ayectet Hats aichtat 2A ciel UREA wasn eoalSeurdVal-Wi5/2018/5808, 07/03/2018: HR oUfRid-21e4Hed Wie 3 @® ulaana ied UAL Bt 8. sau oueAl sel oud-ard B of nual Bar aug 2A Ra ae 2A Aer area aA ad B. Gwe AA as Sea Wed EEL, of vrei mace, Gied 2 ala ed ance amt aA ERs em wd OIA adler Gniet Ber ae Baia Heel Pest 204 deer seul 2A alan wv wag BX 2 B xisfta Affe orgies ix after aftaq NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING ie) SAA WA UML UlsUyRas ASM ‘Maat’, Aszz v0-A, ailaae-se2 10agate A stewed dl we all uRHG A. weet aati A elatafle eur. ada A RaayME A. wale afl aPiayur De, We ARs dl ew A aisle a eM uray al Ree WR aileot afl aultty Ra. oder (area aichiees: = oufBtat) Balers al Bat ML as (ner Gets : dale) yearn al sha a. doula (rue Fras + Goulet) wala yl at wu Leela BOLeLLelL arsieallell Get aig apvaid waste ttl GCERT ala a, 19-7-2017t Suta-sHis rate 1217/Riara sda 62M AL gus NCERT al waspasta a0! aKa Rati Fela arti auell AA aeael NCERT, «el eal arat usilid Deer 3 a aulbte Breet wsaysetset syratdbii aque sil RewlBll aie sai ypraud ure tue UUsABAS HLA ade agora B Dar Musee aga ut ell aoe Pom eR, AA al WA sriaamHl we B WA awllediai ytd Dida eA’ LOH YRU@HIAL S4l WEL DAL MUSUYRAS Ble sti Wai aLusmpesdl gd HB Bs Be daeell SRA vat, srauai rate, ou sl aA NCERT at WER aS RIE clued Guia wat Freunde as ERaala selfabieg aber aril auf WA swBdsA air 2434 aunanii ue Bui all sttevoud We, afl eriaisoud 3, 5862, afl are wnt, di aer wsaveu (RIE, clu), af 220 doe (RIE, clue) Gud wh Weta Hdl ape aA Aveda Yai WSR B. wage WsayaasA wane, Gua aA alAARd oeattae We Ait, aARasll (Ruel) ate ried ra ASA aga wustesin auuarii ane 8, au usaypasel steel Reet oust ast 1 241 ast Bal FA BMH waatel WSL at UA Saar! BULB. risa aA Wl sae Aavii wid 8, a4 wai Rar ww Hate Gaal wad syetartt aud dai adi auasel 8. NCERT, “el Reelett este Hee cetett BuoUEl A, WM. ouedl (IAS) slants WY Fares wusnyas isn ‘dl,34-O1-2020 silt Bert aught: LOE, YYsAL : LOLE, 202 DOBLE : Speed BH UNL LENS sm, Rewer, S22 LOA, atl ad A, otal, FEU ys:DIDDDIDIIDIIITIIIIIDIIIIIIIIIIIIIDII III III IIIa DD Da ID DD DDD DDD DD II DIODE. Foreword .¢ National Curriculum Framework (NCF), 2005, recommends that children’s life at school must be linked to their life outside the school, This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community, The syllabi and ‘textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986). ‘The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that given space, ‘time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. ‘These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual endar so that the required number of teaching days are actually devoted to teaching, ‘The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom, Syllabus designers have tried to address the problem of, curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching, ‘The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience, National Council of Educational Research and Training (NCERT) appreciates the hard work done by the Textbook Development Committee responsible for this book. We wish to thanic the Chairperson of the Advisory Committee, Professor Anita Rampal and the Chief Advisor for this book, Professor Amitabha Mulkherjee for guiding the work of this committee, Several teachers contributed to the development of this textbook; we are grateful to their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, material and personnel. We are especially grateful to ‘the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution. As an organisation committed to the systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinement. Director New Delhi National Council of Educational 20 December, 2005 Research and Training RR OK OKTextbook Development Committee (Cuamrenson, Apvisory Connarnex ro Texr0oxs aT THE Primary LEvet, Anita Rampal, Professor, Department of Education, Delhi University, Delhi (Cir Apvisor Amitabha Mukherjee, Director, Centre for Science Education and Communication (CSEC), Delhi University, Delhi Mme Anita Rampal, Professor, Department of Education, Delhi University, Delht ‘Asha Kala, Lecturer, DEE, Institute of Home Economics, New Delhi Asmita Varma, Primary Teacher, Navyug School, Lodhi Road, New Delhi Bhavna, Lecturer, DEE, Gargi College, New Delhi Dharam Parkash, Reader, CIET, NCERT Preeti Chaddha, Primary Teacher, Basic School, CIE, Delhi University, Delhi Suneeta Mishra, Primary Teacher, Nagar Palika School, Bapudham, New Delhi ‘Mrnaser-coonmaror Surja Kumari, Professor, Department of Elementary Education, NCERTDIDDDIDIIDIIITIIIIIDIIIIIIIIIIIIIDII III III IIIa DD Da ID DD DDD DDD DD II DIODE. Acknowledgements National Council of Educational Research and Training (NCERT) thanks the following persons and institutions for their contribution towards this textbook. Special thanks are due to the Centre for Science Education and Communication (CSEC), Dethi University, for providing academic support and hosting all the textbook development workshops. The teams were fully supported by the staff and put in tremendous effort through long working hours even on holidays, ‘The Council acknowledges the advisory support of Rohit Dhankar, Director, Digantar, Jaipur and the contributions of K. Subramaniam, Homi Bhabha Centre for Science Education, Mumbai and Indu Dogra, Primary Teacher, M.C.D. Model School, Seva Nagar, New Delhi. This book has drawn upon ideas from existing materials, such as, Numeracy Counts! (National Literacy Resource Centre, Mussoorie), Mathematics For All (Homi Babha Centre for Science Education, Mumbai) and Mathematics: A Textbook for Class Ill (SCERT, Delhi) ‘The Council also gratefully acknowledges the contributions of Sandeep Mishra and Shashi Vij for their voluntary technical support and of Sadiq Saeed and Subodh Kumar, DTP Operators and Inderjeet Jairath, Proof Reader in shaping this book. s . OKLIGSD 6 afta-14He AL Wesel Her o_O? sail Ad. amatdl vad ..... aid a dl... iol aA 2g. LSI BWA Ud auu-Aefl 24d... wa adl m4 8... a4 oud sist? Sea ad? qo. olddata 44. LWA HL... -PUYEL oU9L ULE islal? Nemexow 2 eMAAAAAAAAAA AAA AAAA @® suid ag al Rad Wr alized Bar dard sea. ai AP yel-gel Wa WeweRd Ba at ofa Rad wu WA WABI Ball Asllead octal AR WA YUL & GAPrd edi. WR a aH rigd vaatd uz sf. a dee ale Hlersiat Bar ars dl sel. riya sel 3 Bs Alar Viel Bet ett vd Fell WL 8. Ud gd Wid Bar lava oiied. aa. AA As Herstrd Br ef ed. wee Br gel atoidi eal. 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