TERM 2 - CLASS 4 - PRIME YEARS

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\"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. God _____________________ 7 2. Who's mango is it ?_________ 11 3. The Cricket player__________ 17 4. Cartoon Kids _____________ 21 1. Usage of ''either-or'' ________ 28 2. Definite article(the) _________ 33 3. Future(Simple, continous) ____ 38 4. Using \"going to\" instead of \"will\" or \"shall\" to indicate future ____42 5. Sentences that indicate everyday's happening _______45 1. Factors and Multiples _______ 50 2. Operations on fractions _____ 67 3. Decimals ________________ 89 4. Roman numbers __________105 5. Profit and loss ___________ 110 1. Plant Life _______________ 116 2. Food for plants __________ 128 3. Adaptation ______________ 136 4. Reproduction in animals ___ 145 5. Clothes we wear _________ 153 6. Health and disease _______ 161 1. Coastal Life and Islands ____ 168 2. Agriculture in India ________ 178 3. Means of communication ___ 189 4. Industries in India _________ 193 5. Modes of transport ________ 202 1. Graphic ________________ 212 2. Writing a story with Illustrations______________ 215

1. God _________________ 7 2. Who's mango is it ?_____ 11 3.The Cricket player_______17 4. Cartoon Kids __________ 21 Contents Class 4 Term 2

God A small part it may be, Of a vast space; But nothing is more intriguing, Than this beautiful place. The flowing rivers, the humming bees, The fish underwater, and the beautiful seas; The way we are born, the way we grow, The way it rains, and the way it snows. 7

Everything is so beautiful, and so well planned, Like the parts of an orchestra grand; The sync and harmony of the world around us, The unending cycles from dawn to dusk; They are proof of a mysterious power out there, Who controls the wind, water and air. We choose to call that super power God, That’s what I think, Though that logic may be flawed. 8

1. Intriguing - Interesting; enchanting 2. Flawed - Wrong 1. What is the poet talking about in the poem? 2. What the poet compares this world to? 3. According to the poet, what gives us proof that God exists? Do you think that God exists? Discuss in the class and put your points forward. 9

Write 2-3 rhyming words for each of the following. Can you make rhyming sentences with each group of rhyming words? The poet describes beautiful things of nature. You must have been to a hill station. Describe the beauty of a hill station in your own words. If you have never been to a hill station, find out pictures of famous hill stations of India. Describe the pictures in your own words. Can you add another stanza to the poem? You can discuss in the class and come up with interesting stanzas. Try it. It will be fun. T H I N K _________ G O D B O R N W I N D A I R __________ _________ __________ _________ 10

11 Who's mango is it? Ramesh was a hard-working and honest man. He had a bakery in the city and he lived a comfortable life. While baking was his job, gardening was his passion. He had a mango tree in the front yard of his house. He took good care of the tree. He had seen it grow over the last many years. He would water it daily and feed it fertilizers and manures. The tree was like his child. Due to his hard work and patience, the mango tree had grown big and started giving really delicious mangoes.

12 The tree stood in the middle of a yard which was shared by his neighbour Suresh. Suresh would often see the tree and feel compelled to eat the juicy mangoes. One day, while Ramesh was away at his shop, Suresh decided that he would finally taste the mangoes. Suresh called his servant and asked him to climb the tree. The servant climbed the tree and plucked some juicy mangoes from it. He threw them down in the basket which Suresh was holding. However, while he was still plucking mangoes, Ramesh got back from his bakery. He saw Suresh’s servant plucking the mangoes, which angered him a great deal. “What are you doing? This is my tree. You cannot steal mangoes from it”, Ramesh said to Suresh, angrily. “This tree is on a land that is shared by both of us. So, this tree is mine too”, said Suresh, unwilling to back down. “I have taken care of the tree all my life. You have done nothing for it. This is my tree”, retorted Ramesh. “This is my tree too. This is on shared land”, said Suresh, repeating what he had said earlier. “I will go to Birbal and complain about his. This is unfair”, said Ramesh. “Ok, let’s go then. Let Birbal decide who this tree belongs to”, said Suresh. Thus, they both got on their horses and rode to Birbal's palace. “What’s the matter?” asked Birbal seeing the two men. Ramesh and Suresh narrated their side of the story. After hearing both their stories, Birbal said, “Come back after two days. I will give my verdict then”, said Birbal. Thus, the two men took leave from Birbal and headed back home. When they went, Birbal called two of his men to his chamber.

13 “Listen. Tomorrow, go to Ramesh’s and Suresh’s shop. Tell them that someone is stealing mangoes from their tree and destroying the tree. Do so and let me know how they react. However, make sure that they do not suspect anything”, he said to two of his men. The next day, as instructed by Birbal, the two men broke the news to Suresh and Ramesh one by one. On hearing the news, Suresh was hardly perturbed. “I will go see it in just a while. I have some work at the shop”, he said and got busy with his work. However, Ramesh was taken aback after hearing the news. He rushed home immediately to protect his tree. Birbal’s men took note of the reactions and narrated the story to Birbal. Birbal now knew whose mango tree it was. The next day, as ordered by Birbal, Ramesh and Suresh came to Birbal’s chamber. “Come in. I have decided about the tree”, said Birbal, asking the two to come inside.

14 “Since the tree is on common land, I have decided that it must be shared between you two. Thus, I shall order that the tree be cut in two halves”, said Birbal with an amusing smile. “I am okay with it. I have no problem”, said Suresh immediately. However, Ramesh was perturbed after hearing the verdict. “I have taken care of the tree all my life. I can’t see the tree cut down in half. I would much rather prey the tree be given to Suresh”, said Ramesh with a sad face. Birbal got the reaction he had expected. He didn’t have any doubt now that the tree belonged to Ramesh. “Suresh, you have been lying all along. This tree does not belong to you. If it did, you would care for it. You will be punished for it”, said Birbal, and he called two of his men to take him away. On hearing the verdict, Suresh begged for mercy. “Ramesh, what should we do? Should we forgive Suresh?” Birbal asked Ramesh for his opinion.

1. Compelled - Urged 2. Perturbed - Disturbed 3. Taken aback - Shocked 1. What did Suresh ask his servant to do? What happened after that? 2. What reason did Suresh give to Ramesh for plucking mangoes from his tree? 3. What did Birbal instruct his two men to do the next day? What happened when they followed the instructions? 4. What verdict did Birbal give at first regarding the mango tree? Why did he change the verdict? 5. Was Suresh punished in the end? Why or why not? Make sentences using each of the words mentioned in ‘Language fact’. 15 “Dear Highness, I think we should forgive him. After all, it was the only time he stole my mangoes, that too for his own pleasure”, said Ramesh. “Suresh, you should learn something from Ramesh. This time, I am forgiving you. However, if you repeat it, you wil definitely be punished”, said Birbal. Suresh was ashamed of what he had done. He begged for forgiveness from Ramesh, and thus, the two went back home, happy again.

Make groups. Each student should pick one character from the story. Enact the story in the class with proper expressions and actions. Several stories have been written on clever Birbal. Browse the web and find another short story on Birbal. Understand the story and rewrite it in your own words. Can you find infinitives and gerunds in the story? Try to find them. The story may not have any infinitives or gerunds too. Watch out! 16

The Cricket player Arun was a gifted player, He could hit sixes with some flair. He was the darling of his team, He always helped them when times were lean. Fans of sport loved him too, They blew him kisses, And cheered him too. All that support and love he got, Quickly turned him into a snob. 17

Arun grew arrogant, He didn’t care; He became rude, When talking to fellow players. He refused to practice, He refused to learn; He ignored his game, He just had fun. Then one day, a big match came, He was confident, Of standing up to his name. Lack of practice did him though, Those sixes and fours never did flow. Match after match, he flopped and floundered, His fans and fellows began to wonder. The team grew tired of his futility, He was no longer a player of utility. And thus they decided, to let him go, Arun the wonder sure did know. Arrogance and pride did him in, Much to his mother’s chagrin. 18

a. Flair - Style b. Snob - An arrogant person c. Floundered - Struggled 1. Describe Arun in 2-3 lines. 2. What happened when Arun tasted success? 3. What happened when Arun did not practice? 4. What lesson do you learn from the poem? 2. Make meaningful words from the following jumbled letters. Give two rhyming words for each. d. Futility - Uselessness e. Chagrin - Embarrassment R E C E H _________ R W N D O E N E A R L E U R D N E A L __________ _________ __________ _________ _________ __________ _________ __________ _________ 19

Imagine that you are Arun’s coach. What advice would you give him so that he could start playing well again? Speak in the class. Read a short poem of your choice. Understand the poem and write a summary of it in your own words. Can you add a stanza to the poem, telling how Johnny was able to play well again after he started practicing? It’s a challenge. You can discuss it with your bench partner. 20

Cartoon Kids “Oh no, there is no electricity. Now, how will we watch cartoons”, said Riya, disappointed. All the kids had gathered at her house. They had planned to watch cartoons all day and eat delicious food cooked by Riya’s mother. “We won’t be able to play video games too. When will the power be back on?” said Nikita with a grim face. One by one, all the kids lamented about the power cut and how their afternoon was ruined. Just then, Riya’s mother arrived from the market. 21

She saw the grim faces of the kids. “What happened kids?” she asked. “Aunty, there is a power cut. We planned to watch cartoons. But now, we cannot”, Vaibhav explained. “Oh, that’s bad. But I have an idea”, said Riya’s mother. “What what?” said all the kids at once, excited that Riya’s mother might have a way through which they might be able to watch cartoons. “By the time power comes back on, I will tell you a story”, said Riya’s mother. The kids’ excitement gave way to boredom again. They didn’t want to listen to a story. However, they didn’t have anything else in mind. Thus, they reluctantly agreed to listen to the story. “Once, there lived a boy named Ankit”, Riya’s mother began to tell the story. She continued, “When he was born, he was a healthy kid. His parents would take him on a walk every day. They would take him by the beach near their house and make him run. Although he was very 22

young, Ankit enjoyed these outings with his parents. However, as he grew old, he grew lazy. He became addicted to television and video games. After coming from school and on his holidays, he would sit for hours in front of the TV and watch cartoons. When there were no cartoons to watch, he would play video games for hours at a time. He hardly went outdoors. Over a period of time, he grew very weak and fat. His parents then took him to a doctor. The doctor told them that his bones had become weak due to lack of exercise. ‘What can be done, doctor?’ Ankit’s parents said. ‘Well, I am giving him some medicines which he must take for 2 years continuously now. However, only medicines will not make him fit again’, the doctor said. ‘Then how would he become fit again, doctor?’ Ankit’s parents asked. ‘He has to start exercising again. He must go out and play. Otherwise, he will keep getting fatter and weaker’, the doctor said. 23

24 Ankit listened to the doctor’s advice. He took the medicines and played for an hour or so outside every day. He did not stop watching television, or stop playing video games. However, he made it a point to exercise a little every day. Thus, after an year, he started getting healthy and fit again.” Riya’s mother finished the story with a smile. As she finished the story, power came back on. “Wow kids. That’s perfect timing. Now, you can watch cartoons”, Riya’s mother said excitedly. “No aunty, we will go out and play. We see a lot of cartoons every day. Thank you for telling us a wonderful story”, Nikita said with a smile. Thus, all the kids went out to play under the beautiful sun.

25 Lament - Complain Reluctant - Not willing Addict - A feeling that we cannot do without any given thing. Eg: He is addicted to drinks. 1. Why were the children sad when the power went away? 2. How did they feel at first about listening to a story? 3. Why did they agree to listen to the story? 4. What was the story about? 5. What did the children learn from the story? 1. Ria’s mother finished the story with a smile. What did the smile reveal? Did she mean anything by the smile? Write in 2 – 3 sentences. 2. Ankit became fat and weak as he did nothing at home other than watching T.V. What might be the reason? 3. Why did Ria’s mother tell the story? Explain in about 3 sentences. Enact the story cartoon kids by assigning roles to yourself.

26 Ria’s mother wanted to make the kids realize that physical activity is a must to keep oneself healthy. She didn’t say it directly. She made them understand it through a story. Identify any bad habit you notice among your siblings or friends. Write a short story to make them realize their bad habits. In the story you came across a word ‘ weak ‘ it rhymes with ‘ week ‘ but they are different in meanings. Such words are called homonyms. See and Sea are a similar pair of words. Can you find 3 more such Pairs? Rewrite the conversations among the kids and Ria’s mother before she started the story in reported speech follow the rules of reported speech. Take teacher’s help if you need.

Contents 1. Usage of ''either-or'' ________ 28 2. Definite article(the) _________ 33 3. Future(Simple, continous) ____ 38 4. Using \"going to\" instead of \"will\" or \"shall\" to indicate future ____ 42 5. Sentences that indicate everyday's happening ________45 Class 4 Term 2

28 Used when talking in the affirmative about two choices. Structure ‘Either’ + subject 1 + ‘or’ + subject 2 + rest of the sentence Example: Either your mother or your father has to come to school tomorrow. When both the subjects in an ‘either-or’ sentence are singular, a singular verb is used. If one of the subjects is plural, a plural verb is used. Example: Either Natasha or Nishita has to come for the function. Example: Either the teacher or the students are going to deliver the speech.

29 Example: Neither Neha nor her mother could attend the annual function. is used when talking of two or more things, all of them not possible. Structure: ‘neither’ + subject1 + ‘nor’ + subject2 + rest of the sentence When both the subjects are singular, a singular verb is used. Example: Neither my brother nor my father went to college. When at least one of the subjects is plural, a plural verb is used. Example: Neither Rishi nor his brothers are coming to the wedding.

30 You always use ‘either’ with ‘or’ and ‘neither’ with ‘nor’ . Do not mix them up. Sometimes, ‘either’ is omitted from an ‘either-or’ sentence. This can be done when the sentence starts with ‘either’. Example: 1. You complete your homework or face the consequences. (Either you complete your homework or face the consequences) 2. You or your brothers have to come to my wedding. (Either you or your brothers have to come to my wedding)

Fill in the blanks with ‘either-or’ or ‘neither-nor’. 1. ___________ Swati ___________ Shilpi came to college today. 2. ___________ you ___________ your sister has to pay the damages. 3. ___________ you resign ___________ you face the consequences. 4. ___________ will I apologize ___________ will I resign. 5. ___________ Ankit ___________ his parents have to present there tomorrow. 6. ___________ Ankit nor his parents have given us any information. Fill in the blanks with the ‘has’, ‘have’, ‘is’, or ‘are’. 1. Either you or your brother ___________ to come to the wedding tomorrow. 2. Neither I nor my parents ___________ any knowledge about his tragic event. 3. Either Charu or Natasha ___________ going to have to pay the fine for this. 4. Neither you nor your friends ___________ any right to talk to me like this. 5. Either me or my brother ___________ going to the wedding tomorrow. 31

Make sentences for the following situations. a.You have committed a terrible mistake. Now, you have two choices. You apologize; or you go to jail. b.You and your brother- both of you don’t have any money. c. One out of Megha and Zeni has to attend the award ceremony tomorrow. It is compulsory. d.Neha’s mom and dad, both didn’t show for the parent- teacher meeting. Can you convert a sentence with ‘neither-nor’ to a sentence with ‘either-or’ and vice-versa? Let’s see if you can do it. You can ask for your teacher’s help. a.I have seen neither Sachin nor Rahul today. b.She has not been to either Delhi or Bangalore. c. I don’t think either Priyanka or Sahil has done it. I think it’s someone else. d.He thinks neither Kushal nor Dara can beat him. 32

33 We use ‘the’ when we are talking about a specific (definite) noun. Example: Can you hand me the book kept on that table? Example: A man was walking down a road with his dog. The man had him on a leash. As you can see above, we use ‘a’ with ‘man’ in the first part of the sentence, since we are talking about a random man. In the second part, we are elaborating on that random man, and hence, the random man becomes a specific man. Thus, we use ‘the’ with ‘man’ in the second part.

34 Earth takes a ‘the’ before it when it is referred to as a celestial object. However, you do not use ‘the’ before earth when you are referring to earth as our whole environment. For example: The Earth is the only planet which supports life. Where on earth have you been? For superlative adjectives, you use ‘the’ Example: She goes to school everyday. We should always go to bed early. A family that has dinner together stays together. When places/objects refer to an actual physical entity, use ‘the’ . When places/objects refer to an activity, do not use ‘the’ .

Correct the following sentences by placing ‘the’ wherever necessary. a. Could you please pass me ketchup? b. I saw a really crazy woman yesterday. Woman was beating her dog. c. I sometimes dream of playing with bat used by Sachin. d. Sun is actually a big and bright star. e. She is best athlete in our class. f. Neil Armstrong was first person to land on moon. g. Internet is fastest means of communication we have today. h. Could you please switch on television? i. Did you notice vase kept at Neha’s place? It was beautiful. j. Why are you going to school today? Don’t you know school is closed today! k. In India, there is a lot of difference in culture between north and south. l. Internet was greatest invention of 20 century. th m. India was called a golden bird during Mughal era. 35

2. Choose the correct option: a. What on ____________ do you think you are doing! (earth/the Earth) b. An apple a day keeps ____________ away. (the doctor/a doctor) Now, could you pass me ____________ please. (an apple/the apple) c. ____________ playground has been flooded with water due to excessive rain. (School/The school) d. Early to ____________ (bed/the bed) and early to rise makes ____________ healthy, wealthy, and wise. (a man/the man) e. ____________ is not meant for jumping. It is meant for sleeping. (Bed/The bed) f. ___________ was built by Shah Jahan in memory of his dead wife. (The Taj Mahal/Taj Mahal) g. ____________ were the worst in the history of Indian cinema. (The 1980's/1980's) 36

1. Write sentences for the following situations. Pay attention to the use of ‘the’. a. Ask for a specific apple kept on a table far away. b. Give the location of your house, including a landmark. c. Ask for keys to your dad’s car from your dad. d. Tell the class that you are learning a music instrument (give the name of the instrument). e. Tell the class how rich people are happier than poor people (don’t use the word people). 2. Read a short story of your choice. Pay attention to the use of ‘the’ in the story. Understand the story and write a summary of the story in 5-10 lines. • While most rules for using ‘the’ have been covered in the chapter, there are rules that have been missed. • Browse the internet and find rules for using ‘the’ which have not been mentioned in the chapter. • For example, ‘the’ is not used with names of countries and cities. • However, ‘the’ is used with names of countries which have ‘republic’ ‘states’ or in them. • Find similar rules. 37

38 When we want to talk about future actions The structure: I/he/she/you/ they etc. + will + verb Example: I will do your homework. Don’t worry. I forgot to lock the door. Wait, I will lock it and be right back. 1. Use simple future tense for things you intend to do in the immediate future. 2. Use it to predict something. 3. Use it with conditional sentences with a possible outcome. Example: 1. I will put these biscuits in the oven and join you in just a moment. 2. The clouds are dark. I think it will rain today. 3. If I get home on time, I will complete my homework.

39 Someone has already decided on a course of action in the future. We use the present continuous or ‘ going to' + verb in such cases. Example: I am travelling to Delhi tomorrow. I will travel to Delhi tomorrow is wrong, since I have already decided that I am going to Delhi. Will you open the door for me? If it rains, I will not go to school. The structure: I/he/they/we/she/his/ her etc. + will be + verb’ing’ when you know that a certain action will be taking place at a certain time in the future. Example: I will be watching a cricket match this Sunday. Example: By the time you arrive, I will be sleeping. We will be working even on Diwali this year.

Complete the following sentences by filling in the correct form of verb. a. I ______________ to you in just a moment. (get back) b. I ______________ to you tomorrow night. (get back) c. Around this time this coming Sunday, Rahul ______________ his birthday with his friends. (celebrate) d. ______________ you ______________ me that book please? (pass) e. If all goes well, I ______________ you at the airport. (meet) f. I ______________ Neha right now (ask). She ______________ of it right away! (take care) Write sentences for the following situations. All the situations involve either using simple future tense or future continuous tense. a. You intend to fetch a glass of water for the teacher. b. You have planned that if it does not rain, you are going to practice your basketball game. c. You know that your team is going to practice even on New Year’s Day. d. The Sun is out. You know it is going to be a hot day. e. You have decided that if it snows, you are going out for dinner. f. Ask your friend to give you a glass of water. (Don’t use may) g. You know you will not be able to meet your friend because you are going to be busy studying tonight. 40

• People often get confused between simple future and future continuous tense. • The difference has been explained in the lesson. • However, you need to practise. • Browse the internet and find examples that state the difference between the two. • Write them in your notebook. 41

42 In most cases, ‘will’ and ‘shall’ can be substituted with ‘going to’. Example: I think it will rain today. I think it’s going to rain today. I shall complete this when I get back. I am going to complete this when I get back. Example: They will win this game. They are going to win this game. When not to substitute ‘will/shall’ with ‘going to’

43 Example: Will you complete your homework on time from now on? Are you going to complete your homework on time from now on?

• While in everyday language, ‘will’ and ‘shall’ can be used interchangeably, in actual grammar, there is slight difference between the two. • Browse the internet and find when do we use ‘will’ and when do we use ‘shall’. • Write it down in your notebook. • You don’t need to use it in everyday language. However, you must know. Identify the sentences where ‘will/shall’ can be substituted with ‘going to’. Rewrite them using ‘going to’ . a. Everyone thinks it will be a close match. b. I shall let you know when I have any information. c. They will definitely party hard tonight. d. I shall speak to the manager when he gets back. e. The manager promised me that he will look into the matter. f. I promise I will never lie again. g. The airport manager will help you out. h. Will you please maintain silence? i. Will you lie again! j. Shall I help you? 44

45 “Simple present is when you are simply present. Just kidding” Structure I/he/she/they/ her/his etc. + verb Example: I go to school every day. He goes to school every day. When talking about routine tasks such as: you brush your teeth every day, your father goes to office every day etc. When talking of facts such as: The Sun rises in the east, the Earth is a sphere etc. When talking about your opinion such as: you like cricket, he likes icecream etc. When talking about schedules such as: the school opens at 7, the library closes at 8 etc.

46 Do/does + I/he/she/they etc. + verb Example: Do they speak English? Does he play cricket? I/he/she/they etc. + do not/does not + verb Example: I do not play piano. He does not speak Hindi. With he/she/it, the verb in simple present takes an ‘s’ at the end. Example: He plays, she sings, he does etc. has/have, he/she/it takes ‘has’ I/we/you/they take ‘have’

Choose the correct option. 1. I ______________ the piano everyday. (play/plays) 2. Nishitha ______________the guitar. (play/plays) 3. Do you ______________to school? (go/goes) 4. Does he ______________how to sing? (know/knows) 5. Rahul ______________in the park every evening. (walk/walks) 6. She ______________high fever. (has/have) 7. She cannot …….. to school today. (come/comes) Complete the following questions using simple present tense. Make sure you make appropriate questions. 1. ______________ you go out to ______________ everyday? 2. ______________ you ______________ your room everyday? 3. ______________ the Sun ______________ in the West? 4. ______________ he ______________ every morning? 5. ______________ you ______________ her? 47

• Browse the internet and compare simple present tense with present perfect continuous. • Write a few example sentences of both the tenses in your notebook. 1. Write 10 of your daily habits. For example, you go to school everyday. Remember, you use simple present tense for writing daily routine. 2. Write 10 facts, similar to ‘The Sun rises in the East’. Again, remember that facts are written in simple present tense. 3. Write 10 questions in simple present tense. 48

Contents 1. Factors and Multiples _______ 50 2. Operations on Fractions ______ 67 3. Decimals _________________ 89 4. Roman Numbers __________ 105 5. Profit and Loss ___________ 110 Class 4 Term 2

Factors and Multiples Activity Arrange 12 seeds in rows and columns. You can do it in three different ways: 12 seeds arranged in a row 12 x 1 6 seeds in each of the 2 rows 6 x 2 4 seeds in 3 rows. 4 x 3 Let us take the multiplication facts from the arrangement of seeds. 12 x 1 = 12 6 x 2 = 12 4 x 3 = 12 The numbers 1, 12, 6, 2, 4, 3 are called factors of 12. All these numbers can divide 12 without leaving any remainder. 50