Hide and Seek

Given: The scenes show children hiding behind objects like a hut, tree, and bush while one child searches.

Answer: The children are playing Hide and Seek.

Given: One of the children has climbed up to get a bird's-eye view of the area.

Answer: Mini (or Bholu, depending on the scene described — the child sitting/standing at the top, looking down) is looking from the top.

*Note: Based on the chapter context, it is Mini who is looking from the top (top/aerial view).*

Given: Rani is standing at a distance facing the hut. Some children are hiding behind or on the sides of the hut.

Concept: When we look at an object from the front, we can only see what is directly in front of us. Objects hidden behind walls or on the sides are not visible.

Answer: No, Rani will not be able to see all the children hiding near the hut. She can only see the children who are directly in front of her (front view). Children hiding on the sides or behind the hut will remain hidden from her view.

Discussion point: This is because our eyes give us a limited field of view — we see only the front view from where we stand.

Given: Mini, Bholu, and Rani are each looking at the same brick from different positions (top, front, and side).

Concept: The same 3-D object looks different when viewed from different directions — top, front, and side. This is called different views of an object.

Why drawings are different: Each child is standing at a different position relative to the brick:
- One child is looking at it from the top → sees a flat rectangle (top view).
- One child is looking at it from the front → sees the front face of the brick (front view).
- One child is looking at it from the side → sees the side face of the brick (side view).

Because the position of the observer changes, the shape and appearance of the brick changes in each drawing.

Table:

| View of the Brick drawing | Name of the child |
|---|---|
| The top view | Bholu |
| The front view | Jagat (or Rani) |
| The side view | Mini (or Rani) |

*Note for students: The exact names depend on the images. The key idea is — one drawing is the top view (rectangle seen from above), one is the front view (rectangle seen from the front), and one is the side view (smaller rectangle seen from the side). Match accordingly.*

Concept Used: Every 3-D object can be viewed from the top, front, or side. The shape we see depends on the direction from which we look.

General approach to solve:
- If the picture shows a circular shape of a cup/glass → it is the top view.
- If the picture shows the full height of the object → it is the front view or side view.
- If the picture shows a flat, wide shape of a table → it is the top view.

Sample answers (based on typical NCERT Class 4 Chapter 2 objects):

| Picture | Name of Object | View |
|---|---|---|
| 1 | Cup / Glass | Top view |
| 2 | Cup / Glass | Front view |
| 3 | Table | Top view |
| 4 | Table | Front view |
| 5 | Bottle | Top view |
| 6 | Bottle | Front view |
| 7 | Brick / Box | Top view |
| 8 | Brick / Box | Front view |
| 9 | Brick / Box | Side view |

*Note: Since the actual images are not visible, students should look at each picture carefully and decide: Am I looking at the object from above (top view), from the front (front view), or from the side (side view)?*

Key tip:
- A circle shape of a bottle/glass = top view
- A rectangle with height = front or side view
- A flat wide rectangle of a table = top view

Given: Jagat and Rani have drawn the same objects from different views (top, front, side).

Concept: The same object looks different from different directions. We match the 2-D drawing (view) to the 3-D object by thinking about what the object would look like from that direction.

How to match:
1. Look at each 2-D drawing carefully.
2. Think: if I look at this object from the top / front / side, what shape would I see?
3. Match that shape to the correct object.

General matching strategy:
- A cone seen from the top → looks like a circle with a dot in the centre.
- A cone seen from the front → looks like a triangle.
- A cylinder seen from the top → looks like a circle.
- A cylinder seen from the front → looks like a rectangle.
- A box/cuboid seen from the top → looks like a rectangle.
- A box/cuboid seen from the front → looks like a rectangle (different dimensions).

*Note: Since the actual images are not visible, students should use the above logic to match each drawing to its object. The activity encourages spatial thinking.*

Activity extension: Look around you and try to make drawings of chairs, tables, pencils, erasers, birthday caps, and bottles from different views (top, front, side).

Given: The classroom has rows and columns of desks. Jagat is at the third desk in the first row.

How to locate:
- First row = the row closest to the front (or as shown in the picture).
- Third desk = count 3 desks along that row.

Answer: Mark (✓ or draw Jagat) at the 3rd desk of the 1st row in the classroom picture.

$$\text{Position} = (\text{Row 1, Desk 3})$$

Given: A blue bag is placed somewhere in the classroom picture.

Concept: Position is described using row number and desk number (or relative terms like left/right, front/back).

Answer: The blue bag is on the [row number] desk of the [row number] row.

*Example answer format:* "The blue bag is on the second desk of the third row" (students should look at the picture and describe accordingly using — row number, desk number, and direction if needed).

Given: The classroom grid has rows and columns of desks.

How to find:
- Second row = count to the 2nd row.
- Middle desk = the desk in the centre of that row.

Answer: *(Students should look at the picture.)* On the middle desk of the second row, there is a notebook / pencil box / water bottle (write the name of the object shown in the picture at that position).

Given: A notebook is placed somewhere in the classroom picture.

How to find:
- Locate the first desk of the second row and check if a notebook is there.
- Locate the middle desk of the third row and check if a notebook is there.

Answer: The notebook is kept at the first desk in the second row (or the middle desk of the third row — students should check the picture and write the correct position).

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.)*