Class 6 NCERT bridge course Answers Activity W3.3 A Treasure Hunt

 Activity W3.3 A Treasure Hunt

A Treasure Hunt Provide each student with a copy of the treasure map, 

which includes coordinates (i.e., pairs of numbers discussed in earlier activity) 

marking the location of the treasure. 

 Explain the objective of the activity:

 to use the given coordinates to locate the treasure.

 Allow students to work individually or in pairs to navigate the map and find the treasure.

Once the treasure is found, celebrate the successful completion of the hunt and discuss the coordinates used to locate the treasure. 

 Encourage students to create their own treasure maps for future activities, incorporating coordinates and landmarks of their choice

Let's imagine this map uses a simple grid system 

The bottom left 

The top right-) 

Starting point where the pirate boy is A (15,4) 

Pirate ship B (7,3) 

Skull Rock C(6,7) 

Crocodile pond D (3,8) 

Light house E (11.I0) 

Dragon cave F(13,8) 

X Marks the Treasure G(13,5)

Activity W3.3: A Treasure Hunt Using Coordinates

Objective:

To reinforce the concept of coordinates by having students locate "hidden treasures" on a grid-based map using ordered pairs (x, y). This activity enhances spatial reasoning, logical thinking, and basic map-reading skills.

Materials Needed:

• A Treasure Map (printed or drawn grid map with landmarks and labeled axes)

• Clue cards with coordinates (e.g., (3, 5), (7, 2))

• Pencil and colored markers

• Small tokens or stickers to mark the treasure

• Optional: Geo boards or tactile grids for visually challenged students

 How It Works:

1. Provide the Treasure Map:
   Each student or pair gets a printed map grid, e.g., a 10x10 grid. The x-axis (horizontal) and y-axis (vertical) should be labeled from 1 to 10.

2. Mark Landmarks for Storytelling (Optional):
   Include fun icons like a palm tree at (4, 2), a ship at (1, 9), a cave at (8, 3), a skull rock at (6, 6), and the treasure chest at (5, 7).

3. Explain the Coordinates:
   Review that each coordinate tells:

   • How far to go right (x)

   • How far to go up (y)

4. Start the Hunt:
   Distribute clue cards or call out clues like:

   • “Go to (3, 4) to find the old lighthouse.”

   • “Then head to (5, 7) to discover the buried treasure.”

5. Finding the Treasure:
   When students reach the treasure coordinate, they mark it and celebrate!

 Example:

Treasure Map Coordinates Clue List:

• (2, 1): "Start here at the Dock"

• (4, 2): "Visit the Palm Tree"

• (6, 6): "Avoid the Skull Rock"

• (5, 7): "YOU FOUND THE TREASURE!"

 Encourage Students To:

• Create their own maps with different landmarks and hidden treasure spots.

• Write short stories or clues leading to their hidden treasure using coordinates.

• Trade maps with friends and solve each other’s treasure hunts!

 Learning Outcomes:

• Understand and apply the concept of coordinates (x, y).

• Improve directionality and navigation skills.

• Foster creativity and collaborative learning.

Class 6 NCERT bridge course Answers Activity W3.2 Exploring Coordinates on a Checkerboard Grid

 Activity W3.2 

Ask the students to take a piece of paper that looks like a big checkerboard, 

with lots of little squares on it. 

Each of these squares has its own special address, i.e., giving each square a name so that we can find it easily. 

 Give the students two numbers, say (3, 4), to tell us where a square is. 

 The first number tells us how far to move to the right.

 The second number tells us how far to move up or down.

 Give plenty of such numbers and ask them to plot these on the grid.

 This gives them an intuitive idea of the coordinate system.

 Students may try plotting some points on our own grid! 

It's like connecting the dots to reveal a hidden picture. 

(Please provide such graphics for connecting dots as hands on activity)

 Plastic mesh grid or geo board may be used for students with visual challenges.

Activity W3.2: Exploring Coordinates on a Checkerboard Grid

Objective:
Help students understand the concept of coordinates as addresses on a grid, by plotting points given as ordered pairs (x, y).

Procedure:

1. Introduce the Checkerboard Grid:
   Provide students with a sheet of paper printed with a big checkerboard or grid made up of small squares (for example, a 10x10 grid).

2. Explain the Coordinates:
   Each square on the grid has a special address or coordinate, written as a pair of numbers (x, y).

   • The first number (x) tells how many squares to move to the right starting from the origin (bottom-left corner).

   • The second number (y) tells how many squares to move up from the origin.

3. Plotting Points:
   Give students coordinate pairs such as (3, 4), (1, 7), (5, 2), etc.
   Ask them to find the corresponding squares on the grid and mark those points with a dot or sticker.

4. Connect the Dots:
   Once all the points are plotted, students connect the dots in the order given to reveal a hidden shape or pattern. This can be a simple shape like a house, a star, or a letter.

5. Encourage Creativity:
   Invite students to create their own sets of coordinates and swap with classmates to plot and reveal new pictures.

Example Coordinates to Plot (for a simple house shape):

Point	Coordinates (x, y)
A	(2, 2)
B	(2, 5)
C	(4, 7)
D	(6, 5)
E	(6, 2)
F	(2, 2)

Connect points A → B → C → D → E → F to outline the house.

Additional Notes:

• For students with visual challenges, use a plastic mesh grid or geoboard with tactile strings or rubber bands to feel the shape.

• Encourage using colorful markers or stickers for points and lines.

• To visualize the coordinate system better, label the x-axis and y-axis clearly on the grid.

• A large grid (10x10 squares) labeled with numbers along the bottom (x-axis) and side (y-axis).

• Points plotted at example coordinates.

• Lines connecting points to form a simple recognizable shape (e.g., house).

• A blank grid for students to try their own plotting.

Class 6 NCERT bridge course Answers Activity W3.1 Exploring Directions on a Map

 Activities for WEEK-3

Using the Informal Coordinate System to Draw a Map

 Activity W3.1 Exploring Directions on a Map

 In this activity students will explore different places using a map and understand the value of directions mentioned in it. 

 Ask them to get a Map of their school. 

 They may be asked to look for a compass rose on the map. 

 It's usually a small star or flower-like symbol with arrows pointing in different directions.

 This handy tool will guide them as they explore directions. 

 They may be familiarised with the four main directions: 

1. North is at the top of the map. 

2. South is at the bottom. 

3. East is on the right side. 

4. West is on the left side. 

 

 They may be asked to face a certain direction. 

 They may then use the compass rose to figure out which direction they are facing.

 It's like using a compass to find their way. 

 Now, allow them to try to locate different places on the map using the directions they have learned. 

For example, they might find their classroom to the north of the playground. 

 You may call out a direction, and the student should point to that direction on the map.  

The map can be made tactile with Braille labelling.

Activity W3.1: Exploring Directions on a Map

Theme: Using the Informal Coordinate System

Objective:

To help students understand how to:

• Read a map using cardinal directions (North, South, East, West)

• Identify landmarks in relation to each other

• Use informal coordinate systems and spatial reasoning

• Introduce tactile learning (for inclusive education)

Materials Needed:

• A map of the school (can be teacher-created if not available)

• Compass rose diagram (printed or drawn)

• Braille label sheets (if available, for inclusive support)

• A4 sheets for students to sketch their own maps

• Pencil and ruler

Concepts Involved:

• Cardinal directions (N, S, E, W)

• Relative location (e.g., “Library is east of the main gate”)

• Map orientation

• Visual and tactile learning

• Spatial awareness

Procedure:

1. Start with a Map:
   Distribute a map of the school to each student or group. Include a compass rose on the map.

2. Discuss the Compass Rose:

   • Explain that North is usually at the top.

   • South is at the bottom.

   • East is to the right.

   • West is to the left.

   • You may even create a fun mnemonic like “Never Eat Soggy Waffles” to help them remember.

3. Explore Directions:
   Ask students to:

   • Stand and face North (as per the map).

   • Then ask them to turn and face East, South, and West.

4. Locate Landmarks:
   Ask students to locate the following using directional clues:

   • “What is to the west of the assembly ground?”

   • “Which building lies north of the playground?”

   • “Where is the staff room in relation to the principal’s office?”

5. Interactive Play:
   You can turn it into a game:

   • Call out directions like “Point to the east on your map!”

   • Or ask: “What do you find if you go south from the library?”

6. Tactile Support:

   • Add Braille labels or raised symbols for key locations (classroom, library, toilet, playground).

   • This ensures inclusion for visually impaired learners.

Examples:

Landmark	Relative Location Example
Library	East of the Staff Room
Playground	South of the Main Gate
Classroom 5A	North of the Computer Lab
Principal's Office	West of the Reception
Canteen	Between the Science Lab and Art Room

Compass Rose Symbol:

Sample Answers to Map Questions:

• Q: What is east of the playground?
  A: The library.

• Q: What lies to the north of the school garden?
  A: The classrooms.

• Q: If the student is standing at the main gate, in which direction do they walk to reach the science lab?
  A: Walk north.

Discussion & Reflection:

• How did the compass rose help you find your way?

• What would happen if you didn't know which direction was north?

• Can we use directions at home or in our neighborhood?

Conclusion:

This activity gives students real-world map reading skills while enhancing their spatial intelligence and orientation sense. It also makes room for inclusive education through tactile and visual tools.

Class 6 NCERT bridge course Answers Activity W2.7 Rangoli Making

 Activity W2.7 Rangoli Making 

 In this activity students will be able to make different shapes using the chart paper and 

then arrange them into beautiful rangoli/ kolam 

 Ask the children (in group) to make different shapes using coloured chart papers. 

They may be asked to make different rangoli/kolam.

Activity W2.7: Rangoli Making – Exploring Geometry Through Art

Objective:

To help students explore geometry, symmetry, patterns, and aesthetic design through a creative and collaborative activity—making rangoli (kolam) using cut-out shapes.

This activity strengthens spatial understanding, shape recognition, and artistic expression.

Materials Needed:

• Colored chart paper

• Scissors

• Glue or double-sided tape

• Pencils, rulers, and compasses (for precision)

• A3 or A2 sized base sheet for pasting designs

Concepts Involved:

• 2D shapes (triangles, squares, circles, rhombuses, hexagons, etc.)

• Symmetry and reflection

• Pattern and repetition

• Tiling and tessellation

Procedure:

1. Group the students into small teams of 3–5 members.

2. Ask them to cut out basic shapes like:

   • Squares

   • Triangles

   • Circles

   • Semicircles

   • Petals

   • Diamonds/rhombuses

   • Stars

3. Each group should design their own rangoli/kolam on chart paper or a flat surface by:

   • Arranging shapes in symmetric or circular patterns

   • Exploring repetition and rotation

   • Using contrasting colors for beauty

4. Once satisfied, students can paste the shapes onto a base sheet.

Examples of Rangoli Designs:

Design Name	Description	Shapes Used
Lotus Mandala	Petals arranged in a circular pattern	Ovals, circles, triangles
Geometric Star Rangoli	Star at the center with repeated diamond shapes	Stars, diamonds, triangles
Symmetry Butterfly	Mirror-symmetric design of a butterfly	Semicircles, triangles
Flower Garden Kolam	Repeated flower patterns in a grid	Circles, petals, squares

Discussion Questions:

1. What shapes did you use in your design?
   ➤ Answers will vary: squares, circles, triangles, etc.

2. Was your rangoli symmetrical?
   ➤ Many designs will be symmetrical; ask how they achieved that.

3. Did you face challenges while arranging the shapes?
   ➤ Some might mention fitting or matching angles and sizes.

4. What makes one design more visually appealing than another?
   ➤ Use of color contrast, repetition, symmetry, and balance.

Conclusion:

This activity combines mathematics with art, reinforcing concepts of geometry, area, symmetry, and design in a fun and engaging way. It fosters teamwork, creativity, and appreciation of traditional cultural art forms like kolam or rangoli.