CLASS 4 - TERM-1 PRIME YEARS

© All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming or otherwise without the prior written permission of the publishers. While every effort has been taken to ensure that the contents of this book do not infringe any copyright held by any publisher or institution in any manner whatsoever, if anything to the contrary is noticed which might have been inadvertantly included in this publication, the same may be brought to the notice of the publishers in writing for rectification.

\"The zest for learning is inherent in every individual.The teacher's job is just to bring it out. \"This is a quote from Maria montessori. The text books are only a medium in the process of learning. This book is not intended to be a Bible for a teacher. It is meant to be a friend and companion of the student. These books have been designed to give quality education. They are inclusive of English, English Grammar, Social Studies, Sciences, Mathematics and Computers. Prime Years is a set of three termbooks for classes 1 to 5. The burden on children's shoulders is reduced as they need not carry books for all subjects. To carry a single book for a term is enough. The essential features of Prime Years series are: v They are graded according to the learning levels The language is simple and helps in v self learning v Many learning activities are provided They strive to fullfill congnitive, v affective and psychomotor domains of educational objectives v The content and style relate learning matter to the real world. The presentation is intended to develop thinking skills and enable the students apply the knowledge in solving problems in practical life situations and not to make the students mere book worms. Many activities have been given in the text book for a quicker learning: Question box tests the knowledge and understanding of the concepts. Think a little, write a little and Reason out calls for higher order thinking skills. I can do are tasks to apply the concepts in a different situation or extend his/her learning or learn more from experience. The tasks also calls for self expression, imagination and language skills. Guessing Jar provides questions to develop reasoning, logic and critical thinking. Clue finder call for higher cognitive skills like application analysis, synthesis and evaluation. In mathematics, the guided problems are for working out with teacher's guidance while Independent practice problems are for students to work out all by themselves. Question box usually contains problems based on all the concepts learned in the chapter. It is more of a test or assignment. Note from the author Problems given in the boxes test higher order thinking skills - both critical and lateral thinking. They are mostly challenging questions or fun activities. The hands - on activities help to learn abstract concepts through concrete medium. - Rajalaxmi K Iyer Author The learning activities are planned as per the concept of Multiple Intelligence and learning styles.

Aims and objectives T he aim of Primary Education is to develop in the child everything that is required for a fruitful living. Primary education sows the seed of character building which grows in to a full fledged tree in later years. The attitude and values a child develops in his formative year’s remains with him till the end. Primary education therefore has the following broader objectives. To let the child live his childhood fully so that he realizes his own interest and potential. To develop in the child basic learning skills which help him in his future years. To make the child realize that he is part of nature and he has some social responsibilities. A Primary curriculum should therefore fulfill the following objectives Acquisition of knowledge about his environment and the world in which he lives. Understanding the concepts and applying them in diverse situations. Develop critical thinking and reasoning skills rather than blindly believe what he reads. Develop independent work habits. Develop imagination through artistic skills. Encourage inquisitiveness and investigation and question scientific facts. Develop computational skills. Develop confidence to face the challenges in the curricular subjects as well as outside the class room. Develop moral and spiritual values. What is expected of a primary student? The child communicates clearly and confidently. Uses vocabulary and correct language structures while speaking and writing. Comprehends the textual contents and solves problems independently. Collects, interprets and uses information from various sources. Develops and uses appropriate technological skills. Listens, speaks and reads well. Writes fluently and uses correct vocabulary and grammar in writing. Expresses himself well and uses creativity and imagination. Develops skill of observation, experimentation and recording data. Explores and investigates scientific facts. Develops awareness about his social and civic responsibilities. Develops pride in his cultural heritage. - Rajalaxmi K Iyer Author

1. The Story of Rapunzel................. 7 2. Will Power................................ 16 3. Geniuses ................................. 20 4. Timely Help .............................. 23 1. Nouns-Pronouns-Actions words....................................... 28 2. Possessive Case..................... 35 3. Changing 'too' to 'so that'.......... 38 4. Changing 'if' and 'unless' .......... 41 1. Numbers .................................. 46 2. Indian and International System of Numeration .............. 53 3. Place Value.............................. 60 4. Addition ................................... 69 5. Subtraction .............................. 76 6. Multiplication ............................ 81 7. Division.................................... 92 8. Shapes and Patterns ............. 103 1. Components of Food ..............112 2. Importance of Healthy Food and Microbes ..........................119 3. The process of Digestion ....... 127 4. Teeth structure ........................ 133 5. Safety First ............................ 138 6. Preservation of Food ............. 144 1. Major Landforms of Earth ....... 150 2. Our country - India .................. 158 3. Northern Mountains ................ 166 4. Deserts, Plains and Plateaus ................................ 172 5. Climates of India .................... 179 6. Soil and Vegetation in India - Forest Wealth ........................ 186 7. Water Resources and Mineral Wealth of India ....................... 196 1. Microsoft Paint ....................... 208 2. Importing Images ....................211

Contents Class 4 Term 1 1.The Story of Rapunzel ______ 7 2.Will Power _______________16 3.Geniuses ________________20 4.Timely Help ______________ 23

The Story of Rapunzel Very long back, when the cities were full of forests, and there were very few human beings, there lived a loving couple. The couple prayed for a child everyday. After several years of praying and longing, their wish was finally granted. The man’s wife was to give birth to a child soon. The couple lived in an old building surrounded by several trees. Behind their house was a tall tower surrounded by a beautiful garden. The garden had lovely berries, delicious fruits, and vegetables. However, nobody dared climb the fence of the garden since it was inhabited by a wicked witch. It was believed that the witch would enchant people and make them her servant for life. One day, the man’s wife was standing by the window, looking at the beautiful garden. In the garden, she saw some delectable berries and at once, her heart longed for them. Her husband was watching her from a distance. He could see the look of misery in her eyes. “What happened dear? You look sad”, the husband said at once. “There are some delicious berries in the witch’s garden. I want to have them”, said the wife, almost coming to tears. 7

I shall bring my wife anything she wishes. I cannot see her sad , the husband thought to himself. Thus, he decided to go where nobody dared. He climbed the tall fence and jumped straight in the garden. He plucked a handful of delicious berries and went back to his house. The wife happily gorged on the round and juicy berries, eating to her heart’s content. The husband was happy that he could make his wife happy. However, the next day, the wife longed for some more berries. Thus, at once, the husband decided to risk his life again and get some more berries for his wife. As he jumped the fence, his heart came to his mouth. Standing before him was the wicked witch. “How dare you come to my garden and steal my berries!” said the wicked witch, angrily. “I am sorry. My wife is expecting our child, and she wanted to have these delicious berries”, explained the husband, cowering in fear. Hearing the husband’s reason, the witch’s anger cooled down a little. 8

“Alright, I will let you have these berries. However, I have one condition. When your child is born, it shall be mine forever. You shall not see it ever again”, said the witch. The husband didn’t know what else to do, so he agreed to the witch’s condition. Thus, 3 months after that day, when the wife was about to give birth, the witch stood by her, waiting to take away the child. The wife gave birth to a beautiful baby girl, and the witch promptly whisked her away. She took good care of the baby girl and named her Rapunzel. Rapunzel grew into a beautiful woman, with really long, silken hair. 9

When she was 12, the witch jailed her in a tower in the middle of the forest. She did so in order to protect her from the world. It was a very tall tower, with no windows and no stairs. Thus, Rapunzel was cut off from the rest of the world. The tower had a small window though. When the witch wanted to climb the tower, she would stand below the window and sing, O Rapunzel you beautiful girl Let your golden hair down Thus, Rapunzel would tie her long hair into a braid and throw it down the window. Rapunzel’s hair was so strong that the witch would climb up the tower with ease. One fine day, when the sun was shining bright, a prince of a nearby kingdom rode through the forest with his troops. In the distance, he could hear a lovely voice singing a beautiful song. He could not help but follow the voice, and he landed at the tower. He tried looking for the tower’s door, but he could find none. However, since that day, he would come every day to the tower to hear Rapunzel sing. One day, while he was sitting on his horse, listening to Rapunzel sing, the witch came by the window and sang, O Rapunzel you beautiful girl, Let your golden hair down. 10

Thus, Rapunzel let down her hair and up climbed the witch. The prince saw this from a distance and decided he would try his luck the next day. The prince came by the next day, got down from his horse, stood directly below the window, and sang, O Rapunzel you beautiful girl Let your golden hair down Thus, Rapunzel let down her hair and the prince climbed the tower. Rapunzel was taken aback at first on seeing the charming and handsome prince. She had never seen a man before, let alone such a handsome man. “Hey, you sing so beautifully. I would like to marry you. Would you marry me?” said the prince. Rapunzel was reluctant to say anything at first. However, she was soon floored by the prince’s charm. Thus, she laid her hand in his, promising that she would marry him. “But how do we get down from this tower? I want to take you away from here”, said the prince. “The tower has no stairs. You must bring me a skein of silk everyday, and with that, I will weave us a ladder. With the help of that ladder, we can run away from this place”, said Rapunzel. Thus, the prince came by every evening to meet her while the witch was away. Rapunzel didn’t mention the prince to the witch for a long time, until she finally asked her, “Hey Dame, tell me, how come you are so heavy while the prince is so light?” “You fool! I cut you off from the world to protect you. You are not allowed to meet any prince. You shall pay for this”, the witch went into 11

a fit of rage. She took Rapunzel’s beautiful hair and snipped them with a pair of scissors. Unforgiving, she dumped Rapunzel in a forest, where she would die of thirst and hunger. She decided that she would teach the prince a lesson too. Thus, she took Rapunzel’s hair, tied them to a window, and waited for the prince to arrive. When the prince came by the window and sang, the witch threw down the hair. The prince climbed up the window, only to be shocked by the witch. “How dare you go against my wishes? Nobody was to meet Rapunzel! Now, you shall pay too”, said the witch in anger. Afraid for his life, the prince knew little but to jump out of the window. While he did manage to save his life, he fell on some thorny 12

bushes, which poked his eyes. Thus, his eyes bled and he could hardly see anything. Unable to see much, he wandered in the forest, tired and hungry. He called out Rapunzel’s name several times, only to hear nothing in response. After travelling all day, he reached the desert where the witch had dumped Rapunzel. In the distance, he could hear a familiar voice singing a melancholic song. At once, he knew it was his beautiful Rapunzel. His pace quickened, until he reached Rapunzel, who hugged him. Tears trickled down her cheeks and fell on the prince’s eyes. Her tears healed his eyes, and he could see again. They embraced each other, promising to be with each other through thick and thin. Thus, they lived happily ever after. 1. Inhabited - Occupied 2. Enchant - Captivate 3. Longed - Desired 4. Delectable - Delicious 5. Gorged - Eat hungrily 6 Cowering - Trembling 7. Whisked her away - Took away swiftly 8. Taken abac k - Surprised 9. Snipped - Cut 10. Melancholic - Sad 11. Thick and thin - Happiness and sadness 13

1. What did the wife yearn for while looking out of the window? 2. What did the husband do when the wife told him about her wish? 3. Why did the husband tremble in fear? 4. What condition did the witch propose the husband in return for the berries? 5. Where did the witch put Rapunzel after she grew up? 6. How did the witch climb the tower? 7. What happened after the prince heard Rapunzel sing? 8. What happened after the witch learned about the prince? 9. How did Rapunzel and the prince meet again? Was the husband right in risking his life for berries? Discuss in the class and reach a conclusion. If he wasn’t right, what should he have done? 1. Rapunzel has been described as a beautiful girl with long hair. Draw a picture of Rapunzel. Colour it too. 2. Imagine how an evil witch would look. Draw her picture, colour it, and describe her in a few lines. 14

• The witch dumps Rapunzel in a desert. • If you were ever lost in a desert, what would you do? • Think and write a short paragraph on it. • You could watch TV channels like Discovery Channel to get ideas. • The story of Rapunzel is one of the many classic stories in English. • The story of Cinderella is one such classic too. • Read the story of Cinderella, understand it, and write it in your words. • Make groups. Assign a character in the story to each student. • Enact the story in the class. • Make sure you pay attention to the manner in which you say your dialogues. 15

Will Power Where there’s a will, There is a way; If your head is strong, You cannot sway. It’s all about trying, And trying again; Getting up after falling, Going after your true calling. 16

If you can believe, So you can do; Dreams you weave, Can come true. Never give up, And never do doubt; Just work hard, Ignore people’s shouts. Life is a journey, We are here to give our best; Take each day, As if it were a test. You pass some, you fail some, But you must learn; For learners are people, Who get things done. 17

1. Sway - Swing out of control 1. What is the poet trying to teach through this poem? 2. According to the poet, who are ‘learners’? 3. How does the poet advise to live life? Write 2-3 rhyming words for the following. Make sentences with each of the rhyming words. W O R K _________ T R Y I N G S T R O N G H E A D D R E A M __________ ____________ __________ _________ _________ __________ ____________ __________ _________ 18

• The poem teaches you to follow your dreams. • Pick up a famous personality from the field of sports, films, or music. • Browse the internet and find out his/her story. • Write a short paragraph about him/her, focusing on how he/she followed his/her dream. • This poem is about following your dreams and passion. However, every night, we have some pretty weird dreams. • Do you remember any of your dreams? • Remember an interesting dream that you had and write a short paragraph explaining it. If you can’t remember any, imagine an interesting dream and write a short paragraph. 19

Geniuses They take the road less travelled, They’re not afraid of difficulties to tackle. They dare to dream when they are awake, They are not fearful of making mistakes. They imagine, they explore, and they bend the rules, They go beyond what’s taught in schools. They are called crazy, they are called names, But that doesn’t deter them from their aims. We are talking about the geniuses of the world, Without whom the world would not have been the same. The Einsteins, the Da Vinci, and the Jobs, All of them rose against the odds. Courage to think different is what you need, In order to achieve some awesome feats. 20

1. Tackle - Deal with 2. Deter - Discourage 1. How does the poet describe geniuses? 2. Name the three geniuses mentioned in the poem? 3. According to the poet, what do you need to do in order to achieve awesome feats? Give 2 rhyming words for the following. Make sentences using each of the words. R O A D _________ E X P L O R E O D D S B E N D D A R E __________ _________ __________ _________ _________ __________ _________ __________ _________ 21

• ‘They go beyond what’s taught in schools’. • What does the poet imply by that statement? • Discuss in the class. • Three geniuses are mentioned in the poem. • Choose any one genius and write a short paragraph on him. • You could browse the web. • The poet urges readers to ‘dare to dream’. • What is the craziest dream that you have ever had that you would like to come true? • Think hard about it. Share it with the class. 22

Timely Help It was a dense forest tall trees with thick foliage almost covered the sky. As a result even on the bright sunny day, the interior of the forest looked dim. One could see a narrow path going across the forest, through the midst of the scattered rocks. A wounded man was lying there in solitude. A faint moan coming from him told that he was still alive though he looked unconscious. He was a handsome youngman with a well built body. A sword lying beside him showed that he was a warrior. The blood stained sword revealed that he had a severe fight with someone before he fell down. For a moment he opened his eyes and tried to utter something but he could not. He fainted again. His body had wounds all over, blood still oozing out from some of the wounds. It gave a clue that the fight would have taken place only a short while ago. What was to happen to him? 23

Was he destined to die in the wilderness with no one beside? Perhaps god decided something else. A group of four men appeared on the path leading to the forest. As they neared the spot where the wounded man was lying, they all stopped in astonishment. One of them knelt before him and checked his pulse and breath. “Thank god. He is alive. We can save him” He said with relief, “Why should we poke our nose into matters that are not our concern?” asked the older looking man in the group. “How can we leaving him to die. when we can do something to save him? You are a physician and an expert in herbal medicines. How can you shirk from your duty?” asked the first man. “Osman, I was only hinting that we may land in trouble if we do any such things. Who knows it may be a royal intrigue that caused this unfortunate event” “But you can surely save his life, at least on humanitarian grounds.” said another one in the group. “Alright , if all of you think so, let’s take him with us” Soon they set themselves to the task of making a stretcher. The long poles they carried with them were laid side by side. The long clothes that covered upper part of their body was tied across the poles to make the stretcher. Next minute the wounded man was laid on the stretcher and was carried out of the forest. 24

25 1. Foliage - thick leaf cover acting like a roof 2. Solitude - state of being alone 3. Unconscious - fainted 4. Wilderness - un inhabited area with no animals or human beings to be seen 5. Shirk - neglect 6. Intrigue - disputes or quarrels 7. To poke one’s nose - interfering in unwanted things 1. What was the condition of the wounded man? 2. Who came to the man’s help? 3. Why was the elder man in the group not willing to help the injured man? 4. Why did he agree to help him later? 5. How did they carry the wounded man out of the forest? How do we know that 1. The wounded man was a warrior. 2. He had fought valiantly before he fell down. 3. The fight took place not very long ago. 4. One among the group was an expert in herbal medicine. 5. The men in the group were very resourceful.

26 1. Pick out the adjectives that are used to describe the wounded man. 2. Do you think that was the end of the story? What might have happened after he was taken away from the forest? Imagine and write in a few lines. 3. Who do you think was the wounded warrior? Imagine and write a brief account of his background. Rewrite the story, adding these a. Name of the wounded man and who he was. b. Name of the forest. c. Names of the men in the group ( one is given ) d. Who were the men and why did they pass through the forest. • “To poke your nose “is an idiom. • Idioms are group of words that give altogether a different meaning. • “To poke your nose” means indulging in matters that are not his concern. • “A bed of roses “is another idiom it means a comfortable, luxurious life. Look for three more such idioms. Use all these idioms in your own sentences.

Contents 1. Nouns-Pronouns-Action Words __________________ 28 2. Possessive Case __________ 35 3. Changing 'too' to 'so that' ____ 38 4. Changing 'if' and 'unless' _____41 Class 4 Term 1

A word or phrase referring to a person, animal, thing or place. A word that takes the place of a noun A word used to describe action In most cases, singular nouns can be made plural by adding ‘s’ to it. Example: Table- tables; chair- chairs; fish-fish, tooth-teeth, etc. 28

29 You can count are countable nouns. Example: children, table, boys, door, etc. Nouns you cannot count are uncountable nouns. Example: water, hair , coffee, tea, etc. Example: table, chair, boy, girl, city, etc. Example: Rohit, London, elephant, etc. are generic names of things, people, or animals. are specific names of things, people, animals, or places.

30 Words that substitute a noun or another pronoun are pronouns. Example: His, her, mine, you, they, who, yourself, myself, this, that etc. Singular nouns are replaced by singular pronouns; plural nouns are replaced by plural pronouns. I - We He/She - They There are too many rules to learn with pronouns.

31 Verbs are action words. Examples: standing, sitting, lying etc. In a sentence or a clause, a subject is usually a noun or a pronoun. A verb takes a singular or plural form depending on whether the subject is singular or plural. Verbs that signify action They give more information about primary verbs. Examples: is, are, did, do, does, will, must, would, can etc.

Give plurals of the following nouns: 32 a. Oasis ______________ b. Horse ______________ c. Syllabus ______________ d. City ______________ e. Baby ______________ f. Housefly ______________ Complete the sentences with ‘much’ or ‘many’. (remember, ‘much’ with uncountable nouns; ‘many’ with countable nouns) a. There is too __________ traffic on the road these days. b. How __________ brothers do you have? c. How __________ time do you need to complete this assignment? d. Neha has __________ friends who can help her. e. You have filled the cup with too __________ tea. f. I am sure you don’t get too __________ fan mails these days. g. River ______________ h. Foot ______________ i. Potato ______________ j. Fish ______________ k. Species ______________ 1. Complete the following with appropriate collective nouns. Don’t use a collective noun more than once. a. A ___________ of thieves b. A ___________ of bees. c. A ___________ of steps.

33 d. A ___________ of people. e. A ___________ of ship. f. A ___________ of cards. 2. Replace underlined nouns with pronouns in the following sentences. a. Her name is Nikita. Nikita is a student. b. Our dog’s name is Brat. Brat is really cute. c. My grandparents live in a village nearby. I often go to see my grandparents. d. My dad’s name is Sachin Rastogi. My dad is a singer by profession. e. My friend’s name is Rachel. Rachel is from New Zealand. 3. Complete the following with correct auxiliary verbs such as ‘is’, ‘are’, ‘am’, ‘has’, ‘have’, ‘do’ etc. a. I __________________ writing a novel. b. She __________________ gone to the doctor. c. __________________ you have a pen?

1. Browse the web. Find 10 nouns that are always treated as singular, 10 nouns that are always treated as plurals, and 10 nouns that are always used in their plural form. Try not to repeat the nouns that are already mentioned in the lesson. 2. The best way to learn is to practice. We do a lot of actions every day. Pay attention to the things you do today. Write down the action words (verbs) for these activities in your notebook. • Just like nouns, there are a lot of different kinds of pronouns. • Search the web and find out what they are. • Write them in your notebook, along with an example sentence of each. 34 d. You __________________ to complete the assignment by tomorrow. e. You know I __________________ met Salman Khan! f. They __________________ coming to meet me tomorrow.

Possessive form of nouns show that something belongs to someone. Example: This is Rahul’s pen. This is Vaibhav’s car. Converting sentences without a possessive noun to sentences with possessive noun This book belongs to Shruti. This is Shruti’s book. That house on the left belongs to Neha. That house on the left is Neha’s. 35

36 Pronouns which show that something belongs to someone are possessive pronouns. Examples: Mine, yours, ours, his, hers, and theirs, your, my, whose, their etc. used to make sentences sound smarter Examples: Your paintings are so beautiful. Could you look at my paintings? Rewriting with another possessive pronoun: Your paintings are so beautiful. Can you look at mine? If the above sentence was spoken by more than person, it would be rewritten as: Your paintings are so beautiful. Can you look at ours?

Fill in the blanks with an appropriate possessive pronoun: 1. She has lost __________ purse. 2. I am having __________ dinner right now. 3. __________ pen is not working. Can I borrow __________ ? 4. Don’t touch the chips. They are all __________ ! 5. I think __________ AC needs repair. 6. The Smiths have gone on __________ annual holiday. Give the possessive form of the following nouns. Rewrite the following sentences using possessive form of noun: 1. It was the responsibility of Sakshi to arrange for a car. 2. Have you seen the latest movie of Salman Khan? It’s awesome. 3. You see that house over there? That belongs to Charu. 4. I just heard the speech delivered by Barack Obama. Wow, he speaks really well. 5. The odour of the gases was just too strong to bear. 1. Smiths 2. Natasha 3. Teacher 4. Pilot 5. Doctor 6. Paintings 7. Quilts 8. Tendulkar 37

For affirmative sentences containing ‘too’, the ‘so….that’ version is negative. Example: He is too old to play now. He is so old that he cannot play now. The glass was too hot for me to hold. The glass was so hot that I could not hold it. The vice-versa holds true too The thief ran so fast that the police could not catch him. The thief ran too fast for the police to catch him. 38

Pick five adjectives to describe your best friend. Use those adjectives and make sentences using ‘too’ or ‘so…..that’ . For example, your best friend may be talkative. So, you can write: He/She is so talkative that he/she will give you a headache. 39 Negative sentences containing ‘too’ are generally two clauses. To convert into ‘so…..that’ form, you simply remove the full stop in between the two clauses. Example: Don’t run too fast. You might injure yourself. Don’t run so fast that you might injure yourself. Don’t speak too loudly. You are disturbing your neighbours. Don’t speak so loudly that you are disturbing your neighbours.

Rewrite the following sentences by replacing ‘too’ with ‘so…. that’. 1. He speaks too fast for anybody to understand him. 2. Don’t be too arrogant. You might annoy other people. 3. It is too good to be true. 4. This shirt is too expensive to be bought. 5. I am too tired to go out and play. • Write 5 negative sentences using ‘too’. • These sentences should be different than the ones given in the lesson or exercises. • Rewrite these sentences replacing ‘too’ with ‘so……..that’. Rewrite the following sentences by replacing ‘so….that’ with ‘too’. 1. He runs so fast that you can never beat him. 2. That building is so beautiful that you cannot take your eyes off it. 3. It is so good that it cannot be true. 4. The movie was so scary that I could not watch it. 5. It was so dark that he could not see anything. 40

41 is used in sentences where you need to imply that if A is/is not done, then it will/will not lead to B. ‘Unless’ is used in sentences where you need to imply that unless A is/is not done, B will/will not happen. Example: If you study hard, you will certainly score good marks. Example: Unless you study hard, you won’t score good marks.

42 Changing ‘if’ to ‘unless’ and vice-versa changes the meaning of the sentence. Example: If the bus does not arrive on time, I will be late for office. I will be late for office unless the bus arrives on time. You can use ‘only if’ in place of ‘ unless’ by changing the first part of the sentence from affirmative to negation and vice-versa. Example: I won’t break my fast unless the government accepts my demands. I will break my fast only the government accepts my demands. if

1. Replace ‘if’ with ‘unless’ and rewrite the following sentences. a. If Sachin scores well, India can win the match. b. I am not going to office today if it rains. c. If you are coming to school tomorrow, do bring my notebook as well. d. I will fail in the exam if Neha does not help me. e. I will definitely holiday in Australia if I can save enough money. 43 2. Replace ‘unless’ with ‘if’ and rewrite the following sentences. a. Unless you have a driver’s license, you must not drive. b. I will not tell you the truth unless you apologise to me. c. India cannot save this match unless it starts raining. d. Unless it’s for a good cause, I am not paying you any money. e. You are going to jail, unless you tell me the truth.

1. Write five sentences using ‘if’. The sentences should be different from those in the lesson or the exercises. 2. Write five sentences using ‘only if’. The sentences should be different from those in the lesson or the exercises. Rewrite the sentences replacing ‘only if’ with ‘unless’. 3. Complete the following sentences with anything appropriate that comes to your mind: a. If I had wings, __________________ b. If I had loads of money, __________________ c. If I could speak to animals, __________________ d. If I met a Genie, __________________ e. If I was God, __________________ • Browse the internet. • Find 25 sentences with ‘if’ in them, and 25 sentences with ‘unless’ in them. Write them in your notebook. • These sentences should be different than those used in the lesson or the exercises. 44

Contents 1. Numbers _________________46 2. Indian and International System of Numeration _______53 3. Place Value _______________60 4. Addition _________________ 69 5. Subtraction _______________76 6. Multiplication ______________81 7. Division __________________92 8. Shapes and Patterns _______103 Class 4 Term 1

Numbers 5 and 6 digit numerals Do the following problems: 1. Write the number names of the following. (a) 4805 (b) 3073 2. Write in figures. (a) Nine thousand ninetynine (b) Seven thousand three hundred and fifty 3. Write in normal form. (a) 7000 + 600 + 5 (b) 6000 + 80 + 3 4. Put or > < (a) 730 695 (b) 1899 1900 (c) 1107 1071 5. Write in ascending order. 1587, 3045, 1007, 4987, 5017 6. Write the place value of the underlined digits. (a) 3270 (b) 9087 (c) 1860 46

7. Write the largest and smallest 3 digit numbers formed by the digits 2,0,7 8. Give the successor of (a) 3999 (b) 1099 9. Give the predecessor of (a) 2000 (b) 3270 10. How many 4- digit numbers are there in all? Building numbers You might have learned in the previous classes how numbers grow. Largest 1 - digit number 9 + 1 = Smallest 2 - digit number 10 Largest 2 - digit number 99 + 1 = Smallest 3 - digit number 100 Largest 3 - digit number 999 + 1 = Smallest 4 - digit number 1000 and so on. The smallest 5 – digit number is called ten thousand. The smallest 6 – digit number is 1 lakh, smallest 7 – digit number is 10 lakhs and smallest 8 – digit number is 1 crore. Representing 5 – digit number on abacus: It is read as thirtyone thousand four hundred and sixtytwo. 10th Th H T 4 3 1 4 6 2 47

It is read as ten thousand six hundred and twentyfive. 10th Th H T 4 1 0 6 2 5 Independent 1. Read the numbers on the abacus and write the number names 2. Show these numbers on the abacus a. 83025 b. 30846 c. 25805 d. 18067 3. Write the number names of the following:- a. 23045 b. 15008 c. 40025 d. 54081 4. Write in figures a. Twenty thousand five _______________ b. Thirtytwo thousand eighty _______________ c. Fiftyfour thousand three hundred _______________ 48

Ordering numbers Which of the following is greater? 48156 54832 If both the numbers have same number of digits, check the digits in the highest place. If they are different, then the number with the larger digit in the highest place is greater. Here, 4 and 5 are in the 10 thousand’s place. 5 > 4 Thus, 54832 48156 > If the digit in the highest place is the same, look for digits in the next lower place. The number with larger digit in this place is larger. 78152 74831 Here, the highest place has 7 in both the numbers. The next place has 8 and 4 respectively. 8 4 > Thus, 78152 74831 > In this way, you proceed to find out the greater number. 49

2. Write in ascending order 43081, 35275, 48134, 58143 3. Write in descending order 20315, 18014, 10983, 21893 Independent 1. Circle the larger number a. 50819, 39981 b. 63917, 67021 c. 58013, 58401 d. 73409 73431 2. Arrange in ascending order a. 73105, 23841, 20134, 18120, 52810 b. 10025, 10281, 11002, 10199, 20001 c. 53814, 50317, 51037, 51970, 50891 Guided 1. Put or < > a. 73025 69215 b. 53185 54275 c. 48147 48318 d. 57472 57458 e. 63457 63450 50