NCERT Solutions Class 3 Maths Chapter 10 Fun At Class Party

F R E E S T U D Y M AT E R I A L F O R E V E R Y S T U D E N T

C L A S S 3 · M AT H S

NCERT Solutions + ×
Chapter 10: Fun at
Class Party!

NCERT Textbook — Maths Mela

BOOK PAGES SECTIONS QUESTIONS MEDIUM

128 – 138 11 36 English

Every question Step by step Exam ready
Activities, in-text questions The working shown, not Written to match how
and all exercises. just the final answer. marks are awarded.

Solutions, notes, sample papers & more at 34 pages

l h h e l A aS m · NCERT So ut ons

C L A SS 3 · M AT H S · M AT H S M E L A
NCERT So ut ons — C apt r 10: Fun at C ass Party!
l i h e l

This chapter measures things at a class party — the door, a big table, a saree and the children themselves. It
begins with hand spans, footsteps and pencils, and ends with the metre, the length that is the same for
everybody .
T E XT B OOK B OOK PAGE S
Ma h Mela Cla
t s ss 3 128  138

S EC T I ONS QU E ST I ONS
11 36

M EDI UM
English

Let us Do — Page 128–129 s
D s uss an
i c d e xplain how you answer these questions based on the picture given above.

Q1 Wha a e he a i ac i i ie h
t r t v r ous tvt i he picture?
s s own n t

CLASS 3

The Class 3 children getting the room ready for the party.

The children are decorating the classroom for a party. They are also measuring things.
 Hanging a paper string on the board.
 Putting paper flags on the window, the door and a box.

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 Measuring the door with a pencil.
 Measuring the table with hand spans.
 Counting footsteps across the floor.

l i

Two children stand on a desk to hang the string. A girl passes them paper strings from the
floor.

Why Before you cut a paper string you must know how long the place is So
: , .

the children measure first and decorate after.

Q2 How does Shelly find the height of the door?

CLASS 3

The Class 3 children getting the room ready for the party.

Shelly uses her pencil as a measure. She puts the pencil against the door again and again,
from the bottom to the top, and counts. That many pencils make the height of the door.

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 She holds the pencil at the bottom of the door frame.
 She makes a small mark at the top of the pencil.
 She moves the pencil up to that mark and marks again.

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 She does this again and again, up to the top of the door.
 She counts the marks.

Why The door is taller than the pencil So she lays the same pencil again and
: .

again and counts the turns.

Q3 Lee a a d Adi e hei ha d a
n n us t r n sp ns to m a a a Will he
e sure the length of the s me t ble. t y

b h ge he a e ea e e ?
ot tt s m m sur m nt

CLASS 3

The Class 3 children getting the room ready for the party.

No, they will not. Leenaʼs hand span and Adiʼs hand span are not the same size.

A small hand span fits more times.

A big hand span fits fewer times.

Tip: That is why we need a measure that is the same for everyone, like the metre.

Page 3 of 34

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a g l A aS m · NCERT So ut ons
gl e l i

Circle the child with the longest ponytail. co m
m.
Q4
m as e
.co a g l
se m
g l a
a CLASS 3

co m
e m . ag
g l as
a

co m
e m.
m l as
m .co a g
l a se
a g
The Class 3 children getting the room ready for the party.
m a s
m .co agl
l a se
A NSW E R ag
Circle Shelly, the girl near the door who is marking the door with her pencil. Her ponytail
co m
.
reaches down to her waist. The other ponytails are much shorter.
em
coamnat on
− E.xp g l as
em
l i
a
a s
agl Look at each ponytail from the hair band to its tip Shelly s goes on the furthest
. ʼ .

Why We compare lengths from themsame starting point Here we start at the se m
co g l a
.
: .

m a
ase
hair band every time.

agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m as e
.co

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Q5 Tick ✓ a e p p r str n s n t a aa a a
i g i he cl ssroom th t re s long s the height of the window.

CLASS 3

The Class 3 children getting the room ready for the party.

Tick 3 strings: the string down the side of the window, the string over the door, and the string
on the box near the door.
Each of them has flags of the same size
5 .

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 The side string starts at the top of the window and ends at the bottom. So it is as long
as the window is tall.
 All the flags are the same size. So strings with the same number of flags are equally
long.
 The string over the top of the window 8 big flags) and the one on the board are longer.

C t yourself: Cut a thread as tall as your own window. Hold it along each
heck i

paper string. The one that matches end to end is the right one.

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Q6 Find the distance between the two walls of the classroom. How did you find it? Can
t a a
here be other w ys of me suring it?

Sample answer: I walked from one wall to the other, heel to toe, and counted my footsteps. My
classroom is 24 footsteps wide.
Other ways: a long rope, a metre rope, hand spans, or counting the floor tiles.

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 Stand with your heel touching the first wall.
 Put one foot just in front of the other, heel to toe.
 Count each step till you touch the other wall.

Why Any thing of a fixed length can be laid again and again We only have to
: .

count the turns.

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Q7 Identify all the ways that children are using to measure length in this picture. Which
a d
w y o you t a
hink is better nd why?

CLASS 3

The Class 3 children getting the room ready for the party.

Four ways: hand spans on the table footsteps on the floor a pencil on the door and paper
( ), ( ), ( )

strings (on the board and the window).
Sample answer: The paper string is better. It is the same length for everyone, but hands and
feet are different for each child.

Let us Do — Page 129

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C r n of Class 3 are decorating the board with paper strings of different colours.
hild e

Q1 In the picture above, colour the paper strings as instructed below. (a) Colour the
shortest paper string with red. Discuss how you identified the shortest string.

The green board, part of it decorated, with paper strings lying on the floor.

Colour any one of the three 5-flower strings red.

Three strings have 5 flowers each.

One string has 10 flowers.

5 is less than 10, so a 5-flower string is the shortest.

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The three short strings are all the same length, so any one of them is right.

Why All the flowers are the same size and sit the same distance apart So
: .

fewer flowers means a shorter string.

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t yourself: Put the strings one below the other with their left endscoinma
C
m .
e
heck i

m
line. The one that ends first is the shortest. s a
e m . co agl
g l as
a
a co m
ag
(b) Colour the longest p per string with green. Discuss how you identified the longest
.
Q2
e m
as
string.

a g l

co m
em.
m l as
m .co a g
l a se
a g
m a s
m .co agl
l a se
a g

co m
m .
m as e
.co a g l
se m
g l a
a
m
The green board, part of it decorated, with paper strings lying on the floor.

a se
. com ag l
m
ase
agl
Colour the string lying at the bottom green.
co m
m .
as e
comof the other three has only 5. l
It has 10 flowers.
.Each a g
se m
g l a
a 10 is more than 5, so it is the longest.
c
m .
m a s e
. co
The flowers are the same size and equally spaced, so more flowers means a longer string.
e m agl
g l as
a

co m
m .
m ase
.co

a g l Page 9 of 34

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Q3 How many more colourful paper strings will be needed to decorate the border of the
green bo rd? a

The green board, part of it decorated, with paper strings lying on the floor.

2 mor e paper strings are needed.

The board has 4 sides.

Top and left are done.

4 − 2 = 2 sides left: bottom and right.

Bottom long like the top the
( , flower string.
): 10-

Right (short, like the left): a 5-flower string.

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Q4 How many of [the red paper flower shown here] are needed to decorate the entire
border of the bo rd? a

One red paper flower from the strings.

The green board, part of it decorated, with paper strings lying on the floor.

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30 flowers are needed.

Top = 10, Bottom = 10

Left = 5, Right = 5

10 + 10 + 5 + 5 = 30

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Why The top and the bottom are the two long sides so they need the same
: ,

number. The left and the right are the two short sides, so they also need the
same number.

Tip: Count the white flowers already on the board. The top has 10 and the left
side has 5. In the bookʼs picture 3 more flowers hang down below the left
corner. They are not on the border, so do not count them.

Let us Do — Page 130–131
s
Longer strings and shorter strings

Q1 Cut and paste a wool or cotton thread as long as the line given below.

The blue line printed in the book.

Lay the thread straight along the line, from one end to the other. Cut it where the line ends,
then paste it on the line.

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 Keep the thread straight, not loose.
 Put one end of the thread at the start of the line.
 Press your finger on the thread where the line ends, and cut there.
 Put a little gum on the line and paste the thread on it.

Why A thread bends so we must pull it straight Only a straight thread shows
: , .

the real length.

Q2 Draw a string longer than the string given below.

The string of stars printed in the book.

Start your string at the same point on the left. Take it further to the right than the bookʼs string
ends.
Sample answer: The bookʼs string has 3 stars. My longer string has 5 stars.

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Draw your string just below the book s string so the two are easy to compare
ʼ , .

Why Two lengths can be compared only when they start from the same place
: .

Then the one that ends later is longer.

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Draw a string shorter than the decoration string Shelly and Adi are holding..com
m
Q3
a se
. com a g l
m
ase
agl

com
e m . ag
g l as
a
Shelly
co
Adi
m
se m.
m ldilnag.
m .co The string of lights that Shelly and Adi are hog
a
ase
agl
m a s
m .co
Start your string under Shellyʼs hand and stop it well before Adiʼs hand. agl
Sample answer: My string of lightslaesneds halfway to Adiʼs hand. It has only 5 bulbs.
ag
om
l i

Draw your string just below theirs and put fewer bulbs on it than theyem . c
s
have
com gla
, .

. a
s emWhy Both strings start at the same place The one that ends first is the shorter
gla
: .

a one.

se m
com g l a
m . a
ase
agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m as e
.co

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gl e l i

Q4 Draw the other half of the moustache which matches the half moustache on the face
a h
s s own n t i he picture.

The face with one half of the moustache drawn.

Draw the missing half on the other side of the nose the left side of the picture Start it under
( ).

the nose, point it outwards in the same way, and make it just as long as the drawn half.

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The two halves must look like each other in a mirror.

Why A moustache matches only when both halves are of equal length If one
: .

half is longer, the face looks lopsided.

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C t yourself: Fold the page along the dotted line down the nose. The two
heck i

halves should sit exactly on each other.

Q5 L k a he
oo tt str n a
i g lights nd help Adi choose the longest one. How did you find out?
Discuss.

The two strings of lights, each with a loop in it.

The upper string is the longest. Adi should choose it.

Upper string: 12 + 4 = 16 bulbs

Lower string: 8 + 4 = 12 bulbs

16 is more than 12.

The bulbs are the same distance apart, so more bulbs means a longer string.

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Upper string: 12 bulbs on the line and 4 bulbs in the loop. Lower string: 8 bulbs on the line
and 4 bulbs in the loop.

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gl e l i

Why The strings are curled up so we cannot see the real length Counting
: , .

equal steps tells us which one is longer.

C t yourself: Pull both strings straight and lay them side by side, with the
heck i

left ends together.

In-text Questions — Pages 131–132
Will the big table go through the door?

Q1 Shell a d Adi eed
y n e a la ge able i ide he cla
n to mov r f he a . The able
t ns t ssroom or t p rty t

i
s too hea f b h f he vy or e. Wi h lif i g he able, h ca he fig e
ot o t m to mov t out tn t t ow nt y ur out

if he able ca g h gh he d
t t n he cla
o t rou t? Hel he fig e
oor to t ha he ssroom pt m ur out w tt y

must do.

The big table, and the open door of the classroom.

Use a thread to carry the tableʼs length to the door.
 Cut a thread as long as the table.
 Hold the thread across the doorway.
 Do the same for the breadth.
If a thread is shorter than the door s width the table can go in that way
ʼ , .

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In the book the length is longer than the door but the breadth fits So the table goes in
, , .

breadth first.

Why The table cannot be taken to the door but a thread can The thread keeps
: , .

the tableʼs length and shows it at the door.

Q2 Can there be a way to take the table inside the door if both the length and the breadth
ae
r mor a
e th n the width of the door?

The big table, and the open door of the classroom.

Yes. Turn the table on its side, or tip it up. Then its height goes across the doorway, and its
long side goes up along the tall door. A table is not very tall, so it can pass.

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Why A table has a length a breadth and a height If even one of them is less
: , .

than the width of the door, we can turn the table so that side goes through first.

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gl e l i

com
Tip: Measure the tableʼs height with the thread too, and check it at the door
.
m
m ase
before you try.

e m . co agl
g l as
a
Let us Play — Page 132 . co m
ag
em
l as
Making a bridge in the classroom

a g
Q1 Make a b idge i g b e bag , a he bjec a ailable i cla . Place
e bjec om
r us n ox s or s or ny ot ro ts v n your ss

a a ge he b e ha he b idge d e e. Take
. c f
sem
or rr n t ox s so t tt r o s not mov som o ts rom your

cla a d g e if he bjec ca g h gh he b idge.
com a
agl
ss n u ss t o ts n o t rou t r

e m.
g l as
a
m a s
m .co agl
l a se
a g

com
m .
m as e
.co a g l
se m
g l a
a
se m
com a
A bridge made of two boxes with a long box laid on top.
. ag l
m
ase
A NSW E R agl
Stand two boxes a little apart and lay a long box or a book across them. Guess first, then push
co m
m .
e
each thing under the bridge to check.

com g l as
.
Sample answer:
e m a
a s
agl c
m .
m a s e
em . co agl
g l as
a

co m
m .
m as e
.co

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THING MY GUESS WHAT HAPPENED

Pencil box Will go through Yes, it went through

Water bottle Will go through Yes, it went through

School bag Will not go through No, it did not

Duster Will go through Yes, it went through

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Press the top down so the bridge does not shake. Look at each thing carefully before you
guess.

Why A thing goes under the bridge only if it is smaller than the gap If it is taller
: .

or wider, it gets stuck.

Q2 Can you name some things that cannot pass through your school gate? Discuss.

Sample answer: An aeroplane, a big ship, a tall crane and a house cannot pass through my
school gate.
They are much wider or taller than the gate.

l i

Why A gate has a fixed width and height Only things smaller than that can go
: .

through it.

Tip: A long ladder held across the gate gets stuck. Turn it and carry it in end
first, and it goes through, just like the table and the door.

Are these true for all? — Page 133

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C r n are measuring their body parts to make costumes for the drama. Tick
hild e ✓t he correct answer.

Q1 Your a a a
he d is 3 h ndsp ns round. rue/F lseT a
Measure, then tick. For most children the head is about 3 hand spans round, so it is nearly
True.
Sample answer: A thread around my head took 3 of my hand spans. So for me it is True.

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 Wrap a thread once round your head.
 Mark the thread where it meets the start.
 Lay your own hand span along the thread and count.

Why A bigger child has a bigger head but also a bigger hand So the count
: , .

stays near 3 for most children.

Q2 The le g h f n t o your or a a T
f e rm is equ l to the length of your feet. rue/F lse a
True for most children. The two lengths are almost the same.
Your forearm goes from the elbow to the wrist. Put your foot along it, heel at the elbow. Your
toes reach very near the wrist.

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Sit down and take off one shoe before you check.

Why Our body parts grow together As the arm grows longer the foot grows
: . ,

longer too.

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gl e l i

Q3 Your a a
height is equ l to the length of your rms wide open. rue/F lse T a
True for most children. The two lengths are almost the same.
Ask a friend to measure your open arms fingertip to fingertip with a thread Hold that thread
, , .

from your feet to your head It ends very near the top of your head
. .

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Stand against a wall with your arms open wide. Your friend marks the wall at each hand,
and cuts a thread as long as the gap.

Why Arms grow as the body grows tall So the open arms and the height stay
: .

close to each other.

In-text Questions — Page 134
Steps for making a Metre long rope

Q1 How long is a metre?

metre rod

one metre
A metre rod, and a rope with a knot at each end.

A metre is a fixed length that is the same for everyone. A metre rod is one metre long .

Shopkeepers measure cloth with it.
A classroom door is a little more than 2 metres tall.

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l i

Why Hand spans and footsteps change from person to person The metre
: .

never changes, so everyone gets the same answer.

Tip: To make your own metre rope, tie a knot at one end of a rope, lay the metre
rod beside it, mark one metre, tie a second knot there, and check it once more.

In-text Questions — Page 135
More than one metre, less than one metre

Q1 Mea sur a a a W a
e your height by m rking one metre on the w ll of your cl ss. rite the n mes
a a a a
of your friends whose heights re more th n one metre nd whose heights re less

a
th n one metre.

HEIGHTS MORE THAN ONE METRE HEIGHTS LESS THAN ONE METRE

Mark one metre on the wall with the metre rope. Stand each friend against the wall. Head
above the line: more than one metre. Head below the line: less than one metre.
Sample answer:

Page 23 of 34

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a g l A aS m · NCERT So ut ons
gl e l i

co m
m.
HEIGHTS MORE THAN ONE METRE HEIGHTS LESS THAN ONE METRE

m ase
Meena
.co
Ali (my little brother)
a g l
se m
g l a
a
Ravi Nita (my little sister)

Arjun

com
Priya
e m . ag
g l as
l i
a
omMost
Hold the metre rope upright on the floor along the wall and draw a line at its ctop
.
sem
, , .

Class children are a little taller than one metre
com a
agl
3 .

m.
e hy The line on the wall is exactly one metre high So the line does the
sW
l a
ag comparing for us
: .

.

m a s
m .co agl
l a se
a g

co m
m .
m as e
.co a g l
se m
g l a
a
se m
com g l a
m . a
ase
agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
m as e
.co

a g l Page 24 of 34

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Q2 Circle the tallest among these children:

Three children standing near a wall. One of them stands on a box.

Circle the girl in the red frock.
The girl in blue stands on a box, so she only looks tallest. Height is measured from the floor,
and without the box she is the shortest. The girl in red is a little taller than the boy.

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gl e l i

Q3 Wh i he alle a
o st t st mon g them? Discuss.

Three children standing near a wall. One of them stands on a box.

The girl in the red frock is the tallest.

Girl in red → on the floor, tallest

Boy in orange → on the floor, a little shorter

Girl in blue → on a box, so she only looks tall

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Ask all three to stand on the same floor Then compare their heads
. .

Why We can compare two lengths only when they start at the same place
: .

Here that place is the floor.

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In-text Questions — Page 136
Ha a m tr an a quart r m tr
lf e e d e e e

Q1 W i e he a e f he bjec a
rt t n m so t o ts roun d you, whose length is one metre, more th n one a
e e, a d le ha
m tr e e e.
n ss t n on m tr

OBJECTS OF LENGTH OBJECTS OF LENGTH OBJECTS OF LENGTH
MORE THAN ONE METRE LESS THAN ONE METRE EQUAL TO ONE METRE

Hold the metre rope along each thing Longer than the rope more than one metre Shorter less
. : . :

than one metre Both ends match equal to one metre
. : .

Sample answer:

MORE THAN ONE METRE LESS THAN ONE METRE EQUAL TO ONE METRE

Classroom door Pencil A metre rod

Blackboard School bag A one-metre rope

Teacher’s table Water bottle A metre-long stick

Class wall Duster

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Tip: Fold the metre rope in half and you get a half metre. Fold it in half again and
you get a quarter metre.

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one metre

half metre

quarter metre

One metre, folded once and folded twice.

Why Folding in half always makes two equal parts Two halves make one
: .

metre, and four quarters make one metre.

Let us Do — Page 137

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Measuring with the metre, half metre and quarter metre ropes
co m
s em.
Q1 . colemngths of different objects by using one metre, half metgelr,aand quarter metre
Find the
a
e m
e W i e hei a e a d ick ✓ i he a a
as
rop s. i te boxes.
agl
rt t rn m s n t nt ppropr

OBJECTS LESS MORE LESS MORE LESS MORE
THAN A THAN A
co m
THAN THAN THAN THAN
QUARTER QUARTER
e m . A HALF A HALF ONE ONE ag
METRE
g l as
METRE METRE METRE METRE METRE
a

co m
em.
m l as
m .co a g
l a se
a g
m a s
m.co agl
l a se
A NSW E R a g
Hold the quarter metre half metre and one metre ropes along each thing and tick what you
co m
- , - - ,

see.
m .
m as e
l
Sample answer:
.co a g
a s eOmBJECTS
gl
LESS THAN MORE LESS MORE LESS MORE
a A THAN A THAN A THAN A THAN THAN
QUARTER QUARTER HALF HALF ONE ONE
se m
METRE METRE
com
METRE METRE METRE METRE
g l a
m . a
ase
agl ✓
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table (length)

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agl door (height)

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(length)
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l h h e l A aS m · NCERT So ut ons
gl e l i

l i

 Start with the quarter-metre rope. Is the thing longer or shorter?
 Now do the same with the half-metre rope.
 Now do the same with the one-metre rope.

Why A thing longer than the half metre rope is also longer than the quarter
: - -

metre rope. A thing shorter than the quarter-metre rope is also shorter than the
other two.

Q2 Draw a line on the floor as the ‘start lineʼ and then mark another line one metre from
a Sa a a W a
he st rt line. t nd on the st rt line nd jump. rite the n mes of children who jump
t

more th n a a a
qu rter of a
meter, h lf of a
meter nda meter. a a
Draw the start line and another line one metre away Mark a quarter metre and a half metre
, .

too, with the folded rope. Jump from the start line and see which mark your heels pass.
Sample answer:

HOW FAR THEY JUMPED NAMES

More than a quarter metre Sara, Nita

More than a half metre Meena, Kabir

More than one metre Ravi, Arjun

l i

Use chalk for the lines. Mark where the heels land after each jump.

Why The lines on the floor stay in one place So every jump is measured from
: .

the very same start.

Page 30 of 34

l h h e l A aS m · NCERT So ut ons
gl e l i

Q3 Take a ball di c a dor s n h
try to t row t i a fa a
s r s you a N , ea
c n. ow m sur a
e how f r the
h a.
t row w s

Mark where you stand and where the ball first lands. Lay the metre rope again and again
between the two marks, and count.
Sample answer: The rope fitted 4 times and a little more. My throw was a little more than 4
metres.

l i

Each time move the rope forward so that its first knot sits where its second knot was
, .

Why The rope is shorter than the throw So we lay the same rope again and
: .

again and count.

Let us Do — Page 138
More work with the metre rope

Q1 Mea sur a a
e the height of your te cher or p rent using a e el g
m tr on e, or
rop a i
str p.

Ask your teacher to stand straight against the wall Lay the metre rope from the floor up and
.

mark its end. Lay it again from the mark up to the head.
Sample answer: My teacher is one metre and a half metre tall, and a little more.

l i

Why She is taller than one rope So we use the rope once then start again
: . ,

from the mark, and see how much of the rope is used the second time.

Page 31 of 34

l h h e l A aS m · NCERT So ut ons

Q2 Estimate and cut one-metre long wool or thread. Ask your friends to do the same. Now,
e if
v r ywt a
i h the help of the metre rope whose estim te is the closest.

Each child guesses and cuts a piece of wool that looks one metre long Lay each piece beside
.

the metre rope, ends together. The piece that ends nearest the second knot is the closest
guess.
Sample answer: Saraʼs wool matched the rope almost exactly, so her guess was the closest.

l i

Do not use the rope while cutting It is a guess
. .

Why A guess gets better as your eyes learn the size of one metre
: .

Q3 Cut a one-metre long rope into 4 equal pieces. How many cuts did you make?

3 cuts.

1 2 3

3 cuts make 4 equal pieces

A one-metre rope with the cutting places marked.

Fold the rope in half, then in half again.

Open it: there are 3 fold marks.

Cut at each mark: 3 cuts, 4 pieces.

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l h h e l A aS m · NCERT So ut ons

l i

Why The two ends of the rope are already ends So the number of cuts is
: .

always one less than the number of pieces.

Try This: How many cuts for 5 equal pieces? The answer is 4.

Q4 How many footsteps fit into a metre rope?

Lay the metre rope straight. Put your feet heel to toe along it, from one knot to the other, and
count.
Sample answer: My foot fitted 5 times into the metre rope.

l i

Why Your foot is small so it fits many times Your teacher s foot is bigger so it
: , . ʼ ,

fits fewer times in the same rope.

Q5 U ea e e
s m tr rop e to find how long is a ide f he cla
s o t all.
ss w

Start at one corner. Lay the rope along the wall, mark its end with chalk, move the rope up to
the mark, and count till the other corner.
Sample answer: The rope fitted 8 times. The wall is about 8 metres long.

l i

Why The wall is much longer than the rope Laying the same rope again and
: .

again is the same as adding one metre each time.

Page 33 of 34

as e
l h h e l

a g l A aS m · NCERT So ut ons
gl e l i

co m
se m.
Chapter at amglance
c o g l a
Lengthm ca. n be measured with a hand span a footstep a pencil or aapaper strip
a
Tlhe
ssee are different for every child so the same table gives different numbers
, , .

agA thread carries a length from one place to another as from the table to the door
, .

, .

co m
To compare two lengths, start both from the same point. The one that ends later is longer.

e m .
The metre is a fixed length. A metre rod and a metre rope are one metre long. ag
Fold a metre rope once and you geltaashalf metre Fold it again and you get a quarter metre
ag
. .

co m
Quick revision e m.
m l as
m .co a g
WORD
l a se WHAT IT MEANS EXAMPLE FROM THE REMEMBER

a g CHAPTER

a s
com
Hand span Leena and Adi measure the Everybody s hand span is
agl
The gap from the thumb to the ʼ

. same table different
em
little finger, fingers spread out

putsheel
The length of one foot,la
ag
Footstep A boy paces the classroom Bigger feet give a smaller
to toe floor count

c mr strip needs
oge
fe.wer turns
Paper strip A strip of paper used as a Two strips stuck together to A lon
measure measure the saree
se m
m a
m . co agl
ase
Longer / shorter Which of two things has more The two strings of lights on Put the ends together

agl
or less length page 131 and compare

Measuring with Carrying a length from one The big table and the Use it when the thing
se m
a thread place to another
com
classroom door cannot be moved
g l a
m . a
ase
agl
Metre A fixed length that is the same The shopkeeperʼs metre rod A door is a little more
for everyone than two metres tall

m
Check it once more after
.cotying
Metre rope A rope with two knots one The five steps given on

em
metre apart page 134

Halfcmoem a s
. a trle long mehtralfe metres make
The jar is half a meg

sem
tre The metre rope folded once 2 1

a
agl c
Quarter metre The metre rope folded twice The boy folds the strip quarter metres make 1
m .
e
4

m
again metre
a s
e m . co agl
g l as
a

com
m .
m ase
.co

a g l Page 34 of 34