Chapter 7 of 13
NCERT Solutions
Lina’s Family (Measurement)
CBSE · Class 1 · Mathematics
NCERT Solutions for Lina’s Family (Measurement) — CBSE Class 1 Mathematics.
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Lina's Family Get Together — Let us Talk
AHow many members are there in Lina's family?Show solution
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).
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).
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BTick the tallest member in the family.Show solution
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.
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.
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CDraw a cap on the shortest family member.Show solution
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.
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.
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DWho is taller than Lina's mother but shorter than Lina's father?Show solution
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).
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).
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EWho is the tallest and shortest member of your family?Show solution
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.)*
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.)*
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FWho is the tallest child in your class?Show solution
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.
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.
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GHow many children in your classroom are taller than you?Show solution
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.
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.
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Lina's House — Nearest and Farthest (Circle the correct options)
AHer house is nearest to/farthest from the shop and nearest to/farthest from the school.Show solution
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.
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.
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BThe school is nearest to/farthest from the shop and nearest to/farthest from red roof house.Show solution
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.
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.
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CThe child is nearest to/farthest from the school bus and nearest to/farthest from the school.Show solution
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.
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.
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Let us Do — Longest, Shortest, Thickest, Thinnest
A-iTick ☑ the one which is longest. (Set i — comparing objects in the picture)Show solution
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.)*
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.)*
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A-iiTick ☑ the one which is longest. (Set ii — comparing objects in the picture)Show solution
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.)*
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.)*
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B-iTick ☑ the one which is shortest. (Set i)Show solution
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.)*
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.)*
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B-iiTick ☑ the one which is shortest. (Set ii)Show solution
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.)*
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.)*
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C-iTick ☑ the one which is thickest. (Set i)Show solution
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.)*
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.)*
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C-iiTick ☑ the one which is thickest. (Set ii)Show solution
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.)*
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.)*
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D-iTick ☑ the one which is thinnest. (Set i)Show solution
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.)*
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.)*
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D-iiTick ☑ the one which is thinnest. (Set ii)Show solution
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.)*
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.)*
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Think and Do
1Draw a stick or bamboo longer than the one shown in the picture.Show solution
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.
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.
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2Draw a rope shorter than the one shown in the picture.Show solution
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.
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.
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Think and Answer — Measuring with Handspan
AMy table is ______ handspans long.Show solution
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.)*
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.)*
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BMy bag is ______ handspans long.Show solution
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.)*
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.)*
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CMy classroom blackboard is ______ handspans long.Show solution
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.)*
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.)*
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DMy Maths book is ______ handspans long.Show solution
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.)*
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.)*
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EMy arm is ______ handspans long.Show solution
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.)*
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.)*
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FMy friend's arm is ______ handspans long.Show solution
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.)*
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.)*
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Let us Do — Handspan or Fingers Table
1What would you choose, handspan or fingers, to find the length of the following objects? Circle your options and fill in your guess and findings.
(i) Bottle (ii) Spoon (iii) Pencil (iv) My friend's nose (v) Leg (vi) KeyShow solution
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.)*
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.)*
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Let us Do — Measuring with Footspan
1Measure the following distances using footspan. Fill in your guess and findings.
(i) Distance between my seat and the door of the classroom
(ii) One side of classroom
(iii) Distance between the bed and washroom
(iv) Distance between two walls of your roomShow solution
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.)*
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.)*
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Let us Do — Heavier and Lighter Objects
A-iTick ☑ the heavier object. (Set i — two objects shown in picture)
A-iiTick ☑ the heavier object. (Set ii — two objects shown in picture)
B-iTick ☑ the lighter object. (Set i)
B-iiTick ☑ the lighter object. (Set ii)
C-iColour the heavier object. (Set i)
C-iiiColour the heavier object. (Set iii)
C-ivColour the heavier object. (Set iv)
D-iColour the lighter object. (Set i)
D-iiColour the lighter object. (Set ii)
D-iiiColour the lighter object. (Set iii)
D-ivColour the lighter object. (Set iv)
Let us Talk — Weight
AWho is heavier between you and your friend? How will you find out? Discuss in the class.
BFind out your weight. Can you tell how and where your weight is usually checked?
Let us Do — Capacity (Water Measurement)
AFill the bucket with water.
(i) ______ jugs of water will fill the bucket.
(ii) ______ glasses of water will fill the bucket.
(iii) ______ bowls of water will fill the bucket.
(i) ______ jugs of water will fill the bucket.
(ii) ______ glasses of water will fill the bucket.
(iii) ______ bowls of water will fill the bucket.
B-iHow many cups of water will fill your water bottle?
B-iiNow fill your friend's water bottle with the same cup. How many cups of water will fill your friend's bottle?
B-iiiWhich bottle holds more water?
B-ivTry it with another bottle. Which bottle holds less water?
CCircle the one which holds more water. (Comparing containers shown in the picture)
Let us Do — Water for Activities (D)
D-iFor brushing the teeth — Tick the amount of water you need: A bucket full of water OR A mug full of water.
D-iiFor bathing — Tick the amount of water you need: A bucket full of water OR A tank full of water.
D-iiiFor preparing 2 glasses of lemon water — Tick the amount of water you need: A jug of water OR A bucket of water.
D-ivFor watering a plant — Tick the amount of water you need: A mug of water OR A bucket of water.
Project Work
ADiscuss why is it important to take water in a bucket for bathing instead of shower or running tap water.
BTear and paste colourful paper strips to make one portion of the strip short and another longer. The strips should be of different sizes.
CList things which are easier to carry and which are difficult to carry.
DGet bottles, bowls and glasses of different sizes. Now see how many glasses or bowls of water can fill the bottle. Which of these can hold more water?
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Sources & Official References
- NCERT Official — ncert.nic.in
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- CBSE Official — cbse.gov.in
- National Education Policy 2020 — education.gov.in
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