Class 6 NCERT bridge course Answers Activity W4.7 Kho Kho – An Indian Tag Game and its Role in Developing Mathematical Thinking

 

Activity W4.7: Kho Kho – An Indian Tag Game and its Role in Developing Mathematical Thinking

Activities like games play an important role not only in physical development but also in the mental development of an individual. 

They are helpful in the development of mathematical abilities of a student.

 Playing tag games makes students more aware of space.

 They learn strategies that can be applied to other games, sports, or activities.

 It allows everyone an opportunity to play. 

In most variations of tag, everyone is participating at the same time, and no one is waiting for their turn.

Kho Kho is a tag game of India. Its origins are as old as Mahabharata, with strategies and tactics likely derived from Mahabharata itself. 

 This game fosters many desirable traits such as sportsmanship, teamwork, loyalty, competitiveness, and self-esteem as well as speed, agility, strategy and quick thinking.

 The qualities of strategy and quick thinking are essential for the development of mathematical thinking of a student, as they will be gradually exposed to higher layers of abstraction in mathematics. 

Two teams face each other in this game (Team A and Team B). 

The game starts with a toss between the two team captains. 

 The winning captain decides who will chase the other team. Both the teams consist of 12 players.

 If Team A won the toss and decides to chase. 

9 players from team A enter the playground.

 All 9 players sit/kneel in the middle of the court facing the opposite direction in a straight row. 

A match consists of two innings of running and chasing turns of 9 minutes.

 From Team B, three players can enter the ground as the runner. 

All 9 players of the team sit in a row with both the ends having a pole. 

The 3 runners can go between two players of  Team A who are sitting in a zigzag alignment. 

The chaser team member is not to go through their sitting team members failing to it is a penalty. 

They can only turn back and chase after 

They touch the pole at either end of the line. 

These are the basic rules to follow on the ground.

 Students can be encouraged to devote some time for playing this game and discussion can be held on winning strategies.  

Activity W4.7: Kho Kho – An Indian Tag Game and its Role in Developing Mathematical Thinking

Introduction

Games like Kho Kho are not only vital for physical development but also contribute significantly to the mental development of students. Playing such games enhances spatial awareness, strategic thinking, quick decision-making, and teamwork — skills closely linked with mathematical abilities.

What is Kho Kho?

Kho Kho is a traditional Indian tag game dating back to the era of the Mahabharata. It involves two teams (Team A and Team B), each with 12 players. The game starts with a toss, and the winning captain decides whether to chase or run.

Basic Rules (Summary)

• Team A and Team B each have 12 players.

• If Team A wins the toss and decides to chase, 9 players from Team A sit in the middle of the ground in a straight line facing opposite directions.

• 3 runners from Team B enter the ground and try to avoid being caught.

• The runners run between the sitting players of Team A arranged in a zigzag pattern.

• Chasers cannot cross over their teammates sitting in the line.

• Chasers can only reverse direction after touching a pole at either end of the row.

• A match consists of two innings of 9 minutes each for running and chasing.

Mathematical Thinking in Kho Kho

• Spatial awareness: Understanding and navigating space between sitting players.

• Strategy and planning: Deciding when and how to chase or evade.

• Quick thinking: Reacting swiftly to opponents' moves.

• Abstract thinking: Applying strategies developed here to complex problem-solving.

Discussion Questions and Sample Answers

Q1: How does Kho Kho help develop mathematical thinking?
Answer: Kho Kho requires players to plan moves, anticipate opponents’ actions, and use spatial reasoning—all of which build skills useful in mathematics such as logic, problem-solving, and abstract thinking.

Q2: What strategies can be used to chase effectively?
Answer: Chasers can use teamwork, communication, and knowledge of the rules (e.g., not crossing teammates, reversing at poles) to corner the runners efficiently.

Q3: How can understanding space and position help runners avoid being caught?
Answer: Runners must estimate distances and use gaps effectively to avoid being tagged, applying concepts of measurement and spatial reasoning.

Example Scenario

If Team A won the toss and chose to chase:

• 9 players sit in a straight line.

• 3 runners from Team B try to pass through gaps.

• Chasers cannot cross teammates; they must touch poles to turn.

• Teams plan strategies to maximize tagging success or evade capture.

Suggested Images for Presentation

1. Diagram of the Kho Kho playground setup: Showing the sitting line of Team A players, poles at both ends, and paths available for runners.

2. Illustration of a chase: With arrows showing runners' paths and chasers’ movement restrictions.

3. Historical depiction: Artwork or a traditional image referencing Kho Kho's origins in the Mahabharata.

4. Team play image: Photograph or cartoon showing teamwork and sportsmanship in Kho Kho.

Title Ideas for Presentation or Worksheets

• Kho Kho: A Traditional Game Enhancing Math Skills

• Tag and Think: Learning Math Through Kho Kho

• Kho Kho – Strategy, Space, and Speed

• From the Mahabharata to Math Class: The Story of Kho Kho

• 
  

Class 6 NCERT bridge course Answers Activity W4.3 shapes found around us.

 Activity W4.3- shapes found around us.  

Give children stamps of square and rectangular shapes found around us. 

Ask them to paste on a grid and calculate the number of grid squares covered by each one of them.

Activity W4.3: Area Using Everyday Shapes

Give children **stamps or cutouts** of square and rectangular shapes from everyday objects (like books, boxes, tiles, etc.). Ask them to paste these on a **square grid sheet** and calculate the number of grid squares covered by each shape.

Example Images:

Children will place rectangular objects on a grid like this

Example: A matchbox covering 4 squares (2 × 2)

Step-by-Step Activity:

1. Provide children square grid paper and shape cutouts.
2. Children paste the shape on the grid.
3. They count how many full squares it covers.
4. Record and tabulate their answers.

Examples:

Example 1:
A square stamp covering 3×3 squares.
Area = 3 × 3 = 9 square units

Example 2:
A book cutout covering 5 rows and 2 columns.
Area = 5 × 2 = 10 square units

Conclusion:
The area of any square or rectangle is calculated by multiplying the number of grid squares along its length and width.
Area = Length × Breadth

Created for Class 8 | NCERT Aligned | Interactive Activity-Based Math

By counting Squares for area
ABCD = 3 X 4 = 12 SQ UNITS

EFGH = 2 X 6 = 12 SQ UNITS

IJKL = 6 X 2 = 12 SQ UNITS

MNOP = 12 X 1 = 12 SQ UNITS

QRST = 1 X 12 SQ UNITS

UVWX = 4 X 3 = 12 SQ UNITS

Class 6 NCERT bridge course Answers Activity W4.4 Exploring Area Through Real-Life Objects

 Activity W4.4 - 

 Exploring Area Through Real-Life Objects

Children may be asked to observe different objects such as books, Notebooks, the floor of the room etc. and try to device ways to find their areas.

Activity W4.4 — Exploring Area Through Real-Life Objects

Objective:

To help children understand the concept of area by observing and estimating the area of everyday rectangular and square objects.

Instructions:

Ask children to:

1. Observe objects around them (like books, notebooks, classroom tiles, tables, etc.).

2. Measure or estimate the length and breadth of the objects.

3. Use the Area = Length × Breadth formula to find the area.

4. Record their observations and compare different objects.

Examples:

Object	Estimated Length	Estimated Breadth	Area (L × B)	Unit
Textbook	25 cm	18 cm	450	cm²
Notebook	20 cm	15 cm	300	cm²
Floor Tile	60 cm	60 cm	3600	cm²
Writing Table Top	100 cm	50 cm	5000	cm²

Expected Learning Outcome:

Children will understand:

• How to measure or estimate dimensions.

• That different objects can have the same area but different shapes.

• That area is a measure of how much surface an object covers.

Extension Idea:

Encourage kids to:

• Draw their objects on graph paper.

• Create a mini "Area Museum" where they paste cutouts of real items with calculated area.

Activity W4.4 - Area Explorer Game

Instructions:

Drag the shapes onto the grid to simulate measuring area of books, notebooks, etc.

Each grid square = 1 unit². Use the shapes below to represent real-life objects.

2x1

3x2

Class 6 NCERT bridge course Answers Activity W4.2 Identifying Properties of Squares and Rectangles for Finding Area

 Identifying properties of squares and rectangles for finding area 

Activity W4.2  

 Identifying Properties of Squares and Rectangles for Finding Area

Initially a game can be played in this way: 

 Make chits numbered from 1 to 12 and put them in a bag. 

 Give each child a sheet of square grid paper. 

 One child becomes the leader and picks up two chits and shows them to the others. 

Level 1: 

The rest have to draw the rectangle of those sides in their own square grid paper. 

It can be vertical or horizontal. 

 Suppose the numbers are 2 and 5. 

 Others will draw rectangles of sides 2 units and 5 units. 

Or 5 units and 2 units. 

One such could be - 

The aim is to fill the square grid. 

Level 2: 

The rest can think of the area and decide what sides they want to draw, e.g., 

if the numbers pulls out are 2 and 6, 

the children can draw either a rectangle 2 by 6 or 3 by 4 or 12 by 1. 

They may check if all these shapes cover the same area or not. 

Level 3: 

If the numbers pulled out are 2 and 8, the children can draw either 2 by 8, 4 by 4 or 1 by 16. 

Once they make different shapes, they can check whether all areas are the same or not. 

Through this activity, the students can generalise that, 

the area of a rectangle/square is the product of adjacent sides

Activity W4.2 – Identifying Properties of Squares and Rectangles for Finding Area

Objective

To help students explore and generalize that the area of a rectangle or square is the product of adjacent sides, using hands-on practice with grid paper.

Materials Needed

• Square grid paper

• Pen/Pencil

• Chits numbered 1 to 12

• A bag or box to draw chits from

How to Play

Preparation:

1. Write numbers 1 to 12 on individual chits and put them in a bag.

2. Each student gets a sheet of square grid paper.

3. One student is chosen as the leader for each round.

Level 1: Direct Drawing

Step:

• The leader picks two chits (e.g., 2 and 5).

• Other students draw a rectangle of dimensions 2 units × 5 units or 5 units × 2 units.

 Example Answer:

• A rectangle of 2 × 5 = 10 square units

• Orientation doesn't matter (horizontal or vertical is fine)

Level 2: Area Matching

Step:

• If the leader picks numbers 2 and 6, students must create any rectangle with the same area.

• They can calculate the area:
  2 × 6 = 12 square units

Example Answers:

• 3 × 4

• 6 × 2

• 1 × 12

• 4 × 3

All of these have area = 12 square units.

Level 3: Area and Factorization

Step:

• Leader picks numbers 2 and 8. Area = 2 × 8 = 16

• Students find different pairs of factors of 16 and draw rectangles accordingly.

 Example Answers:

• 1 × 16

• 2 × 8

• 4 × 4

Ask students:
➡️ Do they all have the same area?
➡️ Which one is a square?

What Students Discover

• The area of a rectangle is always the product of its length and breadth.

• Different dimensions can lead to the same area.

• Squares are special rectangles with equal adjacent sides.

Generalization

Area = Length × Breadth
This applies to all rectangles and squares, regardless of orientation.

Extension Ideas

• Compare perimeters of different shapes with the same area.

• Design a tiling game to fill a larger grid using smaller rectangles.

🔲 Activity W4.3: Identifying Properties of Squares and Rectangles

In this activity, students will explore the **properties of rectangles and squares** to understand how area is calculated through hands-on practice.

🎲 Setup:

• Make chits numbered from 1 to 12.
• Give each child a sheet of square grid paper.
• One child becomes the leader and picks up 2 chits randomly.

🔹 Level 1:

Draw the rectangle using the 2 numbers as sides. The rectangle can be vertical or horizontal.

Example: Chits drawn = 2 and 5 → Possible rectangles: 2×5 or 5×2

🔸 Level 2:

Think of **other combinations** with the same area.

Example: Chits drawn = 2 and 6 → Area = 12
Other options: 3×4 or 1×12

✔ All shapes cover an area of 12 square units.

🔸 Level 3:

Find different combinations using multiplication of the given numbers to make rectangles of equal area.

Example: Chits drawn = 2 and 8 → Area = 16
Options: 2×8, 4×4, 1×16

✔ All rectangles/squares cover the same area.

📌 Conclusion:

👉 The area of a rectangle or square is found by multiplying the adjacent sides.

General Rule: Area = Length × Breadth (or Side × Side for squares)

Created for Class 8 | Based on NCERT Maths | Interactive Learning by Activity Method