GOVERNMENT OF KARNATAKA

DEPARTMENT OF PUBLIC INSTRUCTION

KALIKA CHETHARIKE
2022-23
LEARNING SHEETS

MATHEMATICS
PART - II

5
FIFTH STANDARD

ENGLISH MEDIUM

SAMAGRA SHIKSHANA KARNATAKA

AND
DEPARTMENT OF STATE EDUCATIONAL
RESEARCH AND TRAINING, BENGALURU

i
 Contents
Sl.
Themes Learning Outcomes Page No.
No.
Identify and forms equivalent fractions of a given
8 Numbers 1 - 11
fractions.

Solving problems by converting units of length,

9 12 - 27
weight, volume and time using basic operations.
Measure
Classifying given angles into right angles, acute
10 28 - 33
angle and obtuse angle.

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

12 Patterns Identify different types of patterns. 42 - 46

Data Analyse, Interpret, and draw conclusions in

13 47 - 56
Handling Pictograph and Bar graphs.

ii
8) Learning Outcome: Identifies fractions in equivalent form.
Activity – 01
Learning sheet – 76
8.1 In the following pictures write the coloured parts as fractions:

1
 Learning sheet – 77

8.2 Identify which parts of the image are larger and write them in the space
provided as shown in the example.

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

2
 Learning sheet – 78
8.3 Identify which parts of the image are larger in the following images and
write them in the space given as shown in the example.

1.

2.

3.

4.

5.

6.

3
 Learning sheet – 79
8.4 As shown in the illustration below, fill in the blanks using the appropriate
symbols (>, <, =)
Example:

4
Activity – 02
Learning sheet – 80
8.5 Write the following shaded portion in the fraction form.

In all the images the shaded portion is equal to 1 2 . So, we can say all
fractions are equal to one another. Fill in the space below.
1 = 4  4
= =
2 4 16

Write the following coloured portion in the fraction form.

Fill in the blanks.
1 4  
= = =
3 6 24

8.6 Which of the following fractions are equivalent to 1

2 ? Encircle them.

5
 Learning sheet – 81
8.7 Look at the following equivalent fractions and notice the pattern.
1 2 4 8
= = =
3 6 12 24

See the answer here.

Notice that there is another equal fraction where the numerator and denominator
are multiplied by the same numbers. Fill in the blanks.

6
 Learning sheet – 82

8.8 Write equivalent fractions using the following images.

8.9 Fill in the blanks in the following equivalent fractions.

7
 Learning sheet – 83
8.10 In the following images, Colour the suitable parts to show the equivalent
fractions:

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

8
 Learning sheet – 84

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

8.13 Write three equivalent fractions for the following fractions:

7
12
 9
13
4
15
7
18

9
 Learning sheet – 85

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

8.15 Fill in the blanks with the appropriate numbers:

10
8.16 Me and my learning (I will self evaluate what I have learnt so far)
1. Write equivalent fractions:
1
=
5

3
=
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
situations.

Teacher feedback

Date: Teacher signature

11
 9) Learning Outcome: Solve the problems by applying the four basic operations
of mathematics and convert units of length, weight, size and time
Activity – 01
Learning sheet – 86
9.1 Measure the length of the objects in the image below with the help of a scale:

• Length of Leaf = ___________ Centimeters

• Length of chalk = ____________Centimeters
• Length of Mushtache =_____________Centimeters
• 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

• Length of Corn tee =________ cm

• Length of Ice candy = ________ cm

12
 Learning sheet – 87
9.3 Paint the laces below to the given correct length :

5 cm

9 cm

11 cm

8 cm

13 cm

7 cm

10 cm

9.4 Draw a line that measures the length given below:

6 cm
5 cm
4 cm
12 cm
9 cm
13
 Learning sheet – 88
9.5 Measure the length of your classmate’s parts of the body and write them
in the following table (in cm)
Parts of the Body Classmate-1 Classmate-2 Classmate-3
Thumb
Nose
Ear
Foot
9.6 Tick the objects that are approximately 1 cm long () and (×) for objects
more than 1 cm long.

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

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

Activity – 02
9.7 Observe the following Scale:

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

14
131
 Learning sheet – 89
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.

Objects More than 1 meter Less than 1 meter

Width of the door

Breadth of the Black board

Length of the teacher table

Breadth of window

9.9 Measure your peers height and write them in the table below:
More than 1m How much more
Name of friend Less than 1m than 1m (or)
Equal to 1m How much less than 1m
Jamuna More than 1 m 6 cm

15

133
 Learning sheet – 90

9.10 Which of the following are measured by units indicated? Mark () them.

To be Measured In Centimeters (cm) In meters (m)

Measure of play ground
Length of school bag
Height of the flag pole
Length of hair
Length of bus
Length of pencil
Height of coconut tree
Width of class room
Length of tooth brush
Length of mobile
Length of school compound

9.11 Fill in the blanks by observing the below table

100 cm 1m
__________ cm 3m
_______m + _______cm 250 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
16
Activity – 03
Learning sheet – 91
9.12 Take a look at the pictures below and mark () for objects that have
more weight:

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

9.13 Observe the weight of following objects and answer.

17
Activity - 04
Learning sheet -92

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.

Bricks

A pair
p of slip
ppers

Jack fruit

Comb

Mobile
M Phone

Rice Bagg

Pumpkin
n

Pencil

18
 Learning sheet – 93
9.16 Observe the following balance (kg-kilogram, g-gram)

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

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

1 kg = ____ g + ____ g +____ g

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

g + ____ g + ____ g

Objects less than 1 kg can be measured in grams.

9.17 Which of the following weights are measured by units indicated? Mark()
them.
To be measured In kilograms (kg) In grams (g)
Gold ear ring
Heap of paddy
Cardamon
Shampoo
Bundel of Sugar cane
Weight of goat
Postal cover
Mustard
Weight of Lorry
Cement bag

19
 Learning sheet – 94

9.18 Look at the following balance, write the weights of the objects.

9.19 Look at the following balance, write the weights of the objects.

9.20 Observe the following table and fill in the blanks.

1000 g 1kg
__________ g 5kg
_______kg + _______g 1500g
__________g 4kg 250g
________kg + ________g 6200g
_______g 3kg 700g
6000g _____kg
9000g _____kg
12000g _____kg
_______g 8kg
_________g 15kg

20
Activity – 05
Learning sheet – 95

9.21 Answer how much liquid following containers can hold:

9.22 Write the quantity of water present in the measuring jars given below:

21
 Learning sheet – 96

9.23 Shade the measuring jar with the measure given below:

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

_______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

22
 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:

9.27 Observe the time in the following clocks and answer the following
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

9 Hours 9 Hours 5 9 Hours 10 ___ Hours

minutes minutes ___ minutes

___ Hours ___ Hours __ Hours ___ Hours

___ minutes ___ minutes __ minutes ___ minutes

23
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:

_
____hrs____
_min ____hrss____min n
_____hrs____min _
____hrs____
_min

_
____hrs____
_min ____hrss____min n
_____hrs____min _
____hrs____
_min

9.29 Draw the time in the clock as given below:

6 hrs 20 m
min 2 hrs 35 min 8 hrs 10min
rs 10 min 111 hrs 15 min

24
 Learning sheet – 98

9.30 The timings of trains departing from Hubli to Bengaluru are given in
the table below. To understand them Pankaja wrote like this. Answer the
following questions:
Departing from The way of Pankaja
Name of the Trains
Hubli wrote time
Vascodagama express 3:00 hrs Early morning 3 O’clock
Siddaganga super fast express 6:00 hrs Morning 6 O’clock
Vishwamanava express 9:00 hrs Morning 9 O’clock
Hubli-Yeshwanthapur express 11:00 hrs Morning 11 O’clock
Janashathabdi express 13:00 hrs Afternoon 1 O’clock
S S S Hubli express 15:00 hrs Afternoon 3 O’clock
Hampi express 18:00 hrs Evening 6 O’clock
Sampark kranti express 21:00 hrs Night 9 O’clock
Golgumbaz express 23:00 hrs Night 11 O’clock

• The train departure time is 13 hrs. This indicates what time in the afternoon? _______
• The train departure time is 15 hrs. This indicates what time in the afternoon? _______
• The train departure time is 18 hrs. This what time in the evening? ________
• The train departure time is 23 hrs. This indicates how many hours in the night? _____
• 21 hrs. means ________
• 3 hrs. means _________

Train departure time is known as 24 hour clock model. Pankajas way of

saying time is called 12 hour clock time.

· To convert 12 hrs clock model to 24

hrs clock model add 12 hrs (Between
afternoon 12 hrs to mid night 12 hrs)

· To convert 24 hrs clock model to 12 hrs

clock model subtract 12 hrs (Between
afternoon 12 hrs to mid night 12 hrs)

25
9.31 Write the following time in 12 hrs clock model to 24 hrs clock model:
12 hrs. clock model 24 hrs. clock model
Afternoon 2:30
Night 10:30
Evening 5:15
Afternoon 12: 30
Night 9:45
Early morning 2: 30
Afternoon 14: 20
Early morning 4:05
Night 11:55
9.32 Observe the working hours of an office are given in the table below and
answer the questions below :
Day Time
Monday From 10:00 am to 5:00pm
Tuesday From 10:00 am to 5:00pm
Wednesday From 9:00 am to 3:00pm
Thursday From 10:00 am to 5:00pm
Friday From 10:00 am to 5:00pm
Saturday From 9:00 am to 1:00pm

• What time in a day is am? ______________

• What time in a day is pm? ______________
• Morning 10:00 means _____ (am/pm)
• Aftenoon 3:40 means ______ (am/pm)
• Early morning 6:00 means ______(am/pm)
• Evening 5:00 means ______ (am/pm)
• Night 9:00 means _______ (am/pm)
• Night 11:30 means _________ (am/pm)
• Early morning 2:00 means ________ (am/pm)
26
 Learning sheet – 99

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

• Shalini went to bed at 9:00 (am/pm)
• Ramesha wake up at 5:00 (am/pm) and went for jogging.
• Niranjan had breakfast at 9:00 (am/pm)
• Harish was startled from his dream at 1:00 (am/pm) & got up from his
bed.
9.34 I and my learning. (I will review what I have learnt so far)
1) 1 kilo gram has ______ grams. 4) am means ______ time in a day.
2) Half a kilogram has ____ grams. 5) pm means _______
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

Solve the problems Measure the Understand Understand Apply and solve
by applying length of the units of conversion of the problems
mathematical four objects. length, weight units of length, related to
basic opereation and volume. weight, volume measurements
by converting and time in everyday life
units of length, situation.
weight, volume
and time.
156
Teacher’s feedback

Date: Teacher signature

27
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.

• In which slide Raju slides faster __________

• Which slide is longer? __________
• Which slide wall is higher? __________
• Which slide slope is more?__________
• In which image the distance between wall and slide is lesser? ______

10.2 Observe the doors of the following images and answer to the questions:

• In which image distance between door and threshold is more? _____

• In which image distance between door and threshold is small? _____

10.3 Looking at the pictures of the below clock and answer the questions:

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

_____
• In which figure distance between smaller and larger hand is less?
________
28
 Learning sheet – 101

10.4 The following figures are made using two sticks. Observe them and
answer the following

• 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.

10.6 Identify right angles in the following figures:

29
 Learning sheet – 102
10.8
10.7 Mark () for appropriate angle in the image:
Less than More than
Angle Right angle
right angle right angle

• Angle less than right angle is called acute angle.

• Angle more than right angle is called obtuse angle.

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

160

30
 Learning sheet – 103

10.9 Observe the following figures and identify acute angles:

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
Obtuse angle

Right angle

Acute angle

31
 Learning sheet – 104

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

10.14 Mark obtuse angle for the following figures:

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

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
32
 5. 7hrs in a clock is equal to ________ angle.
6. Identify & Name acute, right and obtuse angles in the following:

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
11) Learning outcome: Identify nets in three dimensional objects.

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

34
 Learning sheet – 106

11.2 Match the names with the given figure.

Cuboid

Cube

Cylinder

Triangular based
prism

Sphere

Cone

Pyramid

167
35
 Learning sheet – 107

11.3 Match the solids with two dimensional figures.

11.4 Name the following objects:

36
Activity-02
Activity-02 Learning sheet-108
Learning sheet-112

11.5 Answer the the

11.5 Answer following
followingby
byobserving Solids
observing Solids in the
in the table:
table:

Name of No. of No. of No. of

Solids
the solids Faces Edges Verticies

Will you prepare

geometrical nets and deliver
them to lab?

• 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.
 Cylinder has 2 edges. 169

 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
 Learning sheet - 109
11.7 Sarala and Deepu went to bakery to bring cake for the new year
celebration. People were standing in the queue to get cake. The shop had
cut card sheets in different ways. Boxes were provided with matching
card sheets, taking care of the shape of the cake. By watching this Sarala
and Deepu came home and cut the card sheets as follows to make box.

Activity-03
Activity-03
11.7 Observe thethe
11.7 Observe various cuttings
various cuttings netsnets of solids
of solids and filland
in thefill in the blanks:
blanks:
No. of circular No of triangular No of rectangular No of square
Networks
faces faces faces faces

38
Activity-04
Activity-0
A 4 Learniing sheet - 114
1
Learning sheet - 110
11.8 Observee the follo
owing solid
ds, mark(()for wh
hich match
h correctlly or otheerwise
11.8 Observe the following solids, mark () for which match correctly
mark ()
otherwise mark (×)
N
Networks
Soliids
(A) (B) (C)

174
39
 Learning sheet- 111

11.9 Match the following networks and solids:

40
11.10 Me and my learning (I will self evaluate what I have learnt so far)
1. Number of faces in cuboid is ________
2. Cylinder has ________ faces.
3. The number of verticies a cone has ______
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: ___________

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

Learning Level – 1 Level – 2 Level – 3 Level – 4
outcome
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
objects dimensional in three of three objects and
objects by dimensional dimensional nets in daily
joining dots. objects. objects. life.

Teacher feedback:

Date: Teacher signature

41
12) Learning outcome: Expand pattern in simple shapes and numbers.
Activity – 01
Learning sheet – 112

12.1 Complete the following by observing the pattern:

12.2 Observe the pattern and fill in the blanks:

10

42
Activity – 02
Learning sheet – 113

12.3 Complete the following by observing the pattern:

43
 Learning sheet – 114
12.4 Fill in the blanks in the following neumerical pattern:

12.5 Complete the following by observing neumerical pattern:

Activity – 03
44
 Learning sheet – 115

12.6 Observe and continue the following pattern:

12.7 Observe the pattern and fill in the blanks:

45
12.8 Me and my learning (I will self evaluate what I have learned so far)
1. Complete the following pattern.

2. Observe the pattern and fill in the blanks.

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

3. Complete the following number patterns.
5, 10, 15, ------, --------.
1, 3, 5, -------, --------.
6, 11, 16. --------, ---------.
2, 4, 6, 8, 10, --------, --------.
Levels of Evaluation (How is my learning? I will make  
mark)
Learning Level – 1 Level – 2 Level – 3 Level – 4
outcome
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
shapes numbers rotating shapes
and in numbers.
Teacher feedback

Date: Teacher signature

46
13) Learning outcome: Analyse, Interpret and draw conclusions by observing
the data in bar graph and Pictograph
Activity – 01
Learning sheet – 116

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.

Guava Mango Papaya Ban

nana App
ple

Observe the above graph and answer:

• Which fruits are more in number? ___________
• Which fruits are less in number? ___________
• Which fruits are equal in number? __________

47
Activity – 02
Learning sheet – 117

13.2 Rama sells a variety of fruits in his cart. He writes the fruits on pictograph.
Answer the following questions:

😊😊 = 2 Fruits
😊😊 😊😊 😊😊

😊😊 😊😊 😊😊 😊😊

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? ___________

48
 Learning sheet – 118

13.3 Fruits in the fruit shop are shown in the pictograph below. Read 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:
Rose
Rosewood
woodsaplings
tree 3 Saplings
Kino
Kinosaplings
tree

Teak
Teaksaplings

Neem
Neemsaplings
tree
Peepal
Peepalsaplings
tree

Banni
Banni saplings
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
Activity – 03
Learning sheet – 119

13.5 The following pictograph shows the vegetables that children do not like
in a class. Observe the graph and answer the questions:

• 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:

• 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
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.

Villager’s

• How much milk is collected everyday? ____________

• 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? _________________
• 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:

TV
g
in
ch
at
W

• On what task does Anu spend more time? _________________

• On what task does she spend less time?? ______________
• On what tasks does she take equal time? ___________
• How much time she spends for playing? ______________
• For what she uses more time than social science? ______________
• What is the better way to use the time spent on watching TV and mobile?
51
 Learning sheet – 121

13.9 Lavanya and her friend counted the items they had picked up after
cleaning the school primises on Saturday after the class:

Bar graph is drawn for the counted objects: Look at the graph and
answer the question
Number

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

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

• How much less plastic cover found than papers?

• How much more paper and plastic cover found than sticks?

• We know that plastic is harmful to nature, if so what can we do to

reduce its use?

52
197
 Learning sheet – 122

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
bar graph.
Number of Tigers

• Which state has the highest number of tigers?____________

• 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:
Distance (in km)

197

53
 • Which is the farthest place from Bengaluru? _____________
• Which is the nearest place from Bengaluru? _______________
• How much more is the distance of Belagavi than Kolar?
_______________
• 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? ______________
• 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
Life Span (in years)

Scale: 50 Rupees = 1 unit

Animals

• Which animal has shortest life span? ______________

• 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.

54
 Learning sheet – 123

13.13 There are 6 members in Mary home. The bar graph shows the amount of
water used by them in a day. Answer the following questions:
Scale: 20 litre = 1 unit

ng
ki
oo
C

• For what purpose the least water is used in Mary’s house?_________
• How much water is used for drinking? _____________
• For what purpose the most water is used? ____________
• How much quantity of water is used for washing cloth and
utensils?____________
• What does 60 liters of water is used in Mary’s house?____________
• What is your suggestion to reduce the water consumption in Mary’s
home?_____

13.15 Me and my learning. (I will self evaluate what I have learnt so far)
1. The vegetables grown by Rama is shown in the pictograph.
No of Glass (cups)

197

55
 1. Which vegetable Rama has grown more?_____________
2. Which vegetable Rama has grown less?______________
3. Name the red vegetables grown by Rama _____________
2. Sheela’s house members drinking water is shown in the below bar
graph. Answer the following questions:

1. Who drinks more water?______________

2. Who drinks less water? ______________
3. Who drinks 15 glass of water daily?___________

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

Learning outcome Level – 1 Level – 2 Level – 3 Level – 4
Analyse, Interpret Identify data Observe, Observe and Observe, analyse
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
in bar graph and the questions. pictograph. pictograph and pictograph and bar
Pictograph. bar graph. graph in daily life.

Teacher feedback

Date: Teacher signature

56 197