Lina’s Family (Measurement)

Given: Lina's family includes her grandparents (2), parents (2), brother Shanbor (1), and Lina herself (1).

Concept: Counting family members.

Working: Grandfather + Grandmother + Father + Mother + Shanbor + Lina = 6 members.

Answer: There are 6 members in Lina's family (grandparents, parents, brother Shanbor, and Lina).

Given: The picture shows family members of different heights.

Concept: Comparing heights — the tallest person stands highest among all.

Working: By looking at the picture and comparing the heights of all family members, the grandfather (or the tallest adult male) appears to be the tallest.

Answer: Tick ✔ the grandfather (the tallest adult in the picture) as the tallest member of the family.

Given: The picture shows family members of different heights.

Concept: Comparing heights — the shortest person stands lowest among all.

Working: By looking at the picture, the youngest child (Lina or the smallest child shown) is the shortest member.

Answer: Draw a cap on the shortest child (the smallest person) in the family picture.

Given: We are comparing heights of family members.

Concept: Ordering by height — finding someone between two heights.

Working: Among the family members shown, the person who is taller than the mother but shorter than the father is likely Lina's uncle or another adult family member shown between those two heights in the picture.

Answer: The person who is taller than Lina's mother but shorter than Lina's father is Lina's uncle (or the family member shown between those two heights in the picture).

Given: This is a personal/activity-based question about the student's own family.

Concept: Comparing heights of family members.

Working: The student should think about all members of their family and compare their heights.

Answer (Sample): The tallest member of my family is my father and the shortest member is me (or the youngest sibling). *(Answers will vary for each student.)*

Given: This is an activity-based observation question.

Concept: Comparing heights of classmates.

Working: The student should look at all children in the class and identify who stands tallest.

Answer (Sample): *(Answers will vary.)* The student should write the name of the tallest child in their class after observing and comparing.

Given: This is a personal activity-based question.

Concept: Comparing own height with classmates.

Working: The student should stand next to classmates one by one (or line up) and count how many are taller.

Answer (Sample): *(Answers will vary for each student.)* For example: 5 children in my classroom are taller than me.

Given: A picture of a hilly area showing Lina's hut-shaped house, a shop, and a school.

Concept: Comparing distances — nearest means closest, farthest means most distant.

Working: By observing the picture, Lina's hut-shaped house is located close to the shop and far from the school.

Answer: Her house is nearest to the shop and farthest from the school.

Given: A picture showing the school, shop, and red roof house at various distances.

Concept: Comparing distances between landmarks in the picture.

Working: By observing the picture, the school appears to be far from the shop but close to the red roof house.

Answer: The school is farthest from the shop and nearest to the red roof house.

Given: A picture showing a child, a school bus, and a school.

Concept: Comparing distances of the child from the school bus and the school.

Working: By observing the picture, the child appears to be standing close to the school bus and far from the school.

Answer: The child is nearest to the school bus and farthest from the school.

Given: A set of objects/lines of different lengths shown in the picture.

Concept: Comparing lengths — the longest object stretches the most from end to end.

Working: Look at all the objects/lines in set (i) and compare their lengths visually.

Answer: Tick ✔ the longest object/line in the group. *(The student should tick the object that appears longest in the picture.)*

Given: A second set of objects/lines of different lengths.

Concept: Comparing lengths — the longest stretches the most.

Working: Compare all objects in set (ii) visually.

Answer: Tick ✔ the longest object/line in set (ii). *(The student should tick the object that appears longest in the picture.)*

Given: A set of objects/lines of different lengths.

Concept: Comparing lengths — the shortest object has the least length.

Working: Compare all objects in set (i) and find the one with the least length.

Answer: Tick ✔ the shortest object/line in set (i). *(The student should tick the object that appears shortest in the picture.)*

Given: A second set of objects/lines of different lengths.

Concept: Comparing lengths — the shortest has the least length.

Working: Compare all objects in set (ii) visually.

Answer: Tick ✔ the shortest object/line in set (ii). *(The student should tick the object that appears shortest in the picture.)*

Given: A set of objects of different thicknesses (e.g., pencils, ropes, sticks).

Concept: Comparing thickness — the thickest object is the widest/broadest.

Working: Look at all objects in set (i) and compare their widths.

Answer: Tick ✔ the thickest object in set (i). *(The student should tick the widest/broadest object in the picture.)*

Given: A second set of objects of different thicknesses.

Concept: Comparing thickness — the thickest is the widest.

Working: Compare all objects in set (ii) visually.

Answer: Tick ✔ the thickest object in set (ii). *(The student should tick the widest object in the picture.)*

Given: A set of objects of different thicknesses.

Concept: Comparing thickness — the thinnest object is the narrowest.

Working: Compare all objects in set (i) and find the narrowest one.

Answer: Tick ✔ the thinnest object in set (i). *(The student should tick the narrowest object in the picture.)*

Given: A second set of objects of different thicknesses.

Concept: Comparing thickness — the thinnest is the narrowest.

Working: Compare all objects in set (ii) visually.

Answer: Tick ✔ the thinnest object in set (ii). *(The student should tick the narrowest object in the picture.)*

Given: A stick/bamboo of a certain length is shown in the picture.

Concept: Longer means greater in length than the given object.

Working: Observe the length of the stick shown. Draw a new stick that starts and ends beyond the length of the given stick.

Answer: Draw a horizontal line (stick/bamboo) that is longer than the one shown in the picture. Make sure your drawn stick extends beyond both ends of the given stick.

Given: A rope of a certain length is shown in the picture.

Concept: Shorter means less in length than the given object.

Working: Observe the length of the rope shown. Draw a new rope that is clearly smaller/shorter than the given rope.

Answer: Draw a horizontal line (rope) that is shorter than the one shown in the picture. Make sure your drawn rope does not reach the full length of the given rope.

Given: The student measures the length of their table using their handspan.

Concept: A handspan is the distance from the tip of the thumb to the tip of the little finger when the hand is spread out. It is used as an informal unit of measurement.

Working: Place your hand flat on the table with fingers spread. Mark where your little finger ends, then move your hand forward and repeat. Count the number of times.

Answer (Sample): My table is 8 handspans long. *(Answers will vary for each student.)*

Given: The student measures the length of their school bag using their handspan.

Concept: Using handspan as an informal unit of measurement.

Working: Lay the bag flat. Place your spread hand along its length and count the number of handspans.

Answer (Sample): My bag is 3 handspans long. *(Answers will vary for each student.)*

Given: The student measures the length of the classroom blackboard using their handspan.

Concept: Using handspan as an informal unit of measurement.

Working: Start from one end of the blackboard, place your spread hand and count each handspan till you reach the other end.

Answer (Sample): My classroom blackboard is 20 handspans long. *(Answers will vary for each student.)*

Given: The student measures the length of their Maths book using their handspan.

Concept: Using handspan as an informal unit of measurement.

Working: Place your spread hand along the length of the book and count the number of handspans.

Answer (Sample): My Maths book is 2 handspans long. *(Answers will vary for each student.)*

Given: The student measures the length of their own arm using their handspan.

Concept: Using handspan as an informal unit of measurement.

Working: Stretch your arm out. Use your other hand's handspan to measure from shoulder to fingertip and count.

Answer (Sample): My arm is 4 handspans long. *(Answers will vary for each student.)*

Given: The student measures their friend's arm using their own handspan.

Concept: Using handspan as an informal unit of measurement. Note: Different people have different handspan sizes, so results may vary.

Working: Ask your friend to stretch their arm. Use your handspan to measure from their shoulder to fingertip.

Answer (Sample): My friend's arm is 4 handspans long. *(Answers will vary for each student.)*

Given: Various objects of different sizes. We need to choose the appropriate informal unit — handspan (larger unit) or fingers (smaller unit).

Concept:
- Use handspan for longer/bigger objects.
- Use fingers for shorter/smaller objects.

Working and Answer:

| Name of the thing | Circle what you will use | My guess | My findings |
|---|---|---|---|
| Bottle | handspan | 1–2 handspans | *(measure and fill)* |
| Spoon | fingers | 3–4 fingers | *(measure and fill)* |
| Pencil | fingers | 5–6 fingers | *(measure and fill)* |
| My friend's nose | fingers | 1 finger | *(measure and fill)* |
| Leg | handspan | 5–6 handspans | *(measure and fill)* |
| Key | fingers | 2–3 fingers | *(measure and fill)* |

*(Actual findings will vary for each student.)*

Given: Various distances to be measured using footspan (the length of one's foot placed heel to toe repeatedly).

Concept: A footspan is an informal unit of measurement. Place one foot in front of the other, heel touching toe, and count the number of steps/footspans.

Working and Answer (Sample):

| Measure by footspan | My guess of footspan | My findings of footspan |
|---|---|---|
| Distance between my seat and the door | 10 footspans | *(measure and fill)* |
| One side of classroom | 20 footspans | *(measure and fill)* |
| Distance between bed and washroom | 8 footspans | *(measure and fill)* |
| Distance between two walls of your room | 15 footspans | *(measure and fill)* |

*(Actual findings will vary for each student.)*

Given: Two objects are shown in the picture (e.g., a watermelon and an apple, or similar).

Concept: The heavier object weighs more. We compare by thinking about real-life weight of objects.

Working: Compare the two objects shown. The bigger/denser object is generally heavier.

Answer: Tick ✔ the heavier object in set (i). *(The student should tick the object that is heavier in real life, as shown in the picture.)*

Given: Two objects are shown in the picture.

Concept: Heavier object weighs more.

Working: Compare the two objects shown in set (ii).

Answer: Tick ✔ the heavier object in set (ii). *(The student should tick the object that is heavier in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Compare the two objects shown in set (i) and identify the lighter one.

Answer: Tick ✔ the lighter object in set (i). *(The student should tick the object that is lighter in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Compare the two objects shown in set (ii).

Answer: Tick ✔ the lighter object in set (ii). *(The student should tick the object that is lighter in real life.)*

Given: Two objects are shown in the picture.

Concept: The heavier object weighs more.

Working: Identify which object is heavier among the two shown.

Answer: Colour the heavier object in set (i). *(The student should colour the object that is heavier in real life.)*

Given: Two objects are shown in the picture.

Concept: The heavier object weighs more.

Working: Identify which object is heavier among the two shown in set (iii).

Answer: Colour the heavier object in set (iii). *(The student should colour the object that is heavier in real life.)*

Given: Two objects are shown in the picture.

Concept: The heavier object weighs more.

Working: Identify which object is heavier among the two shown in set (iv).

Answer: Colour the heavier object in set (iv). *(The student should colour the object that is heavier in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Identify which object is lighter among the two shown in set (i).

Answer: Colour the lighter object in set (i). *(The student should colour the object that is lighter in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Identify which object is lighter among the two shown in set (ii).

Answer: Colour the lighter object in set (ii). *(The student should colour the object that is lighter in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Identify which object is lighter among the two shown in set (iii).

Answer: Colour the lighter object in set (iii). *(The student should colour the object that is lighter in real life.)*

Given: Two objects are shown in the picture.

Concept: The lighter object weighs less.

Working: Identify which object is lighter among the two shown in set (iv).

Answer: Colour the lighter object in set (iv). *(The student should colour the object that is lighter in real life.)*

Given: A comparison of weight between two students.

Concept: Weight tells us how heavy an object or person is. We can compare weights by using a weighing scale or a balance.

Working:
- Stand on a weighing scale one at a time.
- Note down both weights.
- The one with the higher number is heavier.

Answer: We can find out who is heavier by standing on a weighing scale one by one and comparing the numbers. The person with the higher weight is heavier. *(Actual answer will vary for each student.)*

Given: The student needs to find their own weight.

Concept: Weight is measured using a weighing scale. The unit of weight is kilograms (kg).

Working: Stand on a weighing scale and read the number shown.

Answer (Sample): My weight is 18 kg (answers will vary).

Our weight is usually checked:
- At a doctor's clinic during health check-ups.
- At home using a weighing scale.
- At school during health check-up days.

We use a weighing machine/scale to check our weight.

Given: A bucket is to be filled using jugs, glasses, and bowls.

Concept: Capacity is the amount of liquid a container can hold. Smaller containers need to be used more times to fill a larger container.

Working: This is an activity-based question. The student should actually pour water using each container and count.

Answer (Sample):
(i) 5 jugs of water will fill the bucket.
(ii) 20 glasses of water will fill the bucket.
(iii) 10 bowls of water will fill the bucket.

*(Actual answers will vary depending on the size of the jug, glass, bowl, and bucket used.)*

Given: The student fills their water bottle using a cup.

Concept: Capacity comparison using an informal unit (cup).

Working: Pour one cup of water at a time into the bottle and count.

Answer (Sample): 4 cups of water will fill my water bottle. *(Answers will vary.)*

Given: The same cup is used to fill a friend's water bottle.

Concept: Comparing capacities of two bottles using the same unit (cup).

Working: Pour one cup at a time into the friend's bottle and count.

Answer (Sample): 5 cups of water will fill my friend's bottle. *(Answers will vary.)*

Given: Two bottles — the student's and the friend's — have been measured.

Concept: The bottle that needs more cups to fill it holds more water.

Working: Compare the number of cups needed for each bottle. The one needing more cups has greater capacity.

Answer (Sample): My friend's bottle holds more water (because it needed more cups to fill). *(Answers will vary.)*

Given: A third bottle is measured using the same cup.

Concept: The bottle that needs fewer cups to fill it holds less water.

Working: Fill the third bottle cup by cup and count. Compare with the previous bottles.

Answer (Sample): The smallest bottle holds less water. *(Answers will vary.)*

Given: Pairs of containers of different sizes are shown in the picture (e.g., a bucket vs. a glass, a jug vs. a bowl, etc.).

Concept: A larger/bigger container holds more water than a smaller one.

Working: Look at each pair of containers and identify the bigger one.

Answer: Circle the larger container in each pair, as it holds more water. *(The student should circle the bigger container in each set shown in the picture.)*

Given: We need to choose the right amount of water for brushing teeth.

Concept: Brushing teeth requires only a small amount of water. A mug is much smaller than a bucket.

Working: Brushing teeth is a small activity that needs very little water — just enough to rinse the mouth and the brush.

Answer: Tick ✔ A mug full of water for brushing teeth.

*(Using a bucket for brushing teeth would waste a lot of water.)*

Given: We need to choose the right amount of water for bathing.

Concept: Bathing requires a moderate amount of water. A bucket is sufficient; a tank would be too much and wasteful.

Working: One bucket of water is enough for a bath. Using a full tank would waste water.

Answer: Tick ✔ A bucket full of water for bathing.

Given: We need to prepare 2 glasses of lemon water.

Concept: 2 glasses of lemon water require only a small amount of water — a jug is more than enough.

Working: A jug holds enough water to fill 2–3 glasses. A bucket would be far too much.

Answer: Tick ✔ A jug of water for preparing 2 glasses of lemon water.

Given: We need to water a plant.

Concept: A small plant needs only a small amount of water. A mug is sufficient for watering a single plant.

Working: Pouring a full bucket on a small plant would damage it and waste water. A mug is just right.

Answer: Tick ✔ A mug of water for watering a plant.

Given: A discussion on water conservation.

Concept: Water is a precious natural resource and should not be wasted.

Working:
- A running shower or tap uses a continuous flow of water, much of which goes to waste.
- A bucket holds a fixed, limited amount of water, so we use only what we need.

Answer: It is important to use a bucket for bathing because:
1. A bucket uses a fixed, limited amount of water.
2. A running tap or shower wastes a lot of water continuously.
3. We must save water as it is very precious.
4. Using a bucket helps us be careful and responsible about how much water we use.

Given: An art and craft activity to understand the concept of short and long.

Concept: Comparing lengths — short vs. long.

Working:
1. Take colourful paper and tear it into strips of different lengths.
2. Paste the shorter strips in the 'Shorter' column.
3. Paste the longer strips in the 'Longer' column.

Answer:

| Shorter | Longer |
|---|---|
| Paste short paper strips here | Paste long paper strips here |

*(The student should paste strips so that the ones in the 'Shorter' column are clearly smaller than those in the 'Longer' column.)*

Given: The student needs to think about objects around them and classify them by how easy or difficult they are to carry.

Concept: Lighter objects are easier to carry; heavier objects are difficult to carry.

Working: Think about everyday objects and their weight.

Answer (Sample):

| Easier to carry | Difficult to carry |
|---|---|
| Pencil | School bag full of books |
| Eraser | A bucket full of water |
| A book | A big stone |
| A feather | A table |

*(Answers may vary.)*

Given: Containers of different sizes — bottles, bowls, glasses.

Concept: Capacity — the amount of liquid a container can hold. A larger container holds more water.

Working:
1. Take a bottle and fill it using a glass — count the number of glasses needed.
2. Fill the same bottle using a bowl — count the number of bowls needed.
3. Compare: the container that needs fewer refills to fill the bottle holds more water per fill.

Answer (Sample):
- It took 4 glasses to fill the bottle.
- It took 2 bowls to fill the bottle.
- Therefore, the bowl holds more water than the glass.
- Among all containers, the biggest bottle holds the most water.

*(Actual answers will vary depending on the sizes of containers used.)*