class 3 Activity 4 to measure the dimensions of the floor of a room in the house using 1m long thick string

Lab Activity-4

To measure the dimensions of the floor of a room in the house using 1m long thick string.

Procedure:

Step 1: Cut a piece of string 1 m long using a metre scale. Step 2: Place one end of the 1 m string at one of the corners of the floor and stretch, keeping it straight along one side of the floor [Fig. 4(a)]. 

Step 3: Mark the position of the other end of the string on the floor with a piece of chalk or pencil.

Step 4: Remove the string from this position and place it again away from the corner along the side of the floor keeping its one end at the marked position. Step 5: Mark the position of the other end of the string on the floor [Fig. 4(b)].

String

String

Floor

Floor

Fig. 4(a)

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 mor by folding the string. m

Step 7: Record your observations.

Observations:

Similarly measure the lengths of other sides of the floor and record your 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

class 3 Activity 3 to represent tables of 2 & 3 using lines and angles

Lab Activity-3

To represent multiplication tables of 2 and 3 using lines and dots.

Procedure: Draw two vertical lines as in the Fig. 3(a).

Step 1:

Step 2: Now draw a horizontal line intersecting the two vertical lines and paste bindis at the intersection representing 2 x 1 = 2 [Fig. 3(b)]. 

Step 3: Again draw two vertical lines. Now draw two horizontal lines intersecting two vertical lines and paste bindis at the four points of intersection. These points represent 2 x 2 = 4 [Fig. 3 (c)].

Step 4: Repeat the above steps drawing 2 vertical lines and three horizontal lines, intersecting at six points. These points represent 2 x 3 = 6 [Fig. 3(d)]. Step 5: Repeat the above steps with four horizontal lines intersecting the two vertical lines to represent 2 x 4 = 8 as in [Fig. 3(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. 3(f), Fig. 3(g) and Fig. 3(h).

Fig. 3(a)

Fig. 3(b)

Fig. 3(c)

Fig. 3(d)

Fig. 3(e)

Fig. 3(f)

Fig. 3(g)

Fig. 3(h)

2 x 3 =

Observations: Fill in the blanks:

) 2x1 =

2x2 =

2x 3=

2x4=

2x5 =

2×6=

 2x7 =

2 x 8 =

2x9=

()

3 x 1 =

3 x 2 =

3 x 3 =

3 x 4 =

3 x 5=

3 x 6 =

3 x 7 =

3 x 8 =

3 x 9=

3 x 10 =

Extension: You may initiate discussion among the other students for the process of 3 x 10 = developing the tables of 4 and 5. 

class 3 Activity 2 identify the even or odd number

Lab Activity-2

To identify a number as an even number or an odd number.

Procedure:

Step 1: Pick up a few marbles and count them.

Step 2: Try to arrange them in pairs.

Step 3: Are you left with any unpaired marbles? [Fig. 2(a)]

Step 4: Stick a few bindis on a page of your notebook as shown in Fig. 2(b). Step 5: Count the number of bindis and record it.

Step 6: Draw boundaries around pairs of bindis as shown in Fig. 2(b), so that no bindi is paired twice.

Marbles

tie

Fig. 2(a)

Fig. 2 (b)

Observations:

1. How many marbles did you count? 

2. Was any marbles left after pairing in Step 3. If yes, the number was

3. How many bindis did you stick?

4. Are you left with any unpaired bindi after pairing? Yes/No 5. Is the number of bindis even or odd?

6. Take a number (say) 36? Is it even or odd?

Note: If the total number of bindis can be paired then we say that the bindis are even in number. If any one of the bindis remain unpaired, then we say that the bindis are odd 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 beads may be distributed in two groups and then the concept of even / odd numbers can be strengthened.

class 3 Activity 1 identify the greater number

Maths Lab Activities (As per CBSE Guidelines)

Lab Activity-1

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

Procedure:

Step 1: Draw two straight lines on a paper sheet [Fig. 1(a)]. Step 2: Take seven stickers and stick them one by one on the first line starting from one end. Make sure no gap is left between any two stickers and also no two

stickers overlap each other [Fig. 1(b)]. Step 3: Now take 11 stickers and stick them one by one on the second line in the same way as below [Fig. 1(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. Similarly represent numbers 9 and 5 using stickers and note down the number representing longer length of the stickers.

7 stickers

11 stickers

Fig. 1(c)

Fig. 1(a)

Fig. 1(b)

Observations:

Comparing the lengths of the stickers, we find that 

(i) In the activity the greater number is.

 (ii) In the activity the greater number is.

Extension of the activity: This activity may also be performed by shading squares in a line on the grid paper.