Mathematics Laboratory in Primary and Upper Primary Schools: Class

Mathematics Laboratory
in Primary and
Upper Primary Schools
CLASS III-VIII
CENTRAL BOARD OF SECONDARY EDUCATION

PREET VIHAR, DELHI - 110092
Mathematics Laboratory in Primary and Upper Primary Schools for Class 3rd - 8th
PRICE : Rs.
FIRST EDITION 2009 © CBSE, India
COPIES :
PUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra,

2, Community Centre, Preet Vihar, Delhi - 110092
DESIGN, LAYOUT & : Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005.
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Foreword
A major part of the formative years of a child’s life is spent in a school and hence the
importance of making it a place of joyous learning has been engaging the attention of
educationists. The National Curriculum Framework 2005 has elaborated on the insights of
Learning without Burden to ensure that a child is not taken away from the joy of being
young by de-linking school knowledge from every day experience. One of the most
important areas in this respect is regarding mathematics learning in schools.
Mathematical phobia has been a common jargon in school parlance that has created an
elite class of good students of mathematics leaving behind a large number of students who
fear the subject. In an endeavour to impress upon the schools that this misconception
about the subject is mainly due to wrong teaching practices which do not link the subject
with real life, the Board had introduced the concept of Mathematics Laboratory in schools
up to Secondary level.
It is essential to know that mathematics is very much related with real life. It is a vehicle of
communication just as every language is. Through mathematics we can describe,
understand and work with physical phenomena with utmost precision. The subject has
application in almost all walks of life. The symbols and operations are only mechanical
tools but the concepts themselves are much more than these and are very much real and
related to human life in the backdrop of the world we live in. But by projecting the subject
as dealing with the world of symbols and notations it has been painted as an abstract
subject much to be feared by students of limited capabilities. Mathematics laboratory as a
concept will be an effective tool in the hands of a teacher to illustrate to the students that
they can construct all mathematical knowledge with their own hands, enabling a smooth
transition to abstract thinking capabilities.
CBSE has already introduced the concept of Mathematics laboratory for classes IX and X
few years back in all its affiliated schools, where students are encouraged to learn the
concepts through activity work and hands on experiences. With the success of this
initiative , CBSE introduced the concept of Mathematics laboratory from classes III – VIII
also, where actual understanding of basic concepts take place.
(i)
In 2008 vide circular no.38/08, CBSE had listed a number of activities for classes III – VIII,
which could be taken up by the teachers while teaching a particular concept. The present
document gives a detailed process for doing these activities. This would help the teachers
as well students in actually doing these activities.
I take this opportunity to thank all experts and practicing teachers who have helped in the
development of this material. I further acknowledge the contribution of Mrs. C.
Gurumurthy, Director (Academic), CBSE, for providing necessary impetus and guidance. I
would also put on record my appreciation for Dr. Srijata Das, Education Officer, for her
efforts in completion and publication of this document.
Suggestions from users for further improvement of this document will be highly
appreciated.
(Vineet Joshi)
CHAIRMAN
(ii)
Acknowledgements
CBSE Advisors:
Sh. Vineet Joshi Chairman
Smt. C. Gurumurthy, Director Academic
Developmental Team:
Sh. B.M. Gupta Directorate of Education, Delhi.
Sh. C.B. Verma DC Arya Sr. Sec. School, Lodhi Road, New Delhi
Mrs. Avantika Dam CIE Basic School, Delhi University, Delhi
Mrs. Rashmi Kathuria Kulachi Hans Raj Model School, Ashok Vihar, Delhi.
Mrs. Anjali Malik CRPF Public School, Prashant Vihar, Delhi
Mrs. Deepti CIE Basic School, Delhi University, Delhi
Editorial Team
Prof. Ram Avtar NCERT, Delhi
Prof. Dharam Prakash NCERT, Delhi
Sh. J.C. Nijhawan Directorate of Education, Delhi

Sh. B.M. Gupta Directorate of Education, Delhi
Member Coordinator :
Dr. Srijata Das Education Officer, CBSE, Delhi
(iii)
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(iv)
THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN 1
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2. Subs. by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
(v)
Contents Page No.
Foreword i
Acknowledgement iii
Introduction vii
Activities for Class III 1
Activities for Class IV 21
Activities for Class V 39
Activities for Class VI 59
Activities for Class VII 83
Activities for Class VIII 109
(vi)
Introduction
It is a common observation that a large section of student population considers
mathematics to be a dull and difficult subject. This is because of being taught in a
mechanical manner where students are made to memorize formulae/algorithms and
apply these formulae algorithms in solving problems.
All this is creating a phobia in the minds of students towards this subject.
In order to appreciate the nature of mathematics and to make mathematics learning

interesting and joyful, the teaching-learning process has to be completely revamped. The
concept of mathematics laboratory has been introduced by CBSE few years back in Class IX
and X. In 2008, CBSE extended this concept to Primary and Upper Primary classes by
identifying specific activities for Classes III-VIII based on the concepts given in NCERT text
books.
The present document gives detailed process for performing these activities. Care has been
taken to ensure that the teachers and students are able to perform these activities with
relative ease, requiring no expensive material.
It is hoped that teachers and students will perform these activities and make mathematics
teaching-learning process a joyful one. These activities can be performed inside the
classroom, homes or some corner/room in the school where materials are easily available
to the students so that they can work with them, actively participate in the activity and
consequently learn to appreciate and understand mathematics.
Dr. Srijata Das

Education Officer, CBSE, Delhi
(vii)
3 Grade : 3
Mathematics Laboratory in Primary
& Upper Primary schools
ACTIVITY 1
To draw the following figures on a dot paper:
(i) a hut (ii) a joker (iii) a flower
Learning Objective : To handle ruler and pencil and to identify straight lines, curves and closed
Pre-requisite
figures.
: Knowledge of horizontal, vertical and slanting lines and familiarity with

3
dot papers.
Materials required : A dot Paper, a pencil, an eraser and a ruler
Procedure : (i) Drawing a hut
Step 1. Mark or identify a dot in the dot paper.
Step 2. Starting from this dot as first, using

pencil and ruler, draw a horizontal line
upto the sixth dot towards right [Fig.
Fig. 1(a)
1(a)].
Step 3. From both ends of this line, draw

vertical lines downward covering 4
dots [Fig. 1(b)].
Grade : 3 - Mathmatics Laboratory in Primary & Upper Primary schools

Step 4. Using a ruler join the lower ends of the Fig. 1(b)
vertical lines to get a four-sided
closed figure [Fig. 1(c)].
Step 5. Proceed further to complete the

figure of a hut by drawing horizontal, Fig. 1(c)
vertical and slanting lines.
Repeat above steps to draw

(i) A jocker (ii) a flower
Observations : Observe each of the figures and note down

(i) Number of horizontal lines = ......................................
(ii) Number of vertical lines = ......................................
(iii) Number of slanting lines = ......................................
(iv) Number of curved lines = ......................................
(v) Number of triangles = ......................................
(vi) Number of rectangles = ......................................
(vii) Number of squares = ......................................
(viii) Number of circles = ......................................
3
3 ACTIVITY 2
To represent the following pairs of numbers on straight lines using
stickers and to identify the greater number from the representation.
(i) 7 and 11 (ii) 9 and 5
Learning Objective : To compare numbers
Prerequisite : Knowledge of numbers.
Materials required : Two sheets of paper and 40 identical stickers.
Procedure : Representing numbers 7 and 11 on straight lines
Step 1. Draw two straight lines on a paper sheet [Fig. 2(a)].
Step 2. Take seven stickers and stick them

one by one on the first line starting 7 stickers
from one end. Make sure no gap is
left between any two stickers and
also no two stickers overlap each
other [Fig. 2(b)].
Step 3. Now take 11 stickers and stick

Fig. 2(a) Fig. 2(b)
them one by one on the second
line in the same way as above

[Fig. 2(c)].
Step 4. Observe the lengths of the stickers

and note down that the number
representing longer length of the
stickers, is greater than the other. 11 stickers
Similarly represent numbers 9 and 5 using Fig. 2(c)

stickers and note down the number
representing longer length of the stickers.
Observations :
Comparing the lengths of the stickers
(i) In the activity (i) greater number is …..
(ii) In the activity (ii) greater number is …..
Extension of the activity : This activity may also be performed by shading squares in a line on the
grid paper.
4
ACTIVITY 3
To measure the following :
(i) Length of right palm (ii) Width of right palm
(iii) Length of right ear (iv) Width of smile
by group activity using a ruler/a measuring tape.
3
Learning Objective : (i) To develop the measuring skill
(ii) To collect, display and interprete the data
Pre-requisite : Knowledge of using a ruler or a measuring tape.
Materials Required : A ruler / measuring tape, a pencil and a paper.
(Activity is to be performed by a group of 4 or 6 students)
Procedure : Measurement of length and width of the right palm.
Step 1. One student stretches the palm of his right hand and another student in the group
measures the length and width of the palm using a ruler or measuring tape and records
the observation.
Step 2. Now, the two students interchange their roles.

Step 3. All members in the group follow the same procedure in pairs.
Measuring length of the right ear
Step 1. One student holds a ruler parallel and close to the right ear of another student and
measures the length of his/her ear.
Step 2. Now the two students interchange their roles.
Step 3. Other members of the group in pairs follow the same procedure.
5
3 Measurement of width of the smile
Step 1. All the students help each other in measuring the width of ones smile using a measuring
tape or a scale.
Step 2. It should be ensured that the ruler or measuring tape remains in contact with the skin
while making measurement
Step 3. All the members of the group record the observations.
Observation
Student Length of Width of Length of Width of
Name the right palm the right palm the right ear the smile
Group member having longest palm length ...............................
Group member having shortest palm length ...............................
Group member having widest smile ...............................
Group member having longest ear ...............................
Group member having shortest ear ...............................
6
ACTIVITY 4
To measure the dimensions of the floor of a room in the house using 1m
long thick string.
Learning Objective : To estimate and measure large lengths.
Pre-requisite : Knowledge of measuring length and its unit.
Materials required : Thick string, a metre scale, a pencil or a piece of chalk.

3
Procedure :
Step 1. Cut a piece of string 1m long using a string

metre scale.
Step 2. Place one end of the 1m string at one of

the corners of the floor and stretch, Floor
keeping it straight along one side of the
floor. [Fig. 4(a)]
Step 3. Mark the position of the other end of Fig. 4(a)

the string on the floor with a piece of
chalk or pencil. string

Step 4. Remove the string from this position
and place it again away from the corner
along the side of the floor keeping its Floor
one end at the marked position.
Step 5. Mark the position of the other end of

the string on the floor. [Fig. 4(b)] Fig. 4(b)
Step 6. Proceed further in the same way and
complete the measurement of this side of the floor, considering lengths (if needed)
smaller than 1 m as ½ m or ¼ m by folding the string.
Step 7. Record your observations.

Similarly measure the lengths of other sides of the floor and record your observations. Follow the
same process to measure the dimensions of floor of other rooms in your house.
Observations :
Room Number ...............................
Length of the 1st side ...............................
Length of the 2nd side ...............................
Length of the 3rd side ...............................
Length of the 4th side ...............................
7
3 ACTIVITY 5 A
To count the number of edges and corners of the following objects:
(i) A shoe box
(iii) A rectangular sheet of paper
(v) A ruler
(ii) A die
(iv) The alphabet 'O'
Learning Objective : To identify edges and corners of different objects.
Pre-requisite : Knowledge of edges and corners.
Materials Required : A shoe box, a die, a rectangular sheet of paper and a ruler.
Procedure : Counting edges of a shoe box
Step 1. Hold the shoe box and observe it carefully from all sides. [Fig. 5a(1)]
Step 2. Identify all the edges.
Step 3. First of all count the longest Right face

edges by rotating the shoe box.
Left face
Step 4. Now count all other edges on the
left side and the right side of the Edge

box.
Fig. 5a(1)
Counting corners of a shoe box

Top
Step 1. Hold the shoe box and identify its
corners. [Fig. 5a(2)]
Step 2. Count all the corners of the top

of the box.
Corner
Step 3. Count all the corners of the
bottom of the box.
Bottom
Fig. 5a(2)
Repeat the process for other given objects
and count their edges and corners.
8
Observations :
S.No.
3
Name of the object Total number of edges Total number of corners
3
4
9
3 ACTIVITY 5 B
To record the number of edges and corners obtained after folding a
rectangular sheet of paper from each corner one by one.
Learning Objective : To identify edges and corners of different objects.
Material required : One rectangular sheet of paper.
Procedure :
Step 1. Take a rectangular sheet of paper

1 4 1
and observe that it has four
corners. Mark them as 1, 2, 3 and
4. Clearly it has 4 edges.
Step 2. Fold one of the corners of the

rectangular sheet and observe
the new shape of the sheet. [Fig.
5(b)(1)] 2 3 2 3
Step 3. Count the number of edges and Fig. 5(b)(1)

corners of the new shape of the
sheet.
Step 4. Record the observations.
Step 5. Fold the second corner of the

sheet and observe the new shape
of the sheet. [Fig. 5(b)(2)]
Step 6. Count the number of edges and 2 3

corners of the new shape after Fig. 5(b)(2)
folding two corners.
Similarly count the number of corners and edges after folding 3rd and 4th corner.
Observations :
Shape Number of edges Number of corners

Rectangle
After folding 1st corner
After folding 2nd corner
After folding 3rd corner
After folding 4th corner
10
ACTIVITY 5 C
To observe the number of edges and corners in the shape formed by creases
selected after folding a rectangular sheet of paper 5 times and then
unfolding it.
Learning Objective : To identify edges and corners in a given shape.

3
Materials required : A rectangular sheet of paper.
Procedure :
Step 1. Take a rectangular sheet of paper and fold it parallel to its breadth near the middle of
the paper to get a crease. [Fig. 5c(1)]
Step 2. Now fold the folded paper again along the length near the middle to get another crease.
[Fig. 5c(2)]
Step 3. Similarly for 3rd, 4th and 5th fold follow the directions given in Fig. 3 to 5
Step 4. Unfold all the five folds of the paper
Step 5. Select and draw any one closed shape formed by creases.
Step 6. Record the number of edges and corners of the shape drawn.

Crease 1 2nd Fold
1st Fold 3rd Fold
Crease 3
Crease 2
Fig. 5c(1) Fig. 5c(3)

Fig. 5c(2) 5th Fold
Crease 4
Fig. 5c(4) Crease 5 Fig. 5c(5)
Observations :
Number of edges in the selected shape ...............................
Number of corners in the selected shape ...............................
11
3 ACTIVITY 6
To make the following shapes using set of Tangram cutouts:
(i) a cat
Pre-requisite :
(ii) numeral 4
Learning Objective : To explore different shapes using given geometrical shapes.
Knowledge of geometrical shapes.

Materials required : Two sets of cut outs of the Tangram.
Procedure :
Step 1. Identify the different shapes of cut outs in a set of Tangram [Fig. 6(a)].
Step 2. Using all the seven cutouts of a Tangram set placing edge to edge with no space left in
between, obtain the shape as in [Fig.6(b)].
Step 3. Proceed in the same way to obtain the shape shown in [Fig. 6(c)].
2
6
1 5
4
7
3
Fig. 6(a)
4 6
5 3
4
7 7
2 5
1
3
1
6
2
Fig. 6(c)
Fig. 6(b)
12
Observations:
1. Figure in 6(b) looks like
2. Figure in 6(c) looks like

Extension : Try to get the shape of
(i) a duck
...............................
...............................
3
(ii) a cat in some other posture
(iii) a man in sitting posture
using all the seven pieces of Tangram set.
13
3 ACTIVITY 7
To make a time table from wake up time to bed time on a
(i) working day
Pre-requisite
(ii) holiday
Learning Objective : To understand the importance of time and planning.
: Knowledge of reading time from the clock.
Materials required : A pencil and a sheet of paper.
Procedure :
Step 1. Keeping the time interval of one hour, record the time intervals and the corresponding
activities performed on a working day (say Monday) in the table (I) as shown.
Table-1
Monday
Time interval of 1 hour Activity performed
(Morning) 6.00 O`Clock - 7.00 O`Clock Getting ready to go to School

7.00 - 8.00
8.00 - 9.00
Step 2. Proceed in the same way to record your time and the activities performed on a holiday.
Table 2
Sunday
Time interval of 1 hour Activity performed
(Morning) 6.00 O`Clock - 7.00 O`Clock Sleeping

7.00 - 8.00
8.00 - 9.00
14
Observations :
(i)
(ii)
(iii)
How much time do you spend on sleeping after 6 o'clock on a working day?
................
How much time do you spend on a holiday for studying? ...............
For how many hours do you watch TV?

3
(a) on a working day ................
(b) on holiday ................
(iv) For how many hours do you play?
(a) on a working day ................
(b) on holiday ................
Extension : Students can divide themselves in groups of 5 and can make a comparison in their
study time and play time, among themselves.
15
3 ACTIVITY 8
To represent multiplication tables of 2 and 3 using lines and dots.
Learning objective : To visualize and understand multiplication tables.
Pre-requisite : Knowledge of horizontal and vertical lines and process of addition.
Materials required : A sheet of paper and bindies
Procedure :
Step 1. Draw two vertical lines as in the Fig. 8(a).
Step 2. Now draw a horizontal line intersecting the two vertical lines and paste bindies at the
intersection representing 2x1 = 2 [Fig. 8(b)].
Step 3. Again draw two vertical lines. Now draw two horizontal lines intersecting two vertical
lines and paste bindies at the four points of intersection. These points represent 2x2=4
[Fig. 8(c)]
Step 4. Repeat the above steps drawing 2 vertical lines and three horizontal lines, intersecting at
six points. These points represent 2x3=6 [Fig. 8(d)]
Step 5. Repeat the above steps with four horizontal lines intersecting the two vertical lines to
represent 2x4=8 as in [Fig. 8(e)].
Step 6. Continue the activity increasing the number of horizontal lines one by one upto ten and
complete the multiplication table.
Step 7. Starting with three vertical lines and intersecting them by horizontal lines, as above
obtain the multiplication table of 3 as shown in Fig. 8(f), Fig. 8(g) and Fig. 8(h).
Fig. 8 (a) Fig. 8 (b) Fig. 8 (c) Fig. 8 (d)
Fig. 8 (e) Fig. 8 (f) Fig. 8 (g) Fig. 8 (h)
16
Observations : Fill in the blanks :
(i) 2x1 = ............ ,
2x4 = ............ ,
2x7= ............ ,
(ii) 3x1 = ............ ,

2x2 = ............. ,
2x5 = ............. ,
2x8 = ............. ,
3x5 = ............. ,
2x3 = .............
2x6 = .............
2x9 = .............
3x7 = .............
3
3x10 = ............
Extension : You may initiate discussion among the other students for the process of developing
the tables of 4 and 5.
17
3 ACTIVITY 9
To identify a number as an even number or an odd number.
Learning objective : To distinguish even and odd numbers.
Pre-requisite : Knowledge of numbers.
Materials required : Objects like beads/pebbles.
Procedure :
Step 1. Pick up a few beads and count Bindis

them.
Step 2. Try to arrange them in pairs.
Step 3. Are you left with any unpaired

bead? [Fig. 9(a)]
beads
Step 4. Stick a few bindies on a page of
your notebook as shown in
Fig. 9(a)
Fig.9(b)
Step 5. Count the number of bindies and

record it.
Step 6. Draw boundaries around pairs of

Fig. 9(b)
bindies as shown in Fig. 9(b), so
that no bindi is paired twice.
Observations :
1. How many beads did you count? ..................
2. Was any bead left after pairing in Step 3. If yes, the number was ..................
3. How many bindies did you stick? ..................
4. Are you left with any unpaired bindi after pairing ? Yes/No ..................
5. Is the number of bindies even or odd? ..................
6. Take a number (say) 36? Is it even or odd? ..................
Note : If the total number of bindies can be paired then we say that the bindies are even in
number. If any one of the bindies remain unpaired, then we say that the bindies are add in
number.
Extension : What about the next number?
1. Take numbers 1 to 30 and classify them as even or odd numbers.
2. A given number of marbles may be distributed in two groups and then the concept of even /
odd numbers can be strengthened.
18
ACTIVITY 10
To understand money transactions.
Learning objective : To enhance the ability of handling money.
Pre-requisite
Materials Required
: 1. Knowledge of numbers and their addition / subtraction.
2. Knowledge of currency notes of different denominations in circulation.
: Artificial currency notes of different denominations.

3
Procedure :
Step 1. Make/get some artificial notes of Re. 1, Rs. 2, Rs. 5, Rs. 10 and Rs. 20 denomination
[see Fig. 10 (a)]
Step 2. Make combinations of notes to make Rs. 20 from this collection.
Step 3. Each student of the class performs Step 2 and records his /her observation in the
following table
S.No. Name Re.1 Rs.2 Rs.5 Rs.10 Rs.20 Working

1. Anju 2 10+10=20
2. Neelam 2 1 5+5+10=20
3. Priya 5 1 2+2+2+2+2+10=20
Observations :
1. Which combination has least number of notes? ...........................
2. Which combination has maximum number of notes? ...........................
3. Which other combination you can make? ...........................
19
3 Extension :
1. The students may be introduced to the notes of Rs. 50 and Rs.100.
2. The above activity may be extended using Rs.50/- and Rs.100/- notes for a toy costing
Rs. 250/-.
Fig. 10(a)
20
4 Grade : 4
ACTIVITY 1
To draw the following shapes on a dot paper
(a) Triangle
(b) Rectangle
(c) Square
4
Learning Objective : To understand of shapes of a triangle, a rectangle and a square.
Pre-requisite : Familiarity with the shapes such as triangle, rectangle and square.
Materials required : Dot papers, a pencil and a ruler.
Procedure : (a) Triangle
Step 1. Take any three dots A, B and C not in a line and join them to form a triangle. [Fig. 1(a)].
How many sides does it have? How many angles does it have?
Step 2. In Fig. 1(a) out of given dots join any three dots to form a triangle using a ruler.
A G
D

C
B
E M H
F
Fig. 1(a) Fig. 1(b)
Observations : In Fig 1(b),
1. can you draw a triangle by joining the dots, D, M and F? ................................ (Yes/No)
2. can you draw a triangle by joining the dots E, M and H? ................................ (Yes/No)
3. can you draw a triangle by joining the dots D, E and H? ................................ (Yes/No)
Extension : On a dot paper draw
1. two triangles joining five dots.

2. two triangles joining four dots.
3. three triangles joining seven dots.
4. three triangles joining six dots.
23
4 5. three triangles joining five dots.
Procedure :(b) Rectangle
Step 1. Four dots M, N, O and P are

joined to form a rectangle on
the dot paper using a ruler
Fig.1(c).
M N Q
Step 2. Count and verify that the

number of dots on the line Y
joining M and N are four P O
(excluding M and N)
X R S
Step 3. Similarly count dots on the
remaining sides T
Which sides of the given
rectangle have equal number of
dots on it?
Step 4. Observing and using above U W
information make a rectangle
by joining four points on a dot
Fig. 1(c)
paper.
Observations :
1. Can you make a rectangle by joining dots, S, R, O and Y, Fig. 1(c)? ................. (Yes/No)
2. Can you make a rectangle by joining dots T, R, W and U? ................. (Yes/No)
3. Can you make a rectangle by joining dots P, O, R and T? ................. (Yes/No)

Extension : On a dot paper draw
1. two rectangles by joining six points
2. a rectangle in which one side covers seven dots and the other side three dots.
E F
Procedure : (e) Square
Step 1. Dots E, F, G and H are joined to

form a square using a ruler.
[Fig. 1(d)]
Step 2. Count the number of dots on
each side. What do you H G
observe?
D E C
Step 3. Observing and using above
information make a square by
joining four points on the given A B
dot paper.
Fig 1(d)
24
Observations :
(i) Can you make a square by joining dots A, B, C and D in Fig. 1(d)? ........... (Yes/No)
(ii) Can you make a square by joining dots A, B, C and F in fig. 1(d)? ........... (Yes/No)
(iii) What is the difference between a rectangle and a square?
Extension :
4
1. Make another square in the interior of the given square using a dot paper.
2. On a dot paper make two squares of the same size.
25
4 ACTIVITY 2
(a) To find the centre and radius of a circle by paper folding.
(b) To make a geometrical design using a pair of compasses and a ruler.
(c) To make a pattern of circles with
(i) the same centre but different radii
(ii)the same radius but different centres on the same line
Learning objective : To familiarise with circle and its parts.
Pre-requisite : Knowledge of paper folding, handling a ruler and compasses.
Materials required : Sheets of paper, a ruler, a pencil, a pair of scissors, a pair of compasses,
any circular object like a bangle or a bowl.
Procedure : (a) To find the centre and radius of a circle by paper folding
Step 1. Put bangle on the paper and move a pencil around it to get a circle [Fig. 2(a)].
Step 2. Cut out the circle with the help of a pair of scissors [Fig. 2(b)].
Step 3. Fold it into two halves and make a crease. [Fig. 2(c)]
Fig 2(a) Fig 2(b)
Fig 2(c) Fig 2(d)

Step 4. Fold it again and make another crease as shown. [Fig. 2(d)]
Step 5. Unfold to get two creases intersecting at a point. [Fig. 2(e)]
This point is the centre of the circle.
Step 6. Name the centre of the circle as O and the end points of the creases as A,B,C and D [Fig.
2(f)].
26
Centre of Circle
A
C
O B
4
D
Fig 2(e) Fig 2(f)
Then OA, OB, OC and OD are radii of the circle.
Step 7. Measure radii OA, OB, OC and OD
Observations:
(i) Length of OA = ............, OB= ............, OC= ............, OD= ............,
(ii) Are the above lengths equal? .............................. Yes/No
Procedure : (b) and (c)

Step 1. Draw a circle of any radius using a
pair of compasses and a pencil.
[Fig. 2(h)]
Step 2. Taking any point on the circle as

centre, draw a part of the circle
of the same radius intersecting
the circle at A and B as shown in
figure [Fig. 2(i)].
Step 3. Taking A and B as centres, draw

parts of circle and complete the
design as in Fig. 2(j). Can you now
develop another design as in
Fig. 2(k)?
Fig 2(g)
Step 4. Taking any point on the paper as
centre draw circles of different
radii. [Fig. 2(l)]
Step 5. Draw a line on the paper and taking a point on it as centre draw a circle of any radius.
Keeping the radius same and by taking suitable points on the line as centres, draw
circles to get the pattern as in figure. [Fig. 2(m)]
27
4 A B
Fig 2(h) Fig 2(i) Fig 2(j) Fig 2(k)
Fig 2(l) Fig 2(m)
Observations :
(i) How many circles can be drawn from the same centre but different radii? ......................
(ii) How many circles can be drawn of the same radius but different centres on the same line?
..........................
28
ACTIVITY 3
a. To divide a square by paper folding, to make :
(i) four equal rectangles
(ii)four equal squares
(iii) four equal triangles
b. To divide a rectangle, by paper folding, to make :
4
(i) four equal rectangles
(ii)four equal triangles
Learning objective : To visualize rectangles, squares and triangles of same size.
Pre-requisite : Familiarity with the shapes of rectangle, square and triangle.
Materials required : Paper cutouts in the shape of a square and a rectangle.
Procedure : For (a) (i)
Step 1. Take a cut out in the shape of square Fig.3(a)
Step 2. Fold it in the middle so that the two parts completely overlap each other. Fig.3(b). Can
you identify the shapes obtained after folding?

Step 3. Further fold the paper along its longer side so that both portions overlap each other
Fig.3(c).
Fig 3(a) Fig 3(b) Fig 3(c) Fig 3(d)

Identify from equal rectangles thus obtained.
Step 4. Now unfold it. Fig. 3(d).
For (a) (ii)
Step 1. Take a square cutout again and fold it as in Step 2 above. [Fig. 3(b)]
Step 2. Now fold it again in the middle along its shorter side. [Fig. 3(e)]
Step 3. Unfold it. Fig.3(f). Identify four equal squares thus obtained.
29
4
Fig 3(e)
Fig 3(f)
For (a) (iii)
Step 1. Take a square shaped cut out [Fig3(a)].
Step 2. Fold it so that its two opposite corners overlap each other [Fig.3(g)]. Identify the shape
obtained after folding.
Step 3. Again fold it in the middle along the longer side so that the two parts over lap each other
[Fig.3(h)].
Step 4. Unfold and identify four equal triangles. [Fig.3(i)].
Fig 3(h)
Fig 3(g)
Fig 3(i)
Observations :
Complete the following table:
Activity Number of parts Are all the parts equal? Shape of each part
of unfolded cut out obtained by folding
(a)(i)
(a)(ii)
(a)(iii)
For activity 3(b), take a rectangle and proceed in the same way as in Activity 3(a).
30
ACTIVITY 4
(a) To shade ¼th part of your palm impression.
(b) To fill a given region with thumb impressions.
Learning objective : To visualize
(a) ¼ as a part of whole, (b) interior of a region.
4
Pre-requisite : Knowledge of fractions.
Materials required : Water colours, a ruler, a square paper, a pencil and plain paper.
Procedure : For (a)
Step 1. Place your palm on a squared paper and draw its outline [Fig. 4(a)].
Step 2. Draw a rectangle surrounding your palm impression [Fig. 4(b)].

Fig 4(a) Fig 4(b) Fig 4(c)
Step 3. Divide this rectangle into four equal parts and colour its one part (only the interior
region of palm)[Fig. 4(c)].
For (b)
Step 1. Draw a triangle on a plain sheet [Fig. 4(d)].
Fig 4(d) Fig 4(e)
31
4 Step 2. Mix water and colour in a bowl.
Step 3. Dip your thumb into it and fill inside the triangle [Fig. 5(e)].
Observation :
(i) Number of parts in Fig. 4(b)
(ii) Number of parts shaded in Fig. 4(c).

= ..............
= ..............
(iii)Fraction representing the shaded part in Fig. 4(c) is = ..............
(iv) Fraction representing the unshaded part Fig. 4(c) is = .............. (appx.)
(v) Number of thumb impressions required to fill the triangle is = ..............

32
ACTIVITY 5
To make a tiling pattern on a dot paper using geometrical shapes as tiles.
Learning objective : To generate patterns using geometrical shapes.
Pre-requisite : Knowledge of geometrical shapes, use of dot paper.
Materials required : Square dotted paper, pencil/pen
Procedure :
4
Step 1. Observe the given geometrical patterns in Fig. 5(a)(i) and 5(a)(ii)
Step 2. Extend the given tiling patterns using shaded geometrical shape as a tile.
Fig. 5(a) (i) Fig. 5(a) (ii)

Fig. 5(b) (i) Fig. 5(b) (ii)
Observations :
1. In Fig. 5(a)(i), how many line segments have been used to make a single tile?
.....................................
..................................................
2. In Fig. 5(a)(ii), how many lines have been used to make a single tile?
...................................................
3. The second tiling shape i.e. Fig. 5(a)(ii) can be arranged in different patterns as in Fig. 5(b)(i)
and Fig. 5(b)(ii). Which of these patterns of tiles can be used to fill the given space
completely and which cannot?
...................................................
33
4 ACTIVITY 6
To write a secret code message where all the English alphabets are
replaced by numbers 1 to 26, respectively, in order.
Learning objective : To understand coding and decoding of message.
Pre-Requisite : Knowledge of numbers upto 100, playing with numbers by forming

different patterns/sequences, say, even, odd, back counting forward
counting.
Materials required : Paper sheet and a pencil
Procedure :
Step 1. Write all the alphabets in order.
Step 2. Assign each alphabet a number.
These numbers may follow a pattern.
e.g. A-1, B-2, C-3, D-4 and so on.
Step 3. Take any word and for each alphabet write the corresponding assigned number.
e.g. for the word FRIEND

F - 6
R - 18
I - 9
E - 5
N - 14
D - 4
So, the secret code for the word FRIEND becomes 6 (18) 9 5 (14) 4
Observation : Rohit and his friend developed a secret code and wrote:
Cab as 624
Bag as 42 (14)
Meeta and her friend developed another code and wrote
Cab as 312
Bag as 217
Can you write the numbers assigned to the letter 'g' by Rohit and by Meeta?
Extension : Take different words and write their codes. Give your friend a message in this coded
form.
34
ACTIVITY 7
(a) To measure the length of the boundary line of the top of a book using
thread and a scale.
(b) To measure the length of the boundary line of any shape drawn on a
paper using thread and a scale.
Learning Objective : To understand the concept of perimeter of plane figures.
4
Materials required : A book, a thread, a measuring tape / centimeter scale and pens with red
ink and blue ink.
Pre-requisite : Use of a centimeter scale for measurements..
Procedure : For (a) Measuring boundary line of the top of a book.
Step 1. Take a book
D C
Step 2. Consider its top. Place a thread at one side on the
top of the book
Step 3. Mark a point near one end of a string with red ink.
Let this point be A.
Step 4. Place this point of the string at one of the corner of
the top of the book and stretch it around the top
reaching to the same point. Put a mark again on

the string with blue ink. A B
Step 5. Take a centimeter scale/measuring tape. Measure
the distance between the two marks. While
measuring keep the thread stretched. Fig. 7(a)
Step 6. Record the measurement as length of boundary of
the book.
A
For (b) Measuring boundary of a given figure.
Step 1. Draw a closed figure on a plane paper.
Step 2. Mark any point A on the figure and place one end of
a thread at A and mark this end with blue ink. [Fig.
7(b)]
Step 3. Strech the thread along the boundary line of figure
to meet again at A mark this point on the thread
with ink.
Step 4. Measure the distance between two marks on the
thread using centimeter scale. Fig. 7(b)
Observations :
(i) The length of the boundary of the top of the book is ..................
(ii) The length of the boundary line of the figure in Fig. 7(b) is ..................
Extension : Measure the boundary of different plane figures from your surroundings and record
them.
35
4 ACTIVITY 8
To arrange cutouts of a tangram set in the shape of the first alphabet of
your name.
Learning objective : To make different shapes using given geometrical shapes.
Pre-requisite : Familiarity with tangram cut outs and their use.
Materials required : Tangram sets, a pencil/pen and paper sheets.
Procedure :
Step 1. Take cut outs of a tangram set.
Step 2. Arrange its different pieces to write the first alphabet of your name. For help see
Fig.8(a)
Observations :
(i) Number of pieces of tangram used in one letter is ................
(ii) Number of pieces of tangaram used in your name is ................

Fig. 8(a)
36
ACTIVITY 9
To measure the heights and weights of all members in a group.
Learning Objective : To collect and interpret the data.
Pre-requisites
Material required
Procedure
: Knowledge of using measuring tape and weighing machine.
: A measuring tape, a weighing machine, a pen/pencil, paper sheets.
:
4
Step 1. Divide the class in small groups say of 5
members each.
Step 2. In each group one member should

measure the heights and weights of
other members.
Step 3. Record the heights and weights of all

the members of a group in the
following table:
Fig. 9(a)
Name Height (cms) Weight (kgs)

Observations :
1. Compare your observation with other groups.
Group A Group B Group C Group D
Tallest member Height Height Height Height
Shortest member Height Height Height Height
Maximum weight Weight Weight Weight Weight
Minimum weight Weight Weight Weight Weight
Name the tallest member in the class? ____________
Name the shortest member in the class? ____________
Name the member having maximum weight in the class? ____________
37
4 Name the member having minimum weight in the class?
What is the height of the tallest member?
What is the height of the shortest member?

Extension :
____________
____________
____________
1. Collect the data of the different sports liked by children, favourite colours, favourite food
items, favourite hobbies and record the data of the entire class and find:
(a) Which item (say a particular sport) is liked by maximum children
(b) Which item is least liked
2. Collect the data of the time taken by different students of a class, in 100m race and prepare a
table to find
(a) the student who took the least time
(b) the student who look the maximum time

38
5 Grade : 5
ACTIVITY 1
To make a set of Tangram cutouts by paper folding and cutting and to
make geometric figures using its pieces.
Learning objective : To familiarise with geometrical figures.
Pre-requisite
Materials required
: The knowledge of basic geometrical shapes : triangle, square, rectangle.
: An 8x8 grid, a pair of scissors, a pen/pencil and a ruler.

5
Procedure : 1(a) To make a Tangram set.
Step 1. Take a 8x8 grid and label it as ABCD, which is a square.[Fig. 1(a)]
Step 2. Fold the square ABCD along BD such that point 'C' falls on point 'A' and mark the crease
BD.
Step 3. Unfold the grid and cut along the crease.
Step 4. Take any one cutout obtained in Step 3 say ABD and fold it through the vertex A so that
the two end points of the longest side meet exactly and mark the crease.
Step 5. Unfold and cut along the crease and label the two parts as 1 & 2 [Fig. 1(b)].
Step 6. Take the other cutout obtained in Step 3 and fold it in such a way that point containing a
right angle exactly falls on the mid point of its longest side.

Step 7. Unfold and cut along the crease formed. Label the triangle cutouts as 3 [Fig. 1(c)].
Step 8. Take the remaining cutout obtained in Step 6 and fold along the lines drawn. [Fig.1(d).]
Step 9. Unfold and cut along the creases. Label the cutouts as 4, 5, 6 & 7. [Fig. 1(e).]
D C D C
D
3
2
A B
A 1 B
B
Fig. 1(a) Fig. 1(b) Fig. 1(c)
4 6 7
D B D 5 B
Fig. 1(d) Fig. 1(e)
41
5 The seven shapes obtained represent a set of tangram pieces.
Observations :
(i) Can you make a triangle using any 2 cutouts of a tangram? If yes, then write their numbers
........................................ .
(ii) Can you make a square using any 2 cutouts of a tangram? If yes, then write their numbers
........................................ .
(iii)Can you make a rectangle using any 2 cutouts of a tangram? If yes, then write their numbers
........................................ .
(iv) Can you make a triangle using any 3 cutouts of a tangram? If yes, then write their numbers
........................................ .
(v) Can you make a square using any 3 cutouts of a tangram? If yes, then write their numbers
........................................ .
(vi) Can you make a rectangle using any 3 cutouts of a tangram? If yes, then write their numbers
........................................ .
Extension :
(i) Make a triangle, a square and a rectangle using only 2 pieces of the tangram cutouts.
(ii) Make a triangle, a square and a rectangle using only 3 pieces of the tangram cutouts.
42
ACTIVITY 2
To find the area of each part of a set of Tangram pieces by counting
number of complete squares and half squares.
Learning objective : To understand the method of finding the area of different geometrical
Pre-requisite
shapes.
: Knowledge of tangram pieces and area.
5
Materials required : An 8x8 grid, a pair of scissors, glue, a pen/pencil and paper sheet.
Procedure :
Step 1. Take an 8x8 grid. Find its area (A) by counting the number of unit squares.
Step 2. Draw a tangram on a 8x8 grid.
Step 3. Count the number of complete and half unit squares in each shape.
Step 4. Find the area of each shape by adding number of complete squares to half the number
of half squares.
3 C
D
4 7

1 5
6
2
A B
Fig. 2(f)
Observations:
Cut out Number of Number of Area Fraction

number complete squares half squares (a) (a/A)
1
2
3
4
5
6
7
(i) Do all shapes have equal area? Explore the relationship between the area of each shape to the
original square.
(ii) What fraction is the area of each shape to the original square.
43
5 ACTIVITY 3
To make closed shapes using match sticks.
Learning objective : To understand closed and open figures.
Pre-requisite : Knowledge of closed figures.
Materials required : Match-sticks or any other sticks of the same size.
Procedure :
Step 1. Take two match sticks. Place them in different ways or positions, as shown in Fig. 3a.
Can you get a closed shape? .......................
Step 2. Take three match sticks. Place them in different positions. Can you get a closed shape?
If yes, which shape is obtained? .......................
Step 3. Observe different shapes obtained. Do you always get a closed shape?
.......................
Step 4. Repeat the activity by taking 4 match sticks, 5 match sticks and 6 match sticks. Observe
in each case which of them is closed and which is open.
Fig. 3(a)
Observation :
(i) How many, minimum number of match sticks are needed to get a closed shape? ................
(ii) How many minimum number of sticks are required to make a rectangle ? ...................
(iii)How many minimum number of sticks are required to make a square ? ...................
44
ACTIVITY 4 A
To identify a right angle, an angle less than a right angle and an angle more
than a right angle using body postures and to draw them using stick
drawings.
Learning objective : To familiarize and differentiate between angles viz. a right angle, an angle
Pre-requisite
more than a right angle and an angle less than a right angle.
: Knowledge of a right angle.

5
Materials required : A ruler and coloured pens
Procedure :
Step 1. Fold your one arm (see picture) Do you observe any angle?
Step 2. Make body postures as shown in the picture making angles between body parts.
Observation :
• Identify the right angles ....................
• Identify the angles less than a right angle ....................
• Identify the angles more than a right angle ....................

Extension : The activity may be extended to observing angles in different Yoga Asana postures.
45
5 ACTIVITY 4 B
Write the word MATHEMATICS using line segments and observe the
number of right angles, number of angles more than a right angle and
number of angles less than a right angle.
Learning objective : To differentiate between a right angle, an angel less than a right angle and
an angle more than a right angle.
Pre requisite : Knowledge of a right angle.
Materials required : A paper, a ruler and coloured pens.
Procedure :
Step 1. Write the word MATHEMATICS on a paper using a ruler.
Step 2. Observe the angles in different alphabets.
Step 3. Mark right angles, angles more than a right angle and angles less than a right angle with
different colours.
Observations :
Fill your observations in the table given below :
Letter number Number of angles less Number of angles

of right angles than a right angle more than a right angle
M
Extension : You may take some other word and do the same activity.
46
ACTIVITY 5 A
To make the face of a clock by paper folding.
Learning objective : To develop the skill of dividing a circle into 12 equal parts.
Pre-requisite : Knowledge of the face of a clock.
Materials required : A circular cutout, a ruler and coloured pen, two needles of unequal size.
Procedure :
5
Step 1. Take a circular cutout and fold it in two equal halves.[Fig. 5a(1)]
Step 2. Fold yet again to divide the shape obtained in step 1 in two equal halves.[Fig. 5a(2)]
Step 3. Make 2 folds in the shape obtained in step 2 such that it get divided into 3 equal halves.
[Fig. 5a(3)]
Step 4. Unfold and draw lines on creases. Mark numbers 1 to 12 as on face of clock. [Fig. 5a(4)]
Step 5. Fix two needle as shown in Fig 5a (5).

(i) What is the time shown in Fig. 5a (5)? ...........
Observation :
1. Mark the position of hours needle at 3 and minutes needle at 1 and read the time

................
2. Mark the position of hours needle at 5 and minutes needle at 9 and read the time ..............
Fig. 5a (3)
Fig. 5a (2)
12
11 1
12
Fig. 5a (1) 2
10
9 3 9 3
8 4
6
7 5
6
Fig. 5a (5)
Fig. 5a (4)
47
5 ACTIVITY 5 B
To observe hands of a clock at different times in a day and record types of
angles formed in each case between the two hands.
Learning objective : To recognize angles equal to a right angle, less than a right angle and
Pre-requisite
greater than a right angle formed by the hands of a clock at different
times.
: Reading a clock. 12
Materials required : A working clock.
Procedure:
9 3
Step 1. Take a clock.
Step 2. Set the clock at 9:10, 9:30, 9:45 and 10:00
Step 3. observe the smaller angle turned between the two hands.
6
Observation :
Fig. 5b (1)
Complete the following table with your observations:
Angle between the hands

Time A right angle less than a right angle greater than a right angle
9o'clock
9.10
9.30
9.45
10.00
Extension : You may set the clock at different times and find when the angle between the two
hands is :
(a) A right angle
(b) Greater than a right angle
(c) Less than a right angle
48
ACTIVITY 6
To make rectangles of different dimensions on a squared paper using 12
adjacent squares and calculate the perimeter and area of each of the
rectangles so formed.
Learning objective : To understand that shapes having the same area may have different
perimeters.
5
Pre-requisite : Knowledge of perimeter and area.
Materials required : A squared paper, a pen and sketch pens.
Procedure :
Step 1. Take a squared paper of dimension 12x8. Shade or colour twelve unit squares taking all
in one row. [Fig. 6(a)]
What shape do you get?
Step 2. Make more rectangles of different dimensions by taking 12 such unit squares.
Step 3. Find the area and perimeter of each rectangle, so formed.

Fig.6(a)
Step 4. Record your observations in a table.
Observation : Find the perimeter and area of each shape and record them in a table.
Rectangle size Perimeter Area

1 x12 ........................ ........................
2x6 ........................ ........................
3x4 ........................ ........................
Is there any difference in the perimeter of the three rectangles? ....................... (Yes/No)
Is there any difference in the area of the three rectangles? ....................... (Yes/No)
Extension : You may form different rectangles taking different number of squares and study the
change in perimeter, while the area remains the same.
49
5 ACTIVITY 7
To calculate the perimeter of different shapes formed by shading six
adjacent squares of dimensions 1 cm each on a squared paper.
Learning Objective : To verify that shapes having same area may have different perimeter.
Pre-requisite : Knowledge of perimeter and area of squares and rectangles.
Materials Required : A squared paper and colours.
Procedure :
Step 1. Take a squared paper and form different shapes using 6 unit squares as shown in
Fig. 7(a)
Step 2. Find the perimeter and area of each shape and record them in a table.
2 3 4
5
Fig. 7(a)
Observations :
Figure No. Area Perimeter

1
(i) Does the area remain same in each shape? .................... (Yes/No)
(ii) Does the perimeter remain same in each shape? .................... (Yes/No)
(iii)What do you conclude? .............................
Extension: You may take 8 or 10 squares, get different shapes placing them adjacent to each
other in any order and find the change in perimeter while the area remains the same.
50
ACTIVITY 8
(a) To represent the fractions 12,13,14, 15 etc. by paper folding using
rectangular strips of paper.
(b) To represent the fractions 12,14,34, etc. of a circular region by paper
folding.
5
Learning Objective : To understand fraction as a part of whole.
Pre-requisite : Knowledge of fractions. 1 , 1 , 3 , 3 etc.

2 3 4 5
Materials Required : A few paper strips of uniform width and circular cutouts of paper of same
size.
Procedure : 8(a)
Step 1. Take a paper strip (say 10 cm long approx). Fold it in the middle so that the two parts
overlap each other. Unfold and colour one part. Each part represents half of
1 of the whole strip. [Fig. 8(a)]
2
Fig. 8(a)

Step 2. Take another strip and fold it as in Step 1 and again fold it in the middle so that the two
parts of the folded strip are exactly equal. Open the folds again.
Shade or colour one part. [Fig. 8(b)]
Fig. 8(b)
Step 3. Take a strip and fold it in three equal parts, unfold it.
Step 4. Shade/Colour one part [Fig. 8(c)]
Fig. 8(c)
Step 5. Similarly take one more strip and fold it into 5 equal parts and shade one of the parts.
Observation :
(i) Shaded/coloured part in Fig. 8(a) represents the fraction .....................
(ii) Shaded/coloured part in Fig 8(b) represents the fraction ......................
(iii) Shaded/coloured part in Fig 8(c) represents the fraction ......................
(iv) Shaded/coloured part in the figure obtained in Step 5 represents the fraction ................
51
5 Extension :
(a) Try to represent the fractions 1 and 1 .
8 10
(b) Shade the parts to represent 2 , 2 and 2 .
Procedure : 8(b)
3 5
Step 1. Take a circular cutout of a paper.

8
Fold it in the middle so that the

two parts exactly overlap each
other. Unfold and mark the
Whole Half 1/2
crease. Shade or colour one part
Fig. 8(d).
Step 2. Take another circular cutout. Fold

it as in Step 1 and again fold it to Fig. 8(d)
get four equal parts. Shade or
colour one part
Observation :
(i) Shaded/coloured part in Fig. 8(d) represents the fraction ..................
(ii) unshaded/uncoloured part in Fig. 8(d)represents the fraction .................

(iii)Shaded/coloured part in the figure obtained in the Step 2 represents the fraction .............
(iv) Unshaded/uncoloured part in the figure obtained in Step 2 represents the fraction ............
Extension : Try to represent th fraction 1 , 2 , 1 .

3 3 5
52
ACTIVITY 9
To find the lines of symmetry in the following shapes by paper folding.
(i) Square
(ii)Rectangle.
Learning Objective : To understand the idea of line symmetry and lines of symmetry.
5
Pre-requisite : Knowledge of lines of symmetry.
Materials Required : Coloured papers, a ruler and colored pens.
Procedure :
Step 1. Cut a square of any dimension from a squared paper. Label it as ABCD. [Fig 9(a)]
Step 2. Fold the square cutout in such a way that BC falls on AD exactly.
Step 3. Unfold the paper and draw a line on the crease. [Fig. 9(b)]. This is one line of symmetry
of the square ABCD. [Fig. 9(b)]
Step 4. Again fold the square cutout in such a way that AB falls on DC exactly.
D C D C

A B A B
Fig. 9(a) Fig. 9(b)

Step 5. Unfold the paper and draw a line on the crease.[ Fig. 9(c)]
This is also another line of symmetry of

the square ABCD.
D C
Step 6. Fold the square cutout along the
diagonal AC.
Step 7. Unfold the paper and draw a line on
the crease.[ Fig. 9(d)]
This is also a line of symmetry of A B

square ABCD
Fig. 9(c)
Step 8. Fold the square cutout along the
diagonal BD.
Step 9. Unfold the paper and draw a line on the crease.[ Fig. 9(e)].
This is also one line of symmetry of square ABCD.

53
5 D
A
C
B
D
A
C
Fig. 9(d) Fig. 9(e)
Step10. Repeat the activity using a rectangular cutout and find out the lines of symmetry?
Observation :
1. How many lines of symmetry can be drawn in a square? .................
2. How many lines of symmetry can be drawn in a rectangle? ...................

54
ACTIVITY 10
To make 3x3 magic square using numbers 1 to 9.
Learning Objective : To make a magic square.
Pre-requisite : Knowledge of addition of numbers in rows, columns and diagonals.
Materials Required : A grid paper, a ruler, a pencil and a colored pen.
Procedure :
5
Step 1. On a grid paper draw a 3x3 square
ABCD. [Fig. 10(a)]
D C
Step 2. Extend the middle row and middle
column. [Fig. 10(b)]
Step 3. Write numbers from 1 to 9

diagonally in boxes. [Fig. 10(c)]
A B
Step 4. Shift numbers written outside the
original (3x3) square to the empty
boxes as indicated by arrows.
Fig. 10(a)
[Fig. 10(d)]
Step 5. Add the numbers row wise.

Observe the sum of each row.
3
2 6
1 5 9
4 8
7
Fig. 10(b) Fig. 10(c)
3
2 6 2 7 6
1 5 9 9 5 1
4 8 4 3 8
7
Fig. 10(d) Fig. 10(e)
55
5 Step 6. Add the numbers column wise.
Observe the sum of each column.
Step 7. Add the numbers diagonally.

Observe the sum of each diagonal.
Observation :
Location Numbers Sum of Numbers
First Row
Second Row
Third Row
First Column
Second Column
Third Column
One Diagonal
Another Diagonal
Extension : The activity may be extended for making a 3x3 magic square for any 9 consecutive
numbers. You may try to make magic square of order 5x5 for 25 consecutive
numbers.
56
ACTIVITY 11
To make cubes and cuboids of various dimensions using unit cubes
(i) A cuboid of dimensions 2 units x 3 units x 2 units
(ii) A cuboid of dimensions 3 units x 3 units x 2 units
(iii) A cube of side 3 units
5
Learning Objective : To understand the concept of dimensions in solid shapes.
Pre-requisite : Knowledge of a cube and a cuboid.
Materials Required : Unit cubes.
Procedure : (i)
Step 1. Take 2 unit cubes and place them adjacent to each other as shown in Fig. 11(a).
Step 2. Add 4 unit cubes to the previous shape as shown in Fig. 11(b).
Step 3. Add 6 unit cubes on the top of previous layer of cubes as shown in Fig. 11(c).
Fig. 11 (a)
57
5 Step 4 Make cuboids and cubes of other dimensions as in (i), (ii) and (iii) and note observations
after every step.
Observations :
Dimensions of shape obtained
After Step 1 = ……………..

Fig. 11 (b)
Fig. 11 (c)
58
6 Grade : 6
ACTIVITY 1
(a) To verify that addition is commutative for whole numbers, by paper
cutting and pasting.
(b) To verify that multiplication is commutative for whole numbers, by
paper cutting and pasting
6
Learning Objective : To understand that addition as well as multiplication are commutative for
whole numbers.
Pre requisite : (i) Knowledge of addition and multiplication of whole numbers.

(ii) Knowledge of commutative property of whole numbers.
Materials required : Grid papers, a pair of

scissors and glue
Procedure (a) : (a) To verify 3 + 4 = 4 + 3
Step 1. Cut out two strips each of length 3

units from a grid paper and shade
them with any colour (say Red)
Fig. 1(a).

Step 2. Cut two strips each of length 4 units Fig 1(a)
from a grid paper and shade them Fig 1(a)
with different colour (say Blue )
Fig. 1(b).
Step 3. For representing 3 + 4, paste one

strip of length 3 units and then paste
another strip of length 4 units in the
same line on the grid paper without Fig 1(c)
leaving any gap Fig. 1(c).
Step 4. For representing 4 + 3, paste one

strip of length 4 units and then paste
another strip of length 3 units in the
same on the same grid paper line
without leaving any gap Fig. 1(d). Fig 1(d)
Step 5. Now, compare (by counting number

of boxes) the length of strips obtained in Step 3 and Step 4.
Are they equal?
Step 6. Repeat the activity for some more pairs of whole numbers and write your result.
Observations:
Number of shaded boxes in the presentation of 3 + 4 = …………….
Number of shaded boxes in the presentation of 4 + 3 = …………….
61
6 Thus, 3 + 4 = 4 + 3
Hence addition is commutative for whole numbers.

Procedure (b): To verify 3 x 4 = 4 x 3
Step 1 Cutout three strips each of 4

boxes from a grid paper and
shade them with any colour (Say
blue).
Step 2 Place them on a grid paper to
form a rectangle as shown in Fig.
1(d)
Step 3 Now cutout 4 strips each of 3x4 4x3
length 3 units from the grid
paper. Colour them (say Red) and
place them on the same grid Fig 1(e)
paper to form a rectangle as
shown in Fig. 1(e)
Step 4 Now compare the number of boxes in each of the two rectangles obtained. Are they
equal?
Step 5 Repeat the activity for some more pairs of whole numbers and write your result.
Observations: Number of shaded unit squares in the representation of 3 x 4 = ……………
Number of shaded boxes in the representation of 4 x 3 = ……………
Thus , 3 x 4 = 4 x 3
Hence, multiplication is commutative for whole numbers.
62
ACTIVITY 2
To find prime numbers between 1 to 100 by Eratosthenes Sieve's method.
Learning Objective : To list prime numbers between 1 to 100.
Pre-requisite : Knowledge of factors and multiples.
Materials Required : A grid paper / squared paper, sketch pens.
Procedure :
6
Step 1. Take a grid paper/squared paper and cutout a 10 x 10 square from it.
Step 2. Write numbers from 1 to 100 in this grid as shown in Fig. 2(a).
Step 3. Colour the box with number 1 with any colour say blue as shown in Fig 2(a).
Step 4. Now en circle the number 2 with green colour, as it is a prime number.
Step 5. Next, cross all the multiples of 2 with red colour as shown in Fig. 2(b).
Step 6. Next, encircle the number 3 (prime number) with green colour and cross all multiples of
3 by red colour as shown in Fig. 2(c)

Step 7. Encircle the next prime number 5 with green colour and cross all it's multiples by red
colour.
Step 8. Encircle the next prime number 7 with green colour and cross all it's multiples by red
colour.
Step 9. Continue with this process till all the numbers are either encircled (prime numbers) or
crossed to obtain Eratosthenes sieve.
63
6
Fig. 2(c)
ACTIVITY 3
(a) To make a cube using the given net and count the number of faces,
vertices and edges.
(b) To check which of the given nets can be folded to form a cube.
Learning Objective : To understand the formation of a cube and to identify its faces, vertices
and edges,
6
Pre-requisite : Knowledge of vertices, edges and faces of a solid object, knowledge of a
cube and its nets.
Materials required : A set of given nets. Tracing paper, carbon papers, a thick paper, a pair of
scissors and glue.
Procedure : (a)
Step 1. Trace the given net Fig. 3(a) on a tracing paper.
Step 2. Now copy this drawing on a thick paper using a carbon paper as shown in Fig. 3(b)
Step 3. Cutout this net using a pair of scissors.
Step 4. Fold it along the dotted lines.
Step 5. Apply glue on its flaps to form a cube. Fig 3(c)

Thick
Paper
Carbon
Paper
Fig 3(a) Tracing

Paper
Fig 3(b)
Fig 3(c)
65
6 Observations :
1. Number of faces =
2. Shape of each face is
3. Number of vertices =
4. Number of edges =
…………………
…………………
…………………
…………………
5. Length of each side of cube = …………………
Procedure : (b)
Take one net out of the given nets Fig.3(d) and try to form a cube by following the above Steps 1
to 5. colour the nets which form a cube. Repeat the activity by taking other nets.
Fig 3(d)
Observations:
1. Which of the given nets can be folded to get a cube? ............................................
66
ACTIVITY 4
To find the HCF of two given numbers, by paper cutting and pasting.
Learning Objective : To understand the concept of HCF of two umbers.
Pre-requisite : Comparison of two numbers, knowledge of

Division algorithm : Dividend = Divisor x Quotient + Reminder
Materials Required : Coloured grid papers (2 different colours say green and red), a pair of
6
scissors, glue, a ruler, and a pencil.
Procedure :
Step 1. Take any two numbers say 24 and

16.
Step 2. Cut out a strip of length 24 units Fig. 4(a)
using green colour grid paper as
shown in Fig.4(a).
Step 3. Cut out another strip of length 16
units using red colour grid paper as Fig. 4(b)
shown in Fig. 4(b).
24 cm
Step 4. Place the red strip along the green
strip as shown in the Fig. 4(c) and

cut out the remaining part of the
green strip. 8 cm
Step 5. Observe that the remaining part of 16 cm
green strip cut out is of length 8 Fig. 4(c)
units and is smaller than the red
colour strip i.e. the strip of length
16 units.
Step 6. Now place the smaller cut out strip
(green) along the larger cut out 8 cm
strip (red) and cut out the extra Fig. 4(d)
part (red strip) as shown in Fig.
4(d).
Step 7. Repeat the activity till both strips
are equal.
8 cm
Observations : Fig. 4(d)
(i) In Step 4, the length of the green strip = ............... units
(ii) In Step 6, the length of the red strip = ............... units
(iii)Is there any part of any strip left when green strip of length 8 units was placed on the red
strip?.......... Yes/No
HCF of 24 and 16 = ............
Extension : (i) Find the HCF of (i) 40 and 16, (ii) 12, 15 and 6.
67
6 ACTIVITY 5
To classify the triangles on the basis of sides and angles from the given set
of triangles.
Learning Objective : To understand different types of triangles.
Pre-requisites : Knowledge of sides and angles of a triangle. Skill of measuring line
segment using a ruler and skill of measuring angles using a protractor.
Materials required : A ruler, protractor and coloured pencils and a set of triangles of different
types.
Procedure : On the basis of Angles.
Step 1. In the given set of triangles, measure all the angles of each triangle using a protector.
[Fig. 5(a)]
Step 2. Mark all acute angles with yellow colour, all right angles with red colour and all obtuse
angles with green colour.
Step 3. Complete the following Table 1.
D
B
Fig. 5(a)
F H
E
G
Table 1
Triangle Number of Number of Number of
Acute angles Right angles Obtuse angles
A 3 0 0
B
C
D
E
F
G
H
68
On the basis of sides
Step 4. Measure length of each side of each triangle. [Fig. 5(a)]
Step 5. Put a tick mark (ü
Triangle
)in the appropriate column in the following table.
All three
Table 2
Only two None of the side

6
sides are equal sides are equal is equal
A

Observations : In Table 1 and 2 :
1. Triangles having three acute angles are ………………………………. angled triangles.
2. Triangles having one right angle are ………………………………. angled triangles.
3. Triangles having one obtuse angle are ………………………………. angled triangles.
4. Triangles having three equal sides are ………………………………. triangles.
5. Triangles having two equal sides are ………………………………. triangles.
6. Triangles having all three sides of different lengths are ………………………………. triangles.
7. Triangles which are right angled as well as isosceles are ……………………………….
8. Is there any triangle which has two right angles? ……………………………….
9. Is there any equilateral triangle which is also right angled or obtuse angled? ………………….
10. Is there any equilateral triangle which is also right angled or obtuse angled?
69
6 ACTIVITY 6
To make the following shapes using a pair of set squares.
(i) square
(ii) rectangle
(iii) parallelogram
(iv) rhombus
(v) trapezium.
Objective : Handling set squares.
Pre-requisite : Knowledge of geometrical shapes.
Materials Required : Two pairs of set squares, pencil/pe and paper.
Procedure : (i) Making a square shape.
Step 1. Take two 45º -45º -90º set squares and place them on a paper such that their longest-
edges completely touch each other. [Fig. 6(a)]
Step 2. Now mark the boundary of the shape by moving a pencil around the outer edges of the
set squares [Fig. 6(b)].

Step 3. See carefully the shape formed. It is a square.
Procedure :(ii) Making a rectangle
Take two 30º-60º-90º set squares and repeat the Steps 1, 2 and 3 mentioned above. Observe the
shape formed. [Fig. 6(b) and 6(d)]
0
300 90
0
45
450
450 0
30 90 0
Fig 6(a) Fig 6(c) Fig 6(e)
Fig 6(b) Fig 6(d) Fig 6(f)
70
Procedure : (iii) Making a parallelogram
Step 1. Take two 45º-45º -90º or 30º-60º-90º
set squares.
Step 2. Place them such that 90º corner of the
one set square is in contact with 45º
corner of the other set square. [Fig
6(e)]
Fig 6(g)
6
Mark the boundary and observe the
shape formed. [Fig. 6(f)]
Procedures : (iv) Making a rhombus.
Step 1. Take two 30º-60°-90º set squares and
place them to make an equililateral Fig 6(h) Fig 6(i)
triangle [Fig. 6(g)].
Step 2. Make another equilateral triangle 300
with same base by the same process
opposite to first triangle as in [Fig.
6(h)].
300
Step 3. Mark the boundary and observe the
shape so formed [Fig6(i)].

Rectangle Fig 6(j)
Procedure : (v) Making a trapezium.
Step 1. Make a rectangle using two identical
set squares.
Step 2. Now place one more set squares of the
shape size in contact with one side of
Rectangle Fig 6(k)
the rectangle obtained [Fig. 6(j)].
Step 3. Mark the boundary and identify the four sided shape so formed. [Fig. 6(k)]
Observations:
(i) Shape formed in Fig. 6(b) is a ..........................

(ii) Shape formed in Fig. 6(d) is a ..........................
(iii) Shape formed in Fig. 6(f) is a ..........................
(iv) Shape formed in Fig. 6(i) is a ..........................
(v) Shape formed in Fig. 6(k) is a ..........................
(vi) No. of set squares used in making –
a square = …………………. a rhombus = ………………….
a trapezium = …………………. a parallelogram = ………………….
a rectangle = ………………….
71
6 ACTIVITY 7
To make a prism and a pyramid using their nets and to find their number
of vertices, edges and faces.
Learning Objective : To visualise 3 dimensional shapes, namely, a prism on a triangular base
Pre-requisite :
(triangular prism) and a pyramid on a triangular base (tetrahedron).
Knowledge of solid shapes specially a prism a pyramid knowledge of

verties, edges and faces of 3-D object.
Materials required : Cut out of nets of a prism and a pyramid on triangular base, glue, pencil.
Procedure :
Step 1. Take the cut out of the net shown in Fig. 7(a)and fold it along the dotted lines.
Step 2. Apply gum on the flaps and join to give the shape shown in Fig. 7(b).
Step 3. Count the number of vertices, edges and faces of this shape.
Step 4. Take the cut out of the net shown in [Fig. 7(c)] and fold it along the dotted lines.
Step 5. Follow again Steps 2 and 3 to obtian a 3-D object (triangular pyramid or tetrahendery) as
shown in Fig. 7(d).
Step 6. Count the number of vertices, edges and faces of this shape.
Fig 7(d)
Fig 7(c)
Fig 7(b)
Fig 7(a)
Observations :
(i) Solid obtained in Fig 7(b) is a prism with .................. base.
(ii) Solid obtained in Fig. 7(d) is a ............ with .......................... base.
(iii) Complete the following table.
Solid Number of Vertices Number of edges Number of faces
Triangular Prism
Triangular Pyramid
72
ACTIVITY 8
To perform addition and subtraction of integers using different coloured
buttons/counters.
Learning Objective
Prerequisite
Materials required
: To understand the concepts of addition and subtraction of integers.
: Familiarity with integers.
: 10 white buttons and 10 black buttons.

6
Procedure :
Step 1. Assume a white button as (+1), a black button as (-1) and a pair of one white and one
black button as zero [Fig. 8(a)].
Step 2. To find the sum of (+5) + (-2), take 5 white buttons and 2 black buttons and arrange them
in two rows as shown in the [Fig. 8(b)].
Step 3. Match one white button with one black buttons as shown in Fig. 8(c).
Step 4. Every pair of one white and one

black button makes zero. Count = +1
the remaining buttons and note =0
down their colour. If remaining = -1 (+5) + (-2)
buttons are white, answer is a Fig 8(b)
positive integer. If remaining

buttons are black, answer is a Fig 8(a)
negative integer.
Step 5. To find the value of (+4) + (-6),

take 4 white buttons and 6 black (+5) + (-2)
buttons. [Fig. 8(d)]. =0+3=3
Step 6. Follow the Steps 2 to 4. [Fig. 8(e)] Fig 8(c)
Step 7. To find the value of (+5) – (+2),

take five white buttons and 2
(+4) + (-6)
black bottons. [Since +2 is to be
= 0 + -2 = -2
subtracted] and place them in 2
rows as shown in Fig. 8(f). Fig 8(d)
Step 8. To subtract +2 means adding -2
i.e. 2 buttons of black colour.
Match the button of two colours
[Fig. 8(g)]
Step 9. Count the remaining buttons and

note their colour. (+4) + (-6) = 0 + (-2) = -2
Fig 8(e)
Step 10. To find the value of (+4) – (+5)
take four white buttons and 5
black buttons. Arrange them in
rows as shown in Fig. 8(h). Match
the buttons of two colours. Fig 8(f)
73
6 Fig 8(g) Fig 8(h)
Fig 8(i)
Step 11. To find value of (+4) – (-5), take four white buttons and 5 white buttons and place them
in 2 rows as shown in Fig. 8(i). Count the number of buttons and their colour.
Observations:
(i) In Step (4), the number of remaining buttons = ...................
Their colour is ................

So, (+5) + (-2) = ...................
(ii) In Step 6, the number remaining buttons = ..................
Their colour is ..................
So, (+4) + (-6) = .....................
(iii) In Step 8, the number of remaining buttons = .................
Their colour is ...................
So, (+5) - (+2) = ...................
(iv) (+4) - (+5) = ....................
(v) (+4) - (-5) = ...................
74
ACTIVITY 9
To represent decimal numbers 0.25, 0.5, 0.75, 0.68 etc. using a 10x10 grid.
Learning Objective : To understand decimals.
Pre requisite : Knowledge of of fractions and decimals.
Materials required : Grid paper and coloured pens.
Procedure :
6
Step 1. Take a 10x10 grid and shade 25 unit squares. The shaded portion represents 25/100 i.e.
0.25 [Fig. 9(a)]. Can you represent 0.25 in some other way on a 10x10 grid?
Step 2. To represent 0.5 means to represent 0.50. Take a 10 x 10 grid and shade 50 unit squares.
The shaded portion represents 50/100 i.e. 0.50 or 0.5 [Fig. 9(b)].
Step 3. Try to represent other decimal numbers.
Observations :
(i) The number of unit squares in the grid in Fig. 9(a) = .............
(ii) The number of unit squares shaded in Fig. 9(a) = ..............
(iii)The shaded portion in Fig. 9(a) represents the decimal ..............

(iv) The shaded portion in Fig. 9(b) represents the decimal ..............
Fig. 9(a) Fig. 9(b)
75
6 ACTIVITY 10
Group Activity
(a) To find the areas of palm impressions on a grid paper of each group
member, by counting the squares.
(b) To represent the data so obtained by means of a bar graph.
Learning Objective : (1) To find approximate area of irregular shapes.
(2) To represent the given data through bar graph.
Pre-requisite : Concept of area, representation of data through a bar graph.
Materials Required : A squared grid paper, coloured pencil, a pencil/pen and graph paper.
Procedure : (A)
Step 1. Each member of a group of students places the palm of his/her right hand on the
squared grid paper, then moves the pencil around his/her palm to trace the boundary.
[Fig. 10(a)].
C
Fig 10(a)
76
Step 2. Count the number of squares enclosed in the boundary by taking half as half, more than
half as 1 and leaving the others (i.e less than half).
Step 3. Each group member records the data in the following table. Number of squares inside
the palm impression is the area of the palm impression.
Group Member Number of squares
(half or more than half)
Area in square units
6
1 110 110
Procedure : (b)
Step 4. Take a graph paper. Draw two lines, one horizontal and one vertical as shown in
Fig.10(b).
Step 5. Along the horizontal line, write the names of students at equal distances as shown in
Fig. 10(c)

120
110
100
90
80
Y
70
60
50
40
30
20
Name 1
Name 2
Name 3
Name 4
Name 5
10
0
X X
Fig 10(b) Fig 10(c)
77
6 120
110
100
90
80
Y
70
60
50
40
30
20
10
0
Name 1
Name 2
Name 3
Name 4
Name 5
X
Fig 10(d)
Step 6. Along the vertical line, write numbers from 0 till 120 at equal distances as shown in
[Fig. 10(c)]
Step 7. Let us consider Name 1 and let the area of his/her palm impression is 60 squares. On
name 1, draw the bar of height 60 [Fig. 10(d)].
Step 8. Similarly, draw the bar corresponding to the data obtained for other group members.
Observations:
(i) Which member of the group has the maximum palm area ? ....................
(ii) Which member of the group has the minimum palm area? .....................
(iii)Which of the group members have the same palm area? .......................
Extension :
1. The activity can be used to find the area of any irregular shape. Draw and trace different
shapes and find their areas.
2. Collect different types of data, for example, total number of students in each class (may be
from VI to VIII) or different sections of a class; number of scores obtained by different houses
in a school activity, etc. Represent the data in the form of bar graph.
78
ACTIVITY 11
To determine the number of lines of symmetry of following shapes by
paper folding -
(a) equilateral triangle
(c) square
(b) isosceles triangle
(d) rectangle
6
(e) rhombus
Learning Objective : To understand line symmetry of plane figures and draw their lines of
symmetry.
Pre-requisite : Knowledge of line symmetry of plane figures.
Materials Required : Cutouts of the geometrical figures, equilateral triangle, isosceles triangle
square, rectangle and rhombus.
Procedure:
Step 1. Take a cutout of an equilateral triangle. Fold it through a vertese so that the two parts of
the triangle cover each other exactly, Fig 11(a).
Step 2. Unfold and mark the crease or the line of fold. The triangle is said to have a symmetry
called line symmetry. This line of fold is called a line of symmetry of the triangle.

Step 3. Fold the triangle again in the same way through other two vertices Fig. 11(b) to get two
more lines of symmetry.
Step 4. Now take a cutout of an isosceles triangle and follow Steps 1 and 2 above. Mark the line of
symmetry, if any.
Step 5. Repeat the activity by taking cut out of a square, a rectangle and a rhombus. Mark lines of
symmetry in each case, if any.
Fig 11(a) Fig 11(b)
79
6 Observations : Complete the following table :
Figure
Equilateral triangle
Lines of Symmetry Number of Lines of Symmetry
Isosceles triangle ............................
Square ............................
Rectangle ............................
Rhombus ............................
Extension : Taking cutouts of some other plane figures, try to find lines of symmetry, if they have
any.
80
ACTIVITY 12
To collect the data from the students regarding time spent (more than 2 hours)
in watching T.V. and to present the data in the form of a bar graph by paper
cutting and pasting.
Learning objective : To collect data and to represent data in the form of a bar graph.
Pre-requisite : Knowledge of drawing a bar graph

6
Materials required : Coloured and white papers, sketch pens, a pair of scissors, a pencil and
glue.
Procedure :
Step 1. Record the number of hours spent by each student in the class during a day in watching
TV in Table 1.
Table 1
Name of student Number of hours spent in watching TV

Step 2. List the student who spent more than 2 hours a day in watching TV in Table 2.
Table 2
Name of student Number of hours (more than 2) spent

in watching TV
Step 3. To make a bar graph of the data in Table 2, draw two lines (one horizontal and one
vertical as shown in Fig. 12(a).
Step 4. Write the names of the students in Table 2 along the horizontal line at equal distances
and time spent (in hours) along the vertical line. [Fig. 12(b)]
Step 5. Now make strips of uniform width of different colours, for each students, of length
according to time (in hour) spent by him/her in watching TV (see Table 2).
81
6
Time spent (in hour)
Name 1
Name 2
Name 3
Name 4
Fig. 12(a)
Name of students
Fig. 12(b)
Step 6. Paste these strips in Fig. 12(b) accordingly against the names of the students.
Observations :
(i) The numbers of students who spent 2 to 3 hours in watching TV a day = .......................
(ii) The name(s) of students who spent more than 6 hours a day watching TV are ....................
(iii)The name(s) of the student(s) who spent maximum time in watching TV are .....................
(iv) The name(s) of the student(s) who spent exactly 2 hours a day in watching TV is/are ...........
Extension : Collect the data for other activities such as time spent in doing homework (in a week)
by each student of your class and draw a bar graph for the data.
82
7 Grade : 7
ACTIVITY 1
To represent the products of decimal numbers such as (i)
on a square sheet.
Learning Objective : To understand the multiplication of decimal numbers.
Pre-requisits : Knowledge of fractions.
Materials Required : Sketch pens, square paper, pencil and a ruler.

0.7 x 0.3 (ii) 0.5 x 0.5
7
Procedure :
Step 1. Take a square sheet of paper.
Step 2. Divide this square into10 equal parts by drawing horizontal lines as shown in Fig. 1(a).
Each part represents 1/10 = 0.1
Step 3. Shade 7 parts out of 10 so as to represent 0.7 as in fig.1(b)
Step 4. Now draw, 9 vertical lines on the same paper at equal distances such that each vertical

Fig 1(a) Fig 2(b)
part represents 1/10 or 0.1 as in Fig.1(c).
Step 5. Shade 3 vertical parts so as to represent 0.3 as shown in Fig.1(d).
Step 6. The double shaded portion represents the product 0.3 x 0.7.
Fig 1(c) Fig 1(d)
85
7 Step 7. Follow the above Steps to represent the product 0.5 x 0.5. using another square sheet.
Observations :
(i)
(ii)
The square sheet has been divided into ...................... equal parts.
The number of equal parts in the double shaded portion is ............................
(iii) The double shaded portion represents the product 0.3 x ......................which is equal to
.....................
(iv) The product 0.5 x 0.5 = .........................

86
7

Science
30
Social
26
34
Science
30
87
Fig 2(a)
25
Hindi
22
38
Maths
33
32
English
35
ACTIVITY 2
40
35
30
25
20
15
10
0
7 Make a double bar graph as shown in fig.(1) taking marks on vertical axis and subjects on
horizontal axis.
Observations :
(i) In which subjects there has been a downfall from I term to II term exam? ………….
(ii) What do you observe from the bar graph about the Marks of II term examination?……………….
(iii)In which subject (in terms of marks) is the improvement from I term to II term
(a) maximum? ………….
(b) minimum? ………….
(iv) In which two subjects, the increase in marks in II term is the same?
Extension : Let the students collect the data regarding monthly income and expenditure of their
families. Ask them to represent the data using a double bar graph taking data of 5 families at a
time.
88
ACTIVITY 3
To verify, by paper cutting and pasting, that if two parallel lines are
intersected by a transversal, then –
(i) each pair of corresponding angles are equal
(ii) each pair of alternate interior angles are equal
7
(iii) each pair of interior angles on the same side of the transversal are
supplementary.
Learning Objective : To establish the properties relating to different pairs of angles formed by a
transversal with two parallel lines.
Pre-requisite : Knowledge and identification of pairs of corresponding angles, pairs of

alternate interiors angles and pairs of interior angles on the same side of
the transversal.
Materials Required : Sheets of white and coloured papers, a pair of scissors, glue, a geometry
box, carbon paper and a pencil/pen.
Procedure :
Step 1. Draw two lines l1 and l2 parallel to each other and a transversal l3 intersecting them.

Label the angles thus obtained by numbers 1 to 8 [Fig. 3(a)].
Step 2. Make a cut out of ∠ 1 on a coloured paper placing it below the figure and marking
impressions by using carbon paper or tracing paper.
Step 3. Place the cutout of the angle on ∠

5 and check whether the two angles cover each other
or not.
Note that these angles make a pair of corresponding angles.
l3
2
1
l2
4 3
6
5 6 4
l1
8 7
Fig 3(b)
Fig 3(a)
89
90
ACTIVITY 4
(a) To get a median of a given triangle from any vertex by paper folding
and to verify that in a triangle, medians pass through a single point.
(b) To get an altitude of a given triangle from any vertex by paper
folding and to verify that in a triangle altitudes pass through a
7
single point.
Learning Objective : To understand the concept of a median and an altitude of a triangle.
Pre-requisite : Familiarity with elements of triangles (vertices, sides and angles), types of
triangles. Knowledge of median and altitude of a trangle, skill of paper
folding.
Materials Required : Thick papers, a pair of scissors, coloured pencil, a ruler.
Procedure : (a)
Step 1. Cut out a triangular shape from a thick paper and name it as ABC [Fig. 4(a)].
Step 2. Fold the side AC on itself so that vertex C falls on vertex A. Mark the point of
intersection of the line of fold with AC as P [Fig. 4(b)]. P is the mid point of AC.
Step 3. Similarly, find mid points of sides AB and BC and mark them as Q and R respectively [Fig.

4(b)].
Step 4. Now fold the triangular cut out to create a crease along BP. The crease thus obtained is
the median from vertex B on the side AC. [Fig. 4(d)].
Step 5 Similarly, get medians from vertex A and C as AR and CQ. [Fig. 4(d)].
B B
Q R
A C A C
B P
Fig 4(a) Fig 4(b)
A P
Fig 4(c) C
91
7
B
Q R
A C
P
Fig 4(D)
Observations :
1. The medians of a triangle ABC are ..............................
2. The medians pass through a ............................. point.
3. Are all the medians of same length? ..................... (Yes/No)
Procedure : (b)
Step 1. Cut out a triangular shape from a thick paper and name it as MNO. [Fig. 4(e)].
Step 2. Fold this cut out through the vertex M in such a way, that side ON falls along it self. Mark
the crease as MP [Fig. 4(f)]. MP is an altitude.
Step 3. Fold this triangular cut out again through the point N such that the side OM falls along
itself and obtain the crease as NQ [Fig. 4(g)]
Similarly, obtain the third crease OR [Fig. 4(g)].
M M
M
N O N P O
Fig 4(e)
Q
Fig 4(f)
R
N P O
Fig 4(g)
92
Observations :
1. The attitudes of the triangle MNO are ....................................
2. The altitudes pass through a ..................... point.
3. Are all the altitudes of same length? ...................... (Yes/No)
Extension :
7
1. Medians of all types of triangles can be obtained by repeating the procedure (a).
Explore which triangle has all the three medians equal.
2. Altitudes of all types of triangles can be obtained by repeating the procedure (b).
Explore which triangle has all the three altitudes equal.
93
D
B
1
B
ACTIVITY 5
2
A
Fig 5(a)
A
Fig 5(c)
3
C
94
C D
B
1
2
A
Fig 5(b)
3
Fig 5(d)
C
Observations :
(i)
(ii)
Three angles 1, 2 and 3 in Fig. 5(b), form a an .............. angle (acute / right / obtuse /
straight)
The sum of the angles of a triangle is ................ 180° (less than / equal to / more than).
(iii) In Fig. 5(c) ∠

ABD is an ............... angle and ∠
BAC and ∠
BCA are two .............. angles.
7
(iv) ................ ∠
ABD = Sum of two interior ................... angles ∠
BAC and ∠
.................
(v) ABD = ∠
∠ BAC + ∠
.......................
95
7
ACTIVITY 6
7 cm
96
7 cm
5 cm
11 cm
11 cm
Fig 6 (a)
Fig 6 (b)
5 cm
7 cm 5 cm 7
14 cm
Fig 6 (c)
7 cm 5 cm
12 cm
Fig 6 (d)
Observations :
For Set 1: [See Fig. 6(b)]

5 + 7 > 11 ……………….
5 + 11 > ……………….
7 + 11 > ……………….
Triangle can .................... (be formed / not be formed)
For Set 2: [See Fig. 6(c)]

7 + 14 > 5
5 + 14 > ……………….
5+7 ……………….14
For Set 3: [ See Fig. 6 (d)]

7 + 12 > 5 ……………….
5 + 12 > ……………….
7 + 5 ………………. 12
Thus, a triangle can only be formed when sum of the length of its two side is …………. than the
third side.
97
7 ACTIVITY 7
To verify Pythagoras theorem.
Learning Objective
Pre-requisite
: To understand property of a right triangle.
: Knowledge of area .
Materials Required
Procedure :
: Squared papers, sketch pens of different colours, paper and pencil.
Step 1. Draw a right angled triangle ABC of

sides say 3, 4 and 5 units on a squared
A
paper. [Fig. 7(a)]
Step 2. Make a square on side BC (3 units) and

a square on the side AB (4 Units) as
shown in [Fig. 7(b)]. 4 5
Step 3. Also make a square of side 5 units on a
squared paper of the same type and
B 3 C
cut it out.
Fig 7(a)
Step 4. Paste this cut out square along the
side AC of the triangle as shown in the
Fig. 7 (c).
Step 5. Count the number of unit squares in each of these three squares on AB, BC and AC.
B C
B C
Fig 7(b)
Fig 7(c)
98
Observations :
(i)
(ii)
Number of unit squares in the square on side AB = ……………..
Number of unit squares in the square on side BC = ……………..
(iii) Number of unit squares in the square on side AC = .....................
(iv) Sum of unit squares in the squares on sides AB and BC = ................

7
Number of units squares on side AC = Sum of number of unit squares on sides .............. and
...................
(v) Square on the hypotenuse of a right triangle = Sum of the squares on the other ..............
sides of the triangle.
Extension :
(i) Draw a triangle of dimensions 4 units, 5 units and 6 units. Is 42 + 52 = 62? (Yes/No)
Is the angle opposite to side 6cm a right angle? (Yes/No)
(ii) The above activity can also be performed by pasting the square of side 4 units on the square
of side 5 units, at one of the corners. Then fill the remaining space by cutting and pasting
the unit squares of side 3 units.
99
7 ACTIVITY 8
(a) To verify by paper cutting and superimposing that diagonal of a
parallelogram divides it into two congruent triangles.
(b) To verify using a squared paper that all congruent triangles are equal
in area but the triangles equal in area may not be congruent.
Learning Objective : (1) To understand that diagonal of a parallelogram divides it into two
congruent triangles.
(2) To understand that all congruent triangles are equal in area but the
triangles equal in area may not be congruent.
Pre-requisite : Knowledge of a parallelogram and its a diagonals. Idea of congruent

triangles.
Materials Required : Squared papers, a ruler, sketch pens and a pair of scissors.
Procedure : (a)
Step 1. Take a squared paper.
Step 2. Draw a parallelogram ABCD on it. [Fig 8(a)]

Step 3. Join diagonal AC. [Fig. 8(b)]
Step 4. Cut out the parallelogram ABCD.
Step 5. Cut the parallelogram along the diagonal AC. [Fig. 8(c)]
Step 6. Place the triangle ∆

ADC on ∆
ABC such that AD coincides with CB and CD coincides with
AD.
Does triangle ADC completely cover ∆

ABC?
Step 7. Repeat the activity by cutting across the other diagonal BD of the parallelogram ABCD
and superpose one triangle on the other.
Observations :
(i) When cut along AC, the two triangles ABC and ADC cover each other completely..(Yes/No)
(ii) Are the triangles ABC and ADC congruent? .......................... (Yes/No).
(iii) When cut along BD, are the triangles thus obtained congruent?………….. (Yes/No)
(iv) The diagonal of a parallelogram divides it into two .................... triangles.
Procedure : (b)
Step 1. Count the number of squares of triangles ABC and ADC which you have shown congruent
in the Procedure (a).
Observations :
(i) Number of unit squares in ∆
ABC = .................
100
7

A D A D
B C B C
Fig. 8(a) Fig. 8(b)
A D
A E K
C
B C F G L M
Fig. 8(c)
Fig. 8(d) Fig. 8(e)
101
7 ACTIVITY 9
To find the ratio of circumference of a circle to its diameter.
Learning Objective : To understand that the ratio of circumference of a circle to its diameter is
Pre-requisite :
constant.
Concept of a circle, circumference, diameter and ratio.
Materials Required : A ruler, thick paper like drawing sheet, three different sized bottle cans
having circular base/three bangles of different sizes, a pair of scissors, a
sketch pen.
Procedure :
Step 1. Draw three circles using three

different sized bottle cans or bangles
on a thick paper [Fig. 9(a)]. Mark
them as circle, 1, 2 and 3
Step 2. Cut out all the three circular discs

with the help of pair of scissors.
Circle 2
Step 3 Mark the diameter of each circle by
Circle 1
folding each circle in two halves.
[Fig. 9(b)]. Name these diameters as
AB, CD and EF respectively.
Step 4. Draw a ray on a paper and mark its Circle 3

initial point as G. [Fig. 9(c)]
Fig 9(a)
Step 5. Hold one of the cirles, say, circle 3 in
upright position on a paper such that
the point E on the circle coincides A
with the point G on the ray [Fig. 9(d)]
C
Step 6. Rotate the circle along the ray and
keep on rotating until the point E
again touches the ray. Mark that point
on line as H [Fig. 9 (e and f)]
Step 7. Measure the distance GH with the D

help of a ruler.
B Circle 2
Step 8. Measure the diameter EF with the Circle 1 E
help of a ruler.
Record these measurements on a

paper.
Step 9. Repeat the above Steps for circles 2 F

and 1. Circle 3
Fig 9(b)
102
G
F
Fig 9(c)
7
E
G Fig 9(d)
G Fig 9(e)

E
G Fig 9(f)
Observations : Record the data in the following table.
Circumference (cm) Diameter (cm) Ratio =

(C) (D) Circumference/Diameter (=C/D)
Circle 1
Circle 2
Circle 3
Value of C/D is approximately equal to .................. [The ratio C/D is denoted by π

and its
value is approx. equal to 3.1416].
103
7
ACTIVITY 10 A
To draw a cube with given edge (say 5 cm long) on an isometric dot paper
and to draw its oblique sketch on the squared paper.
Learning Objective : To develop skill of drawing three dimensional shapes on two dimensional
sheet.
Pre-requisite : Familiarity with isometric dot paper. Knowledge of horizontal, vertical

and standing lines.
Materials Required : Isometric dot paper, a ruler, a sketch pen and a squared dot paper pencil.
Procedure :
Step 1. Take an isometric dot paper and mark a

Y
point A on it [Fig. 10 A(a). X
Z
Step 2. Draw a horizontal line through A. A
Step 3. Identify 3 dots nearest to the point A which

Fig 10A(a)
are above the horizontal line and mark
them, X ; Y and Z with pencil. [Fig. 10 A(b)]
C
F
G
D
F C
E B
Y D
Z X
A
E B
Fig 10A(b)
A
Fig 10A(c)
Step 4. Starting from point A, move 5 dots along AX and mark fifth dot as B. [Fig. 10 A(b)]
Step 5. Starting from the point B, move 5 dots upward and mark the fifth dot as C.
[Fig. 10 A(b)]
Step 6. Starting from the point A, move 5 dots along AY and mark the fifth dot as D. [Fig. 10 A(b)]
Step 7. Starting from the point A, move 5 dots along AZ and mark the 5th dot as E.[Fig. 10 A(b)]
Step 8. Starting from the point E move 5 dots in the upward direction and mark the fifth dot as
F. [Fig. 10 A(b)]
104
Step 9. Join F, D and C, D [Fig. 10 A(b)].
Step 10. Starting from point C move 5 dots in the directors parallel to DF. Mark the fifth dot as G
[Fig. 10 A(c)]
Step 11. Join FG, CG, BC, AB, AE, EF and AD.
ABCDEFG is the required isometric sketch of the cube of side 5 units.
7
Oblique Sketch of the Cube
Step 1. Take a squared dot paper and mark a point A on it [Fig. 10 A(d)].
Step 2. Starting from A, move five dots to the right and mark the fifth dot as B.
Step 3. Again, starting from A, move five dots vertically upwards from the point B and mark the
fifth dot as C. Similarly, starting from A, move 5 dots vertically upward and mark the
fifth dot as D. [Fig. 10 A(c)]
Step 4. Join AB, BC, CD and AD to get the square ABCD of side 5 units.
Step 5. Now take one more point say E on the squared dot paper and draw the square EFGH of
side 5 units by following Steps 2,3 and 4. [Fig. 10 A(e)]
Step 6. Join AE, BF, CG and DH as shown in Fig. 10 A(f).

ABCDEFG is the required oblique sketch of the cube.
Note: Show hidden edges by dotted line [Fig. 10 A(g)].
H G
D C D C
E F
A B A B
Fig 10A(d) Fig 10A(e) Fig 10A(f)
H G H G
D C D C
E F E F
A B A B
Fig 10A(g) Fig 10A(h)
105
7
ACTIVITY 10 B
To draw a cuboid of given dimensions (say 7 units, 4 units and 2 units) on an
isometric dot paper and to draw its oblique sketch on the squared paper.
Learning Objective : To develop skill to draw 3-D shapes on a two dimensional sheet.
Pre-requisite : Familiarity with isometric dot paper. Knowledge of horizontal, vertical and
slanting lines.
Materials Required : isometric dot paper, a ruler, sketch pen, pencil, and a squared dot paper.
Procedure :
Step 1. Take an isometric dot paper and

mark a point A on it [Fig. 10B(a)].
Step 2. Starting from the point A, move 7 G

dots upwards towards right and
4U
mark the seventh dot as B.
nit
s
Starting from A, move 4 dots C
upwards towards left and mark
2 Units
the 4th dot as E. F
Again starting point A, move 2 B

dots vertically upward and mark P
D
the second dot as D [Fig. 10B(a)] E its

y 7 Un
Step 3. Mark the points C, F and G z x
following similar steps. A
Step 4. Join AB, BC, CD, CG, FG, FD, EF, Fig 10B(a)
AD and EA to get required
isometric sketch of the cuboid
ABCDEFG of given dimensions.
For oblique Sketch of Cuboid

Follow the same procedure given in
Activity 10(A) and draw the oblique sketch
of the cuboid on the squared dot paper.
Observations : Activity 10 (A) and 10 (B)

(i) Side AB of cube ABCDEFG in Fig. 10 A(c) = ................... units
(ii) Side BC of the cube = ................... units
(iii) Side DF of the cube = ..................... units
(iv) Side AB of the cuboid ABCDEFG in Fig. 10B(a) = .................... units
(v) Side AD of the cuboid = ................ units
(vi) Side CG of the cuboid = .................. units.
106
7
107
Fig. 11(a)
ACTIVITY 11
7
Fig. 11(b)
108
Fig. 11(c)
8 Grade : 8
ACTIVITY 1
To fold a paper 8 times in any way. Unfold and locate various convex
and concave polygons.
Learning Objective : To identify concave and convex polygons.
Pre-requisite : Knowledge of concave and convex polygons.
Materials Required : Paper sheets, a pencil and a ruler.

8
Procedure :
Step 1. Take a rectangular sheet of paper

as shown in Fig. 1(a).
Step 2. Fold it in any way as shown in Fig.

1(b) and then unfold it. Draw a line
on the crease using a ruler and
pencil.
Step 3. Repeat this process 7 more times.

Every time draw a line on the Fig. 1(a)
crease.
Step 4. Make the points of intersections as

A, B, C, D, .................. [Fig.

1(c)]
Step 5. Identify polygons having move than

3 sides in Fig. 1(c) and examine
whether they are convex or
concave.
Fig. 1(b)
A
C
H B
D
G F E
Fig. 1(c)
111
8 Observations :
Complete the following table :
Polygon Number of sides
5
Convex
Yes
No
Concave
No
Yes
Extension : Identify a triangle, quadrilateral, a pentagon, a hexagon, if any, and determine

whether it is convex or concave.
112
8
Fig. 2(b)
P2
4 3
1
113
A
B
1
Fig. 2(a)
ACTIVITY 2
4
D
3
C
8 ACTIVITY 3
To verify by paper cutting and pasting, that the sum of the exterior
angles drawn in order, of any polygon is 360°.
Learning Objective : To understand the exterior angles property of a polygon.
Pre-requisite : Familiarity with exterior angles of a polygon and a complete angle.
Materials Required : Coloured and white sheets of paper, a ruler, a pencil, a pair of scissors and
a pair of compasses.
Procedure : (a) For triangle
Step 1. Draw a triangle on a coloured sheet and name it ABC. Make exterior angles in an order at
each vertex of this triangle and name them as X,Y and Z. Fig. 3(a).
Z C
Y
A
X Fig. 3(a) B
Step 2. Cut out all the three exterior angles. Paste them on a white sheet of paper at a point P
so that there is no gap between them as shown in Fig. 3(b).
y
z P
x
Fig. 3(b)
Observations.
1. All angles together form a ………. angle (straight, reflex, complete)
2. The sum of exterior angles of a triangle taken in order is……………
114
Procedure : (b) For polygons
Step 4. Draw a quadrilateral, a pentagon and a hexagon on a coloured sheet of paper. Mark
their exterior angles taken in order at each vertex.
Step 5. Repeat Step 2 for each of these polygons. [See Fig. 3(f), Fig. 3(g) and Fig. 3(h)]
8
1 2 1
5
2
4 Fig. 3(c)
4
3
6
Fig. 3(d)
1

5
2
2 3
1 4
4
3
Fig. 3(e)
Fig. 3(f)
1 5
6 5 4
2 4
1 2 3 3
Fig. 3(h) Fig. 3(g)

Observations :
1. The sum of exterior angles of a quadrilateral taken in an order is …………
2. The sum of exterior angles of a pentagon taken in an order is …………
3. The sum of exterior angles of a hexagon taken in an order is …………
4. The sum of exterior angles in each polygon taken in an order is …………
115
8 ACTIVITY 4
To make the following shapes by paper folding and cutting.
(a) A kite
(b) A rhombus
Learning Objective : To understand the shape of a kite and that of a rhombus.
Pre-requisite : Familiarity with a quadrilateral and its parts.
Materials Required : Sheets of paper, a pair of scissors, a ruler

and a pencil/pen.
Procedure : (a) Fig. 4(b)
Step 1. Take a rectangular sheet of paper.

[Fig. 4(a)].
Step 2. Fold it in such a way that one pair
of opposite edges coincide with
each other. [Fig. 4(b)]
Step 3. Fold it again so that the other pair Fig. 4(a)
of opposite edges overlap each
other. Mark the creases [Fig. 4(c)].
Step 4. Unfold the fold of Step 3. [Fig.

4(d)].
Step 5. Name the vertices of the folded Fig. 4(c)
sheet as A, B, C and D. Point P is the Fig. 4(d)
mid point of side AD. [Fig. 4(e)]
Step 6. Mark a point Q on the side AD other
than its mid point. Join QB and QC A B A B
with the help of a ruler. [Fig. 4(f)].
Step 7. Cut along the sides QB and QC and
unfold the cut out. Shape in Fig. P
4(g) shape thus obtained is a kite Q
BQCR.
D C D C
Procedure : (b) Repeat Steps 1 to 5 as Fig. 4(e) Fig. 4(f)
above. B
Step 8. Jon PB and PC with the help of

ruler [Fig. 4(h)].
Step 9. Cut along the sides PB ad PC and Q R
unfold the cut out. Shape thus
obtained is a rhombus. PBCR [Fig.
4(i)]. C
Fig. 4(g)
116
A
D
B
C
P
B
C
R 8
Fig. 4(h)
Fig. 4(i)
Observations :
(i) Are all the sides of the kite obtained in Fig. 4(g) equal? .......................... (Yes / No)
(ii) Are pairs of opposite sides equal? .......................... (Yes / No)
(iii)Which pairs of adjacent sides are equal? ..........................
(iv) Are all the sides of the rhombus equal? .......................... (Yes / No)
(v) How a kite is different from a rhombus? ..........................
117
8 ACTIVITY 5
To verify that
(a) the diagonals of a rectangle are equal.
(b) the diagonals of a square are equal.
(c) the diagonals of a rhombus or a parallelogram are not equal.
Learning Objective : To understand the properties of the diagonals of a square, a rectangle, a
parallelogram and a rhombus.
Pre-requisite : Knowledge of diagonals of a quadrilateral.
Materials Required : A thick piece of thread, a sheet of paper, a ruler, a pencil, and a sketch
pen.
Procedure (a) :
Step 1. Draw a rectangle on a sheet of A B A B

paper and name its vertices as A,
B, C and D. Join diagonals AC and
BD. [Fig. 5(a)].
Step 2. Take a thread, place it on point D C D C

A. Stretch the thread along AC. Fig. 5(b) Fig. 5(a)
Mark both the points A and C on

the thread with a sketch pen.
[Fig. 5(b)].
Step 3. Now stretch the marked portion A B

of the thread placing it along BD
and check whether AC and BD A B
are equal or not.
Step 4. Draw a square on a sheet of

paper and repeat Steps, 2 and 3.
D C D C
[Fig. 5(d). 5(e), 5(f)]. Check
Fig. 5(c) Fig. 5(d)
whether AC and BD are equal or
not.
Procedure : (c)
Step 5. Draw a rhombus or a parallelogram. Repeat Step 1, 2 and 3. [Fig.5(g), Fig 6(h)]. Check
whether AC and BD are equal or not.
A B A B
A B
D C D C
Fig. 5(e) Fig. 5(f) D C
Fig. 5(g1)
118
A
D
Fig. 5(g2)
B
C
D
A
B
8
C
A
Fig. 5(h1)
D B

Fig. 5(h2)
Observations : Write the correct options –
1. Diagonals of a rectangle are ........................ (equal/unequal).
2. Diagonals of a square are ..........................(equal/unequal).
3. Diagonals of a parallelogram are ..........................(equal/unequal).

4. Diagonals of a rhombus are ..........................(equal/unequal).
119
8 ACTIVITY 6
2 5
1 4
4 6 3 1
5
Fig 6(b)
Fig 6(a)
Number on the top face of the die Number of times it has occurred
Total 100
120
Observations :
(i)
(ii)
Number of faces of the die = ..................................
Sum of numbers on the opposite faces of a die is ............................
(iii) Number of times the outcome '1' has occurred = .............................
(iv) Number of times the outcome '2' has occurred = .............................

8
(v) Number of times the outcome '3' has occurred = .............................
(vi) Number of times the outcome '4' has occurred = .............................
(vii) Number of times the outcome '5', '6' occured respectively .............
(viii) The outcome which is most likely to occur on the basis of this experiment is ...................
(ix) The outcomes which is least likely to occur on the basis of this experiment is .................
Extension : Activity can be used to explain the idea of probability.
121
8
ACTIVITY 7
122
8
Fig 8(c)
a+b
a
123
a+b
a
b
Fig 8(a)
Fig 8(b)
b
a
ACTIVITY 8
8 a
b
b
ab b
2
a
2
ab
a
Fig 8(d)
a+b
Fig 8(e)
Observation :
Square of side a units, square of side b units and the two rectangles each of length a units and
breth b units cover completely the square of side ................ units.
So, (a+b)2 = a2 + ............ + ................. = ................ Thus (a+b)2 = a2+b2+2ab.
Extension : Verify the following identities
(a) (a - b)2 = a2 - 2ab + b2
(b) a2 - b2 = (a + b) (a - b)
by taking suitable rectangles and squares and arranging them appropriately.
124
8

Fig 9(b)
Fig. 9(d)
125
Side
Top
Fig 9(a)
Fig. 9(c)
ACTIVITY 9
Front
8 Observation :
(i) For Fig. 9(a) : Front View is side view is top view is
(ii) For Fig. 9(b) : Front view is side view is top view is
(iii)For Fig. 9(c) : Front view is side view is top view is

(iv) For Fig. 9(d) : Front view is side view is top view is
Extension : You may extend this activity for drawing different views of some more 3D objects
from real life.
126
ACTIVITY 10
8
l
h h

l h l
b b
h h
b b l b
Fig 10A(a) Fig 10(b)
Observations :
Area of each red face = ……………… sq. units
Area of each blue face = ……………… sq. units
Area of each green face = ……………… sq. units
Total Surface Area = 2 (Area of each red face+Area of each blue face+Area of each green face)
= 2(…………… + ……………. + …………….)
Extension : You may extend this activity to derive the formula of total surface areas of other 3
dimensional shapes such as a cube and a right circular cylinder.
127
8 ACTIVITY 11
Fig 11(a)
Observations :
(i) Surface area of one unit cube = ..................... sq. units.
(ii) Surface area of two unit cubes = ................... sq. units.
(iii) Solid formed by joining the two unit cubes is ............................
(iv) Surface area of the new solid formed by joining two unit cubes = ..................... sq. units.
(v) Surface area of the new solid is .................. than the surface area of two unit cubes.
(vi) Surface area of the new solid is ............... square units ..........than the surface area of
two unit cubes.
Extension : This activity may be extended by taking three or more unit cubes and making
different 3 dimensional shapes and finding their surface areas.
128
ACTIVITY 12
To make cuboids and cubes of given dimensions (4 x 3 x 2, 3 x 3 x 3) using unit
cubes and to calculate the volume of each .
Learning Objective : To establish formulae for finding volumes of a cuboid and a cube.
Pre-requisite : Knowledge of volume.
Materials Required : Unit cubes.

8
Procedure : For cuboid (4 x 3 x 2)
Step 1. Take four unit cubes and join 4 Cubes 4x3 = 12 Cubes
them to make a row. [Fig. 12(a)]
Step 2. Make three such rows as in Step 1

and join them as shown in. Fig.
12(b)
Step 3. Make one more solid of the type

as given in Fig. 12(b) using unit
cubes and place it over the solid
formed in Fig. 12(b). [See Fig. Fig. 12(a) Fig. 12(b)
12(c)].
Find the volume of the cuboid in 4x3x2 = 24 Cubes 3x3x3 = 27 Cubes

Fig. 12(c) by counting the
number of unit cubes.
Step 4. Repeat the activity by

(i) Taking 3 cubes in a row.
(ii) Taking 3 rows of 3 cubes in each layer.
(iii) Taking 3 layers to get a cube of

dimensions 3 x 3 x 3 [ Fig. 12(d)]. Fig. 12(c) Fig. 12(d)
Find the volume of the cube by

counting the number of unit cubes.
Observation :
(i) Number of unit cubes used in the solid (cuboid) in Fig 12(c) = ............
Its volume = ...............cubic units.
(ii) Dimensions of this cuboid are 4 x 3 x ...........................
(iii) (Length x breath x height) of the cuboid = ......................... of the cuboid.
(iv) Number of unit cubes used in the solid (cube) in Fig. 12(d) = ..................,
Its volume = ......................... cubic units.
(v) Dimensions of this cube are 3 x .......... x 3.
(vi) Length x breath x height = length x length x length of the cube in

Fig. 12(d) = ................. of the cube.
129
8 ACTIVITY 13
To explore the relationship between -
(a) Length (in cm) and perimeter (in cm)
(b) Length (in cm) and area (in cm2)
of 5 squares of different dimensions drawn on a squared paper.
Learning Objective : To understand the relationships between
(i) Length and perimeter
(ii) Length and area of a square.
Pre-requisite : Knowledge of perimeter and area of a square.
Materials Required : Five squares of different sides drawn on a squared paper, a pen / pencil.
Procedure :
Step 1. Take a squared paper on which five squares of different sides have been drawn [Fig.
13(a)].
Step 2. Find perimeter of each square. (i.e., sum of lengths of its all sides).
Step 3. Find area of each square by counting the number of squares in it and taking area of each
unit as 1 unit square.
1 2
3 4
Fig 13(a)
130
Step 4. Record your observations in the following table and complete it.
Figure
Square 1
Length of side
1
Perimeter
P
Area
A
P
L
A
L 8
Square 2 2
Square 3 3
Square 4 4
Square 5 5
Observation :
(i) Perimeter /length for each square is .........................
(ii) Area/Length for each square is ......................... of the square.
(iii) Perimeter of a square = .................... x length

(iv) Area of a square = ........................ x .........................
131

Mathematics Laboratory in Primary and Upper Primary Schools: Class

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Mathematics Laboratory

CENTRAL BOARD OF SECONDARY EDUCATION

FIRST EDITION 2009 © CBSE, India

PUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra,

Prof. Dharam Prakash NCERT, Delhi

Sh. J.C. Nijhawan Directorate of Education, Delhi

SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

THE CONSTITUTION OF INDIA

Fundamental Duties - It shall be the duty of every citizen of India-

Activities for Class III 1

Activities for Class IV 21

Activities for Class V 39

Activities for Class VI 59

Activities for Class VII 83

Activities for Class VIII 109

In order to appreciate the nature of mathematics and to make mathematics learning

Dr. Srijata Das

: Knowledge of horizontal, vertical and slanting lines and familiarity with

Materials required : A dot Paper, a pencil, an eraser and a ruler

Procedure : (i) Drawing a hut

Step 1. Mark or identify a dot in the dot paper.

Step 2. Starting from this dot as first, using

Step 3. From both ends of this line, draw

Grade : 3 - Mathmatics Laboratory in Primary & Upper Primary schools

Step 5. Proceed further to complete the

Repeat above steps to draw

Observations : Observe each of the figures and note down

(ii) Number of vertical lines = ......................................

(iii) Number of slanting lines = ......................................

(iv) Number of curved lines = ......................................

(v) Number of triangles = ......................................

(vi) Number of rectangles = ......................................

(vii) Number of squares = ......................................

(viii) Number of circles = ......................................

Prerequisite : Knowledge of numbers.

Materials required : Two sheets of paper and 40 identical stickers.

Procedure : Representing numbers 7 and 11 on straight lines

Step 1. Draw two straight lines on a paper sheet [Fig. 2(a)].

Step 2. Take seven stickers and stick them

Step 3. Now take 11 stickers and stick

line in the same way as above

Step 4. Observe the lengths of the stickers

Similarly represent numbers 9 and 5 using Fig. 2(c)

(i) In the activity (i) greater number is …..

(ii) In the activity (ii) greater number is …..

(ii) To collect, display and interprete the data

Pre-requisite : Knowledge of using a ruler or a measuring tape.

Materials Required : A ruler / measuring tape, a pencil and a paper.

(Activity is to be performed by a group of 4 or 6 students)

Procedure : Measurement of length and width of the right palm.

Step 2. Now, the two students interchange their roles.

Grade : 3 - Mathmatics Laboratory in Primary & Upper Primary schools

Measuring length of the right ear

Step 2. Now the two students interchange their roles.

Step 3. All the members of the group record the observations.

Group member having longest palm length ...............................

Group member having shortest palm length ...............................

Group member having widest smile ...............................

Group member having longest ear ...............................

Group member having shortest ear ...............................

Pre-requisite : Knowledge of measuring length and its unit.

Materials required : Thick string, a metre scale, a pencil or a piece of chalk.

Step 1. Cut a piece of string 1m long using a string