INTEGRATED TEXTBOOK – Grade 5 Name: _________________________ Section: ________Roll No: _______ School: ________________________

English Contents Class 5 Term 1 R1 Reading Comprehension ������������������������������������������������������������������������������� 16 R2 Reading Comprehension ������������������������������������������������������������������������������� 36 NR_BGM_9789388751957 MAPLE G01 INTEGRATED TEXTBOOK TERM 1_Text.pdf 4 1/7/2019 1:43:33 PM

R1 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The kingfisher is a small- to medium-sized, colourful bird generally found close to water bodies. There are nearly 100 different species of kingfishers around the world. Kingfishers feed mainly on fish but also eat insects, frogs and crayfish. Kingfisher species that live in the woodlands occasionally eat reptiles, birds and even small mammals. There are three main types of kingfishers around the globe: river kingfishers, tree kingfishers and water kingfishers. All of them have large heads, long, sharp and pointed bills, short legs and stubby tails. Kingfishers are well known for their brightly coloured feathers that range in colour from black to red to green. Some species of kingfisher have tufts of feathers on their heads that stick upwards, although many species of kingfishers have smooth, flat feathers that cover their bodies. Due to their generally small size, kingfishers have many predators wherever they exist around the world. The main predators of the kingfishers are foxes, raccoons, cats and snakes, but kingfishers are also preyed upon by other small mammals and large birds. Many species of kingfisher are considered to be threatened species, as their numbers have been declining due to habitat loss. These threatened kingfisher species inhabit woodlands and forests. Their habitat is being destroyed due to the deforestation that occurs in many areas around the world. (Source: http://a-z-animals.com/animals/kingfisher/) 16 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 20 1/7/2019 3:09:29 PM

1) What do kingfishers mainly feed on? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Who are the main predators of kingfishers? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Write the comparative forms of each of the adjectives given in brackets. a) Kingfishers are _________________________ than eagles. (small) b) Kingfishers have _________________________ heads than many other birds. (large) c) Kingfishers have ________________________ feathers than many other birds. (bright) 4) The meaning of ‘habitat’ is __________________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) species a) sometimes 2) occasionally b) an animal that hunts other animals 3) predator c) type or kind Passage 2 Read the passage and answer the questions given below. Joginder sat comfortably on a chair and said, ‘Well, well. One question at a time, dear. Let me begin by saying that Abraham Lincoln was one of the greatest leaders of America. He was the 16th President of the United States, from 1861 to 1865.’ Sarita bent forward and said, ‘Daddy, was his father also a President?’ Reading Comprehension 17 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 21 1/7/2019 3:09:29 PM

‘No, he wasn’t. In fact, Abraham Lincoln was born in a log cabin in Kentucky to Thomas Lincoln and Nancy Hanks Lincoln. Abraham had an older sister and a younger brother who died in their infancy. The Lincolns moved from Kentucky to Indiana due to some land problems in 1817. They made a living by hunting and farming on a small plot of land. When Abraham was nine years old, his mother passed away due to “milk sickness”. After a few months, his father remarried. Abraham’s stepmother was a strong and affectionate woman named Sarah Bush Johnson. She had three children of her own. Abraham Lincoln grew close to her, and she encouraged him to read.’ Sarita looked shocked. ‘But do you mean to say that he never went to school?’ ‘He was mainly self-educated. He received formal education for just about eighteen months, maybe a few days or weeks at a time. You will be amazed to know that he was very fond of reading. He would often walk miles to borrow books from others.’ ‘What kind of books did he like to read?’ ‘He read all the popular books at that time, such as Aesop’s Fables, Robinson Crusoe, The Pilgrim’s Progress and, of course, the family Bible.’ 1) How did the Lincolns make a living? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What kind of books did Abraham Lincoln like to read? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 18 1/7/2019 3:09:29 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 22

3) Fill in the blanks with the correct articles. Put a where no article is needed. a) You will get ______________________ hour’s break on Monday. b) A mbika’s favourite subject in school is ______________________ Art. c) She is ______________________________ best swimmer in the school. 4) The meaning of ‘encouraged’ is ___________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) infancy a) proper 2) affectionate b) early childhood 3) formal c) loving Reading Comprehension 19 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 23 1/7/2019 3:09:29 PM

R2 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The history of Chinese tea is a story of gradual refinement. Generations of growers and producers have perfected the Chinese way of manufacturing tea and its many unique variations. The original idea is credited to the legendary Emperor Shennong. His orders required that all drinking water be boiled as a hygienic precaution. A story goes that one summer day, while visiting a distant part of his kingdom, he and the court stopped to rest. In accordance with his orders, the servants began to boil water for the court to drink. Dried leaves from a nearby bush fell into the boiling water, and a brown substance got infused into the water. As a scientist, the emperor was interested in the new liquid. He drank some and found it very refreshing. And so, according to the legend, tea was created in 2737 BC. Tea is an important part of the Chinese tradition. The main varieties of Chinese tea are green tea, red tea (black tea), Wulong tea, white tea, yellow tea and reprocessed tea. (Source: Adapted from http://www.chinahighlights.com/travelguide/chinese-tea/) 36 1/7/2019 3:09:30 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 40

1) What happened when the emperor’s servants were boiling water for the court to drink? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) Which are the main varieties of tea? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Fill in the blanks with suitable adjectives. a) Mohan is very ______________________. He can pick up this heavy chair. b) This red rose is very ______________________. c) He is the ______________________ boy in class. 4) The meaning of ‘reprocessed’ is _____________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) gradual a) special 2) refinement b) over a long period of time 3) unique c) improvement Passage 2 Read the passage and answer the questions given below. Once upon a time, a smart city boy was travelling in a train. The only other person in the compartment was a boy who looked like a simpleton. The city boy, Akshay, thought he would have some fun at the other boy’s expense. ‘Hi, what is your name?’ he asked. Reading Comprehension 37 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 41 1/7/2019 3:09:30 PM

‘Ram’ was the reply. ‘Well, we have a long journey ahead of us. To make it more interesting, I suggest we ask each other questions to while away time’, he said. ‘Alright’, said Ram. ‘Let’s keep a penalty. If the answer is wrong, the person has to pay ` 50’, said Akshay. ‘Fair enough! However, you are well educated, knowledgeable and smart, whereas I am a simple village dweller. My penalty should be half of yours’, said Ram. Akshay agreed to this condition. Ram suggested that Akshay ask the first question. ‘What is the latest technology by which seeds can produce stronger plants?’ asked Akshay. ‘I don’t know’, said Ram and handed ` 25 over. ‘Your turn now’, said Akshay. ‘Why is it that when a handful of seeds are sown, some germinate faster and some don’t germinate at all?’ asked Ram. Akshay was stumped. He thought for a long time. Finally, he gave up and handed Ram ` 50. ‘Tell me the answer’, said Akshay, watching Ram put the money into his wallet. ‘I don’t know either’, answered Ram. – Manjula Shukla 1) Where did the two boys meet? Ans. ����������������������������������������������������������������������������������� 2) Who ended up with more money in the end? Ans. ����������������������������������������������������������������������������������� 3) F ill in the blanks with the correct forms of the verb ‘be’. a) My mother ____________________________ cooking dinner. (are/am/is) b) The hammer and nails ____________________________ new. (are/is/am) c) It is very late, and I ____________________________ very tired. (is/am/are) 38 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 42 1/7/2019 3:09:30 PM

4) The antonym of ‘penalty’ is _________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) stumped a) to begin to grow 2) simpleton b) not knowing the answer to something 3) germinate c) someone who is not intelligent and does not have a good sense of judgement Reading Comprehension 39 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 43 1/7/2019 3:09:30 PM

Mathematics Contents Class 5 Term 1 5 Multiplication 5.1 Multiply Large Numbers ........................................................................ 51 6 Division 6.1 Divide Large Numbers........................................................................... 58 6.2 Factors and Multiples ............................................................................ 64 6.3 H.C.F. and L.C.M. ................................................................................... 71 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 49 1/7/2019 3:09:30 PM

Chapter Multiplication 5 Let Us Learn About • properties of multiplication. • m ultiplying 4-digit and 5-digit by 2-digit and 3-digit numbers. • finding the missing numbers in the given product. • observing patterns in multiplication of numbers. Concept 5.1: Multiply Large Numbers Think Pooja’s mother bought 1750 kg of rice for the whole year at the price of ` 48 per kilogram. She asked Pooja to check if the bill is correct. How do you think Pooja can check it? Recall We have already learnt how to multiply a 4-digit number by a 1-digit number. Let us recall the basic concepts of multiplication. Properties of Multiplication Identity Property: For any number ‘a’, a × 1 = 1 × a = a. 1 is called the multiplicative identity. For example, 213 × 1 = 1 × 213 = 213. 51 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 100

Zero Property: For any number ‘a’, a × 0 = 0 × a = 0. For example, 601 × 0 = 0 × 601 = 0. Commutative Property: If ‘a’ and ‘b’ are any two numbers, then a × b = b × a. For example, 25 × 7 = 175 = 7 × 25. Associative Property: If ‘a’, ‘b’ and ‘c’ are any three numbers, then a × (b × c) = (a × b) × c. For example, 3 × (4 × 5) = (3 × 4) × 5 3 × 20 = 12 × 5 60 = 60 Let us answer the following to revise the the multiplication of 4-digit numbers. a) Th H T O b) Th H T O c) Th H T O 3234 1274 4567 ×2 ×8 ×5 d) Th H T O e) Th H T O f) Th H T O 5674 3120 4372 ×3 ×4 ×8 & Remembering and Understanding Multiplication of large numbers is the same as multiplication of 4-digit or 5-digit numbers by 1-digit numbers. If an ‘x’-digit number is multiplied by a ‘y’-digit number, then their product is not more than a ‘(x + y)’- digit number. Let us solve some examples of multiplication of large numbers. Multiplication 52 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 101 1/7/2019 3:09:33 PM

Example 1: Find these products. a) 2519 × 34 b) 4625 × 17 Solution: a) T Th Th H T O b) T Th Th H T O 12 23 413 2519 4625 ×34 ×17 11 1 0 0 7 6 → 2519 × 4 ones 3 2 3 7 5 → 4625 × 7ones + 7 5 5 7 0 → 2519 × 3 tens +4 6 2 5 0 → 4625 × 1 tens 8 5 6 4 6 → 2519 × 34 7 8 6 2 5 → 4625 × 17 Example 2: Find the product of 3768 and 407. Solution: T L L T Th Th H T O Here we can skip 323 the step ‘3768 × 0’ but, add one more zero in 545 3768 tens place while ×407 multiplying by 1 hundreds digit. 2 6 3 7 6 → 3768 × 7 ones + 1 5 0 7 2 0 0 → 3768 × 4 hundreds 1 5 3 3 5 7 6 → 3768 × 407 Example 3: Estimate the number of digits in the product of 58265 and 73. Then multiply and verify your answer. Solution: The number of digits in the multiplicand 58265 is five. The number of digits in the multiplier 73 is two. Total number of digits is seven. Therefore, the product of 58265 and 73 should not have more than seven digits. 53 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 102 1/7/2019 3:09:33 PM

Example 4: T L L T Th Th H T O Solution: 5 143 2 11 5 8265 ×73 11 11 1 7 4 7 9 5 → 58265 × 3 ones + 4 0 7 8 5 5 0 → 58265 × 7 Tens 4 2 5 3 3 4 5 → 58265 × 73 The number of digits in the product 4253345 is 7. Hence, verified. Find the product of 24367 and 506. T L L T Th Th H T O 2 133 2 244 2 4367 ×506 1 1 4 6 2 0 2 → 24367 × 6 ones + 1 2 1 8 3 5 0 0 → 24367 × 5 hundreds 1 2 3 2 9 7 0 2 → 24367 × 506 Multiplication 54 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 103 1/7/2019 3:09:33 PM

Chapter Division 6 Let Us Learn About • dividing 5-digit by 1-digit and 2-digit numbers. • rules of divisibility • finding prime and composite numbers. • factors, multiples, H.C.F. and L.C.M. of numbers. • prime factorisation of numbers. Concept 6.1: Divide Large Numbers Think Pooja’s brother saved ` 12500 in two years. He saved an equal amount every month. Pooja wanted to find his savings per month. How do you think Pooja can find that? Recall In Class 4, we have learnt dividing a 4-digit number by a 1-digit number. Let us now revise this concept with a few example. Divide: a) 3165 ÷ 3 b) 5438 ÷ 6 c) 2947 ÷ 7 d) 7288 ÷ 4 e) 1085 ÷ 5 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 107 58 1/7/2019 3:09:33 PM

& Remembering and Understanding Dividing a 5-digit number by a 1-digit number is the same as dividing a 4-digit number by a 1-digit number. Example 1: Divide: a) 12465 ÷ 5 b) 76528 ÷ 4 Solution: a) 2493 b) 19132 )5 12465 )4 76528 −10 −4 24 36 − 20 − 36 46 05 − 45 − 04 15 12 − 15 − 12 0 08 −8 0 Let us now divide a 5-digit number by a 2-digit numbers. Example 2: Divide: 21809 ÷ 14 Solution: Write the dividend and the divisor as Divisor Dividend Steps Solved Solve these 14 21809 Step 1: Guess the quotient by )20 53174 dividing the two leftmost digits by 14 × 1 = 14 the divisor. Find the multiplication fact which 14 × 2 = 28 has the dividend and the divisor. 14 < 21 < 28 So,14 is the number to be subtracted from 21. 59 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 108

Steps Solved Solve these Step 2: Write the factor other than Write 1 in the quotient and )13 34567 the dividend and the divisor as 14 below 21, and subtract. the quotient. Then bring down the next number in the dividend. 1 14 21809 −14 78 Step 3: Repeat steps 1 and 2 until 1557 )15 45675 all the digits of the dividend are brought down. )14 21809 Stop the division when the − 14 remainder < divisor. 78 − 70 80 − 70 109 − 98 11 Step 4: Write the quotient and the Quotient = 1557 remainder. The remainder must Remainder = 11 always be less than the divisor. Checking for the correctness of division: We can check if our division is correct using a multiplication fact of the division. Step 1: Compare the remainder and the divisor. Step 2: Check if (Quotient × Divisor) + Remainder = Dividend Division 60 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 109 1/7/2019 3:09:33 PM

Let us now check if our division in example 2 is correct or not. Step 1: Remainder < Divisor Dividend = 21809 Divisor = 14 Step 2: (Quotient × Divisor) + Quotient = 1557 Remainder = Dividend Remainder = 11 11 < 14 (True) 1557 × 14 + 11 = 21809 21798 + 11 = 21809 21809 = 21809 (True) Note: 1) If remainder > divisor, the division is incorrect. 2) If (Quotient × Divisor) + Remainder is not equal to Dividend, the division is incorrect. 61 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 110

Concept 6.2: Factors and Multiples Think Pooja learnt to find factors of a given number using multiplication and division. She wants to know the name given to the product obtained when we multiply numbers by counting. Do you know the name given to such products? Recall The numbers that divide a given number exactly are called the factors of that number. In other words, the numbers, which when multiplied ,give a product are called the factors of the product. For example, in 12 × 9 = 108, the numbers 12 and 9 are called the factors of 108. The number 108 is called the product of 12 and 9. Division 64 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 113 1/7/2019 3:09:33 PM

Complete the multiplication table of 8. 8×1=8 8×2= 8×3= 8×4= 8 × 5 = 40 8 × 6 = 48 8×7= 8 × 8 = 64 8×9= 8 × 10 = & Remembering and Understanding The products obtained when a number is multiplied by 1, 2, 3, 4, 5 …. are called the multiples of that number. In a multiplication table, a number is multiplied by the numbers 1, 2, 3, 4, 5 and so on till 10. In the multiplication table of 8, the products obtained are 8, 16, 24, 32, 40 and so on till 80. These are called the first ten multiples of 8. Similarly, a) 2, 4, 6, 8, 10, 12 … are the multiples of 2. b) 5, 10, 15, 20, 25, 30… are the multiples of 5. Let us now find the factors of some numbers. Factors of numbers from 1 to 10: Number Factors Number of Number Factors Number of factors factors 1 1 1 6 1, 2, 3, 6 4 2 1, 2 2 7 1, 7 2 3 1, 3 2 8 4 4 1, 2, 4 3 9 1, 2, 4, 8 3 5 1, 5 2 10 1, 3, 9 4 1, 2, 5, 10 From the given table, we observe that: 1) The number 1 has only one factor. 2) The numbers 2, 3, 5 and 7 have only two factors (1 and themselves) 3) The numbers 4, 6, 8, 9 and 10 have three or four factors (more than two factors). Note: 1) The numbers that have only two factors (1 and themselves) are called prime numbers 2) The numbers that have more than two factors are called composite numbers. 3) The number 1 has only one factor. So, it is neither prime nor composite. 65 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 114

Sieve of Eratosthenes Eratosthenes was a Greek mathematician. He created the sieve of Eratosthenes, to find prime numbers between any two given numbers. Steps to find prime numbers between 1 and 100 using the sieve of Eratosthenes: Step 1: Prepare a grid of numbers from 1 to 100. Step 2: Cross out 1 as it is neither prime nor composite. Step 3: Circle 2 as it is the first prime number. Then cross out all the multiples of 2. Step 4: Circle 3 as it is the next prime number. Then cross out all the multiples of 3. Step 5: Circle 5 as it is the next prime number. Then cross out all the multiples of 5. Step 6: C ircle 7 as it is the next prime number. Then cross out all the multiples of 7. Continue this process till all the numbers between 1 and 100 are either circled or crossed out. 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 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 The circled numbers are the prime numbers and the crossed out numbers are the composite numbers. Division 66 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 115 1/7/2019 3:09:33 PM

There are 25 prime numbers between 1 and 100. These are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89 and 97. Note: 1) All prime numbers (except 2) are odd. 2) 2 is the only even prime number. Example 9: Find the factors: a) 16 b) 40 Solution: a) T o find the factors of a given number, express it as a product of two numbers as shown: 16 = 1 × 16 =2×8 =4×4 Then write each factor only once. So, the factors of 16 are 1, 2, 4, 8 and 16. b) 40 = 1 × 40 = 2 × 20 = 4 × 10 =5×8 So, the factors of 40 are 1, 2, 4, 5, 8, 10, 20 and 40. Example 10: Find the common factors of 10 and 15. Solution: 10 = 1 × 10 and 10 = 2 × 5 So, the factors of 10 are 1, 2, 5 and 10. 15 = 1 × 15 and 15 = 3 × 5 So, the factors of 15 are 1, 3, 5 and 15. Therefore, the common factors of 10 and 15 are 1 and 5. We can find the factors of a number by multiplication or by division. Example 11: Find the factors of 30. Solution: Factors of 30 Using multiplication 1 × 30 = 30 2 × 15 = 30 3 × 10 = 30 67 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 116

5 × 6 = 30 The numbers multiplied to obtain the given number as the product are called its factors. So, the factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30. Using division 30 ÷ 1 = 30 30 ÷ 2 = 15 30 ÷ 3 = 10 30 ÷ 5 = 6 The different quotients and divisors of the given number are its factors. So, the factors of 30 are 1, 2, 3, 5, 6, 10, 15 and 30. Facts on Factors 1) 1 is the smallest factor of a number. 2) 1 is a factor of every number. 3) A number is the greatest factor of itself. 4) Every number is a factor of itself. 5) The factor of a number is less than or equal to the number itself. 6) Every number (other than 1) has at least two factors – 1 and the number itself. 7) The number of factors of a number is limited. Let us now find the multiples of some numbers. Example 12: Find the first six multiples: a) 9 b) 15 c) 20 Solution: The first six multiples of a number are the products when the number is multiplied by 1, 2, 3, 4, 5 and 6. a) 1 × 9 = 9, 2 × 9 = 18, 3 × 9 = 27, 4 × 9 = 36, 5 × 9 = 45, 6 × 9 = 54. So, the first six multiples of 9 are 9, 18, 27, 36, 45 and 54. Now, complete these: b) 1 × 15 = 15, ___ × ___ = ____ , ___ × ___ = ___ , ___ × ____ = ____, ____ × ___ = ____, _____ × _____ = ____. So, the first six multiples of 15 are ____ , ____ , ____ , ____ , ____ and ____. Division 68 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 117 1/7/2019 3:09:33 PM

c) 1 × 20 = 20, ___ × ___ = ____, ___ × ___ = ___ , ___ × ____ = ____, ____ × ___ = ____ , _____ × _____ = ____. So, the first six multiples of 20 are ____, ____ , ____ , ____ , ____ and ____. Example 13: Find three common multiples of 10 and 15. Solution: Multiples of 10 are 10, 20, 30, 40, 50, 60, 70, 80, 90,100,…. Multiples of 15 are 15, 30, 45, 60, 75, 90, 105,…. Therefore, the first three common multiples of 10 and 15 are 30, 60 and 90. Facts on Multiples 1) Every number is a multiple of itself. 2) Every number is a multiple of 1. 3) A number is the smallest multiple of itself. 4) The multiples of a number are greater than or equal to the number itself. 5) The number of multiples of a given number is unlimited. 6) The largest multiple of a number cannot be determined. 69 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 118

Concept 6.3: H.C.F. and L.C.M. Think Pooja now knows prime and composite numbers. She wants to know a simple way to find H.C.F. and L.C.M. of two numbers. Do you know any simple method for the same? Recall We have learnt about prime and composite numbers and the definitions of H.C.F. and L.C.M. We first find the factors of the given numbers. The highest common number among them gives the H.C.F. of the given numbers. Likewise, we can find the multiples of the given numbers. The least common among them gives the L.C.M. of the given numbers. Let us revise the concept by finding the common factors of the following pairs of numbers. a) 12, 9 b) 15, 10 c) 30, 12 d) 24, 16 e) 35, 21 f) 36, 54 & Remembering and Understanding Prime numbers have only 1 and themselves as their factors. Composite numbers have more than two factors. So, composite numbers can be expressed as the products of their prime numbers or composite numbers. 71 1/7/2019 3:09:33 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 120

For example, 5 = 1 × 5; 20 = 1× 20 9 = 1 × 9, = 2 × 10 = 3 × 3; =4×5 We can express all composite numbers as the products of prime factors. Expressing a number as a product of prime numbers is called prime factorisation. To prime factorise a number, we use factor trees. Let us see a few examples to understand this better. Example 19: Prime factorise 36. Solution: To carry out the prime factorisation of 36, draw a factor tree as shown. Step 1: Express the given number as a product of two factors. One of these factors is the least number (other than 1) that can divide it. The second factor may be prime or composite. Step 2: If the second factor is a composite number, express it as a product of two factors. One of these factors is the least number (other than 1) that can divide it. The second factor may be prime or composite. Step 3: Repeat the process till the factors 36 cannot be split further. In other words, repeat the process till the factors do 2 × 18 × 9 not have any common factor other than 1. 2 × 2 Step 4: Then write the given number as the 2 × 2 × 3 × 3 product of all the prime numbers. Therefore, the prime factorisation of 36 is 2 × 2 × 3 × 3. Note: A factor tree must be drawn using a prime number as one of the factors of the number at each step. Division 72 NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 121 1/7/2019 3:09:33 PM

Example 20: Prime factorise 54. Solution: Prime factorisation of 54 using a factor tree: 54 2 × 27 2 × 3 × 9 2 × 3 × 3 × 3 Therefore, the prime factorisation of 54 is 2 × 3 × 3 × 3. 73 1/7/2019 3:09:34 PM NR_BGM_9789386663498 MAPLE G05 INTEGRATED TEXTBOOK TERM 1_Text.pdf 122

English Contents Class 5 Term 2 R3 Reading Comprehension �������������������������������������������������������������������������������18 NR_BGM_9789388751957 MAPLE G01 INTEGRATED TEXTBOOK TERM 1_Text.pdf 4 1/7/2019 1:43:33 PM

R3 Reading Comprehension Passage 1 Read the passage and answer the questions given below. The Tyrannosaurus Rex (T-Rex) lived in Laramidia, which is present-day western North America. It lived in the Upper Cretaceous Period, between 85–66 million years ago. The T-Rex is among the last non-flying dinosaurs. One of the largest land predators ever known, the T-Rex was nearly 40-feet long and 13-feet wide at the hips. It weighed four to seven tons! Scientists know from studying its fossils that the T-Rex had an enormous skull and a long, massive tail to support its weight. Despite its hands being relatively small, they were powerful, with two clawed digits (like fingers). The hind legs of the dinosaur were extensive and mighty. The T-Rex possessed the most ferocious bite of any land animal on Earth. Its jaw was at least four-feet thick and contained 50–60 teeth, many of which were up to nine inches long. Its strong teeth could remove flesh from its prey and cut it in its mouth. 500 pounds of flesh and bone in one bite! Also, there were rotting bacteria between its teeth, giving it a ‘septic’ bite. If it wounded but failed to kill prey, they would die of fatal infections anyway! In 1990, Sue Hendrickson, a famous fossil hunter, discovered the most complete fossil of a T-Rex skeleton ever found (85% complete). Eventually, it was sold to the Field Museum of Natural History for a whopping eight million dollars. The museum spent over 25,000 person- hours in removing rock from the bones. (Source: Adapted from http://mrnussbaum.com/t-rex-reading-comprehension/#) 1) What were the arms of the T-Rex like? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 18 1/7/2019 3:17:23 PM NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 20

2) What did Sue Hendrickson do with the fossil of the T-Rex that she had found? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Find the plural forms of the given words from the passage. a) dinosaur – _______________________________ b) inch – _______________________________ c) tooth – _______________________________ 4) The meaning of the word ‘fatal’ is ___________________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) present-day a) very large 2) rotting b) the current period of time 3) whopping c) decaying Passage 2 Read the passage and answer the questions given below. The emperor was very sad after the queen’s death. He would often sit in his beautiful garden and watch a fleet of swans, a flock of ducks or a herd of deer that roamed about freely. The deer had been gifted by a king of a faraway country. But nothing seemed to cheer him up. A troupe of dancers also performed at the court but to no avail. Everyone wanted to help the emperor come out of his sadness, but nothing seemed to work. One day, a priest in the palace saw a few children playing with dolls. The dolls made shadows on the floor that appeared to dance while the children played. They tried to catch the shadows and laughed as they played. The dancing shadows of the dolls gave the priest a brilliant idea. Reading Comprehension 19 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 21 1/7/2019 3:17:24 PM

He hurried home and got down to work. The priest first made a puppet with cotton and painted it to look like the queen. Once the puppet was ready, he invited the emperor for a special puppet show. The emperor was not willing to come for the show but finally agreed. The priest was an old friend, he accepted the invitation. The priest said, ‘Your Majesty, the puppet show is specially meant for you. Kindly come.’ The emperor nodded, ‘If you so insist, I’ll be there.’ (To be continued . . .) 1) What did the emperor see as he sat in his garden? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 2) What did the priest see in the palace one day? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) Fill in the blanks with the correct pronouns. a) ______________ is dreaming. (Ravi) b) ______________ is dirty. (The blackboard) c) ______________ are watching TV. (My mother and I) 4) The meaning of the word ‘demise’ is _______________________________________________ ___________________________________________________________________________________. 5) Match the words with their correct meanings. Column A Column B 1) flock a) to not take ‘no’ for an answer 2) brilliant b) group 3) insist c) very clever 20 1/7/2019 3:17:24 PM NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 22

Mathematics Contents Class 5 Term 2 10 Fractions - II 10.1 Add and Subtract Mixed Fractions .................................................... 36 10.2 Multiply Fractions................................................................................. 41 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 32 1/7/2019 3:17:24 PM

Chapter Fractions - II 10 Let Us Learn About • the terms ‘mixed’, ‘proper’ and ‘improper’ fractions. • adding and subtracting mixed fractions. • multiplying and dividing fractions by fractions. • finding the reciprocals of fractions. Concept 10.1: Add and Subtract Mixed Fractions Think Pooja has learnt addition and subtraction of unlike fractions. She has also learnt the conversion of improper fractions to mixed fractions and vice-versa. She was curious to know if she could add and subtract improper fractions and mixed fractions too. How do you think Pooja can add or subtract mixed fractions? Recall We have learnt about the types of fractions. Let us recall them here. 1) A fraction whose numerator is greater than the denominator is called an improper fraction. 2) A fraction whose denominator is greater than the numerator is called a proper fraction. 3) The combination of a whole number and a fraction is called a mixed fraction. 36 1/7/2019 3:17:26 PM NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 68

Let us revise the concept of fractions by solving the following: 13 8 11 5 22 17 a) 6 + 9 b) 7 + 14 c) 15 + 10 8 10 9 23 54 d) 3 – 11 e) 2 – 15 f) 6 – 5 & Remembering and Understanding A mixed fraction can be converted into an improper fraction by multiplying the whole number part by the fraction’s denominator and then adding the product to the numerator. Then we write the result on top of the denominator. The addition and subtraction of mixed fractions are similar to that of unlike fractions. Let us understand the same through the following examples. Example 1: 3 + 3 2 Add: 2 5 7 Solved Solve this Steps 23 + 32 12 1 + 15 1 57 43 Step 1: Convert all the mixed 2 3 = 2 × 5 + 3 = 13 ; fractions into improper fractions. 55 5 3 2 = 3 ×7 + 2 = 23 77 7 Step 2: Find the L.C.M. and add the 2 3 + 3 2 = 13 + 23 improper fractions. 5 75 7 [L.C.M. of 5 and 7 is 35.] = 7 ×13 + 5 × 23 35 = 91+115 = 206 35 35 Fractions - II 37 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 69 1/7/2019 3:17:26 PM

Solved Solve this 12 1 + 15 1 Steps 23 + 32 57 43 Step 3: Find the H.C.F. of the The H.C.F. of 206 and 35 is 1. Solve this numerator and the denominator of So, we cannot reduce the 12 1 from 15 1 the sum. Then reduce the improper fraction any further. fraction to its simplest form. 43 Step 4: Convert the improper fraction 206 31 into a mixed fraction. =5 35 35 Therefore, 2 3 + 3 2 57 = 5 31 . 35 Example 2: Subtract 2 3 from 3 2 57 Steps Solved 2 3 from 3 2 Step 1: Convert all the mixed fractions into improper fractions. 57 3 2 = 3 ×7 + 2 = 23 ; 77 7 2 3 = 2 × 5 + 3 = 13 55 5 Step 2: Find the L.C.M. and 32 -23 = 23 13 subtract the improper fractions. - 7575 [L.C.M. of 5 and 7 is 35] = 5 × 23 − 7 ×13 = 115 − 91 = 24 35 35 35 Step 3: Find the H.C.F. of the The H.C.F. of 24 and 35 is 1. So, we numerator and the denominator cannot reduce the fraction any of the difference. Then reduce further. the proper fraction to its simplest form. 38 1/7/2019 3:17:26 PM NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 70

Steps Solved Solve this 2 3 from 3 2 12 1 from 15 1 57 43 Step 4: If the difference is an 24 is a proper fraction. So, we improper fraction, convert it into 35 a mixed fraction. cannot convert it into a mixed fraction. 2 3 24 Therefore, 3 7 – 2 5 = 35 Fractions - II 39 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 71 1/7/2019 3:17:27 PM

Concept 10.2: Multiply Fractions Think Pooja and each of her 15 friends had a bar of chocolate. Each of them ate 5 of the 12 chocolate. How much of the chocolate did they eat in all? How do you think Pooja can find this? Recall Recall that when we find the fraction of a number, we multiply the number by the fraction. After multiplication, we simplify the product to its lowest terms. Similarly, we can multiply a fraction by another fraction too. • F raction in its lowest terms: A fraction is said to be in its lowest form if its numerator and denominator do not have a common factor other than 1. • R educing or simplifying fractions: Writing fractions such that its numerator and denominator have no common factor other than 1 is called reducing or simplifying the fraction to its lowest terms. • Methods used to reduce a fraction: A fraction can be reduced to its lowest terms using 1) division 2) H.C. F. Let us revise the concept by simplifying the following fractions. a) 12 b) 16 c) 13 27 24 65 d) 17 e) 9 f) 14 23 21 42 & Remembering and Understanding Multiply fractions by whole numbers A whole number can be considered as a fraction with its denominator as 1. Multiplying a fraction by 2-digit or 3-digit numbers is the same as finding the fraction of a number. Fractions - II 41 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 73 1/7/2019 3:17:27 PM

Example 7: Find the following: a) 23 of 90 45 b) 15 of 128 32 Solution: a) 23 of 90 = 23 × 90 = 23 × 90 45 45 45 = 2070 = 46 45 Multiplying the numbers in the numerator and then dividing is tedious. It is especially so when the numbers are large. Therefore, we shall find if any of the numbers in the numerator and the denominator have a common factor. If yes, we take the H.C.F. of the numbers. We then divide the numbers to reduce the fraction to its lowest terms. Hence, 23 of 90 = 23 × 90. Here, 45 and 90 have common factors, 3, 5, 9, 15 45 45 and 45. The H.C.F. of 45 and 90 is 45. So, divide both 45 and 90 by their H.C.F. Therefore, 23 × 90 = 23 × 90 2 [Cancelling using the H.C.F. of the numbers] 45 45 1 = 23 × 2 = 46 b) 15 of 128 = 15 × 128 32 32 The H.C.F of 32 and 128 is 32. Divide 32 and 128 by 32, and simplify the multiplication. 15 × 128 4 = 15 × 4 = 60 32 1 Multiply fractions by fractions Multiplication of two fractions is simple. If a and c are two fractions where b,d are not equal to zero, b d then a × c = a × c b d b × d Product of numerators Therefore, product of the fractions = Product of denominators 42 1/7/2019 3:17:27 PM NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 74

To multiply mixed number, we change them into improper fractions and then proceed. Multiplying the numbers in the numerator and then dividing is tedious. It is especially so when the numbers are large. Therefore, we shall check if any of the numbers in the numerator and the denominator have a common factor. We then reduce the fractions into their lowest terms and then multiply them. Let us look at an example to understand the concept. Example 8: Solve: 23 × 15 45 46 Solution: Follow these steps to multiply the two fractions. Step 1: Check if the numerator and denominator have any common factors. Observing the given fractions, we see that, a) (23, 45) and (15, 46) do not have any common factors to be reduced. b) (23, 46) and (15, 45) have common factors. Step 2: Find the H.C.F. of the numerator and the denominator that have common factors. The H.C.F. of 23 and 46 is 23. The H.C.F. of 15 and 45 is 15. Step 3: Reduce the numerator and the denominator that have common factors using their H.C.F. 1 23 × 1 = 1×1 = 1 15 3 45 46 2 3 × 2 6 Therefore, 23 × 15 = 1 . Example 9: 45 46 6 Solve: a) 2 × 5 b) 7 × 70 c) 84 × 45 56 35 63 54 60 Solution: a) 12 × 1 = 1× 1 = 1×1 = 1 15 1 3 1× 3 3 5 63 b) 17 × 2 = 1 × 2 = 1× 2 = 2 70 1 35 63 9 1 9 1× 9 9 c) 7 84 5 = 7 × 5 = 7×5 = 7 1 54 6 5 6×5 6 16 6 × 45 60 5 Fractions - II 43 NR_BGM_9789386663504 MAPLE G05 INTEGRATED TEXTBOOK TERM 2_Text.pdf 75 1/7/2019 3:17:27 PM

English Contents Class 5 Term 3 R4 Reading Comprehension �������������������������������������������������������������������������������13 R5 Reading Comprehension ������������������������������������������������������������������������������� 32 NR_BGM_9789388751957 MAPLE G01 INTEGRATED TEXTBOOK TERM 1_Text.pdf 4 1/7/2019 1:43:33 PM

R4 Reading Comprehension Passage 1 Read the passage and answer the questions given below. Two old men and a young woman approach. Old man 1: I have already paid money for this land. We’ll make multi-storeyed buildings here. Young lady: S ir, let’s provide facilities like a club, gym, pool and all-day water and power supply for the residents. Old man 2: W e’ll make a good profit. People who buy apartments over here will pay a good amount to us. Old man 1: L et’s go. We will begin the work by next week! (They leave together.) All trees: Oh! Pine Tree: Our end is near. (A group of two young men and a middle-aged woman approach.) Young man 1: Look at this Green Forest. Isn’t it beautiful? We will never allow this to be cut down. We are environmentalists, and we will fight to save the trees. Young man 2: I often come here for nature walks. Families and children come here for picnics. Some painters come here and make beautiful paintings. Middle-aged lady: T hat is right. This forest and the trees are very important for us. The animals and birds will also have nowhere to go. We’ll go to court. Why should the forest be destroyed? Let’s get orders to stop any construction work that may be taken up here. (They leave together.) (After a few days) Pine Tree: Good news! The Green Forest will not be cut down! Eucalyptus Tree and Neem Tree: Great news! Peepal Tree: (to the Pine Tree) Who told you that? NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 15 13 1/7/2019 3:24:16 PM

Pine Tree: W ell, I have my reliable sources. A little birdie told me the court has ordered that no construction should take place here. The environmentalists have saved us. Everyone is talking about it. We are all safe. All the trees: G od bless the environmentalists. 1) What was the first old man planning to make on the land? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did the Pine Tree tell the other trees in the beginning? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� ____________________________________________________________________________________ 3) Fill in the blanks with the correct verb forms from the brackets. a) Her finger started to _____________________ when she cut it. (bled/bleed) b) Ram _____________________ the arrow in his hand. (hold/held) c) The dog _____________________ Geeta as she tried to slap it. (bite/bit) 4) The meaning of the word ‘environmentalist’ is ______________________________________ ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) resident a) gain 2) facility b) a person who stays somewhere for a long time 3) profit c) amenity Passage 2 Read the passage and answer the questions given below. Edward Lear was an illustrator, landscape painter, author and poet. Lear is still remembered for his ‘nonsense poetry’ for children, known as ‘limericks’ today. Before Lear’s writings, most literature written for children was filled with ‘common sense’ instruction. Edward Lear was a pioneer of short and funny poetic rhymes. For this reason, Edward Lear has become a truly evergreen author, fondly nicknamed as the ‘Father of Limericks’. 14 1/7/2019 3:24:16 PM NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 16

Edward Lear’s nonsense poems and drawings enabled a much- needed comic relief for the rigid society of Victorian England. Children were raised very strictly in the Victorian times, and their education excluded humour or laughter. Imagine the sheer delight that the children must have felt upon reading Lear’s works, in which the most ridiculous and absurd situations were presented as rhymes! Lear’s limericks are genuinely meaningless and lacks any punchline or purpose. Regardless of this, they were a desirable source of entertainment and escape from the repressive norms of the Victorian society. Despite being born and raised in England, Lear travelled abroad for most of his adult life. During his travels, he loved to draw animals and landscapes. He especially liked birds. Lear adored his friends and his dear cat named Sanreno. He eventually built the house of his dreams in Italy, where he passed away at the age of 75 in 1888. (Source: http://www.mightybook.com/MightyBook_free/lesson_plans/Nonsense2_LearBio_Pr.pdf) 1) What kind of children’s literature was common before the writings of Lear? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did Lear love to do during his travels? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) Write the simple past tenses of the words given in brackets. a) Edward Lear ____________________ (be) an illustrator, landscape painter, author and poet. b) Children ____________________ (feel) sheer delight upon reading Lear’s works. c) Lear eventually ____________________ (build) his dream house in Italy. 4) ‘Lear’s limericks are genuinely meaningless and lacks any punchline or purpose.’ What does ‘punchline’ mean in this sentence? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) illustrator a) strict and severe 2) evergreen b) a person who draws pictures for publications 3) repressive c) forever remembered Reading Comprehension 15 NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 17 1/7/2019 3:24:16 PM

R5 Reading Comprehension Passage 1 Read the passage and answer the questions given below. In the evening, the priest kept a light behind the curtain and stood there with his puppet. When he moved the puppet behind the curtain, it cast a dancing shadow on it that was clearly visible to the emperor on the other side. As the emperor sat in front of the curtain and watched the dancing shadow, he listened to the stories narrated by the priest. The stories were about the queen. They were simply wonderful and brought back many of the emperor’s wonderful memories. The emperor clapped his hands with joy and said, ‘I would like to watch the puppet show every evening. I am delighted.’ Every day, the emperor attended court, talked to his ministers and courtiers and then watched the puppet show in the evening. He started taking great interest in his people. He built schools and hospitals in the name of the departed queen. He felt very happy when crowds of people gathered around him and praised him wherever he went. They would cheerfully shout, ‘Hail the Emperor! Hail the mighty one!’ The priest spoke to him one day, ‘Your Majesty, joys and sorrows are part of life. Whenever a person faces sorrow, they should always think of the good things and happy moments in life. They act as a source of joy that drives away all the sadness and cheers one up. They teach us to live happily and do good deeds. We can try to make others happy while remembering those who are no longer with us.’ The emperor smiled and nodded. ‘I thank you for guiding me and for such wise words’, he said. 32 1/7/2019 3:24:18 PM NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 34

1) What stories did the priest narrate in the puppet show? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What did the emperor do before watching the puppet show every evening? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 3) F ill in the blanks with the correct question tags. a) The king isn’t happy ______________________________________ b) The puppet show was great ______________________________________ c) The priest tried to help the king ______________________________________ 4) The meaning of the word ‘narrated’ is _______________________________________________ ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) emperor a) dead 2) memories b) king 3) departed c) recollections You have read the first part of the story in this book. Can you find it? Now read the complete story again! Reading Comprehension 33 NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 35 1/7/2019 3:24:18 PM

Passage 2 Read the passage and answer the questions given below. A bird came down the walk, He did not know I saw. He bit an Angleworm in halves, And ate the fellow, raw. And then he drank a dew, From a convenient grass. And then hopped sidewise to the wall, To let a beetle pass. He glanced with rapid eyes, That hurried all around. They looked like frightened beads, I thought, He stirred his velvet head. Like one in danger, cautious, I offered him a crumb. And he unrolled his feathers, And rowed him softer home. Than oars divide the ocean, Too silver for a seam. Or butterflies, off banks of noon, Leap, plash-less as they swim. – Emily Dickinson 1) Why did the bird hop sidewise to the wall? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 2) What does the poet compare the eyes of the bird to? Ans. ����������������������������������������������������������������������������������� ����������������������������������������������������������������������������������� 34 1/7/2019 3:24:18 PM NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 36

3) Underline the adjectives in the following phrases. a) And ate the fellow, raw. b) From a convenient grass. c) Too silver for a seam. 4) The meaning of ‘stirred’ in the passage is ____________________________________________ ����������������������������������������������������������������������������������� . 5) Match the words with their correct meanings. Column A Column B 1) dew a) very careful 2) cautious b) tiny drops of water 3) oars c) tools used to row a boat Reading Comprehension 35 NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 37 1/7/2019 3:24:18 PM

Mathematics Contents Class 5 Term 3 11 Decimals - I 11.3 Add and Subtract Decimals ................................................................ 14 12 Decimals - II 12.1 Multiply and Divide Decimals ............................................................. 19 NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 41 1/7/2019 3:24:18 PM

Concept 11.3: Add and Subtract Decimals Think Pooja went to an ice cream parlour to purchase some ice creams. She bought strawberry for ` 25.50, vanilla for ` 15.30 and chocolate for ` 32.20. She gave ` 100 to the shopkeeper. She wanted to calculate the total price before the shopkeeper gives the bill. Since the prices are in decimals, she was unable to calculate. Do you know how to find the total cost of the ice creams that Pooja bought? How much change would she get in return? Recall Addition and subtraction of decimal numbers is similar to that of usual numbers. Let us recall the conversion of unlike decimals to like decimals. Convert the given unlike decimals into like decimals. a) 4.32, 4.031, 4.1, 7.823 b) 0.7, 0.82, 4.513, 0.72 c) 1.82, 7.01, 5.321, 0.8 d) 7.32, 7.310, 7.8, 5.2 & Remembering and Understanding Add and subtract decimal numbers with the thousandths place Addition and subtraction of decimal numbers with the thousandths place is similar to that of decimals with the hundredths place. Before adding or subtracting any decimals, convert the unlike decimals to like decimal. Write the given decimal numbers such that the digits in their same places are exactly one below the other. Note: The decimal points of the numbers must be exactly one below the other. Decimals - I 14 NR_BGM_9789386663511 MAPLE G05 INTEGRATED TEXTBOOK TERM 3_Text.pdf 55 1/7/2019 3:24:19 PM

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