181910053-Maple-G3-Textbook-Integrated-Term 2_Text

INTEGRATED 2 TEXTBOOK - TERM ENGLISH, MATHEMATICS, EVS 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 1 3 2/15/2018 10:16:25 AM

51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 2 2/15/2018 10:16:25 AM

ENGLISH 2/15/2018 10:16:25 AM TERM 2 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 3

Contents 3Class Theme 3: Heritage 8 The Cracked Pot ������������������������������������������������������������������������������������ 1 9 The Foolish Fish �������������������������������������������������������������������������������������� 4 S3 Speaking Project ����������������������������������������������������������������������������������� 8 R3 Reading Comprehension ��������������������������������������������������������������������� 9 Theme 4: Imagination and Adventure 10 Finding the Man-cub �������������������������������������������������������������������������� 13 11 The Unhappy Crow ������������������������������������������������������������������������������ 18 Glossary ��������������������������������������������������������������������������������������������������������� 21 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 4 2/15/2018 10:16:25 AM

Lesson The Cracked 8 Pot Let Us Start Listen and say aloud Words with silent ‘k’ Words with silent ‘l’ Words with silent ‘t’ Words with silent ‘w’ knee walk listen answer know half often sword The above table has words with silent letters. They are not pronounced when these words are spoken. Warm Up Activity Look at the pictures given below. • D o you like the objects in the pictures? What do you think they are made of? • D o you know that these objects are made from things that we throw away? Does that surprise you? Why or why not? 1 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 5 2/15/2018 10:16:25 AM

Let us now read the story of a pot that thought that it was of no use because it had a crack. Reading the Text There was an old water bearer. She carried two pots to a stream to fetch water every day. She carried them on two ends of a stick, hung across her back. One pot was cracked, stream fetch water bearer while the other was perfect. The cracked pot felt sad as half the water leaked out of it. It felt that it was not doing its work properly. After two years, the cracked pot could not stop itself and spoke to the old lady. ‘I am ashamed of myself!’ it said. The old lady was surprised to hear this and asked the pot, ‘What are you ashamed of?’ leaked ‘I do not serve you well. I only do half of my job. I am sure ashamed that your master is unhappy with you. You cannot bring back two full pots of water because of me. You should throw me away.’ T he old lady listened silently. ‘Have you noticed your side of the path while returning home every day?’ she asked after a while. ‘You should take a look when we return tomorrow.’ The next morning, as they returned from the stream, the cracked pot was surprised. It saw the most beautiful and colourful flowers on its side. It realised that it had not noticed these wonderful flowers. It was always busy feeling unhappy and blaming itself. The old lady said, ‘Did you notice that there are flowers only on your blaming side? That is because I knew you were cracked. So, I planted seeds on your side of the path. You have been watering the plants every day. I collect these flowers scent and use them to decorate my master’s house. The master looks at these flowers and smells their scent. The flowers make him happy. If you hadn’t been just the way you are, you would not have brought beauty and happiness to this house.’ 2 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 6

We are all like the cracked pot. We are not perfect. But we can still do wonderful things and make others happy. – a Chinese folktale Let Us Discuss 1) How many pots did the water bearer carry every day? 2) Why was one of the pots ashamed of itself? 3) What did the cracked pot see on its side of the road? 4) How did the master feel when he saw the flowers? Understanding the Text Exercise 1: New words Meaning Word water bearer stream fetch leaked ashamed blaming scent Speaking Task Pair discussion We have just read a story about how to feel happy with who we are. One way to feel good about ourselves is to do nice things for other people. Saying positive things to each other is another way. Get into pairs. Tell your partner three positive things about them. Listen to them share some nice things about you too. The Cracked Pot 3 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 7 2/15/2018 10:16:26 AM

Lesson The Foolish 9 Fish Let Us Start Listen and say aloud Word Rhyming word Word Rhyming word fish wish too true see me look hook cried hide trout out Warm Up Activity • Do you know what fish eat? • H ow 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. 4 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 8

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, hook trout And started from her corner, ‘That worm you see is there to hide,  The sharpness of a hook.’ As I have heard, the little trout 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? The Foolish Fish 5 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 9 2/15/2018 10:16:26 AM

Understanding the Text Exercise 1: New words Word Meaning started hook trout presently Exercise 2: Literature comprehension 1) What was the little fish asking his mother to get for him? Ans.   2) What did his mother tell him about the worm? Ans.   3) What did the little fish think of doing? Ans.   4) What happened to the little fish at the end of the poem? Ans.   Exercise 3: Value-based questions – Judgement and appreciation 1) Why do you think the little fish’s mother told him not to go near the worm? Was she right? Ans.    6 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 10 2/15/2018 10:16:26 AM

2) Should we listen to our elders? Why or why not? Ans.    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 Why had your elders do? 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 7 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 11 2/15/2018 10:16:26 AM

S3 Speaking Project Find out about an interesting festival that is celebrated outside the state you live in. Give a small speech about this festival in front of your classmates. Collect the following information (draw or paste a picture or write notes): food clothes/dress   tradition   gifts     2/15/2018 10:16:26 AM 8 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 12

R3 Reading Comprehension Passage 1 9 Read the passage and answer the questions given below. 2/15/2018 10:16:26 AM Once, there lived a blind man in a small town. He carried a lighted lamp in his hand whenever he went out at night. One night, a group of men were walking on the same path. They saw the blind man and made fun of him. They said, ‘O! blind man, why do you carry the lamp? You are blind and cannot see anything.’ The blind man politely said, ‘This lamp is not for me but for those who have eyes. You may not see a blind man in your path and may collide with him.’ Upon hearing this, the men felt ashamed and asked for forgiveness. 1) What did the blind man carry when he went out at night? Ans.   2) What did the group of men do when they saw the blind man? Ans.   3) Fill in the blanks with the correct articles (‘a’, ‘an’, ‘the’ ). a) The blind man took ____________ hour to finish his work. b) Bring me _______________ lamp that the blind man is carrying. c) There is _____________ blind man walking in the street. 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 13

4) What is an antonym of ‘polite’? Ans.   5) Match the words with their correct meanings. Column A Column B 1) polite a) crash into someone or something 2) ashamed b) well mannered 3) collide c) feeling sorry about something Passage 2 Read the passage and answer the questions given below. Hare made fun of the way Tortoise walked and how slow he was. So, Tortoise challenged Hare to a race. Hare agreed, thinking he was sure to win. Whoever reached the tree first would be the winner. The race began. Hare ran with all his might and reached the halfway mark. By then, Tortoise had only taken ten steps. Hare looked back and decided to rest under a tree. He thought, ‘I can wake up and reach the tree before Tortoise catches up.’ Tortoise kept walking slowly, but he did not stop anywhere. When Hare got up, Tortoise had reached the tree. Slow and steady Tortoise won the race. 1) Why did Hare agree to the race? Ans.   10 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 14

2) What did Hare do when he reached the halfway mark? Ans.   3) Complete the questions with the correct question words from the brackets. a) ___________________ won the race? (How/Who) b) ___________________ did Hare make fun of? (Why/What) c) ___________________ did Hare get up? (When/Who) 4) Write the meaning of the proverb: ‘slow and steady wins the race’. Ans.   5) Match the words with their meanings. Column A Column B 1) challenge a) power 2) might b) reach the same level as someone 3) catch up c) dare; invite to a contest Reading Comprehension 11 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 15 2/15/2018 10:16:26 AM

Why are we studying this theme? We can go anywhere and meet anyone in our imagination. Imagine if trains and peacocks could talk! Read two stories and a poem about imagination and adventure. 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 16 2/15/2018 10:16:26 AM

Lesson Finding the 10 Man-cub Let Us Start Listen and say aloud Words with the hard ‘g’ sound Words with the soft ‘g’ sound goat flag cage bridge eagle good giraffe huge The table above has words with the hard ‘g’ sound (like ‘g’ in ‘gas’) and the soft ‘g’ sound (like ‘g’ in ‘page’). Warm Up Activity • Have you ever wondered how life in the jungle would be? Share your thoughts. • If all animals were your friends, can you imagine living in the jungle all by yourself? Why or why not? Let us read a part of the storybook named The Jungle Book. It is about a baby named Mowgli who was found and raised by wolves. 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 17 13 2/15/2018 10:16:26 AM

Reading the Text It was a warm evening in the Seeonee Hills. Father scratched squealing Wolf woke up, yawned, scratched himself and yawned spread out his paws. Mother Wolf lay with her grey nose on the back of one of her four squealing cubs. The Moon shone into the cave where they all lived. ‘It is time to hunt again’, said Father Wolf. A shadow jackal crossed into the cave. It was the jackal who feasted on mischief the kills of other animals. No one liked him because he used to tell tales and make mischief. ‘There is no food here’, said Father Wolf. ‘I am happy with a few leftovers’, said the jackal. He found a bone and started chewing on it. leftovers After a while, he said, ‘Shere Khan has decided to hunt close by.’ ‘The law of the jungle is that he cannot change his hunting area without warning’, said Father Wolf angrily. jungle ‘I am going. Listen carefully, you can hear Shere Khan hunting’, said the jackal. Then, he slid out of the cave and vanished into the night. There was a loud roar. ‘Shere Khan missed his catch’, vanished said Mother Wolf. ‘I wonder who his prey is’, said Father Wolf. The bushes rustled, and Father Wolf tensed his muscles, ready to prey attack. ‘Look, it is a man’s cub.’ jaws They saw a baby, just able to walk. He looked at them thrust and laughed, not afraid at all. Father Wolf caught him in his jaws and gently brought him into the cave. At once, the baby pushed his way through the cubs to come closer to Mother Wolf. Suddenly, Shere Khan thrust his great head and 14 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 18

shoulder into the cave. ‘A man’s cub came here. Give him to me’, roared Shere Khan. ‘The wolves are free people, and we do not take orders from you. The cub is ours’, said Father Wolf. The tiger’s roar filled the cave with thunder. Mother Wolf stepped forward. ‘The cub is mine. He shall not be killed. Go away’, she said with so much anger that Shere Khan backed away.  – Adapted from Rudyard Kipling’s The Jungle Book Let Us Discuss 1) Where is the story based? 2) Where did the Moon shine? 3) Who told the wolves about Shere Khan? 4) Who was Shere Khan’s prey? Understanding the Text Exercise 1: New words Meaning Word yawned scratched squealing jackal mischief leftovers jungle vanished prey rustled Finding the Man-cub 15 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 19 2/15/2018 10:16:26 AM

Word Meaning jaws thrust Exercise 2: Literature comprehension 1) W hat did Father Wolf do after he woke up? Ans.   2) Why did no one like the jackal? Ans.   3) What was the law of the jungle? Ans.   4) Who spoke to Shere Khan with great anger in the end? Ans.   Exercise 3: Value-based questions – Judgement and appreciation 1) Why do you think the baby was not scared of the wolves? Ans.    2) What do you think of Shere Khan? Did he care for the other animals? Ans.    16 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 20

Speaking Task Circle time Sit in a circle with your teacher and classmates. Your teacher will begin by describing any animal or person from the story. The class will guess the name of the character. Each student will then get a chance to describe a character from the story. The rest of the class will guess the name of the character. Finding the Man-cub 17 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 21 2/15/2018 10:16:26 AM

Lesson The Unhappy 11 Crow Let Us Start Letters ‘gh’ making the ‘f’ sound Letters ‘ph’ making the ‘f’ sound rough tough alphabet telephone laugh enough photograph elephant Warm Up Activity • What makes you happy? • Who do you think is the happiest person in the world? Let us read a story about a crow who wanted to find the happiest bird in the world. 18 2/15/2018 10:16:26 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 22

Reading the Text Once upon a time, there was a crow in a forest. He was always very happy. But one day, he saw a swan. ‘This swan is so white. Why am I so black? She must be the happiest bird in the world’, he thought to himself. happiest He asked the swan, ‘You are as white as snow. Are swan you the happiest bird in the world?’ ‘Actually’, the swan replied, ‘I felt that I was the happiest bird around till I saw a parrot. He has two colours! Its red beak and green feathers look very pretty. Now I think that the parrot is the happiest bird.’ The crow then asked the parrot about what he thought. The parrot said, ‘I was very happy until I saw a peacock. I have only two colours. The peacock has so many colours.’ The crow then visited a peacock in the zoo. He saw many people near its cage. After the people left, the crow spoke to the peacock. ‘Peacock, you are so beautiful. Every day, so many people come to see you. I think you are the happiest bird in the world.’ beautiful breeze cage The peacock replied, ‘I always thought that I was the most beautiful and the happiest bird. However, because of my beauty, I am in this cage. I long for the gentle breeze of the forest. I long for the dark clouds so that I can spread my wings and dance. I want gentle to be free. Most of the animals and birds are kept in cages by human beings. But a crow is never caged. If I were a crow, I could happily fly everywhere.’ These words taught the crow an important lesson. We should be happy and thankful for what we have. From then on, the crow did not compare himself with others.  – a Panchatantra story Let Us Discuss 1) Where did the crow live? 2) What was the colour of the swan? The Unhappy Crow 19 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 23 2/15/2018 10:16:26 AM

3) Which bird did the parrot think was happier than him? 4) What did the peacock want to be? Understanding the Text Exercise 1: New words Meaning Word swan happiest cage beautiful long for gentle breeze Speaking Task Pair discussion Make a list of five things that make you happy and five things that make you unhappy. Discuss your list with your partner. 20 2/15/2018 10:16:27 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 24

Glossary Sr. No. Word Meaning 1 ashamed (v.) felt bad or sorry for doing something wrong 2 beautiful (adj.) something that is nice and pleasing to look at 3 blaming (v.) finding fault with someone or something 4 breeze (n.) soft-blowing wind a box or space, made of wires or bars, used to keep 5 cage (n.) animals or birds inside to collect 6 fetch (v.) 7 gentle (adj.) mild, soft 8 happiest (adj) 9 hook (n.) most happy 10 jackal (n.) 11 jaws (n.) a curved piece of metal that is used to catch fish 12 jungle (n.) a wild animal in the jungle that is smart or sly 13 leaked (v.) the lower part of the face, from where the teeth grow 14 leftovers (n.) a large area where there is a thick growth of plants and 15 long for (v.) trees, forest 16 mischief (n.) water coming out of a crack 17 presently (adv.) food that is left unfinished after a meal 18 prey (n.) desire, want 19 rustled (n.) behaviour or activity that causes trouble 20 scent (n.) 21 scratched (v.) after a short time; soon after 22 squealing (v.) an animal that is hunted or killed by another animal for food a soft, crackling sound made by the movement of dry leaves good smell rubbed one’s skin with something sharp to stop an itch making a long, high-pitched cry or noise 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 25 2/15/2018 10:16:27 AM

23 started (v.) a movement in the body because of feeling surprised or 24 stream (n.) frightened suddenly a narrow and small river 25 swan (n.) a long-necked, large bird that lives on water 26 thrust (v.) to push with force 27 trout (n.) the name of a freshwater fish 28 vanished (v.) disappeared; could not be seen or heard 29 water bearer (n.) a person who carries water from one place to another 30 yawned (v.) opened the mouth wide while taking a deep breath n. Key v. noun adj. verb adv. phr. adjective adverb phrase 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 26 2/15/2018 10:16:27 AM

MATHEMATICS TERM 2 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 27 2/15/2018 10:16:27 AM

Contents 3Class 6 Multiplication 1 5 6.1 Multiply 2-digit Numbers  11 6.2 Multiply 3-digit Numbers by 15 1-digit and 2-digit Numbers  20 6.3 Double 2-digit and 3-digit Numbers Mentally  27 7 Time 33 7.1 Read a Calendar  7.2 Read Time Correct to the Hour  8 Division 8.1 Division as Equal Grouping  8.2 Divide 2-digit and 3-digit Numbers by 1-digit Numbers  51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 28 2/15/2018 10:16:27 AM

Chapter Multiplication 6 Let Us Learn About • using repeated addition to construct multiplication tables. • multiplying 2-digit numbers with and without regrouping. • doubling the numbers mentally. Concept 6.1: Multiply 2-digit Numbers Think Farida bought 2 boxes of toffees to distribute among her classmates on her birthday. Each box has 25 toffees inside it. If there are 54 students in her class, do you think she has enough toffees? Recall In Class 2, we have learnt that multiplication is repeated addition. The symbol ‘×’ indicates multiplication. Multiplication means having a certain number of groups of the same size. 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 29 1 2/15/2018 10:16:27 AM

Let us recall the multiplication tables of numbers from 1 to 6. 1 2 3 1×1=1 2×1=2 3×1=3 1×2=2 2×2=4 3×2=6 1×3=3 2×3=6 3×3=9 1×4=4 2×4=8 3 × 4 = 12 1×5=5 2 × 5 = 10 3 × 5 = 15 1×6=6 2 × 6 = 12 3 × 6 = 18 1×7=7 2 × 7 = 14 3 × 7 = 21 1×8=8 2 × 8 = 16 3 × 8 = 24 1×9=9 2 × 9 = 18 3 × 9 = 27 1 × 10 = 10 2 × 10 = 20 3 × 10 = 30 4 5 6 4×1=4 5×1=5 6×1=6 4×2=8 5 × 2 = 10 6 × 2 = 12 4 × 3 = 12 5 × 3 = 15 6 × 3 = 18 4 × 4 = 16 5 × 4 = 20 6 × 4 = 24 4 × 5 = 20 5 × 5 = 25 6 × 5 = 30 4 × 6 = 24 5 × 6 = 30 6 × 6 = 36 4 × 7 = 28 5 × 7 = 35 6 × 7 = 42 4 × 8 = 32 5 × 8 = 40 6 × 8 = 48 4 × 9 = 36 5 × 9 = 45 6 × 9 = 54 4 × 10 = 40 5 × 10 = 50 6 × 10 = 60 Let us now construct multiplication tables of 7, 8 and 9. We can then learn to multiply 2-digit numbers. & Remembering and Understanding In multiplication of two numbers: • The number written to the left of the ‘×’ sign is called the multiplicand. • The number written to the right of the ‘×’ sign is called the multiplier. • The number written to the right of the ‘=’ sign is called the product. 2 2/15/2018 10:16:27 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 30

Multiplication Fact ↓↓ ↓ Multiplicand Multiplier Product Note: (a) Representing the multiplicand, multiplier and product using the symbols ‘×’ and ‘=’ is called a multiplication fact. (b) The multiplicand and the multiplier are also called the factors of the product. (c) The product is also called the multiple of both the multiplicand and the multiplier. For example, 2 × 7 = 14 = 7 × 2; 4 × 5 = 20 = 5 × 4 and so on. Order Property: Changing the order in which the numbers are multiplied does not change the product. This is called order property of multiplication. Using multiplication facts and order property, let us now construct the multiplication tables of 7, 8 and 9. 7 8 9 7×1=7 8×1=8 9×1=9 7 × 2 = 14 8 × 2 = 16 9 × 2 = 18 7 × 3 = 21 8 × 3 = 24 9 × 3 = 27 7 × 4 = 28 8 × 4 = 32 9 × 4 = 36 7 × 5 = 35 8 × 5 = 40 9 × 5 = 45 7 × 6 = 42 8 × 6 = 48 9 × 6 = 54 7 × 7 = 49 8 × 7 = 56 9 × 7 = 63 7 × 8 = 56 8 × 8 = 64 9 × 8 = 72 7 × 9 = 63 8 × 9 = 72 9 × 9 = 81 7 × 10 = 70 8 × 10 = 80 9 × 10 = 90 Multiply 2-digit numbers by 1-digit numbers Now, let us learn to multiply a 2-digit number by a 1-digit number. Consider the following example. Multiplication 3 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 31 2/15/2018 10:16:27 AM

Example 1: Find the product: 23 × 7 Solution: Follow these steps to find the product. Steps Solved Solve these Step 1: Multiply the ones. 3 × 7 = 21 H TO Step 2: Regroup the product. 21 ones = 2 tens and 1 ones 17 Step 3: Write the ones digit of ×9 the product in the product TO and carry over the tens digit 2 H TO to the tens place. 23 15 ×7 ×4 Step 4: Multiply the tens. Step 5: Add the carry over 1 from step 3 to the product. Step 6: Write the sum in the 2 × 7 = 14 tens place. 14 + 2 = 16 H TO 2 23 ×7 161 Application Let us now see some real-life situations where we use multiplication of 2-digit numbers. Example 2: There were 54 students in a class of a school. The school had 8 such classes. How many students were there in the entire school? Solution: Number of students in one class = 54 students H TO Number of classes in the school = 8 3 Number of students in the school = 54 × 8 25 ×7 Therefore, the total number of students in the school = 432 1 7 5 Example 3: Manoj travelled 7 km in a day. If he travels the same distance every day, how much distance does he travel in 25 days? 4 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 32

Solution: The distance that Manoj travelled in a day = 7 km H TO He travels the same distance every day. The distance he 3 travels in 25 days = 25 × 7. 54 Therefore, Manoj travels 175 km in 25 days. ×8 432 Higher Order Thinking Skills (H.O.T.S.) Let us now try to frame a few multiplication word problems using multiplication. Example 4: Number of chocolates in a box = 9 Number of such boxes = 5 Total chocolates = 45 Solution: Word problem: A box contains 9 chocolates. There are 5 such boxes. Find the total number of chocolates. Example 5: Frame a word problem with the given fact. 8 × 2 = 16 Solution: Word problem: There are 2 rows with 8 students in each row. What is the total number of students? Concept 6.2: Multiply 3-digit Numbers by 1-digit and 2-digit Numbers Think Farida collected some shells and put them into 9 bags. If each bag has 110 shells, how many shells did she collect? Recall We have learnt to multiply a 2-digit number with a 1-digit number. We have also learnt to regroup the ones in multiplication. Multiplication 5 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 33 2/15/2018 10:16:28 AM

Let us answer these to revise the concept. a) 22 × 2 = _________ d) 33 × 4 = _________ b) 42 × 1 = _________ e) 50 × 2 = _________ c) 11 × 7 = _________ f) 45 × 3 = _________ & Remembering and Understanding We multiply 3-digit numbers just as we multiply 2-digit numbers. Multiply 3-digit numbers by 1-digit numbers without regrouping Let us understand the step-by-step procedure through a few examples. Example 6: Multiply: 401 × 3 Solution: Follow these steps to multiply the given numbers. Step 1: Multiply the ones Solved Step 3: Multiply the hundreds Step 2: Multiply the tens H TO Th H T O 401 H TO 401 401 ×3 ×3 3 ×3 1203 03 H TO Solve these H TO 220 232 HTO ×4 13 0 ×3 ×2 Multiply 3-digit numbers by 1-digit numbers with regrouping We always start multiplying the ones of the multiplicand by the ones of the multiplier. When a 3-digit number is multiplied by a 1-digit number, we may get a 2-digit product in any or all of the places. We regroup these products and carry over the tens digit of the product to the next place. Let us understand this better through an example. 6 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 34

Example 7: Multiply: 513 × 5 Solution: Follow these steps to multiply the given numbers. Steps Solved Solve these H TO Step 1: Multiply the ones and write the H TO product under ones. Regroup if the 444 product has two or more digits. 1 3 ×8 5 51 5 ×   Step 2: Multiply the tens. Add the carry H TO H TO over (if any) to the product. Write the sum under tens. 1 342 ×5 Regroup if the product has two or more 513 digits. ×5 65 Step 3: Multiply the hundreds. Add the Th H T O H TO carry over (if any) to the product and write the sum under hundreds. Regroup if 1 635 the product has two or more digits. ×7 513 ×5 2 565 Multiply 3-digit numbers by 2-digit numbers Multiplication of 3-digit numbers by 2-digit numbers may sometimes involve regrouping too. Let us understand this concept through step-by-step procedure. Consider the following examples. Example 8: Multiply: 243 × 34 Solution: Follow these steps to multiply the given numbers. Multiplication 7 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 35 2/15/2018 10:16:28 AM

Steps Solved Solve these Step 1: Arrange the numbers in columns, H TO as shown. H TO 141 243 ×22 Step 2: Multiply the ones of the ×34 multiplicand by the ones digit of the H TO multiplier. 3 × 4 = 12 H TO 453 1 ×13 Write 2 in the ones place of the product. Write 1 in the tens place as the carry over. 243 H TO ×34 263 Step 3: Multiply the tens by the ones digit ×23 of the multiplier. 4 × 4 = 16 2 2/15/2018 10:16:28 AM Add the carry over from the previous H TO step. So, 16 + 1 = 17. Write 7 in the tens 11 place of the product and 1 in the 243 hundreds place as the carry over. ×34 Step 4: Multiply the hundreds by the ones digit of the multiplier. 2 × 4 = 8 72 Add the carry over from the previous H TO step. So, 8 + 1 = 9. Write 9 in the hundreds 11 place of the product. 243 ×34 Step 5: Write 0 in the ones place. 972 Multiply the ones of the multiplicand by HTO the tens digit of the multiplier. Write the 11 product under the tens place. 243 ×3 4 3×3=9 972 Step 6: Multiply the tens by the tens digit 90 of the multiplier. H TO 4 × 3 = 12 1 Write 2 in the hundreds place of the 11 product and 1 in hundreds place of the 243 multiplicand as the carry over. ×34 972 290 8 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 36

Steps Solved Solve these Step 7: Multiply the hundreds by the tens digit of the multiplier. Th H T O H TO 2×3=6 1 352 ×23 Add the carry over from the previous 11 step. So, 6 + 1 = 7. Write 7 in the thousands 243 place of the multiplicand. ×34 972 7290 Step 8: Add the products and write the Th H T O sum. The sum is the required product. 1 11 243 ×34 972 7290 8262 Application Let us now solve some word problems that have real-life applications. Example 9: Payal saves ` 175 per month for a year. How much money will she have at the end of the year? Solution: Amount saved by Payal per month = ` 175 Th H T O Number of months in a year = 12 11 Total money saved in a year = 175 × 12 175 Therefore, Payal has ` 2100 at the end of the year. × 12 11 350 1750 2100 Multiplication 9 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 37 2/15/2018 10:16:28 AM

Example 10: Rohan ran 315 m every day for a week. How many metres did he run in that week? Th H T O Solution: 1 week = 7 days 13 Distance run by Rohan in a day = 315 m Distance he ran in a week = 315 m × 7 = 2205 m 315 ×7 So, Rohan covered a total distance of 2205 m in one 2205 week. Higher Order Thinking Skills (H.O.T.S.) Sometimes, we can find numbers that satisfy two or more conditions. Let us now see a few examples. Example 11: Find two numbers whose sum is 13 and product is 6 more than 30. Solution: The two conditions in this problem are: a) The sum of the numbers is 13 b) The product of the numbers is 6 more than 30 From condition b), 6 more than 30 = 30 + 6 = 36. So, the product of the numbers is 36. Now, let us find the two numbers whose proTdruacitnis 3M6 ayndBrsuaminis 13. 36 = 1 × 36; 36 = 2 × 18; 36 = 3 × 12; 36 = 4 × 9 and 36 = 6 × 6. Of these, the numbers whose sum is 13 are 9 and 4 (since 9 + 4 = 13). Therefore, the required numbers are 9 and 4. Example 12: Find two numbers whose difference is 1 and product is 2 more than 40. Solution: The two conditions in this problem are: a) The difference of the numbers is 1. b) The product of the numbers is 2 more than 40 which is 42. Now, let us find two numbers whose product is 42 and difference is 1. 42 × 1 = 42; 21 × 2 = 42; 14 × 3 = 42; 7 × 6 = 42. Of these the numbers whose difference is 1 are 7 and 6. Therefore, the required numbers are 7 and 6. 10 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 38

Concept 6.3: Double 2-digit and 3-digit Numbers Mentally Think Farida has 23 red beads. Her friend has double the number of beads. Farida wants to know the number of beads her friend has. Do you know how to find that mentally? Recall We have learnt mental addition and subtraction in the previous chapters. Let us now learn to double a given number mentally. To double a number, we must be thorough with the multiplication table of 2. For example, 5 × 2 = 10, 3 × 2 = 6, 10 × 2 = 20 and so on. & Remembering and Understanding Doubling a number means multiplying by 2. Let us now understand to double a 2-digit number mentally through a few examples. Example 13: Double the number 53. Solution: To double the given number, follow these steps. Steps Solved 53 Solve this 41 The tens digit is ____. Step 1: Multiply the tens digit by 2. The tens digit is 5. So, 5 × 2 = 10. So, ___ × 2 = ___. Step 2: If the ones digit is less than or The ones digit is 3. The ones digit is ___ equal to 4, write the product in step 3 < 4 (True) ___ < ___ (True/ False) 1 as it is. If not, add 1 to it and write. Step 3: Multiply the ones digit by 2. 3 × 2 = 6 ___ × 2 = ___ Step 4: Write the products in steps 53 × 2 = 106 ___ × 2 = ___ 1 and 3 together. This gives us the double of the given number. Multiplication 11 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 39 2/15/2018 10:16:28 AM

Application We have learnt to double 2-digit numbers mentally. Let us now see a few examples where we apply this concept. Example 14: Rohit has 14 shirts. His brother has double the number of shirts than he has. How many shirts does Rohit’s brother have? Solution: Number of shirts Rohit has = 14 Number of shirts Rohit’s brother has = Double the number of shirts that Rohit has = 14 × 2 = 28 Therefore, Rohit’s brother has 28 shirts. Example 15: Sony is 36 years old. Her aunt’s age is double the age of Sony. How old is Sony’s aunt? Solution: Sony’s age = 36 years Age of Sony’s aunt = Double that of Sony’s age = 36 years × 2 = 72 years Therefore, Sony’s aunt is 72 years old. Higher Order Thinking Skills (H.O.T.S.) Doubling a 3-digit number is similar to doubling a 2-digit number. Let us now see some examples. Example 16: Double the number 125. Solution: To double the given number, follow these steps. Steps Solved Solve this 125 293 Step 1: Multiply the number formed by the two leftmost digits by 2. The number formed by The number formed by the two leftmost digits the two leftmost digits is is 12. 12 × 2 = 24. ____. So, ___ × 2 = ___. 12 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 40

Steps Solved Solve this 125 293 Step 2: If the ones digit of the given number is less than or equal to 4. The ones digit is 5. The ones digit is __ write the product in step 1 as it is. If ___ < ___ (True/ False) not, add 1 to it and write. 5 < 4 (False) ___ × 2 = ___. 24 + 1 = 25 Its ones digit is ___. Step 3: Multiply the ones digit by 2. 5 × 2 = 10 So, ___ × 2 = ___. Its ones digit is 0. Step 4: Write the products in steps So, 125 × 2 = 250 1 and 3 together. This gives the double of the given number. Drill Time Concept 6.1: Multiply 2-digit Numbers 1) Multiply 2-digit numbers by 2, 3, 4, 5 and 6. a) 56 × 3 b) 23 × 2 c) 77 × 6 d) 50 × 5 e) 62 × 4 2) Multiply 2-digit numbers by 7, 8 and 9. a) 23 × 9 b) 12 × 7 c) 76 × 8 d) 84 × 8 e) 83 × 9 3) Word problems a) T here were 23 students in one group. The school had 4 such groups. How many students were there in all the groups? b) Viraj travelled for 30 km in one day. He travelled the same distance everyday for 7 days. How many kilometres did he travel in 7 days? Concept 6.2: Multiply 3-digit Numbers by 1-digit and 2-digit Numbers 4) Multiply 3-digit numbers by 1-digit number without regrouping. a) 101 × 8 b) 212 × 4 c) 414 × 2 d) 111 × 5 e) 323 × 3 5) Multiply 3-digit numbers by 1-digit numbers (with regrouping). a) 225 × 7 b) 762 × 4 c) 868 × 8 d) 723 × 5 e) 429 × 2 Multiplication 13 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 41 2/15/2018 10:16:28 AM

6) Multiply 3-digit numbers by 2-digit numbers. a) 769 × 21 b) 759 × 10 c) 578 × 42 d) 619 × 66 e) 290 × 30 7) Word problems a) Susan drove 462 km every day for a week. What distance did she drive in that week? b) Sohail spends ` 616 for a set of books. How much will he spend on 24 such sets? Concept 6.3: Double 2-digit and 3-digit Numbers Mentally 8) Double the given numbers mentally. a) 23 b) 52 c) 61 d) 10 e) 74 9) Word problems a) Rohan bought 42 books in Year I and double the number in Year II. How many books did he buy in Year II? b) Sonal earned ` 28 on Monday. She earned double the amount on Tuesday. How much did she earn on Tuesday? 14 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 42

Chapter Time 7 Let Us Learn About • identifying a day and a date on a calendar • reading the time correctly to the hour. Concept 7.1: Read a Calendar Think Farida and her friends are playing a game using a calendar. They split into two groups. Each group says a date or a day of a particular month. The other group answers with the corresponding day or date of another month. Can you also play such a game? Recall Let us recall the days in a week and the months in a year. There are 7 days in a week. They are: 1) Sunday 2) Monday 3) Tuesday 4) Wednesday 5) Thursday 6) Friday 7) Saturday 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 43 15 2/15/2018 10:16:28 AM

There are 12 months in a year. They are: 1) January 2) February 3) March 4) April 5) May 6) June 7) July 8) August 9) September 10) October 11) November 12) December Recall While reading a calendar we can find the day of a given date. We can also find dates that fall on a particular day of the month. The calendar that we use is called the Gregorian calendar. Let us do an activity to understand this concept better. Activity: 1) L ist out the birthdays of your parents, grandparents, brothers and sisters. 2) Arrange them in a table as they appear in a calendar month-wise. 3) Note the days on which the birthdays appear. Stick this on your writing table. This will remind you to wish your family members “HAPPY BIRTHDAY” on their birthdays. Your tables could be similar to the one given below. Birthdays of my family members Birthday (2018) Member of the family Day 08-January Brother Sunday 10-March Mother Friday 16-June MINE Friday 03-August Father Thursday 04-October Wednesday Grand father Tuesday 12-December Grand mother Example 1: Observe the given calendar and answer the questions that follow. a) How many days are there in this month? b) How many Sundays are there in this month? c) Which day appears 5 times? d) O n which day is the Republic day? 16 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 44

e) On which date is the second Saturday? JANUARY 2019 Solution: a) There are 31 days in this month. SUN MON TUE WED THU FRI SAT b) There are four Sundays in this month. 12345 6 7 8 9 10 11 12 c) Tuesday, Wednesday and Thursday 13 14 15 16 17 18 19 appear five times. 20 21 22 23 24 25 26 d) The Republic day is on a Saturday. 27 28 29 30 31 e) The second Saturday is on 12th. Example 2: From the calendar for the year 2018, write the days of the following events. a) Independence Day - ____________ b) Republic Day - _____________ c) Christmas - ____________ d) Teacher’s Day - _____________ e) Children’s Day - _____________ Solution: a) Independence Day - Wednesday b) Republic Day - Friday c) Christmas - Tuesday d) Teacher’s Day - Wednesday e) Children’s Day - Wednesday Application We use the calendar on a daily basis. Events like planning holidays, conducting sports and examinations in school are a few examples. October 2018 Example 3: Renu wants to plan her holiday in October SUN MON TUE WED THU FRI SAT from Friday to Wednesday to New Delhi. 1 23456 On the calendar, mark the days when 7 8 9 10 11 12 13 Renu can plan her holiday. 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Time 17 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 45 2/15/2018 10:16:28 AM

Solution: Renu’s trip will start on a Friday and end on a Wednesday. Fridays in this month: 5, 12, 19, 26 October 2018 Wednesdays in this month: 3, 10, 17, 24, 31 SUN MON TUE WED THU FRI SAT 1 2 3 456 Renu’s trip could be planned for 5th to 10th, 12th to 17th, 19th to 24th or 26th to 31st as 7 8 9 10 11 12 13 marked on the calendar. 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Example 4: Use the January 2019 calendar shown to answer the question. Rupali is a clerk in a bank. She has January 2019 Solution: holidays on Sundays and on the first and the third Saturdays of the month. She also SUN MON TUE WED THU FRI SAT has holidays on the New Year’s Day and 12345 Republic Day. How many holidays does she have in the month of January? 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Republic day is on 26th January. 20 21 22 23 24 25 26 27 28 29 30 31 New Year day is on 1st January. The first and the third Saturday falls on 5th and 19th January respectively. Sundays fall on 6th, 13th, 20th and 27thJanuary. Rupali has holidays on 1st, 5th, 6th, 13th, 19th, 20th, 26th and 27th January. Therefore, she has 8 holidays in January. Higher Order Thinking Skills (H.O.T.S.) Observe the calendar for February of different years. February 2009 February 2010 February 2011 SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT 123 456 7 12 345 6 1 234 5 8 9 10 11 12 13 14 7 8 9 10 11 12 13 6 7 8 9 10 11 12 15 16 17 18 19 20 21 14 15 16 17 18 19 20 13 14 15 16 17 18 19 22 23 24 25 26 27 28 21 22 23 24 25 26 27 20 21 22 23 24 25 26 28 27 28 18 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 46

February 2012 February 2013 February 2014 SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT 1234 12 1 5 6 7 8 9 10 11 3456789 12 13 14 15 16 17 18 10 11 12 13 14 15 16 2345678 19 20 21 22 23 24 25 17 18 19 20 21 22 23 26 27 28 29 24 25 26 27 28 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 February 2015 February 2016 February 2017 SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT 1234567 123456 1234 8 9 10 11 12 13 14 7 8 9 10 11 12 13 5 6 7 8 9 10 11 15 16 17 18 19 20 21 14 15 16 17 18 19 20 12 13 14 15 16 17 18 22 23 24 25 26 27 28 21 22 23 24 25 26 27 19 20 21 22 23 24 25 28 29 26 27 28 We observe that February has 29 days in the years 2012 and 2016. In the other years, February has 28 days. Every four years, an extra day is added to the month of February. This is due to the revolution of the Earth around the Sun. The Earth takes 365 days and 6 hours to go around the Sun. An ordinary year is taken as 365 days only. 6 hours put together four times make an extra day for every four years. This is added on to get the leap year. So, there are 365 + 1 = 366 days in a leap year. Example 5: Find the leap years in the following years. 2020, 2021, 2022, 2024, 2025 Solution: In a leap year, the number formed by the last two digits is an exact multiple of 4. In 2020, the number formed by the last two digits is 20, which is a multiple of 4. In 2021, the number formed by the last two digits is 21, which is not a multiple of 4. In 2022, 22 is not a multiple of 4. In 2024, 24 is a multiple of 4. In 2025, 25 is not a multiple of 4. Thus, 2020 and 2024 are the leap years. Time 19 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 47 2/15/2018 10:16:28 AM

Example 6: How many days were there from Christmas 2010 to Christmas 2011? Solution: 2011 was not a leap year. So, the number of days from Christmas 2010 to Christmas 2011 was 365. Concept 7.2: Read Time Correct to the Hour Think Farida’s teacher taught her to read time. She now knows the units of time. Farida reads time when her father moves the hands of a clock to different numbers. Can you also read time from a clock? Recall We learnt that the long hand on the clock shows minutes and the short hand shows hours. In some clocks, we see another hand, thinner than the hour and the minute hands. This is the seconds hand. Let us recall reading time from a clock. a) 7 o’clock is _______________ hours more than 4 o’clock. b) The _______________ hand takes one hour to go around the clock. c) The _______________ hand is the shortest hand on the clock. d) The time is _______________ when both the hour hand and the minute hand are on 12. e) 2 hours before 10 o’clock is _______________. & Remembering and Understanding We see numbers 1 to 12 on the clock. These numbers are for counting hours. There are 60 parts or small lines between these numbers. They stand for minutes. The minute hand takes 1 hour to go around the clock face once. 1 hour is equal to 60 minutes. The minute hand takes 5 minutes to go from one number to the next number on the clock face. 20 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 48

We multiply the number to which the minute hand points by 5 to get the minutes. For example, the minute hand in the figure is at 6. So, it denotes 6 × 5 = 30 minutes past the hour (here, after 3). Therefore, the time is read as 3:30. The hour hand takes one hour to move from one number to the other. Let us now read the time shown by these clocks. Fig. (a) Fig. (b) Fig. (c) Fig. (d) In figure (a), the minute hand is at 9. The hour hand is in between 5 and 6. The number of minutes is 9 × 5 = 45. Thus, the time shown is 5:45. In figure (b), the minute hand is at 6. The number of minutes is 6 × 5 = 30. The hour hand is between 7 and 8. Therefore, the time shown is 7:30. In figure (c), the minute hand is at 3. The number of minutes is 3 × 5 = 15. The hour hand has just passed 9. Therefore, the time shown is 9:15. In figure (d), the minute hand is at 4. So, the number of minutes is 4 × 5 = 20. The hour hand has just passed 2. Therefore, the time shown is 2:20. Example 7: On which number is the minute hand if the time is as given? a) 35 minutes b) 15 minutes c) 40 minutes d) 30 minutes Solution: To find minutes when the minute hand is at a number, we multiply by 5. So, to get the number from the given minutes, we must divide it by 5. a) 35 ÷ 5 = 7. So, the minute hand is at 7. b) 15 ÷ 5 = 3. So, the minute hand is at 3. c) 40 ÷ 5 = 8. So, the minute hand is at 8. d) 30 ÷ 5 = 6. So, the minute hand is at 6. Time 21 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 49 2/15/2018 10:16:28 AM

Quarter past, half past and quarter to the hour We know that, ‘quarter’ means 1 . 4 In Fig (a), the minute hand of the clock has travelled a quarter of an hour. So, we call it quarter past the hour. The time shown is 2:15 or 15 minutes past 2 or quarter past 2. Fig. (a) Fig. (b) ‘Half’ means 1 Fig. (c) 2 In Fig. (b), the minute hand has travelled half the clock after an hour. So, we call it half past the hour. The time shown is 2:30 or 30 minutes past 2 or half past 2. In Fig. (c), the minute hand has to travel a quarter of the clock before it completes one hour. We call it quarter to the hour. The time shown is 7:45 or 45 minutes past 7 or quarter to 8. Example 8: Read the time in each of the given clocks and write it in two different ways. Solved Solve these Fig. (a) Fig. (b) Fig. (c) Fig. (d) The hour hand is The hour hand is The hour hand is The hour hand is between 3 and 4. between _____ and between _____ and between _____ and _____. The minutes _____. The minutes _____. The minutes So, the minutes are are after ____hours. are after ____hours. are after ____hours. after 3 hours. The The minute hand The minute hand The minute hand minute hand is at is at _____. So, is at _____. So, is at _____. So, 6. So, the time is 30 the time is _____ the time is _____ the time is _____ minutes after 3. We minutes after _____. minutes after _____. minutes after _____. write it as 3:30 or We write it as _____ We write it as _____ We write it as _____ half past 3. or _____. or _____. or _____. 22 2/15/2018 10:16:28 AM 51704995_BGM_181910053-Maple-G3-Textbook-Integrated-Term 2_Text.pdf 50