9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text

INTEGRATED TEXTBOOK – TERM 1 ENGLISH, MATHEMATICS, EVS Enhanced Edition 3 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________ NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 1 1/7/2019 2:17:36 PM

Preface ClassKlap partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. ClassKlap presents the latest version of this series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for state board schools, the Maple series endeavours to be faithful to the spirit of the State Curriculum Frameworks and National Curriculum Framework (NCF) 2005. Therefore, our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. Listening, speaking, reading and writing (LSRW) are all generalised skills, and students’ mastery over them is key to success at school. All these skills frequently need to be used together. Therefore, the Maple English books strive to provide adequate opportunities for students to practise all the four LSRW skills. The aim of Mathematics teaching is to develop the abilities of students to think and reason mathematically, pursue assumptions to their logical conclusion and handle abstraction. The Maple Mathematics books aim to enhance logical reasoning and critical thinking skills that are at the heart of Mathematics teaching and learning. The Maple EVS – I (Science) books address the dynamic nature of the subject by focusing on the development of skills to acquire and process information scientifically. Efforts have also been taken to provide opportunities for experimentation, analysis and synthesis of ideas and concepts. Character- and dialogue-based introductions to concepts have been used to ground EVS – II (Social Studies) concepts in reality to make them relatable to students. Timelines and historical maps have been used to help students to develop timeline, map and globe skills. The books aim to promote awareness and personal responsibility through dialogue and enquiry about the world around us. Overall, the ClassKlap Maple series aims to enhance linguistic, social, cultural, analytical and critical thinking skills for the intuitive and harmonious growth of an individual in an interconnected and independent global community. - The Authors NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 2 1/7/2019 2:17:37 PM

EnglishTextbook Features Listen and Say Aloud Warm Up Activities and questions to prepare Interesting questions to arouse students to focus on pronunciation and curiosity about the lesson help teachers to introduce the lesson Reading the Text Variety of literature pieces (prose/ poetry/drama) Questions after the literature piece for quick check of understanding Understanding the Text Questions to check comprehension of the literature piece – 'Literature comprehension' and 'Value-based questions' are only a part of detailed lessons Speaking Task Activities for students to speak individually or in pairs or groups on a theme-related topic NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 3 1/7/2019 2:17:37 PM

English Contents Class 3 1 Ammachi’s Amazing Machines ���������������������������������������������������������������������� 1 2 The Foolish Fish �������������������������������������������������������������������������������������������������� 9 3 How Much for a Coconut?����������������������������������������������������������������������������� 14 S1 Speaking Project �������������������������������������������������������������������������������������������� 18 R1 Reading Comprehension ������������������������������������������������������������������������������ 19 4 Cocoa Learns Manners ���������������������������������������������������������������������������������� 22 5 The Rainbow����������������������������������������������������������������������������������������������������� 28 Glossary ��������������������������������������������������������������������������������������������������������������������� 32 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 4 1/7/2019 2:17:37 PM

Ammachi’s Amazing 1 Machines My Family and I Listen and Say Aloud Soft ‘c’ sound (‘s’ sound) Hard ‘c’ sound (‘k’ sound) voice city cave corn receive rice cat cut Warm Up • Have you ever helped your mother, father or grandparents in the kitchen? • How did you help them? Let us read the story of Sooraj and his grandmother, and learn how they prepared coconut barfi together. NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 5 1 1/7/2019 2:17:37 PM

Reading the Text ‘Ammachi! Ammachi! Can we make ‘Hee hee hee! Only if you help me make coconut barfi today?’ Sooraj asked his it, eh?’ replied Ammachi. ‘Yay!’ shouted grandmother. ‘Pleeeeeaase?’ Sooraj. Sooraj and Ammachi went out into the garden where there were many coconut trees. They made an amazing machine to pick coconuts. They used Ammachi’s old sarees and a pulley! Then Ammachi put a helmet on her head and up on the swing she went! ‘Ready?’ shouted Sooraj. ‘Ready!’ said Ammachi. Swoooosh went up Ammachi on the swing as Sooraj worked the pulley. 2 1/7/2019 2:17:37 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 6

‘We’ll only pick the ripe ones, OK? The ones that are brown all over... Watch out! Here they come!’ Whooosh... Whump! Whooosh came the coconuts rolling down the slide made of sarees! ‘Onwards! To the amazing husk remover machine!’ ‘Now to get the husk off…’ Sooraj’s stomach went: ‘Grrrrrr!’ Potch! Craankk! Ammachi giggled. NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 7 Ammachi’s Amazing Machines 3 1/7/2019 2:17:37 PM

‘Then we crack the shell... like this!’ Khatak! ‘And then we grate the fruit!’ Ammachi took out another 1/7/2019 2:17:37 PM amazing machine—the coconut grater! Round and round Sooraj whirled the handle, and soon there was a mound of soft, fluffy white grated coconut on the plate. 4 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 8

‘Toss it into the pan with all the other ‘Then we pour it all out on to a tray... ingredients…’ Wait for it to cool, baba!’ But Sooraj could barely wait. ‘It smells so good, Ammachi!’ And she put all the coconut in the kadhai with a lot of sugar and ghee. ‘Now cut it into neat little slices...’ ‘Yippee! Our coconut barfi is ready to be eaten!’ ‘Yum yum yum!’ – Adapted from ‘Ammachi’s Amazing Machines’ written and illustrated by Rajiv Eipe Ammachi’s Amazing Machines 5 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 9 1/7/2019 2:17:38 PM

Let Us Discuss 1) What did Sooraj want to make with his grandmother? 2) Where were the coconut trees? 3) What did Ammachi and Sooraj make to pick the coconuts? 4) What kind of coconuts did they pick? Understanding the Text Exercise 1: New words Word Meaning amazing pulley helmet husk whirled ingredients Exercise 2: Literature comprehension 1) How did Sooraj and Ammachi make the coconut-picking machine? Ans.    6 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 10

2) How did Sooraj help Ammachi to climb the tree? Ans.    3) What ingredients were used to make coconut barfi? Ans.    Exercise 3: Read and answer Correct the given sentences based on the story. 1) Ammachi and Sooraj bought the coconuts from the market. Ans.   2) Sooraj climbed the coconut tree. Ans.   3) They took off the husk of the coconut by hand. Ans.   4) Sooraj grated the fruit using a knife. Ans.   5) Ammachi made balls out of the coconut mixture. Ans.   Ammachi’s Amazing Machines 7 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 11 1/7/2019 2:17:38 PM

Exercise 4: Value-based questions – Judgement and appreciation 1) A mmachi was an active and smart grandmother. Do you agree? Give reasons for your answer. Ans.     2) D o you think it is fun to do things together with your family members? Share an experience. Ans.     Speaking Task Circle time Sit in a circle with your classmates. Discuss the things you can do to help your parents and other family members at home. 8 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 12

2 The Foolish Fish My Family and I Listen and Say Aloud Word Rhyming word Word Rhyming word fish wish too true see me look hook cried hide trout out Warm Up • Do you know what fish eat? • How does a fisher catch fish? Let us read a poem about a little fish who did not listen to his mother and did something foolish. NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 13 9 1/7/2019 2:17:38 PM

Reading the Text ‘Dear mother’, said a little fish, ‘Is that a worm I see? I’m very hungry and I wish You’d get the worm for me.’ started ‘Sweet fish’, the mother cried, trout And started from her nook, ‘That worm you see is there to hide, The sharpness of a hook.’ As I have heard, the little trout hook Was young and foolish too, And presently he still went out To learn what might be true. Around about the worm he played, And gave it a hard, long look And ‘Dear me!’ to himself he said, ‘I’m sure there is no hook.’ ‘I think I’ll give one little bite.’ And that was what he did, And thus he died, that little fish By not doing as he was told.  – Adapted from ‘The Foolish Fish’ by Ann and Jane Taylor Let Us Discuss 1) What kind of fish is mentioned in the poem? 2) What did the fish see? 3) What was the worm hiding? 4) Did the little fish try to eat the worm? 10 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 14

Understanding the Text Exercise 1: New words Meaning Word started nook hook trout presently Exercise 2: Literature comprehension 1) Why did the little fish want the worm? Ans.    2) What did the little fish think of doing? Ans.    3) What happened to the little fish at the end of the poem? Ans.    The Foolish Fish 11 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 15 1/7/2019 2:17:38 PM

Exercise 3: Read and answer Complete the lines from the poem by matching the lines in Column A to those in Column B. Column A Column B 1) That worm you see is there a) And gave it a hard, long look to hide 2) As I have heard, the little trout b) You’d get the worm for me 3) I’m very hungry and I wish c) Was young and foolish too 4) Around about the worm he d) ‘I’m sure there is no hook.’ played e) The sharpness of a hook 5) And ‘Dear me!’ to himself he said Exercise 4: Value-based questions – Judgement and appreciation 1) W hy do you think the little fish’s mother told him not to go near the worm? Was she right? Ans.    2) Should we listen to our elders? Why or why not? Ans.    12 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 16

Speaking Task Interview Get into pairs. Ask your partner if they ever got into trouble for not listening to their elders. Ask questions related to the incident. You can use the following questions. What did you do? Why had your elders told you not to do it? What kind of trouble How did you did you get into by not feel later? listening to your elders? The Foolish Fish 13 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 17 1/7/2019 2:17:38 PM

3 How Much for a Coconut? Listen and Say Aloud Letters ‘ow’ that sound like Letters ‘ow’ that sound like the ‘ow’ in ‘show’ the ‘ow’ in ‘how’ slow bowl clown frown snow crow brown now Warm Up • D o you know someone who has a lot of money but does not spend it on necessary things? • W hat is the difference between spending carefully and being a miser? Let us read the story of Bhiku Bhai. He did not want to spend his money and was a big miser. 14 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 18

Reading the Text Bhiku Bhai did not like to spend money. One day, he felt like eating a few fresh coconut pieces. The thought of coconuts made his mouth water. But there was a small problem. He had to spend money. ‘What shall I do?’ he thought. ‘Let me find out the price of the coconuts first.’ He walked to the big market. It was buzzing with business. Bhiku buzzing with business Bhai saw a coconut seller. ‘How much is this coconut for?’ he asked. ‘Only two rupees.’ ‘That’s too much. Give it for one rupee.’ ‘No, Sir.’ ‘Do you know where I can get one for a rupee?’ ‘Go to the waterfront and try.’ waterfront Bhiku Bhai walked to the waterfront and looked around. Finally, he found a coconut seller. ‘How much are you charging for one coconut?’ ‘Only one rupee.’ ‘I walked so far and you say it is for a rupee? Give it for fifty paise.’ fifty paise ‘Sorry. If you want a coconut for fifty paise, go to grove the coconut grove.’ It was hot, and Bhiku Bhai was tired when he reached the grove. A man was sitting nearby. He had a few coconuts left. Bhiku Bhai asked him, ‘How much for a coconut?’ ‘Fifty paise only.’ ‘I walked for such a long time. I am very tired, and you say fifty paise! You should give it to me for free’, said Bhiku Bhai. How Much for a Coconut? 15 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 19 1/7/2019 2:17:38 PM

If you want a coconut for free, get it yourself. Climb this tree and take your pick. You don’t have to pay.’ The thought of a free and fresh coconut made Bhiku Bhai happy. He started climbing the tree. He reached the top and stretched out his hand for the biggest coconut. thud His foot slipped! Thud! Down fell Bhiku Bhai. Another big thud, a coconut fell right on top of his head. Bhiku Bhai finally got a big coconut—all for free! Let Us Discuss 1) What did Bhiku Bhai dislike? 2) What was the cost of one coconut at the waterfront? 3) H ow much did Bhiku Bhai have to pay for the coconut at the grove? 4) What else fell from the tree after Bhiku Bhai? Understanding the Text Meaning Exercise 1: New words Word buzzing with business waterfront fifty paise grove thud 16 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 20

Speaking Task Role play Enact Bhiku Bhai’s role and say why he dislikes spending money. If you were a miser like Bhiku Bhai, what would you do with all the money that you saved? If I had a lot of money saved up, I would . . . How Much for a Coconut? 17 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 21 1/7/2019 2:17:38 PM

S1 Speaking Project Introduce yourself Prepare a short speech about yourself using the points below. your name age parents siblings your family your friends language(s) you speak subject(s) you are interested in your likes and dislikes your hobbies and interests Prepare another short speech about three other people among your family and friends. Present these two speeches in front of your class. When you speak, ensure that you are loud and clear. Don’t be too fast or too slow. Remember to stand confidently and speak with a smile. My name is .......... 18 1/7/2019 2:17:38 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 22

R1 Reading Comprehension Passage 1 Read the passage and answer the questions given below. In Amalapuram lives a young shepherd named Ramu. He works for Mani, a farmer. Every morning, Ramu opens the gates of the pen (shed) with a bunch of keys. This is where the sheep are kept. He drives the flock of sheep into the forest where they eat grass. In the forest, Ramu is not alone. He has a dog to help him. ‘My work is impossible without Blackie’, he says. Blackie helps him to control the sheep. Blackie also guards Ramu and the sheep from wild animals. Blackie is a loyal and helpful dog. 1) Who lives in Amalapuram? Ans.   2) Who helps Ramu with his work? Ans.   3) Write the plural forms of the words given below. a) sheep −  ________________________ b) key −  ________________________ c) dog −  ________________________ NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 23 19 1/7/2019 2:17:38 PM

4) Write the word from the passage that means ‘a large place covered by trees’. Ans.   5) Match the words with their correct meanings. Column A Column B 1)  shepherd a)  faithful 2)  farmer b)  a person who looks after sheep 3)  loyal c)  a person who takes care of a farm Passage 2 Read the passage and answer the questions given below. Once upon a time, a famine broke out in a kingdom. There was very little food. Every day, the children of the city went to a rich man’s house. They went there to get loaves of bread. As soon as the servants brought out the loaves, all the children used to fight to get the biggest loaf. One little girl never fought. She waited patiently for her turn. She always got the smallest loaf, right at the end. One day, as usual, she brought home the smallest loaf. When she cut it, she found two gold coins in it. She went back at once to return the money. The rich man was very pleased with her honesty. He gave her four gold coins as a reward. 1) Why would the children go to the rich man’s house every day? Ans.   2) What did the little girl find in her loaf one day? Ans.   20 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 24 1/7/2019 2:17:38 PM

3) Punctuate the following sentences. a) the little girl went to the rich man’s house Ans.  b) what are you doing with the small loaf of bread Ans.  c) the girl bought a blue and green dress with a gold coin Ans.   4) Write the word from the passage that is the opposite of the word ‘punishment’. Ans.  5) Match the words with their correct meanings. Column A Column B 1)  famine a)  the quality of telling the truth 2)  patiently b)  extreme lack of food 3)  honesty c)  calmly; without anger Reading Comprehension 21 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 25 1/7/2019 2:17:38 PM

Cocoa Learns 4 Manners Life Around Us Listen and Say Aloud Words with the ‘s’ sound Words with the ‘sh’ sound sea sip sell seat she ship shell shore Warm Up Look at the pictures given. According to you, which ones show good behaviour and which ones show bad behaviour? Why do you think it is important to behave well? Discuss. Let us read the story of a playful dog named Cocoa and learn how a little girl named Aditi taught him to be a good dog. 22 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 26 1/7/2019 2:17:39 PM

Reading the Text Aditi was on her way to meet Cocoa. Cocoa was a small puppy she paw had found on the street. His paw had been hurt. Aditi had taken him to Dr Patel. The doctor had liked the playful puppy and kept him as a pet. It was Dr Patel who named him ‘Cocoa’. This was because of his brown fur. Aditi reached Dr Patel’s house and knocked on his door. ‘Come in, Aditi’, said Dr Patel, opening the door. Cocoa jumped up in excitement and ran all around the room. Aditi was surprised upon seeing this. ‘Doctor Uncle, how do you manage Cocoa?’ she asked. ‘Not very well’, the doctor replied. ‘He is chewing up everything in sight. Yesterday, he chewed up the newspaper. Today, he chewed up my slippers.’ chewing up frown ‘What bad behaviour!’ said Aditi with a frown. ‘Cocoa, behave yourself!’ she said. Cocoa paid no attention to her and started chasing his tail. This was too much for Aditi. ‘Cocoa! Stop it right now!’ she said angrily. Upon chasing hearing the anger in the little girl’s voice, Cocoa sat paid no down. He hid his head between his paws. ‘Doctor Uncle, attention you must teach him what is right and what is wrong. This is how I trained my dog, Kiki. Parents love their children, but they also teach them to behave well.’ ‘True, Aditi’, said Dr Patel. ‘Doctor Uncle, I’m going to train Cocoa from tomorrow. I will teach him how to be a good dog’, said Aditi. A week later, Dr Patel could see the results of Aditi’s efforts. Cocoa was a changed puppy. He followed commands. ‘Sit’ meant that he had to sit still. ‘Heel’ meant that Cocoa Learns Manners 23 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 27 1/7/2019 2:17:39 PM

he had to walk just behind his master. ‘Paw’ meant that he had to sit down and lift his right paw for a handshake. ‘Aditi, you have done wonders with Cocoa. He is much easier to manage now. Thank you’, said Dr Patel. ‘Remember, Doctor Uncle, loving Cocoa does not mean letting him have his way all the time. It means that we have to teach him to be a good dog’, said Aditi, smiling.  – Manjula Shukla Let Us Discuss 1) Who is Cocoa? 2) What did Cocoa do when he saw Aditi? 3) What did Cocoa do to Dr Patel’s slippers? 4) How long did Aditi take to train Cocoa? Understanding the Text Meaning Exercise 1: New words Word paw knocked chewing up frown paid no attention chasing 24 1/7/2019 2:17:39 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 28

Exercise 2: Literature comprehension 1) Where did Aditi find the puppy? Ans.    2) What did Cocoa do to things? Ans.    3) What did Aditi tell Doctor Uncle about Cocoa in the end? Ans.    Cocoa Learns Manners 25 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 29 1/7/2019 2:17:39 PM

Exercise 3: Read and answer Read the sentences and match them to the pictures. Put a tick mark against each picture that shows good behaviour and a cross against each that shows bad behaviour. Column A Column B 1) a) greeting others 2) b) being kind 3) c) not cleaning one’s room 4) d) sharing food 5) e) fighting with friends 26 1/7/2019 2:17:39 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 30

Exercise 4: Value-based questions – Judgement and appreciation 1) Do you think Aditi was right in being angry with Cocoa? Give reasons for your answer. Ans.     2) Do you think we can correct our bad behaviour like Cocoa and learn to be good? How? Ans.     Speaking Task Group discussion We like people who are good and who care for others. Sit together in groups and discuss the behaviours that you think are good and ones that are bad. Note them down as a list in the box given below. Also, discuss why you think some behaviours are good and some are not. Share your thoughts. good behaviour bad behaviour • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ • _________________________________ Cocoa Learns Manners 27 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 31 1/7/2019 2:17:39 PM

5 The Rainbow Life Around Us Listen and Say Aloud seas these please trees The rhyming words above end with the ‘eez’ sound. Choose two words from the list below that rhyme with the words given above. keys shoes moose tease Can you think of two more words that end with the ‘eez’ sound? Warm Up • Have you ever seen a rainbow? What does it look like? • When can we see a rainbow? Now, let us read a poem about the beauty of rainbows. 28 1/7/2019 2:17:39 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 32

Reading the Text bridge overtops Boats sail on the rivers, And ships sail on the seas; But clouds that sail across the sky Are prettier than these. sail There are bridges on the rivers, As pretty as you please; But the bow that bridges heaven, And overtops the trees, And builds a road from earth to sky, bow Is prettier far than these.  – Christina Rossetti Let Us Discuss 1) Where do boats sail? 2) Where do ships sail? 3) Where do clouds sail? 4) What looks pretty on the rivers? Understanding the Text Meaning Exercise 1: New words Word sail bridges bow The Rainbow 29 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 33 1/7/2019 2:17:39 PM

Word Meaning heaven overtops Exercise 2: Literature comprehension 1) What is the title of the poem, and who is the poet? Ans.   2) What are prettier than sailing boats and ships? Ans.   3) According to the poem, between which two places does a rainbow build a road? Ans.   Exercise 3: Read and answer A simile compares two different things. For example, we can say, ‘Her dress is as blue as the sky’. Here we are comparing the colour of the dress with the sky. Let us write a poem on rainbows using similes. A rainbow is 1) as red as  2) as orange as  3) as yellow as  4) as green as  5) as blue as  30 1/7/2019 2:17:39 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 34

Exercise 4: Value-based questions – Judgement and appreciation 1) How do you feel when you see a rainbow? Write a sentence about it. Ans.    2) Give another title to the poem. Write why you have chosen this title. Ans.    Speaking Task ABC..., Show and tell Bring a picture of a thing that you find to be wonderful in nature. For example, trees, flowers, birds, butterflies and animals. Speak a few lines on it. The Rainbow 31 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 35 1/7/2019 2:17:39 PM

Glossary Sr. No. Words Meaning 1 amazing (adj.) very good or great 2 bow (n.) a rainbow that spreads across the sky man-made structures that allow people to cross rivers or 3 bridges (n.) roads 4 buzzing with active with selling and buying business (phr.) running behind someone to catch hold of him or her 5 chasing (v.) 6 chewing up (v.) biting something 7 fifty paise (n.) half of a rupee 8 frown (n.) to make an upset face 9 grove (n.) group of trees that are close together 10 heaven (n.) sky 11 helmet (n.) a hard hat that covers and protects one’s head 12 hook (n.) a curved piece of metal that is used to catch fish 13 husk (n.) the dry outer covering of a seed or fruit 14 ingredients (n.) the items used to prepare a dish 15 knocked (v.) made a tapping noise on a hard surface, usually a door 16 nook (n.) corner NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 36 1/7/2019 2:17:39 PM

Sr. No. Words Meaning 17 overtops (v.) goes over the top of something 18 paid no refused to show that one has heard or seen someone; to attention (phr.) ignore 19 paw (n.) an animal’s foot 20 presently (adv.) after a short time; soon after 21 pulley (n.) a wheel over which a rope or chain is pulled in order to lift heavy objects 22 sail (v.) to move or float on water 23 started (v.) a movement in the body because of feeling sudden 24 thud (n.) surprise or fright a dull and heavy sound made by an object falling to the ground 25 trout (n.) the name of a freshwater fish 26 waterfront (n.) a part of the city or town that overlooks a water body such as a river or a sea 27 whirled (v.) turned around in fast circles n. Key v. noun adj. verb adv. phr. adjective adverb phrase NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 37 1/7/2019 2:17:39 PM

Mathematics Textbook Features Let Us Learn About Think Contains the list of learning objectives Introduces the concept and to be covered in the chapter arouses curiosity among students Recall Discusses the prerequisite knowledge for the concept from the previous academic year/chapter/ concept/term Remembering and Understanding Explains the elements in detail that form the Application basis of the concept Ensures that students are engaged in learning throughout Connects the concept to real-life situations by enabling students to apply what has been learnt through the practice questions Higher Order Thinking Skills (H.O.T.S.) Encourages students to extend the concept learnt to advanced scenarios Drill Time Additional practice questions at the end of every chapter NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 38 1/7/2019 2:17:39 PM

Mathematics Contents Class 1 Shapes 3 1.1  Vertices and Diagonals of Two-dimensional Shapes  1 2 Patterns 9 2.1 P  atterns in Shapes and Numbers  17 23 3 Numbers 30 3.1  Count by Thousands  34 3.2 C ompare 4-digit Numbers  39 4 Addition 44 47 4.1  Estimate the Sum of Two Numbers  52 4.2 Add 3-digit and 4-digit Numbers 4.3  Add 2-digit Numbers Mentally  5 Subtraction 5.1 E  stimate the Difference between Two Numbers 5.2 S  ubtract 3-digit and 4-digit Numbers  5.3 S  ubtract 2-digit Numbers Mentally  NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 39 1/7/2019 2:17:39 PM

Chapter Shapes 1 Let Us Learn About • identifying 2D shapes with straight and curved lines. • identifying sides, corners and diagonals. • making a tangram. • recognising 3D shapes and their faces and edges. Concept 1.1: Vertices and Diagonals of Two-dimensional Shapes Think There is a paper folding activity in Farida’s class. Her teacher asked the students to fold the paper across the vertices or the diagonals. How will Farida fold the paper? Recall We have learnt various shapes formed by straight lines or curved lines. Let us recall them. AB A BA B line line segment ray 1 1/7/2019 2:17:40 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 40

horizontal lines vertical lines slant lines curved lines The straight and curved lines help us make closed and open figures. Figures which end at the point from where they start are called closed figures. Figures which do not end at the point from where they start are called open figures. closed figures open figures Try this! Write ‘open figure’ or ‘closed figure’ in the given blanks. ____________ ____________ ____________ ____________ Shapes such as rectangle, triangle, square and circle that can be drawn flat on a piece of paper are called two-dimensional shapes. Their outlines are called two-dimensional figures. In short, they are called 2D figures. Identify the following shapes and separate them as 1D or 2D shapes. One has been done for you. Object Shape Triangle 2D Name of the shape 1D or 2D Shapes 2 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 41 1/7/2019 2:17:40 PM

& Remembering and Understanding As we have already learnt various shapes, let us now name their parts. Consider a rectangle ABCD as shown. DC In the given rectangle, AB, BC, CD and DA are called A B its sides. There are lines joining A to C and B to D. These lines named AC and BD are called the diagonals of the rectangle. Points A, B, C and D where two sides of the rectangle meet are called the vertices. Vertex: The point where at least two sides of a figure meet is called a vertex. The plural of vertex is vertices. Diagonal: A straight line inside a shape that joins the opposite vertices is called a diagonal. A square also has sides, diagonals and vertices. Note: A triangle and a circle do not have any diagonals. Try this! Complete the table with vertices, sides and diagonals of the given different shapes. One has been done for you. CS R Y D Shape ZX W A B Q P Vertices A, B, C, D Sides AB, BC, CD, DA Diagonals AC, BD Application A We know that a 2D shape has length and breadth. Let us now learn to find the number of sides of a 2D shape. Consider a triangle as shown. B C 3 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 42 1/7/2019 2:17:40 PM

The given triangle has 3 sides named as AB, BC and CA. We can also name them as BA, CB and AC. The different number of markings on the sides of the triangle show that the lengths of all the 3 sides are different. If all the sides have the same number of markings, we can say that the lengths of all the 3 sides are the same. Let us now find the number of sides of a few 2D shapes and name them. Shape S RD C A P QA B BC Name of the shape Square Rectangle Triangle Number of sides 4 4 3 (All sides are equal.) (Opposite sides are (All sides are equal equal.) in this case.) Names of sides PQ, QR, RS, SP AB, BC, CD, DA AB, BC, CA We find objects of various shapes around us. Complete in the following table by writing the basic shapes, number of the vertices and diagonals of the given objects. Object Basic shape 36 Number of vertices 4 1 Number of diagonals 7 5 Tangram 2 A tangram is a Chinese geometrical puzzle. It consists of a square that is cut into pieces as shown in the given figure. To create different shapes, we arrange these tangram pieces with their sides or vertices touching one another. Shapes 4 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 43 1/7/2019 2:17:40 PM

Let us make our own tangram. Materials needed: a square sheet of paper a pair of scissors a ruler (optional) Procedure: Figure Steps Step 1: Fold the square sheet of paper as shown. Step 2: Cut the square into two triangles, A across the fold. B Step 3: Cut one of the triangles obtained A1 in step 2, into two equal parts. We get two 2 smaller triangles as shown. Step 4: Fold the bigger triangle as shown. B Step 5: Unfold this piece and cut it across the fold. We get one more triangle. 3 5 1/7/2019 2:17:40 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 44

Steps Figure Step 6: Fold the boat-shaped piece from one 4 end as shown. We get a triangle again on cutting at the fold. Step 7: Fold the remaining part of the paper 5 as shown. We get a square on cutting at the fold. Step 8: Fold the remaining paper again as 6 shown. We now get one more triangle on 7 cutting at the fold. We, thus, get the seven pieces of the tangram. Step 9: Colour these shapes using different colours. You can use these tangram pieces to make different shapes. Higher Order Thinking Skills (H.O.T.S.) Observe the given figure. It looks like a box. Each side of the box is a square. In the figure, AB is the length and BF is the breadth of the box. AD is E F B called the height of the box. So, this shape has three dimensions - A length, breadth and height. Such shapes are called three-dimensional shapes or 3D shapes or HG solid shapes. DC In the figure, cube • The points A, B, C, D, E, F, G and H are called vertices. • The lines AB, BC, CD, DA, BF, FE, EA, CG, GH, HD, HE and GF are called edges. • The squares ABCD, ABFE, BFGC, GCDH, EFGH and AEHD are called faces. Solid shapes with all flat square faces are called cubes. Shapes 6 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 45 1/7/2019 2:17:40 PM

Let us learn how to draw a cube in a few simple steps. Step 1: Draw a square Step 2: Draw another Step 3: Join DH, AE, BF Steps ABCD. square EFGH cutting and CG. square ABCD as shown. Figure D C H G A B HG D C DC E F EF A B AB A few other such three-dimensional shapes are cuboids and cones. Solid shapes with flat rectangular faces are called cuboids. A solid shape with a circular base, a vertex and a curved surface is called a cone. Cuboid Cone Try this! Draw a cuboid and a cone showing the formation of the figure in steps. Shape Step 1 Step 2 Step 3 Cuboid Cone 7 1/7/2019 2:17:40 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 46

Drill Time Concept 1.1: Vertices and Diagonals of Two-dimensional Shapes 1) Find the number of vertices and diagonals of the following shapes: a) b) c) d) e) Shapes 8 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 47 1/7/2019 2:17:40 PM

Chapter Patterns 2 Let Us Learn About • tiling of the given shape. • identifying and creating patterns in shapes and numbers. Concept 2.1: Patterns in Shapes and Numbers Think Farida went to her father’s office on a Sunday. She saw that the floor of each hall in the office is of different designs. She found that the designs are made up of triangles, squares, circles and rectangles. She wanted to know if such repetition of a design has any special name. Do you also want to know? Recall There are many patterns around us. Patterns are similar to drawings. Let us see some of the patterns around us. Saree borders 9 1/7/2019 2:17:40 PM NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 48

Carpets Window grills Nature & Remembering and Understanding A pattern is an arrangement of shapes or numbers that follow a particular rule. Consider these examples: a) b) c) 150, 152, 154, 156 We see that in each example some shapes or numbers are repeated to form a pattern. Each shape or a group of shapes that repeats is called a basic shape. In example a), one and one make a pattern. In this pattern, the basic shape is . In example b), two and one make a pattern. In this pattern, the basic shape is . Patterns 10 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 49 1/7/2019 2:17:40 PM

In example c), the first number is 150. We get the next numbers are got by adding 2 to the previous number. Patterns in lines and shapes Observe the following patterns. These are made up of lines and shapes. a) b) c) d) Let us see a few examples of patterns. Example 1: Complete the following patterns. a) b) Solution: a) b) In the same way, we can use numbers to make different patterns. Patterns in numbers We have seen that patterns are formed by repeating shapes in a particular way. Similarly, we can repeat the numbers and create patterns. Each number pattern follows a rule. Patterns in odd and even numbers are the easiest patterns that we usually come across. Let us learn to form patterns of odd and even numbers. Pattern with even numbers: The numbers ending with 2, 4, 6, 8 or 0 are called even numbers. You can make a pattern with even numbers by adding 2 to the given even number. 11 NR_BGM_9789386663191 MAPLE G03 INTEGRATED TEXTBOOK TERM 1_Text.pdf 50 1/7/2019 2:17:40 PM