Rani’s Gift (Measurement)

Given: We use a textbook as a non-standard unit of measurement.

Concept: We can measure length by placing the textbook end-to-end along the object and counting how many times it fits.

Note: Answers will vary for each student depending on the size of their textbook and the actual dimensions of the objects in their classroom. A sample answer is given below.

| Objects | Estimated length | Actual length |
|---|---|---|
| Desk | 3 textbooks | 3 textbooks |
| Blackboard | 8 textbooks | 9 textbooks |
| Window | 4 textbooks | 4 textbooks |

Final Answer: Students should place the textbook along each object, count carefully, and record both their estimate and the actual measurement.

Given: Kavita needs to reach school quickly.

Concept: The shortest path takes the least time to travel.

Working: Among the paths shown in the picture, we compare their lengths. The path that is most direct (covers the least distance) is the shortest path.

Final Answer: Kavita should take the shortest (most direct) path to reach school fast. Students should mark the shortest route in the picture. (Since the figure is not visible, students should look at the picture and mark the path that appears to be the most direct/straight route from home to school.)

Given: Multiple paths are shown from point A to point B.

Concept: A longer path covers more distance; a shorter path covers less distance. We can verify by using a thread — place the thread along each path, then measure the thread to compare.

Working:
- Place a thread along each path from A to B.
- Compare the lengths of thread for each path.
- The path that uses the longest piece of thread is the longest path.
- The path that uses the shortest piece of thread is the shortest path.

Final Answer: (Since the figures are not visible, students should use a thread to trace each path, compare the lengths, and identify the longest path. For the shortest path, draw the most direct route from A to B.)

Given: A picture showing animals measured in blocks.

Concept: We count the number of blocks stacked up to the height of the animal.

Final Answer: The giraffe is 10 blocks tall. (Students should count the blocks alongside the giraffe in the picture. The answer may vary based on the actual figure; count carefully.)

Given: One of the animals measures 7 blocks in height.

Concept: We identify which animal's height equals 7 blocks by counting.

Final Answer: The elephant is 7 blocks tall. (Students should check the picture and identify the animal that measures exactly 7 blocks.)

Given: A picture of a monkey measured against blocks.

Concept: Count the number of blocks equal to the monkey's height.

Final Answer: The monkey is 4 blocks tall. (Students should count the blocks alongside the monkey in the picture.)

Given: A picture of an elephant measured against blocks.

Concept: Count the number of blocks equal to the elephant's height.

Final Answer: The elephant is 7 blocks tall. (Students should count the blocks alongside the elephant in the picture.)

Given: We trace our hand on paper and count the number of lines (grid lines) it covers.

Concept: This is a non-standard measurement activity where grid lines act as units.

Working:
1. Place your hand flat on the paper.
2. Trace the outline of your hand with a pencil.
3. Count the number of lines (horizontal or vertical grid lines) that fall within the traced hand.

Final Answer: The answer will vary for each student. For example, a student's hand may be about 6–8 lines long. Students should trace their hand and count carefully.

Given: We use non-standard units (eraser, blocks, or pencil) to measure length.

Concept: Non-standard measurement means using everyday objects as units instead of a ruler.

Working: Place the chosen tool (e.g., a pencil) end-to-end along the object and count how many times it fits.

Sample Answers (will vary for each student):

| Object | Tool Used | Measurement |
|---|---|---|
| Wall of house | Pencil | 20 pencils |
| Length of bed | Eraser | 15 erasers |
| Length of door | Blocks | 18 blocks |

Final Answer: Students should measure each object using their chosen tool and record the number of units.

Given: Comparing weights of vegetables from the picture of a balance/see-saw.

Final Answer: Muskmelon is heavier than carrot. ✓ (This is already given as an example.)

Given: A picture showing vegetables on a balance for comparison.

Concept: The vegetable that goes down on the balance is heavier; the one that goes up is lighter.

Final Answer: Capsicum is lighter than muskmelon (or pumpkin/watermelon — any vegetable heavier than capsicum as shown in the picture).

Given: Comparing weights of vegetables from the picture.

Final Answer: Pumpkin is heavier than muskmelon. (Students should look at the picture and write any correct pair where one vegetable is heavier than the other.)

Given: Comparing weights of vegetables from the picture.

Final Answer: Carrot is lighter than capsicum. (Students should look at the picture and write any correct pair where one vegetable is lighter than the other.)

Given: Comparing all vegetables shown in the picture.

Concept: The heaviest vegetable is the one that outweighs all others.

Final Answer: Pumpkin (or Watermelon) is the heaviest of all.