setting Sun. It was very hot in the day and cold at night. We had to travel on a camel as the cars would get stuck in the sand.’ ‘Before that, I was in the mountains’, said Aunty. ‘What a different place, from a desert to the mountains!’ said everyone. ‘Yes, at that time, my friend had to click pictures of a mountain lion. The villagers had seen the lion. Luckily, it was not snowing. But it was very cold with a lot of wind.’ ‘Were you able to click the pictures?’ asked Priya. ‘Yes. We set up a lookout point and covered it with leaves and branches. No one could see us. My friend had his camera ready. We had to wait for hours before the lion came. We were able to click just a few pictures before the lion ran away after hearing some sounds.’ ‘What a story!’ said Priti. ‘I am going to travel when I grow up.’ ‘Me too’, said Priya. 12 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 16
Let Us Discuss 1) Why did Ravina Aunty have to travel on a camel in the desert? 2) What does Priti want to do when she grows up? Understanding the Text Exercise 1: New words Word Meaning jumped with joy magazine desert lookout point Exercise 2: Literature comprehension 1) Why were the girls excited to meet Ravina Aunty? Ans. 2) What did Ravina Aunty’s friend want to do in the desert? Ans. The Travels of Ravina Aunty 13 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 17 2/16/2018 5:20:06 PM
3) How was the weather in the mountains? Ans. 4) W hat did Ravina Aunty and her friend do to take photos of a mountain lion? Ans. Exercise 3: Value-based questions – Judgement and appreciation 1) Do you like to travel? Why or why not? Ans. 2) Describe Ravina Aunty in your own words. Ans. 14 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 18
Speaking Task Circle time Sit in a circle with your classmates and teacher. Take turns to tell one of your travel tales. Mention where you went, what you did and why it is a trip that you will never forget. The Travels of Ravina Aunty 15 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 19 2/16/2018 5:20:06 PM
Lesson The Adventures 14 of Mendu Let Us Start Listen and say aloud Long sound made by the letters ‘oo’ Short sound made by the letters ‘oo ’ Moon food good foot roof tooth look wool Warm Up Activity • Would you like to travel the world? • Where would you like to go? What would you do? Let us read a story about Mendu, a frog who travels to learn about the world. 16 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 20
Reading the Text Mendu was a frog who was born in a well. As he was growing, he used to hear noises from the outside. He was very curious. He wanted to see the world. So, one day, he packed his well little green bag, wore his new shoes and set out! He leaped out of the well, and for the first packed leaped time, he landed on dry land. Mendu was very happy, and he croaked loudly. croaked As he was jumping around, he saw another frog. The frog had big, red eyes and a green body. ‘Hello, I am Mendu. I am from the well. I am out to see the world.’ ‘I am Greenie, and I live here.’ ‘Can you tell me which road I should take to see the world?’ asked Mendu. ‘Come, hop onto that big branch of the tree with me.’ Mendu followed Greenie’s directions. He kept hopping till he reached the highest branch of the nearest tree. He could hear the birds, leaves, plants and flowers all talking to one another. They were saying, ‘Oh, see that big, red bus. It has all that smoke coming from its tail.’ As the bus passed, all the trees started to shake. ‘Why did you shake when the bus passed?’ Mendu asked, coughing. coughing ‘So that the smoke doesn’t stay on our leaves’, said the tree. Mendu thought that was a good idea. Mendu really enjoyed himself. He had quite an adventure. He decided to return to the well. He was tired but excited to tell everyone about the new things that he had seen. He reached the well and washed off the smoke in the cool water of the well. The Adventures of Mendu 17 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 21 2/16/2018 5:20:06 PM
He soon found all his cousins, aunts and uncles around him. ‘Welcome home, Mendu! We are waiting to hear about all that you have seen.’ ‘The world outside is very different from our well. We don’t meet any red buses. We don’t have to shake to blow the smoke away.’ ‘So, was it a bad place?’ his uncle asked. ‘Oh no, there were a few things I did not like. But I saw many things. I will explore every day as I want to see the world. But I will be careful.’ Let Us Discuss 1) Where was Mendu born? 2) What were the birds, plants, trees and flowers talking about? Understanding the Text Meaning Exercise 1: New words Word well packed leaped croaked coughing adventure excited explore 18 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 22
Speaking Task Pair discussion Make up an adventure story with your partner. You and your partner are part of the story. Use the questions below and discuss your adventures together in pairs. • Where did you go? • What did you do? • Whom did you meet? • What did you eat? • Did you enjoy your adventure? Why? The Adventures of Mendu 19 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 23 2/16/2018 5:20:06 PM
Lesson Riding My Bicycle 15 Let Us Start Listen and say aloud Word Rhyming words Word Rhyming words hair there feet street like bike, trike hills spills out about right polite ride inside – – Warm Up Activity • Do you know how to cycle? • Do you think that we should wear something to protect ourselves while riding a bicycle? Why or why not? Let us now read a poem about a girl who ensures that she is safe while riding her bicycle. 20 2/16/2018 5:20:06 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 24
Reading the Text Round and round and round, trike Go the wheels on my bike. helmet Two big wheels, but sometimes three, If you’re riding a trike. Feel the Sun on my face, the wind in my hair, It’s how I get from here to there. Just doing what I like, Riding my bike. But before I even go out, I have my safety to think about. So I wear a helmet every time I ride, It keeps my head protected inside. I always wear shoes on my feet, sidewalk Stay on the sidewalk, not the street. Don’t ride too fast, going down big hills, spills ‘Cause I don’t want to take any spills. I use the signals I learned, signals So people know when I’m going to turn. Left arm out for a left, bent up for a right, Bent down for stop, it’s safe and polite. – Anonymous Let Us Discuss 1) What does the girl feel on her face as she rides her bicycle? 2) What does the girl like to do? Riding My Bicycle 21 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 25 2/16/2018 5:20:07 PM
Understanding the Text Exercise 1: New words Meaning Word bike trike safety helmet protected sidewalk ‘cause spills signals Exercise 2: Literature comprehension 1) Which type of cycle has three wheels? Ans. 2) What protects the girl’s head? Ans. 3) What does the girl have to do to not take any spills? Ans. 22 2/16/2018 5:20:07 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 26
4) What hand signals does the girl talk about? Ans. Exercise 3: Value-based questions – Judgement and appreciation 1) Do you think it is useful or fun to learn how to cycle? Ans. 2) W hy do you think the girl wears a helmet and shoes? Why does she follow the hand signals and rules? Ans. Speaking Task ABC..., Show and tell Do you have a bicycle? Draw a picture of your bicycle or any toy that you love. Bring it to class and speak a few sentences about it. Say why it is special for you. Riding My Bicycle 23 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 27 2/16/2018 5:20:07 PM
S5 Speaking Project Word association Sometimes, when we hear a word, it makes us think of other things that are connected with that word. For example, the word ‘travel’ can remind you of words like ‘train’, ‘mountains’, ‘fun’, ‘family’, ‘games’, ‘walk’ and so on. Your teacher will read out a few words. Choose a word, and write down five more words that are connected to that word. Use these words, weave a story and narrate it to the class. 24 2/16/2018 5:20:07 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 28
R5 Reading Comprehension Picture 1 Look at the picture below and answer the following questions. 1) T here are __________ starfish in the picture. [ ] (A) seven (B) six 25 (C) four (D) eight 2/16/2018 5:20:07 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 29
2) The man is __________. [ ] (A) dancing [ ] (B) taking a photograph [ ] (C) taking a bath [ ] (D) painting a picture 3) The shark has sharp and white teeth. The adjectives in this sentence are __________. (A) ‘shark’ and ‘sharp’ (B) ‘the’ and ‘white’ (C) ‘shark’ and ‘white’ (D) ‘sharp’ and ‘white’ 4) T here are three __________ on the seabed. The word rhymes with ‘stones’. (A) tones (B) bones (C) phones (D) zones 5) The shark is holding a __________ and a __________. (A) knife; fork (B) fork; spoon (C) knife; spoon (D) all of these 26 2/16/2018 5:20:07 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 30
Picture 2 Look at the picture below and answer the following questions. 1) The boy with a red cap is wearing __________ shoes. [ ] (A) blue [ ] (B) maroon (C) red (D) brown 2) The boy in the green T-shirt is using a __________ to climb. (A) string (B) rope (C) plank (D) ladder Reading Comprehension 27 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 31 2/16/2018 5:20:07 PM
3) They are climbing up __________ hill. [ ] (A) an [ ] (B) a [ ] (C) them (D) all of these 4) The children are climbing up. What is the opposite of ‘up’? (A) upper (B) top (C) down (D) under 5) One ladder is long, and the other is __________. (A) tall (B) short (C) big (D) thin 28 2/16/2018 5:20:07 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 32
MATHEMATICS TERM 3 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 33 2/16/2018 5:20:07 PM
Contents 2Class 9 Measurements 1 8 9.1 Measure Lengths Using Standard Units 12 9.2 Compare Objects Using a Simple Balance 9.3 Compare Containers for Capacities 19 10 Data Handling 10.1 Pictographs 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 34 2/16/2018 5:20:07 PM
Chapter Measurements 9 Let Us Learn About • m easuring lengths and distances using standard units. • c omparing weights of two or more objects. • using simple balance to compare weights. • o rdering containers based on their capacities. Concept 9.1: Measure Lengths Using Standard Units Think David’s mother bought 3 cubits of garland. David observed that the same garland measured 5 cubits with his cubit. He wondered how he got more cubits than his mother. Do you know the reason for the difference? Recall Remember that the length of an object is the distance between its two ends. We can measure the lengths of long objects using some shorter objects. Also, we can measure objects using our hands, palm, foot and so on. 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 35 1 2/16/2018 5:20:08 PM
hand span cubit foot pace For example, consider the following: a) 9 paper clips long b) 5 erasers long c) 12 hand spans long d) 4 crayons long & Remembering and Understanding When different people measure an object using their body parts, they all get different lengths. The measures are different because the length of the body part is different for different people. 2 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 36
So, measures such as hand span, cubit, foot, leg span are called non-standard units. The standard unit of measurement of length is called metre. It is used to measure the length of a room, width of a room, height of a building and so on. We also use metre to measure the amount of cloth needed to make a dress. The unit ‘metre’ is written in short as ‘m’. To measure lengths smaller than a metre, we use another unit called the centimetre. Centimetre is used to measure a line, length of a ribbon and so on. We write ‘centimetre’ in short as ‘cm’. To measure lengths larger than a metre we use a larger unit called the ‘kilometre’. It is written in short as ‘km’. It is used to measure the length of a road, the distance between two places, lengths of bridges, tunnels and so on. Thus, 1 km > 1 m > 1 cm Using these standard units, we can measure the lengths of objects accurately. Standard units give the same measure of the object anywhere in the world. The standard instruments used to measure length are a ruler (or a scale), a measuring tape and so on. A ruler is used to measure the length in centimetres and inches. A measuring tape is used to measure longer lengths in metres and kilometres. Measuring objects using a ruler A ruler is made of plastic or metal. It has two scales on both sides as shown below. On one side, there is a centimetre scale and on the other side is the inch scale. We measure lengths of small objects such as a chalk, duster, sketch pen, pencil, pencil box and so on using any of these scales. The distance between 0 and the number at the other end of the object on a ruler is the length of the object. Measurements 3 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 37 2/16/2018 5:20:08 PM
To measure the length of an object using a ruler, follow these steps: Step 1: Keep one end of the object at the zero of the ruler. Step 2: Note the number on the ruler which is at the other end of the object. Step 3: Write the units beside the number noted in step 2. The number along with the unit denotes the length of the object. Observe the following: a) The distance between the two ends of the pencil is 6 cm. So, the pencil is 6 cm long. Similarly, b) The water bottle is 12 cm long. c) The cell phone is 9 cm long. 4 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 38
Let us consider a few examples. Example 1: Measure these objects and write their lengths with the correct unit. One has been done for you. Example 2: Measure the length of these pictures using your own ruler. Note down their lengths. S. No. Picture Length a) b) c) d) e) Measurements 5 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 39 2/16/2018 5:20:08 PM
Application We measure longer objects in metres and distances in kilometres. Let us now learn how these units are related. On the centimetre ruler, we see that the distance between any two consecutive numbers is 1 cm. We see 10 equal divisions in a centimetre. Each of these divisions is called a ‘millimetre’, written in short as ‘mm’. Example 3: Tick the unit used to measure the lengths of the following. One is done for you. Object cm Units km Blue whale m Book Object cm Units km Toothbrush m Table Road 6 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 40
Example 4: Tick the unit used to measure the following. One is done for you. Object Units mm cm m km Window Ribbon Rope Cloth Higher Order Thinking Skills (H.O.T.S.) Let us see an example involving standard and non-standard units. Example 5: The length of Shyam’s hand span is 8 centimetres. He measured the length of a table as 5 hand spans. What is the length of the table in centimetres? Solution: The length of Shyam’s hand span = 8 centimetres The length of the table = 5 hand spans The length of the table in centimetres = 5 × 8 centimetres = 40 centimetres So, the table is 40 cm long. Measurements 7 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 41 2/16/2018 5:20:08 PM
Concept 9.2: Compare Objects Using a Simple Balance Think David’s mother bought some flowers. She found that the flowers were lighter than what she had asked for. David’s mother weighted the flowers using a simple balance and found that she was right. Why was there a difference? Recall We have learnt how to guess the heaviness of objects based on their size. Let us answer the following to recall heavy and light objects. Write heavier or lighter in the blanks. One has been done for you. 3 balls are heavier than 1 ball. The cabbage is __________ than the potato. 8 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 42
The lotus is _____________ than the The capsicum is ______________ than rose. the pumpkin. & Remembering and Understanding The standard instrument used to measure the weight of an object is the simple balance. The standard units of weight are gram and kilogram. We write grams as g and kilograms as kg. A smaller unit of weight is milligram written as mg. For example, tablets, spices and so on are measured using milligrams. Heavier objects such as pencils, cereals and so on are measured using grams. Objects heavier than the ones given above need a greater unit of measurement. We use kilograms to measure such objects. Dal, rice, sugar, wheat and so on are measured in kilograms. Weights of objects such as watermelon, human beings and books are measured in kilograms. Measurements 9 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 43 2/16/2018 5:20:08 PM
5 kg 6 kg 1 kg Thus, 1 kg > 1 g > 1 mg Example 6: Tick the unit used to measure the following. One has been done for you. Objects mg g kg a) b) c) 2/16/2018 5:20:08 PM d) e) 10 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 44
Application Jewellers use grams to weigh ornaments. 10 g of jewellery is called a ‘tola’. Let us see an example where we need to use standard units of weights. Example 7: Write the unit that must be used to measure the weights of the following objects. One is done for you. g Higher Order Thinking Skills (H.O.T.S.) We can weigh objects using a simple balance and the weights. To weigh an object, we place it on the left pan of the balance and add the weights on the right pan. When both pans are at the same level, we say that the beam is balanced. We then read the total weights put on the pan. This gives the weight of the object. From the given figure, we see that the weight of the watermelon is 5 kg. Measurements 11 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 45 2/16/2018 5:20:08 PM
Example 8 : Observe the figures and write the weights of the given objects. One is done for you. a) 1 kg + 1 kg + 1 kg = 3 kg b) The pumpkin weighs The dog weighs 3 kg . __________kg. Concept 9.3: Compare Containers for Capacities Think David saw glasses of different sizes in his kitchen. He wondered why so many types of glasses were needed. He also observed that the glasses he used to drink water and milk were different. Why do you think we use containers of different sizes? Recall Recall that we use vessels and containers of different sizes. A tub can hold more water than a bucket. Similarly, a bucket can hold more water than a jug. The capacity or volume of a container is the quantity of water or any other liquid that it can hold. There are different types of vessels based on their capacities. Glasses, bottles, jugs and so on are non-standard units to measure liquids. 12 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 46
Observe these containers and order them based on their capacity. Write 1 for the smallest container. & Remembering and Understanding The standard units of capacity are millilitres, litres and kilolitres. The following figure shows different containers used for measuring capacity: Small quantities of liquids such as tonic doses are measured in millilitres, written as ‘mℓ’. Quantities of oil, milk, fruit juices and so on are measured in litres, written as ‘ℓ’. Larger quantities such as petrol in tankers are measured in kilolitres, written as ‘kℓ’. Thus, 1 kℓ > 1 ℓ > 1 mℓ Example 9: Tick the units used to measure the following. One has been done for you. Measurements 13 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 47 2/16/2018 5:20:08 PM
Container Units ℓ mℓ Example 10: Circle the vessel which uses the given unit of capacity. One is done for you. Unit of Vessels capacity ℓ 14 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 48
Unit of Vessels capacity mℓ ℓ Application Let us see some real-life examples involving measurement of capacities. Example 11: Renu has 38 litres of orange juice in a bucket. A jug that can hold 2 litres is used five times to fill the juice glasses. How much juice is remaining in the bucket? Solution: Quantity of orange juice in the bucket = 38 ℓ Quantity of orange juice a jug can hold = 2 ℓ The jug was used 5 times. So, the quantity of the orange juice poured in the juice glasses is 2 ℓ × 5 = 10 ℓ Quantity of the orange juice remaining in the bucket is (38 – 10) litres = 28 litres So, 28 litres of orange juice is remaining in the bucket. Measurements 15 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 49 2/16/2018 5:20:08 PM
Example 12: Milk from two full jugs each measuring 55 litres is poured into a bucket of 200 litres. How many more litres of milk can the bucket hold? Solution: Capacity of the bucket = 200 litres Quantity of milk poured into the bucket = 55 litres + 55 litres = 110 litres Difference in capacities = (200 – 110) litres = 90 litres So, the bucket can hold 90 more litres of milk. Higher Order Thinking Skills (H.O.T.S.) Let us now see how we use standard units of volumes in a few real-life situations. Example 13: Sravan pours 6 glasses of juice into a jug. If each glass measures 250 mℓ, how much juice is in the jug? Solution: Number of glasses of juice poured in the jug = 6 Quantity of juice in each glass = 250 mℓ Total quantity of juice in the jug = 250 mℓ + 250 mℓ + 250 mℓ + 250 mℓ + 250 mℓ + 250 mℓ = 1500 mℓ So, the quantity of juice in the jar is 1500 mℓ. Drill Time Concept 9.1: Measure Lengths Using Standard Units 1) What is the unit used to measure the length of a side in each of the following figures? a) b) 16 2/16/2018 5:20:08 PM 51704984_BGM_181910057-Mapple G2_Integrated TB (Eng_Maths_EVS) Term 3_Txt.pdf 50
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