Rani’s Gift (Measurement) — NCERT Solutions

Given: Comparing all vegetables shown in the picture.

Concept: The lightest vegetable is the one that weighs less than all others.

Final Answer: Carrot is the lightest of all.

Given: A group of objects shown in the picture.

Concept: We compare the weights of objects visually or by general knowledge. The lightest object is the one that weighs the least.

Final Answer: Students should look at the objects in group A and circle the one that is lightest. (Since the figure is not visible, students should use their knowledge — for example, a feather is lighter than a stone.)

Given: A group of objects shown in the picture.

Concept: Compare the weights of all objects in the group and identify the lightest.

Final Answer: Students should look at the objects in group B and circle the lightest one. (Since the figure is not visible, students should compare the objects shown and circle the one that appears/is known to be the lightest.)

Given: A balance scale with vegetables/fruits on each side.

Concept: The heavier side of the balance goes down. The lighter side goes up.

Working: Look at the balance in the picture. The side that is lower (goes down) has the heavier item — mark it H. The side that is higher (goes up) has the lighter item — mark it L. Tick the item that makes the balance go down.

Final Answer: Tick the heavier item (the one on the lower side of the balance) and mark it H. Mark the lighter item L. (Students should refer to the picture for the specific vegetables/fruits.)

Given: A balance scale with vegetables/fruits on each side.

Concept: The heavier side goes down; the lighter side goes up.

Final Answer: Tick the item on the lower/heavier side and mark it H; mark the other item L. (Students should refer to the picture.)

Given: A balance scale with vegetables/fruits on each side.

Concept: The heavier side goes down; the lighter side goes up.

Final Answer: Tick the item on the lower/heavier side and mark it H; mark the other item L. (Students should refer to the picture.)

Given: A balance scale with vegetables/fruits on each side.

Concept: The heavier side goes down; the lighter side goes up.

Final Answer: Tick the item on the lower/heavier side and mark it H; mark the other item L. (Students should refer to the picture.)

Given: Two paper bags of the same size — one filled with sand, one filled with dry leaves.

Concept: Even if two objects are the same size, they can have different weights. Weight depends on the material, not just the size.

Working: Hold one bag in each hand and feel the difference.

Final Answer: The bag filled with sand is heavier than the bag filled with dry leaves. This shows that size and weight are different — a bigger object is not always heavier.

Given: A see-saw picture showing watermelon on one side and mangoes on the other side.

Concept: A balance/see-saw is level when both sides have equal weight.

Working: Count the number of mangoes shown on the see-saw that make it balance with the watermelon.

Final Answer: Students should count the mangoes in the picture. (Based on typical versions of this activity, 6 mangoes balance the watermelon. Students should verify from their picture.)

Given:

• Weight of 1 watermelon = Weight of 6 mangoes (from part A)
• Weight of 1 coconut = Weight of 2 mangoes

Concept: We use the relationship between coconut and mango weights to find how many coconuts equal the watermelon.

Working:
$$\text{Weight of watermelon} = 6 \text{ mangoes}$$
$$\text{Weight of 1 coconut} = 2 \text{ mangoes}$$
$$\text{Number of coconuts} = \frac{6}{2} = 3$$

Final Answer: 3 coconuts will balance the watermelon.

Given: This is a personal observation and data collection activity.

Concept: We compare our weight with others to understand more, less, and equal.

Sample Answer (will vary for each student):

A. Almost the same as me: My friend Riya (we are both in Class 2)
B. More than me: My father, my mother, my elder brother
C. Less than me: My younger sister, my baby cousin

Places to check weight: Hospital, pharmacy (medical shop), gym, doctor's clinic.

Final Answer: Students should fill in names of their own family members/friends based on their observation. They should also find out their own weight by visiting a weighing scale at a hospital, pharmacy, or home.

Given:

• For 1 glass of nimbu pani:
• Water: 1 glass
• Sugar: 1 spoon
• Lemon juice: 2 spoons
• Salt: 1 pinch
• Raghu needs to make 3 glasses.

Concept: To make 3 glasses, multiply each ingredient by 3.

Working:
$$\text{Water} = 1 \times 3 = 3 \text{ glasses}$$
$$\text{Sugar} = 1 \times 3 = 3 \text{ spoons}$$
$$\text{Lemon juice} = 2 \times 3 = 6 \text{ spoons}$$
$$\text{Salt} = 1 \times 3 = 3 \text{ pinches}$$

Final Answer:

• Water: 3 glasses
• Lemon juice: 6 spoons
• Sugar: 3 spoons
• Salt: 3 pinches

Given: Raghu's bottle holds 4 glasses of water.

Concept: Different bottles can hold different amounts (capacity) of water.

Working: Fill your bottle with water using a glass, counting how many glasses it takes.

Sample Answer (will vary for each student):
A. My bottle can be filled with 4 glasses of water.
B. My friend's bottle can be filled with 5 glasses of water.
C. My friend's bottle fills with more amount of water than mine.

Final Answer: Students should actually fill their bottles using a glass and count. The answers will differ for each student.

Given: Each student has measured how many glasses fill their own bottle.

Concept: We compare the capacity of different bottles.

Working: Compare the number of glasses needed to fill each friend's bottle with the number needed to fill your own bottle.

Sample Answer (will vary):
A. Equal water as mine: Priya (her bottle also holds 4 glasses)
B. Less water than mine: Amit (his bottle holds only 3 glasses)
C. More water than mine: Sunita (her bottle holds 6 glasses)

Final Answer: Students should write the names of their actual friends based on the measurements they collected.