Hide and Seek — NCERT Solutions

Given: The classroom grid picture is provided.

Steps:

1. Find the second row — count 2 rows from the front.
2. In that row, count to the third desk.
3. Draw an apple (🍎) on that desk.

Answer: Draw an apple at position (Row 2, Desk 3) in the classroom picture.

Given: A $3 \times 3$ grid with 3 rows and 3 columns. Clues to place objects:

1. Eraser → top right corner
2. Pencil → top left corner
3. Apple → middle of second row and second column (i.e., Row 2, Column 2)
4. Water bottle → third row and second column (i.e., Row 3, Column 2)

Concept: In a grid, position is described by (Row, Column). Top left = Row 1, Column 1. Top right = Row 1, Column 3.

Filled Grid:

$$\begin{array}{|c|c|c|}\hline \text{Pencil} & \text{(empty)} & \text{Eraser} \\ \hline \text{(empty)} & \text{Apple} & \text{(empty)} \\ \hline \text{(empty)} & \text{Water Bottle} & \text{(empty)} \\ \hline \end{array}$$

Summary of positions:

• Row 1, Column 1 → Pencil
• Row 1, Column 3 → Eraser
• Row 2, Column 2 → Apple
• Row 3, Column 2 → Water Bottle
• All other cells remain empty.

Given: Mini starts from a given position on the grid. She moves:

• 2 steps to the left
• 1 step upwards

Concept: On a grid, movement is described as left/right (along columns) and up/down (along rows). Each step = one cell.

Steps:

1. Start at the given starting position.
2. Move 2 cells to the left → shift 2 columns to the left.
3. From there, move 1 cell upward → shift 1 row up.
4. The object at the final cell is the answer.

Answer: Mark Mini's final position on the grid (2 left, 1 up from start). The object at that position is what Jagat thought of.

Note: Since the actual grid image is not visible, students should follow the steps above on their grid and identify the object at the final position.

Given: A $4 \times 4$ grid with objects placed at various positions. A starting point is marked.

Concept:

• We can move only up, down, left, or right (no diagonal moves).
• The number of steps = total cells moved.
• The shortest path is the one with the fewest steps.

How to find paths to the flower:

1. Locate the flower on the grid.
2. From the starting point, find different routes (combinations of up/down/left/right moves) that lead to the flower.
3. Count the steps for each route.

Example path description format:

• Path 1: Move 2 steps right, then 1 step up → Total = 3 steps.
• Path 2: Move 1 step up, then 2 steps right → Total = 3 steps.

Note: The minimum number of steps between two points on a grid (moving only horizontally and vertically) = (horizontal distance) + (vertical distance).

Mango vs Orange:

• Count the steps needed to reach the mango from the starting point.
• Count the steps needed to reach the orange from the starting point.
• The one with fewer steps is closer.

Answer: Students should trace the paths on their grid and count steps. Write the path as: "I moved ___ steps left/right, then ___ steps up/down." The destination (mango or orange) with fewer total steps is reached faster.

Given: A drone has taken a picture of the school from above (top/aerial view).

Concept: A drone picture is a top view (bird's-eye view) of the area. Objects look different from the top than from the front.

What to do:

1. Look at the drone picture carefully.
2. Identify objects/places visible from the top — e.g., buildings, playground, trees, roads, garden, parking area.
3. Circle each identified object and write its name.

Typical objects seen in a school drone picture:

• School building
• Playground / ground
• Trees (look like circles/ovals from top)
• Roads / pathways
• Garden
• Parking area

Answer: Circle and label all visible places/objects in the picture. (Students should refer to the actual drone image provided in their textbook.)

Given: A sight map (top view / floor plan) of the school is provided showing various rooms and areas.

Concept: A sight map (or floor plan) is a top view of a place that helps us find our way. We trace paths along corridors/passages.

Steps:

1. Locate Grade 4 classroom on the map.
2. Locate the stage on the map.
3. Trace all possible routes from Grade 4 to the stage using corridors (no passing through walls).
4. Use different colour pencils for different routes.
5. Count the number of routes found.

Shortest route: The route that covers the least distance (fewest turns or shortest path length) is the shortest. We know it is shortest because it has fewer steps/turns compared to other routes.

Answer: (Students should trace on their textbook map.)

• Number of routes found: ______ (fill after tracing)
• Shortest route: The one that goes most directly from Grade 4 to the stage with the fewest turns.

Given: The sight map shows the school entrance and MDM Kitchen.

Concept: Directions are given as — go straight, turn left, turn right, and the number of steps/rooms to pass.

Steps to write directions:

1. Start at the entrance.
2. The man has already turned left.
3. From there, trace the path to the MDM Kitchen on the map.
4. Write each turn and movement as a direction.

Sample direction format:

• From the entrance, turn left.
• Go straight past ______ rooms.
• Turn right at the corridor.
• The MDM Kitchen is on your left/right.

Answer: (Students should refer to their textbook map and write the specific directions based on the layout shown.)

Given: The sight map shows the library and the medical room.

Concept: Choose the shortest and most direct route to reach the medical room quickly, especially in an emergency.

Steps:

1. Locate the library on the map.
2. Locate the medical room on the map.
3. Trace the most direct path between them.
4. Write the directions: straight, left, right, etc.

Answer: Take the shortest route — go straight from the library, turn [left/right] at the corridor, and the medical room will be [on the left/right/straight ahead].

(Students should fill in the specific directions based on the map in their textbook.)

Given: The sight map shows the playground, IT room, and sports room.

Steps:

1. Locate the playground (starting point for both).
2. Locate the IT room — trace Bholu's path.
3. Locate the sports room — trace Rani's path.
4. Use different colour pencils for each path.
5. Compare the lengths of the two paths.

How to decide which is longer: Count the number of steps/grid squares each path covers. The path with more steps is longer.

Answer:

• Bholu's path: Playground → [directions] → IT room
• Rani's path: Playground → [directions] → Sports room
• [Bholu's / Rani's] path is longer because it covers more distance on the map.

(Students should trace both paths on the textbook map and compare.)

Given: Students need to draw a sight map (top view / floor plan) of their own school.

Concept: A sight map is a drawing that shows the top view of a place. It helps others find their way around.

Steps to draw the sight map:

Step 1 — Observe: Walk from the school entrance to your classroom and notice all the important places on the way (office, library, playground, medical room, etc.).

Step 2 — Plan: On a blank paper, decide the scale — for example, each room = one small square.

Step 3 — Draw:

• Draw the boundary of the school.
• Mark the entrance.
• Draw corridors/pathways.
• Draw and label important rooms: Classroom (Grade 4), Library, Medical Room, Playground, Canteen/MDM Kitchen, Principal's Office, IT Room, etc.
• Use a legend/key to explain symbols used.

Step 4 — Mark the path: Draw an arrow or trace the path from the entrance to your classroom.

Step 5 — Label: Write the name of each place clearly.

Example layout:
$$\boxed{\text{Entrance} \rightarrow \text{Corridor} \rightarrow \text{Turn Right} \rightarrow \text{Grade 4 Classroom}}$$

Answer: (Each student's map will be unique based on their school layout. The map should clearly show the path from the entrance to the classroom and label at least 4–5 important places.)