Fun at Class Party! — NCERT Solutions

Given: Both the length and the breadth of the table are more than the width of the door.

Thinking:

• If the table is laid flat, neither its length nor its breadth will fit through the door.
• However, if the table is tilted diagonally, the diagonal of the table might be compared with the door opening.
• Another way: tilt the table on its side — if the height (thickness) of the table is less than the width of the door, it might be slid through on its side at an angle.

Answer: If both the length and breadth of the table are more than the width of the door, it is very difficult to take it through. One possible way is to tilt the table diagonally and try to slide it through at an angle, if the diagonal measurement allows it. Otherwise, the table cannot pass through the door without dismantling it.

Given: We need to think of objects that are wider or taller than the school gate.

Examples of things that cannot pass through a school gate:

1. A very large truck or lorry (too wide and too tall).
2. A tractor.
3. A large tree trunk.
4. A double-decker bus.
5. A very large container or shipping box.

Reason: These objects are wider or taller than the opening of the school gate, so they cannot pass through it.

Answer: Large vehicles like trucks, tractors, and buses, as well as very large objects like tree trunks or big containers, cannot pass through the school gate because they are bigger than the gate's opening.

Given: The statement says the circumference (round measurement) of a person's head equals 3 hand spans.

Activity: Wrap a string around your head to find its circumference. Then measure that string using your hand span and count how many hand spans it equals.

Observation: This may be approximately true for some children but not for all, since head sizes and hand span sizes vary from person to person.

Answer: This statement may be True for some children and False for others. It is not true for all — it depends on the size of the child's head and hand span.

Given: The statement says the length of the forearm (from elbow to wrist) equals the length of the foot.

Activity: Measure your forearm using a string. Then measure your foot using the same string. Compare the two lengths.

Observation: This is a well-known body proportion fact and is approximately true for most people. However, it may not be exactly true for every child.

Answer: This statement is approximately True for most people. The length of the forearm is roughly equal to the length of the foot for most children and adults. However, it may not be exactly true for everyone.

Given: The statement says a person's height equals the length from fingertip to fingertip when arms are stretched wide open (arm span).

Activity: Measure your height using a metre rope. Then measure your arm span (fingertip to fingertip with arms wide open) using the same rope. Compare.

Observation: This is a famous observation (related to the Vitruvian Man by Leonardo da Vinci) and is approximately true for most people.

Answer: This statement is approximately True for most people. A person's height is roughly equal to their arm span. However, it may not be exactly true for every child — it is a general approximation.

Given: A one-metre mark is made on the wall.

Steps:
Step 1: Mark one metre height on the wall using a metre rope.
Step 2: Ask each friend to stand against the wall.
Step 3: Compare their height with the one-metre mark.

• If the child's head is above the mark → height is more than one metre.
• If the child's head is below the mark → height is less than one metre.

Answer:

• Friends whose height is MORE than one metre: (Write names of friends who are taller than the 1-metre mark.)
• Friends whose height is LESS than one metre: (Write names of friends who are shorter than the 1-metre mark.)

Note: Most Class 3 children are between 1 metre and 1.3 metres tall, so most names will likely appear in the 'more than one metre' list.

Given: A picture showing several children of different heights.

Method:
Step 1: Compare the heights of all the children shown in the picture.
Step 2: The child whose head is the highest (stands the tallest) is the tallest.

Answer: Circle the child who appears tallest in the picture. The tallest child is the one whose height is greater than all the other children shown. (Identify from the picture by visual comparison and discuss with classmates.)

Given: We need to classify objects based on their length compared to one metre.

Method: Use a one-metre rope to compare the length of objects around you.

Answer:

Objects whose length is equal to one metre (approximately):

• A classroom door width
• A cricket bat
• A long ruler (metre scale)

Objects whose length is more than one metre:

• The classroom wall
• A dining table
• A blackboard
• A bed

Objects whose length is less than one metre:

• A pencil
• A book
• A water bottle
• A school bag

Note: Students should measure objects in their own classroom and write actual names based on their observations.

Given: Ropes of length one metre, half metre ($\frac{1}{2}$ metre), and quarter metre ($\frac{1}{4}$ metre) are available.

Method:
Step 1: Make a one-metre rope (by folding: half metre = fold once; quarter metre = fold twice).
Step 2: Pick objects from around the classroom.
Step 3: Compare each object's length with the ropes.
Step 4: Tick the correct box for each object.

Sample answers (students should measure actual objects):

Note: Students must fill in the table based on their own measurements.

Given: A start line and a one-metre line are marked on the floor.

Steps:
Step 1: Draw a start line on the floor.
Step 2: Mark a line exactly one metre away from the start line.
Step 3: Also mark lines at $\frac{1}{4}$ metre and $\frac{1}{2}$ metre from the start.
Step 4: Each child stands on the start line and jumps as far as possible.
Step 5: Mark where each child lands.
Step 6: Compare the landing mark with the $\frac{1}{4}$ m, $\frac{1}{2}$ m, and 1 m lines.

Answer:

• Children who jumped more than a quarter metre ($\frac{1}{4}$ m): (Write names)
• Children who jumped more than half a metre ($\frac{1}{2}$ m): (Write names)
• Children who jumped more than one metre (1 m): (Write names)

Note: Students should conduct this activity and record actual names of their classmates.

Given: A ball or disc is thrown as far as possible.

Steps:
Step 1: Stand at a fixed point (start line).
Step 2: Throw the ball or disc as far as you can.
Step 3: Mark the spot where the ball or disc lands.
Step 4: Use a metre rope to measure the distance from the start line to the landing spot.
Step 5: Count how many metres (and parts of a metre) the throw covered.

Answer: Measure the distance using the metre rope. For example:

• If the ball lands 2 full metre-rope lengths away → the throw was more than 2 metres.
• Record the measurement as: more than ___ metres / less than ___ metres.

Note: Students should conduct this activity and record their actual measurement.

Given: A metre-long rope or strip is available.

Steps:
Step 1: Ask your teacher or parent to stand straight against a wall.
Step 2: Place the metre rope along their body starting from the floor.
Step 3: Mark where the first metre ends on the wall.
Step 4: Continue placing the rope from that mark upward.
Step 5: Count how many full metres fit, and estimate the remaining part.

Answer: For example, if the rope fits once fully and then a little more, the height is more than 1 metre. Most adults are between 1.5 metres and 1.8 metres tall.

Record: My teacher's/parent's height is approximately ___ metres (more than 1 metre / between 1 and 2 metres).

Given: Each child estimates and cuts a piece of wool or thread that they think is one metre long.

Steps:
Step 1: Without measuring, estimate what one metre looks like and cut a piece of wool or thread.
Step 2: Ask your friends to do the same.
Step 3: Now take the actual one-metre rope.
Step 4: Compare each person's cut piece with the one-metre rope.
Step 5: The person whose cut piece is closest in length to the one-metre rope has the best estimate.

Answer: The child whose cut piece of wool is nearest to exactly one metre (neither too long nor too short) has the closest estimate. This activity helps develop a sense of one metre length.

Given: A one-metre rope is to be cut into 4 equal pieces.

Concept: To cut a rope into 4 equal pieces, we need to make 3 cuts.

Explanation:
$$\text{Number of cuts} = \text{Number of pieces} - 1 = 4 - 1 = 3$$

Each piece will be $\frac{1}{4}$ metre = quarter metre long.

Answer: You need to make $\mathbf{3}$ cuts to divide the one-metre rope into 4 equal pieces. Each piece will be a quarter metre long.

Given: A one-metre rope is placed on the floor.

Steps:
Step 1: Place the one-metre rope straight on the floor.
Step 2: Walk along the rope placing one foot in front of the other (heel to toe).
Step 3: Count how many footsteps (foot lengths) fit from one end of the rope to the other.

Observation: The number of footsteps will vary for different children because foot sizes are different.

Answer: For a Class 3 child, approximately 4 to 6 footsteps fit into one metre, depending on the size of the child's foot. (Conduct the activity and write your actual count.)

This shows that footsteps are not a standard unit — different people get different answers for the same length.

Given: A one-metre rope is available. We need to measure the length of one side (wall) of the classroom.

Steps:
Step 1: Take the one-metre rope.
Step 2: Place it along the base of the wall starting from one corner.
Step 3: Mark where the first metre ends.
Step 4: Move the rope and place it from that mark again.
Step 5: Keep counting until you reach the other end of the wall.
Step 6: If the last piece does not fill a full metre, estimate whether it is about $\frac{1}{2}$ metre or $\frac{1}{4}$ metre.

Answer: For example, if the rope fits 6 full times and then about half a metre more, the wall is approximately $6\frac{1}{2}$ metres long.

Record: The length of the classroom wall is approximately ___ metres. (Write the actual measurement after doing the activity.)