Contents

Sl.
Themes Learning Outcomes Page No.
GOVERNMENT OF KARNATAKA No.
Identify and forms equivalent fractions of a given
DEPARTMENT OF PUBLIC INSTRUCTION 8 Numbers 1 - 11
fractions.

Solving problems by converting units of length,

9 12 - 27
KALIKA CHETHARIKE Measure
weight, volume and time using basic operations.

Classifying given angles into right angles, acute

2022-23 10
angle and obtuse angle.
28 - 33

LEARNING SHEETS
11 Geometry Identifying Nets of three-dimensional figures. 34 - 41

MATHEMATICS 12 Patterns Identify different types of patterns. 42 - 46

Data Analyse, Interpret, and draw conclusions in

PART - II 13
Handling Pictograph and Bar graphs.
47 - 56

5
FIFTH STANDARD

ENGLISH MEDIUM

SAMAGRA SHIKSHANA KARNATAKA

AND
DEPARTMENT OF STATE EDUCATIONAL
RESEARCH AND TRAINING, BENGALURU

i ii
8) Learning Outcome: Identifies fractions in equivalent form. Learning sheet – 77
Activity – 01 8.2 Identify which parts of the image are larger and write them in the space
Learning sheet – 76 provided as shown in the example.
8.1 In the following pictures write the coloured parts as fractions:
1. 2.

𝟏𝟏 𝟐𝟐 𝟐𝟐 𝟑𝟑

𝟒𝟒 ˂ 𝟒𝟒 𝟒𝟒 𝟒𝟒

3. 4.

𝟐𝟐 𝟑𝟑 𝟑𝟑 𝟓𝟓
𝟔𝟔 𝟔𝟔 𝟔𝟔 𝟔𝟔

5. 6.

𝟏𝟏 𝟑𝟑 𝟐𝟐 𝟏𝟏
𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒

7. 8.

𝟓𝟓 𝟒𝟒 𝟓𝟓 𝟐𝟐
𝟔𝟔 𝟔𝟔 𝟔𝟔 𝟔𝟔

9. 10.

𝟐𝟐 𝟒𝟒 𝟑𝟑 𝟐𝟐
𝟔𝟔 𝟔𝟔 𝟔𝟔 𝟔𝟔

1 2
 Learning sheet – 78 Learning sheet – 79
8.3 Identify which parts of the image are larger in the following images and 8.4 As shown in the illustration below, fill in the blanks using the appropriate
write them in the space given as shown in the example. symbols (>, <, =)
Example:

1.

2.

3.

4.

5.

6.

3 4
Activity – 02 Learning sheet – 81
Learning sheet – 80
8.7 Look at the following equivalent fractions and notice the pattern.
8.5 Write the following shaded portion in the fraction form. 1 2 4 8
= = =
3 6 12 24

See the answer here.

In all the images the shaded portion is equal to 1 2 . So, we can say all
Notice that there is another equal fraction where the numerator and denominator
fractions are equal to one another. Fill in the space below. are multiplied by the same numbers. Fill in the blanks.
1 = 4  4
= =
2 4 16

Write the following coloured portion in the fraction form.

Fill in the blanks.

1 4  
= = =
3 6 24
1
8.6 Which of the following fractions are equivalent to 2 ? Encircle them.

5 6
 Learning sheet – 83
Learning sheet – 82
8.10 In the following images, Colour the suitable parts to show the equivalent
8.8 Write equivalent fractions using the following images. fractions:

8.11 Fill in the blanks with the appropriate numbers in the following equivalent
8.9 Fill in the blanks in the following equivalent fractions. fractions:

7 8
 Learning sheet – 84 Learning sheet – 85

8.12 Colour the suitable parts of circles to make equivalent fractions and fill 8.14 Colour the suitable parts of circles to make equivalent fractions and fill
the correct number in the blanks. the correct number in the blanks.

8.13 Write three equivalent fractions for the following fractions:

7 8.15 Fill in the blanks with the appropriate numbers:
12
 9
13
4
15
7
18

9 10
8.16 Me and my learning (I will self evaluate what I have learnt so far) 9) Learning Outcome: Solve the problems by applying the four basic operations
1. Write equivalent fractions: of mathematics and convert units of length, weight, size and time
1 Activity – 01
=
5 Learning sheet – 86
3 9.1 Measure the length of the objects in the image below with the help of a scale:
=
5

1
=
2

Levels of Evaluation: (How is my learning? I will make  

mark)
 

Learning
Level – 1 Level – 2 Level – 3 Level – 4
Outcome
Identify Identify the Write Write equivalent Solve
fractions in concept of equivalent fractions to a problems
equivalent equivalent fractions fraction. Compare by adopting
fractional fractions to a given fractions as equivalent
form. through the fraction. smaller or larger. fractions in
images. everyday life
• Length of Leaf = ___________ Centimeters
situations. • Length of chalk = ____________Centimeters
• Length of Mushtache =_____________Centimeters
Teacher feedback
• Length of Pencil = ___________Centimeters
9.2 Measure the length of the following objects with the help of a scale:

• Length of rubber = ________ cm

• Length of Ladies finger =________ cm

• Length of Carrot =________ cm

• Length of fish =________ cm

Date: Teacher signature • Length of Corn tee =________ cm

• Length of Ice candy = ________ cm

11 12
 Learning sheet – 87 Learning sheet – 88
9.3 Paint the laces below to the given correct length : 9.5 Measure the length of your classmate’s parts of the body and write them
in the following table (in cm)
5 cm Parts of the Body Classmate-1 Classmate-2 Classmate-3
Thumb
Nose
9 cm Ear
Foot
9.6 Tick the objects that are approximately 1 cm long () and (×) for objects
more than 1 cm long.
11 cm

8 cm
Thickness
T s of Length
L off the length off Sticker Antt
Pencil key Syringee

13 cm
ngth of kniife
Len Breadth of Length of
o Buttoon
llength of
paper cliip Hook
7 cm
M
Match stick k

Activity – 02
9.7 Observe the following Scale:
10 cm

9.4 Draw a line that measures the length given below:

6 cm
5 cm
4 cm
12 cm It can measure a total length of 100 cm. This is called 1 meter scale. If 1cm is
added 100 times it becomes 1 meter. 100cm = 1 m
9 cm
13 14
131
 Learning sheet – 89 Learning sheet – 90
9.89.8
UsingUsing a meter
a meter scale measure
scale measure theoflength
the length of following
following andmark
and tick (√) tick the
()length
mark to
the Objects whose length is more than 1m and mark (×) for less than 1m. 9.10 Which of the following are measured by units indicated? Mark () them.

Objects More than 1 meter Less than 1 meter

To be Measured In Centimeters (cm) In meters (m)
Measure of play ground
Length of school bag
Height of the flag pole
Width of the door
Length of hair
Length of bus

Breadth of the Black board Length of pencil

Height of coconut tree
Width of class room
Length of the teacher table
Length of tooth brush
Length of mobile

Breadth of window
Length of school compound

9.11 Fill in the blanks by observing the below table

9.9 Measure your peers height and write them in the table below:
100 cm 1m
More than 1m How much more
Name of friend Less than 1m than 1m (or) __________ cm 3m
Equal to 1m How much less than 1m _______m + _______cm 250 cm
Jamuna More than 1 m 6 cm
_______cm 4m 30 cm
________m + ________cm 620 cm
_______cm 3m 25 cm
600 cm _____m
900 cm _____m
1200 cm _____m
_______cm 13m
_________cm 25m
________m + ________cm 312 cm
15 16

133
Activity – 03 Activity - 04
Learning sheet – 91 Learning sheet -92
9.12 Take a look at the pictures below and mark () for objects that have
more weight: 9.14 Observe the balance in activity 9.13 and answer the following questions:
• Which are the objects weighing more than 1 kg?
____________________________________________________
• Which are the objects weighing less than 1 kg?
____________________________________________________
• Which are the objects weighing exactly 1 kg?
____________________________________________________

9.15 Among the following mark () for the objects weighing more than 1 kg
and mark (×) for objects less than 1 kg. Measure their weights by using
a balance.

In the above picture, why some are up and some are down? Give your opinion. Bricks

9.13 Observe the weight of following objects and answer. A pair

p of slip
ppers

Jack fruit

Comb

Mobile
M Phone

Rice Bagg

Pumpkin
n

Pencil

17 18
 Learning sheet – 93
Learning sheet – 94
9.16 Observe the following balance (kg-kilogram, g-gram)
9.18 Look at the following balance, write the weights of the objects.

By observation 1 kg = 500 g + 500 g = 1000 g

Fill in the blanks by observing the following balances.

1 kg = ____ g + ____ g +____ g + ____ g +____ g+ ____ g 9.19 Look at the following balance, write the weights of the objects.

1 kg = ____ g + ____ g +____ g + ____ g

1 kg = ____ g + ____ g +____ g

1 kg = ____ g + ____ g +____ g + ____ g +____ g+ ____

g + ____ g + ____ g
9.20 Observe the following table and fill in the blanks.
Objects less than 1 kg can be measured in grams. 1000 g 1kg
__________ g 5kg
9.17 Which of the following weights are measured by units indicated? Mark()
them. _______kg + _______g 1500g
To be measured In kilograms (kg) In grams (g) __________g 4kg 250g
Gold ear ring
________kg + ________g 6200g
Heap of paddy
Cardamon _______g 3kg 700g
Shampoo 6000g _____kg
Bundel of Sugar cane
Weight of goat 9000g _____kg
Postal cover 12000g _____kg
Mustard
_______g 8kg
Weight of Lorry
Cement bag _________g 15kg

19 20
Activity – 05 Learning sheet – 96
Learning sheet – 95
9.23 Shade the measuring jar with the measure given below:

9.21 Answer how much liquid following containers can hold:

Observe: 1 litre is 1000 mili litre or 1 l is 1000ml.

9.24 Observe the table below and fill in the blanks:

500ml + _________ml 1 litre

9.22 Write the quantity of water present in the measuring jars given below: _______ml + ______ml + 250 ml 1 litre

_______ml + _______ml 700ml

2 litre + 250 ml + ________ml 2 litre 300 ml

3litre ____litre + 500ml + 500ml

2000ml _____Litre

1500 ml + 1500 ml _____Litre

21 22

143
 Learning sheet – 97
9.25 Observe this clock with your wall clock and answer the following
questions:
 How many hands are there in the clock?
__________
 Is the length of both hands equal? _______
 Which hand is moving fast? _________
 Which hand is moving slow? _________
9.26 Write the time shown in the following clocks:
What time it takes in minutes for the larger hand in the clock to complete one round?
________
What time it takes in minutes for the larger hand in the clock to complete half a
round? _______
What time it takes in minutes for the larger hand in the clock to complete quarter a
round? ___
How much a smaller hand in a clock moves when a larger hand completes a
round?________
How many minutes per hour? _________
Activity – 06
9.28 Write the time shown in the following clocks:

9.27 Observe the time in the following clocks and answer the following _
____hrs____
_min ____hrss____min n
_____hrs____min _
____hrs____
_min
questions:
Look at the Look at the Look at the Look at the
larger hand larger hand larger hand near larger hand
near to 12 near to 1 to 2 near to 4

_
____hrs____
_min ____hrss____min n
_____hrs____min _
____hrs____
_min

9 Hours 9 Hours 5 9 Hours 10 ___ Hours 9.29 Draw the time in the clock as given below:
minutes minutes ___ minutes
6 hrs 20 m
min 2 hrs 35 min 8 hrs 10min
rs 10 min 111 hrs 15 min

___ Hours ___ Hours __ Hours ___ Hours

___ minutes ___ minutes __ minutes ___ minutes

23 24
 9.31 Write the following time in 12 hrs clock model to 24 hrs clock model:
Learning sheet – 98
12 hrs. clock model 24 hrs. clock model
9.30 The timings of trains departing from Hubli to Bengaluru are given in Afternoon 2:30
the table below. To understand them Pankaja wrote like this. Answer the Night 10:30
following questions:
Evening 5:15
Departing from The way of Pankaja
Name of the Trains Afternoon 12: 30
Hubli wrote time
Night 9:45
Vascodagama express 3:00 hrs Early morning 3 O’clock
Siddaganga super fast express 6:00 hrs Morning 6 O’clock
Early morning 2: 30
Vishwamanava express 9:00 hrs Morning 9 O’clock Afternoon 14: 20
Hubli-Yeshwanthapur express 11:00 hrs Morning 11 O’clock Early morning 4:05
Janashathabdi express 13:00 hrs Afternoon 1 O’clock Night 11:55
S S S Hubli express 15:00 hrs Afternoon 3 O’clock 9.32 Observe the working hours of an office are given in the table below and
Hampi express 18:00 hrs Evening 6 O’clock answer the questions below :
Sampark kranti express 21:00 hrs Night 9 O’clock Day Time
Golgumbaz express 23:00 hrs Night 11 O’clock
Monday From 10:00 am to 5:00pm
• The train departure time is 13 hrs. This indicates what time in the afternoon? _______ Tuesday From 10:00 am to 5:00pm
• The train departure time is 15 hrs. This indicates what time in the afternoon? _______ Wednesday From 9:00 am to 3:00pm
• The train departure time is 18 hrs. This what time in the evening? ________ Thursday From 10:00 am to 5:00pm
• The train departure time is 23 hrs. This indicates how many hours in the night? _____ Friday From 10:00 am to 5:00pm
• 21 hrs. means ________ Saturday From 9:00 am to 1:00pm
• 3 hrs. means _________
• What time in a day is am? ______________
Train departure time is known as 24 hour clock model. Pankajas way of • What time in a day is pm? ______________
saying time is called 12 hour clock time.
• Morning 10:00 means _____ (am/pm)
· To convert 12 hrs clock model to 24 • Aftenoon 3:40 means ______ (am/pm)
hrs clock model add 12 hrs (Between
• Early morning 6:00 means ______(am/pm)
afternoon 12 hrs to mid night 12 hrs)
• Evening 5:00 means ______ (am/pm)
· To convert 24 hrs clock model to 12 hrs
clock model subtract 12 hrs (Between • Night 9:00 means _______ (am/pm)
afternoon 12 hrs to mid night 12 hrs) • Night 11:30 means _________ (am/pm)
• Early morning 2:00 means ________ (am/pm)
25 26
 Learning sheet – 99 10) Learning outcome: Classify angles into right, acute and obtuse angle.
Activity – 01
Learning sheet – 100

10.1 Observe the following slides and answer the questions given.

9.33 Tick () (am/pm) for the following process :

• Shalini went to bed at 9:00 (am/pm) • In which slide Raju slides faster __________
• Ramesha wake up at 5:00 (am/pm) and went for jogging.
• Which slide is longer? __________
• Niranjan had breakfast at 9:00 (am/pm)
• Harish was startled from his dream at 1:00 (am/pm) & got up from his • Which slide wall is higher? __________
bed. • Which slide slope is more?__________
9.34 I and my learning. (I will review what I have learnt so far) • In which image the distance between wall and slide is lesser? ______
1) 1 kilo gram has ______ grams. 4) am means ______ time in a day.
2) Half a kilogram has ____ grams. 5) pm means _______ 10.2 Observe the doors of the following images and answer to the questions:
3) 1 litre has _______ milli litre. 6) In 24 hrs. clock model, 19 hrs is
___________
Evaluation levels: (How is my learning? I will make a mark)

Learning Outcome Level – 1 Level – 2 Level – 3 Level – 4

• In which image distance between door and threshold is more? _____
Solve the problems Measure the Understand Understand Apply and solve
by applying length of the units of conversion of the problems • In which image distance between door and threshold is small? _____
mathematical four objects. length, weight units of length, related to
basic opereation and volume. weight, volume measurements
by converting and time in everyday life 10.3 Looking at the pictures of the below clock and answer the questions:
units of length, situation.
weight, volume
and time.
156
Teacher’s feedback

• In which figure distance between smaller and larger hand is more?

_____

Date: Teacher signature • In which figure distance between smaller and larger hand is less?
________
27 28
 Learning sheet – 102
Learning sheet – 101 10.8
10.7 Mark () for appropriate angle in the image:
10.4 The following figures are made using two sticks. Observe them and
Less than More than
answer the following Angle Right angle
right angle right angle

• In which image the distance between two sticks is greater? _______

• In which image the distance between two sticks is lesser? ________

Activity – 02
10.5 Mark () for ‘L’shaped figures:

‘L’ shaped angles

are called right
angle.

• Angle less than right angle is called acute angle.

• Angle more than right angle is called obtuse angle.

10.6 Identify right angles in the following figures: 10.8 Mark () for the following angles which are less than right angle:

160

29 30
 Learning sheet – 103

10.9 Observe the following figures and identify acute angles:

Learning sheet – 104

10.13 Write ‘A’ for acute angle, ‘B’ for right angle and ‘C’ for obtuse angle in
the given space:

10.10 Mark () the following angles which are more than right angle:

10.11 Observe the following figures and identify obtuse angles:

Activity – 03
10.12 For the following angles draw various images:
Angle Image 1 Image 2 Image 3 10.14 Mark obtuse angle for the following figures:
Obtuse angle

Right angle

10.15 I and my learning (I will self asses what I have learnt)

Acute angle 1. ‘L’ Shaped angles are called _________
2. Angles more than a right angle are _________
3. 9hrs in a clock is equal to _________ angle.
4. 2hrs in a clock is equal to ________ angle
31 32
 5. 7hrs in a clock is equal to ________ angle. 11) Learning outcome: Identify nets in three dimensional objects.
6. Identify & Name acute, right and obtuse angles in the following: Activity – 01
Learning sheet – 105

11.1 Join the dots, create the figure and write the name of the figure.

Join dotted lines Join dots Name of the figure

Levels of Evaluation (How is my learning? I will make () mark.)

Learning Level – 1 Level – 2 Level – 3 Level – 4
outcome
Classify the Identify Know the Identify right Classify right
angles in to right angles meaning of right angle, acute angle, acute
right, acute in different angle, acute angle and obtuse angle and obtuse
and obtuse objects. angle and obtuse angle in different angle from given
angles. angle. objects. objects

Teacher’s feedback

Date: Teacher signature

33 34

165
 Learning sheet – 106 Learning sheet – 107

11.2 Match the names with the given figure. 11.3 Match the solids with two dimensional figures.

Cuboid

Cube

Cylinder

11.4 Name the following objects:

Triangular based
prism

Sphere

Cone

Pyramid

167
35 36
Activity-02 Learning sheet - 109
Learning sheet-108-112
-02
11.7 Sarala and Deepu went to bakery to bring cake for the new year
11.5 Answer the following by observing Solids in the table: celebration. People were standing in the queue to get cake. The shop had
cut card sheets in different ways. Boxes were provided with matching
Solids
Name of No. of No. of No. of card sheets, taking care of the shape of the cake. By watching this Sarala
the solids Faces Edges Verticies
and Deepu came home and cut the card sheets as follows to make box.

Will you prepare

geometrical nets and deliver
them to lab?

Activity-03
-03
11.7 Observe the various cuttings nets of solids and fill in the blanks:
No. of circular No of triangular No of rectangular No of square
Networks
faces faces faces faces

• Cuboid has _______ faces and _______ verticies.

• Cylinder has ________ faces and _______ verticies.
• Square based pyramid has _____ faces, ______ vertices and _______
edges.
• Cone has _________ edges.

11.6 Observe the following statements and tick () if it is true and tick (×) if it
is wrong.
169
 Cylinder has 2 edges.
 Square based pyramid has 5 vertices.
 Cuboid has 12 edges.
 Triangular based prism has 6 faces.
 Cuboid and Cube have same No. of faces, edges and vertices.

37 38
Activity-04-04 Learning sheet- 111
Learning sheet - 110
11.9 Match the following networks and solids:
11.8 ( )
11.8 Observe the following solids, mark () for which match correctly
()
otherwise mark (×)
Networks
N
Soliids
(A) (B) (C)

174
39 40
 12) Learning outcome: Expand pattern in simple shapes and numbers.
11.10 Me and my learning (I will self evaluate what I have learnt so far)
1. Number of faces in cuboid is ________ Activity – 01
2. Cylinder has ________ faces. Learning sheet – 112
3. The number of verticies a cone has ______ 12.1 Complete the following by observing the pattern:
4. Square based prism has _________ faces.
5. Number of edges in circle is _______
6. Number of verticies in a cube is _______
7. Give an example for a circle: __________
8. Give an example for a cuboid: ________
9. Give an example for a cylinder: ___________
10. Give an example for a cone: ___________

12.2 Observe the pattern and fill in the blanks:

Levels of Evaluation (how is my learning? I will make mark)
1
Learning Level – 1 Level – 2 Level – 3 Level – 4
outcome
2
Identify Create 2 Identify 2 Identify nets Identify
nets in 3 dimensional dimensional by observing properties of
dimensional and 3 figures the properties 3 dimensional 3
objects dimensional in three of three objects and
objects by dimensional dimensional nets in daily 4
joining dots. objects. objects. life.
5
Teacher feedback:
6

10
Date: Teacher signature
41 42
Activity – 02 Learning sheet – 114
Learning sheet – 113
12.4 Fill in the blanks in the following neumerical pattern:
12.3 Complete the following by observing the pattern:

5
12.5 Complete the following by observing neumerical pattern:

Activity – 03
43 44
 Learning sheet – 115 12.8 Me and my learning (I will self evaluate what I have learned so far)
1. Complete the following pattern.
12.6 Observe and continue the following pattern:

1
2. Observe the pattern and fill in the blanks.

--------, --------, --------, --------, --------

2
3. Complete the following number patterns.
5, 10, 15, ------, --------.
3
1, 3, 5, -------, --------.
6, 11, 16. --------, ---------.
2, 4, 6, 8, 10, --------, --------.
4
Levels of Evaluation (How is my learning? I will make  
mark)
Learning Level – 1 Level – 2 Level – 3 Level – 4
outcome
12.7 Observe the pattern and fill in the blanks: Expand Expand Extend Extend patterns Extend the
pattern into only few patterns to to repeated pattern to
simple shapes shapes repeated and and exploring repeated,
and numbers. exploring shapes and in exploring and
1 shapes numbers rotating shapes
and in numbers.
Teacher feedback
2

4
Date: Teacher signature

45 46
13) Learning outcome: Analyse, Interpret and draw conclusions by observing Activity – 02
the data in bar graph and Pictograph Learning sheet – 117

Activity – 01 13.2 Rama sells a variety of fruits in his cart. He writes the fruits on pictograph.
Learning sheet – 116 Answer the following questions:

13.1 Shalini has begun to draw pictograph of the various types of fruits bought
from the market. Observe her work and complete the graph. Answer the
questions given.

😊😊 = 2 Fruits
😊😊 😊😊 😊😊

😊😊 😊😊 😊😊 😊😊

Guava Mango Papaya Ban

nana
Observe the above graph and answer:
• Which fruits are more in number? ___________
• Which fruits are less in number? ___________
• Which fruits are equal in number? __________
App
ple
Answer by observing above graph, answer the following:
• Which fruit is more in number? _________ by how much? _______
• Which fruit is less in number? ___________ by how much? _______
• Which fruit is 14 in number?___________
• Which fruit is 16 in number? ___________
• Which fruit is 12 in number? ___________

47 48
 Activity – 03
Learning sheet – 118
Learning sheet – 119
13.3 Fruits in the fruit shop are shown in the pictograph below. Read the
13.5 The following pictograph shows the vegetables that children do not like
graph and answer the questions:
in a class. Observe the graph and answer the questions:
= 4 fruits

Pomogranate

Orange

Sweet Lime

Sapodilla
Water Melon
Cashew Fruit

• How much watermelon is there in shop? __________
• How much Orange is there in shop?__________
• How much Sapodilla is there in shop?__________
• How much Cashew fruit is there in shop?__________
• How much Sweet Lime is there in shop? __________
• How much pomogrenate is there in shop? __________
13.4 Observe the number of different saplings the children planted on the day
of vanamahothsava and answer the following:
Rosewood
Rose woodsaplings
tree
Kinosaplings
Kino tree
• How many children do not like bitter gourd? ________
• How many children do not like carrot? ________
197
• How many children do not like beans? ________
• How many children do not like ridge gourd? ________
• How many children do not like raddish? ________
13.6 The following graph shows the vehicles used by the children of a school to
reach school from home. Answer the questions by observing the graph:
3 Saplings

Teak
Teaksaplings

Neemsaplings
Neem tree

Peepalsaplings
Peepal tree

Banni saplings
Banni tree

• How many Kino saplings are plated in school premises? _______________

• How many Rose wood saplings are plated in school premises? ___________
174
• How many Teak saplings are plated in school premises?_______________
• How many Banni saplings are plated in school premises? _______________
• How many Neem saplings are plated in school premises? _____________
• Which plant saplings are most planted in school premises? ____________
49
• Which vehicle is most used by children to reach school? ___________
• Which vehicle is least used by children to reach school? ___________
• How many of them come from bicycle? ____________
• How many of them come from auto? ____________
50
Activity – 04 Learning sheet – 120
Learning sheet – 121
13.7 Hallamma runs milk dairy. The farmers of the village sell milk to
Hallamma’s dairy. Below is the graph of milk collected in a day. 13.9 Lavanya and her friend counted the items they had picked up after
cleaning the school primises on Saturday after the class:

Villager’s
Bar graph is drawn for the counted objects: Look at the graph and
• How much milk is collected everyday? ____________
answer the question
• Who will give more milk to dairy? ____________
• Who will give less milk to dairy? ______________
• Between Pampa and Muzamil who sells more milk? How much
more they give? _________________

Number
• How much milk Shridhar and Rita put together? _____________
13.8 The time Anu spends after her return from school regularly in the evening
is given in graph. Observe the graph and answer the following questions:

• Which is the most trash found on the school ground?

• Which is the least trash found on the school ground?

TV
ing
ch
at
W
• How much less plastic cover found than papers?

• On what task does Anu spend more time? _________________

• On what task does she spend less time?? ______________ • How much more paper and plastic cover found than sticks?
• On what tasks does she take equal time? ___________
• How much time she spends for playing? ______________
• We know that plastic is harmful to nature, if so what can we do to
• For what she uses more time than social science? ______________
reduce its use?
• What is the better way to use the time spent on watching TV and mobile?
51 52
197

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 Learning sheet – 122 • Which is the farthest place from Bengaluru? _____________
• Which is the nearest place from Bengaluru? _______________
13.10 The most endangered animal in the world is tiger. According to 2018
statistics the number of tigers in various states of the country is given on • How much more is the distance of Belagavi than Kolar?
bar graph. _______________
• How much less is the distance of Tumukuru than Mangalore?
______________
• Which place would take the most time to travel buy bus among
Belagavi and Bidar? ______________
Number of Tigers

• Which place can be reached faster by bus among Kolar and Kodagu?
____________

13.12 The maximum average life span of some animals is given in Bar graph.
Observe and answer the following: 1 unit = 10 years

• Which state has the highest number of tigers?____________

Life Span (in years)

• Which state has more than 300 tigers? ___________
• Which is the 2nd state to have more tigers? ___________
• How many more tigers are their in Karnataka than in Kerala?_____
• Which state has least tigers? ___________
• What is the difference in the number of tigers between States of
Andhrapradesh and Rajasthan________
13.11 The distance from Bengaluru to various places is shown in bar graph.
Observe the graph and answer the questions: Scale: 50 Rupees = 1 unit
Animals

• Which animal has shortest life span? ______________

Distance (in km)

• Which animal has longest life span? _______________

• How much longer is Cobra life span than sheep? ______________
• Which animals have equal life span? ___________
• How much longer is Elephants life span than a cat? _________________
• List the pets name and life span of them.
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 Learning sheet – 123 1. Which vegetable Rama has grown more?_____________

13.13 There are 6 members in Mary home. The bar graph shows the amount of 2. Which vegetable Rama has grown less?______________
water used by them in a day. Answer the following questions: 3. Name the red vegetables grown by Rama _____________
Scale: 20 litre = 1 unit
2. Sheela’s house members drinking water is shown in the below bar
graph. Answer the following questions:

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ki
oo
C

• For what purpose the least water is used in Mary’s house?_________ 1. Who drinks more water?______________
• How much water is used for drinking? _____________
2. Who drinks less water? ______________
• For what purpose the most water is used? ____________
3. Who drinks 15 glass of water daily?___________
• How much quantity of water is used for washing cloth and
utensils?____________ Levels of Evaluation (How is my learning? I will make )
• What does 60 liters of water is used in Mary’s house?____________ Learning outcome Level – 1 Level – 2 Level – 3 Level – 4
• What is your suggestion to reduce the water consumption in Mary’s Analyse, Interpret Identify data Observe, Observe and Observe, analyse
home?_____ and conclude by in pictograph analyse and analyse the and conclude
observing the data and answer conclude in data given in the data given in
13.15 Me and my learning. (I will self evaluate what I have learnt so far) in bar graph and the questions. pictograph. pictograph and pictograph and bar
1. The vegetables grown by Rama is shown in the pictograph. Pictograph. bar graph. graph in daily life.

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