Class 10 Maths Part 1 Practice Set 3.1 Solutions | Maharashtra Board

Welcome to our comprehensive guide for Class 10 Maths Part 1 Practice Set 3.1. If you are a Maharashtra Board student studying Chapter 3 Arithmetic Progression, these step-by-step Textbook Exercise Solutions will help you master the core concepts. From identifying whether a sequence is an Arithmetic Progression (A.P.) to calculating the first term and common difference, our detailed breakdown is designed to help you secure full marks in your board exams. Let's dive into the solutions!

Exam Tip: To prove a sequence is an A.P., always show that the difference between at least three consecutive pairs of terms, i.e., \( t_2 - t_1 \) and \( t_3 - t_2 \), is constant. Always enclose negative numbers in brackets during subtraction to avoid careless sign errors!

Practice Set 3.1: Question 1

Which of the following sequences are A.P.? If they are A.P. find the common difference.

i. \( 2, 4, 6, 8, \dots \)

• Given Sequence: \( 2, 4, 6, 8, \dots \)
• Here: \( t_1 = 2 \), \( t_2 = 4 \), \( t_3 = 6 \), \( t_4 = 8 \)
• Calculation:
  \( t_2 - t_1 = 4 - 2 = 2 \)
  \( t_3 - t_2 = 6 - 4 = 2 \)
  \( t_4 - t_3 = 8 - 6 = 2 \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = 2 = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = 2 \).

ii. \( 2, \frac{5}{2}, 3, \frac{7}{2}, \dots \)

• Given Sequence: \( 2, \frac{5}{2}, 3, \frac{7}{2}, \dots \)
• Here: \( t_1 = 2 \), \( t_2 = \frac{5}{2} \), \( t_3 = 3 \), \( t_4 = \frac{7}{2} \)
• Calculation:
  \( t_2 - t_1 = \frac{5}{2} - 2 = \frac{5 - 4}{2} = \frac{1}{2} \)
  \( t_3 - t_2 = 3 - \frac{5}{2} = \frac{6 - 5}{2} = \frac{1}{2} \)
  \( t_4 - t_3 = \frac{7}{2} - 3 = \frac{7 - 6}{2} = \frac{1}{2} \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = \frac{1}{2} = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = \frac{1}{2} \).

iii. \( -10, -6, -2, 2, \dots \)

• Given Sequence: \( -10, -6, -2, 2, \dots \)
• Here: \( t_1 = -10 \), \( t_2 = -6 \), \( t_3 = -2 \), \( t_4 = 2 \)
• Calculation:
  \( t_2 - t_1 = -6 - (-10) = -6 + 10 = 4 \)
  \( t_3 - t_2 = -2 - (-6) = -2 + 6 = 4 \)
  \( t_4 - t_3 = 2 - (-2) = 2 + 2 = 4 \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = 4 = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = 4 \).

iv. \( 0.3, 0.33, 0.333, \dots \)

• Given Sequence: \( 0.3, 0.33, 0.333, \dots \)
• Here: \( t_1 = 0.3 \), \( t_2 = 0.33 \), \( t_3 = 0.333 \)
• Calculation:
  \( t_2 - t_1 = 0.33 - 0.3 = 0.03 \)
  \( t_3 - t_2 = 0.333 - 0.33 = 0.003 \)
• Since \( t_2 - t_1 \neq t_3 - t_2 \).
• The difference between two consecutive terms is not constant.
• Final Answer: The given sequence is not an A.P.

v. \( 0, -4, -8, -12, \dots \)

• Given Sequence: \( 0, -4, -8, -12, \dots \)
• Here: \( t_1 = 0 \), \( t_2 = -4 \), \( t_3 = -8 \), \( t_4 = -12 \)
• Calculation:
  \( t_2 - t_1 = -4 - 0 = -4 \)
  \( t_3 - t_2 = -8 - (-4) = -8 + 4 = -4 \)
  \( t_4 - t_3 = -12 - (-8) = -12 + 8 = -4 \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = -4 = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = -4 \).

vi. \( -\frac{1}{5}, -\frac{1}{5}, -\frac{1}{5}, \dots \)

• Given Sequence: \( -\frac{1}{5}, -\frac{1}{5}, -\frac{1}{5}, \dots \)
• Here: \( t_1 = -\frac{1}{5} \), \( t_2 = -\frac{1}{5} \), \( t_3 = -\frac{1}{5} \)
• Calculation:
  \( t_2 - t_1 = -\frac{1}{5} - \left(-\frac{1}{5}\right) = -\frac{1}{5} + \frac{1}{5} = 0 \)
  \( t_3 - t_2 = -\frac{1}{5} - \left(-\frac{1}{5}\right) = -\frac{1}{5} + \frac{1}{5} = 0 \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = 0 = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = 0 \).

vii. \( 3, 3+\sqrt{2}, 3+2\sqrt{2}, 3+3\sqrt{2}, \dots \)

• Given Sequence: \( 3, 3+\sqrt{2}, 3+2\sqrt{2}, 3+3\sqrt{2}, \dots \)
• Here: \( t_1 = 3 \), \( t_2 = 3+\sqrt{2} \), \( t_3 = 3+2\sqrt{2} \), \( t_4 = 3+3\sqrt{2} \)
• Calculation:
  \( t_2 - t_1 = (3+\sqrt{2}) - 3 = \sqrt{2} \)
  \( t_3 - t_2 = (3+2\sqrt{2}) - (3+\sqrt{2}) = \sqrt{2} \)
  \( t_4 - t_3 = (3+3\sqrt{2}) - (3+2\sqrt{2}) = \sqrt{2} \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = \sqrt{2} = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = \sqrt{2} \).

viii. \( 127, 132, 137, \dots \)

• Given Sequence: \( 127, 132, 137, \dots \)
• Here: \( t_1 = 127 \), \( t_2 = 132 \), \( t_3 = 137 \)
• Calculation:
  \( t_2 - t_1 = 132 - 127 = 5 \)
  \( t_3 - t_2 = 137 - 132 = 5 \)
• Since \( t_2 - t_1 = t_3 - t_2 = \dots = 5 = d \) (constant).
• The difference between two consecutive terms is constant.
• Final Answer: The given sequence is an A.P. and the common difference \( (d) = 5 \).

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Practice Set 3.1: Question 2

Write an A.P. whose first term is \( a \) and common difference is \( d \) in each of the following.

Key Formula: The terms of an A.P. can be found using the sequence: \( t_1 = a \), \( t_2 = t_1 + d \), \( t_3 = t_2 + d \), \( \dots \)

i. \( a = 10 \), \( d = 5 \)

• Given: \( a = 10 \), \( d = 5 \)
• Calculation:
  \( t_1 = a = 10 \)
  \( t_2 = t_1 + d = 10 + 5 = 15 \)
  \( t_3 = t_2 + d = 15 + 5 = 20 \)
  \( t_4 = t_3 + d = 20 + 5 = 25 \)
• Final Answer: The required A.P. is 10, 15, 20, 25, ...

ii. \( a = -3 \), \( d = 0 \)

• Given: \( a = -3 \), \( d = 0 \)
• Calculation:
  \( t_1 = a = -3 \)
  \( t_2 = t_1 + d = -3 + 0 = -3 \)
  \( t_3 = t_2 + d = -3 + 0 = -3 \)
  \( t_4 = t_3 + d = -3 + 0 = -3 \)
• Final Answer: The required A.P. is -3, -3, -3, -3, ...

iii. \( a = -7 \), \( d = \frac{1}{2} \)

• Given: \( a = -7 \), \( d = \frac{1}{2} \) (or \( 0.5 \))
• Calculation:
  \( t_1 = a = -7 \)
  \( t_2 = t_1 + d = -7 + \frac{1}{2} = \frac{-14 + 1}{2} = \frac{-13}{2} = -6.5 \)
  \( t_3 = t_2 + d = -6.5 + 0.5 = -6 \)
  \( t_4 = t_3 + d = -6 + \frac{1}{2} = \frac{-12 + 1}{2} = \frac{-11}{2} = -5.5 \)
• Final Answer: The required A.P. is -7, -6.5, -6, -5.5, ...

iv. \( a = -1.25 \), \( d = 3 \)

• Given: \( a = -1.25 \), \( d = 3 \)
• Calculation:
  \( t_1 = a = -1.25 \)
  \( t_2 = t_1 + d = -1.25 + 3 = 1.75 \)
  \( t_3 = t_2 + d = 1.75 + 3 = 4.75 \)
  \( t_4 = t_3 + d = 4.75 + 3 = 7.75 \)
• Final Answer: The required A.P. is -1.25, 1.75, 4.75, 7.75, ...

v. \( a = 6 \), \( d = -3 \)

• Given: \( a = 6 \), \( d = -3 \)
• Calculation:
  \( t_1 = a = 6 \)
  \( t_2 = t_1 + d = 6 + (-3) = 3 \)
  \( t_3 = t_2 + d = 3 + (-3) = 0 \)
  \( t_4 = t_3 + d = 0 + (-3) = -3 \)
• Final Answer: The required A.P. is 6, 3, 0, -3, ...

vi. \( a = -19 \), \( d = -4 \)

• Given: \( a = -19 \), \( d = -4 \)
• Calculation:
  \( t_1 = a = -19 \)
  \( t_2 = t_1 + d = -19 + (-4) = -23 \)
  \( t_3 = t_2 + d = -23 + (-4) = -27 \)
  \( t_4 = t_3 + d = -27 + (-4) = -31 \)
• Final Answer: The required A.P. is -19, -23, -27, -31, ...

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Practice Set 3.1: Question 3

Find the first term and common difference for each of the A.P.

i. \( 5, 1, -3, -7, \dots \)

• Given A.P.: \( 5, 1, -3, -7, \dots \)
• Here: \( t_1 = 5 \), \( t_2 = 1 \)
• Calculation:
  First term \( a = t_1 = 5 \)
  Common difference \( d = t_2 - t_1 = 1 - 5 = -4 \)
• Final Answer: First term \( (a) = 5 \), common difference \( (d) = -4 \).

ii. \( 0.6, 0.9, 1.2, 1.5, \dots \)

• Given A.P.: \( 0.6, 0.9, 1.2, 1.5, \dots \)
• Here: \( t_1 = 0.6 \), \( t_2 = 0.9 \)
• Calculation:
  First term \( a = t_1 = 0.6 \)
  Common difference \( d = t_2 - t_1 = 0.9 - 0.6 = 0.3 \)
• Final Answer: First term \( (a) = 0.6 \), common difference \( (d) = 0.3 \).

iii. \( 127, 135, 143, 151, \dots \)

• Given A.P.: \( 127, 135, 143, 151, \dots \)
• Here: \( t_1 = 127 \), \( t_2 = 135 \)
• Calculation:
  First term \( a = t_1 = 127 \)
  Common difference \( d = t_2 - t_1 = 135 - 127 = 8 \)
• Final Answer: First term \( (a) = 127 \), common difference \( (d) = 8 \).

iv. \( \frac{1}{4}, \frac{3}{4}, \frac{5}{4}, \frac{7}{4}, \dots \)

• Given A.P.: \( \frac{1}{4}, \frac{3}{4}, \frac{5}{4}, \frac{7}{4}, \dots \)
• Here: \( t_1 = \frac{1}{4} \), \( t_2 = \frac{3}{4} \)
• Calculation:
  First term \( a = t_1 = \frac{1}{4} \)
  Common difference \( d = t_2 - t_1 = \frac{3}{4} - \frac{1}{4} = \frac{2}{4} = \frac{1}{2} \)
• Final Answer: First term \( (a) = \frac{1}{4} \), common difference \( (d) = \frac{1}{2} \).

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Additional Textbook Questions (Page 55 & 56)

Question 1: Complete the given pattern

i. Circle Pattern

Pattern Number	1	2	3	4	5	6	7	8	9
Number of circles	1	3	5	7	9	11	13	15	17

Rule: Every pattern is formed by adding a circle in horizontal and vertical rows to the preceding pattern. The sequence is 1, 3, 5, 7, 9, 11, 13, 15, 17, ...

ii. Triangle Pattern

Pattern Number	1	2	3	4	5	6	7
Number of triangles	5	8	11	14	17	20	23

Rule: Every pattern is formed by adding 2 triangles horizontally and 1 triangle vertically to the preceding pattern. The sequence is 5, 8, 11, 14, 17, 20, 23, ...

Question 2: Show the positions of the terms by \( t_1, t_2, t_3, \dots \)

• i. \( 7, 7, 7, 7, \dots \)
  Here \( t_1 = 7 \), \( t_2 = 7 \), \( t_3 = 7 \), \( \dots \)
• ii. \( -2, -6, -10, -14, \dots \)
  Here \( t_1 = -2 \), \( t_2 = -6 \), \( t_3 = -10 \), \( \dots \)

Question 3: Check whether there is any rule among the terms

• i. \( 1, 4, 7, 10, 13, \dots \)
  Rule: By adding 3 to each term, we get the next term.
• ii. \( 6, 12, 18, 24, \dots \)
  Rule: By adding 6 to each term, we get the next term.
• iii. \( 3, 3, 3, 3, \dots \)
  Rule: By adding 0 to each term, we get the next term.
• iv. \( 4, 16, 64, \dots \)
  Rule: By multiplying each term by 4, we get the next term. (Note: This is a Geometric Progression).
• v. \( -1, -1.5, -2, -2.5, \dots \)
  Rule: By adding -0.5 to each term, we get the next term.
• vi. \( 1^3, 2^3, 3^3, 4^3, \dots \)
  Rule: (Next term) = \( (\text{previous term's base} + 1)^3 \).

Conclusion: The similarity in sequences i, ii, iii, and v is that the next term is obtained by adding a particular fixed number to the previous term (Arithmetic Progression).

Question 4: Write one example of finite and infinite A.P. each.

• Finite A.P.: Even natural numbers from 4 to 50:
  4, 6, 8, \dots, 50
• Infinite A.P.: Positive multiples of 5:
  5, 10, 15, \dots

4th Tamil Term 1 Chapter 3 Elu Irakai kuruviyum Tenali ramanam Story

பருவம் 1 இயல் 3 | 4 ஆம் வகுப்பு தமிழ் - ஏழு இறக்கைக் குருவியும் தெனாலிராமனும் | 4th Tamil : Term 1 Chapter 3 : Elu Irakai kuruviyum Tenali ramanam

4 ஆம் வகுப்பு தமிழ் : பருவம் 1 இயல் 3 : ஏழு இறக்கைக் குருவியும் தெனாலிராமனும்

ஏழு இறக்கைக் குருவியும் தெனாலிராமனும்

3. ஏழு இறக்கைக் குருவியும் தெனாலிராமனும்

விஜயநகரம் விழாக்கோலம் பூண்டிருந்தது. விழாவிற்கு அண்டை நாட்டு மன்னர் விஜயவர்த்தனர் வருகை தந்திருந்தார். விழா மிகச் சிறப்பாக நடந்து முடிந்தது. அன்று மாலை அரசர் கிருஷ்ணதேவராயரும் அண்டை நாட்டு மன்னர் விஜயவர்த்தனரும் அரண்மனைத் தோட்டத்தில் உலாவிக் கொண்டிருந்தனர். அப்போது விஜயவர்த்தனர், கிருஷ்ணதேவராயரிடம் தங்கள் அவைப்புலவர் தெனாலிராமன் மிகவும் அறிவுக் கூர்மை உடையவராமே! எனக்கேட்டார்.

அதற்கு கிருஷ்ணதேவராயர் அதிலென்ன ஐயம் என்றார். விஜயவர்த்தனர், அப்படியானால் நான் தெனாலிராமனைச் சோதிக்கலாமா? எனக் கேட்டார். ஓ...! என்றார் கிருஷ்ணதேவராயர்.

மறுநாள் அரசவை கூடியது. கிருஷ்ணதேவராயர் தெனாலிராமனை அழைத்தார். தெனாலிராமன் அரசர்கள் இருவரையும் வணங்கி நின்றார். மன்னர் விஜயவர்த்தனர் தெனாலிராமனிடம், 'எனக்குக் காலையில் தங்க மஞ்சள் நிறத்திலும், நடுப்பகலில் சிவப்பு நிறத்திலும், இரவில் ஏழு வர்ணங்களிலும் உருமாறும் அற்புதக் குருவி ஒன்றைக் கொண்டுவந்து தரவேண்டும்' என்றார். 'மேலும் அது சிலசமயம் மூன்று கால்களாலும், சில சமயம் இரண்டு கால்களாலும் நடக்க வேண்டும், பிறகு ஏழு இறக்கைகளைக் கொண்டு வானில் பறக்கவும் வேண்டும்' என்றார்.

கிருஷ்ணதேவராயர் உடனே தெனாலிராமனிடம் 'விஜயவர்த்தனர் கூறியவாறு குருவியை விரைவில் கொண்டு வா' என்று உத்தரவிட்டார். அதைக் கேட்ட தெனாலிராமனுக்குத் தலை சுற்றியது. ஆனால் சிரித்தவாறே 'சரி..... அரசே! நாளைக்கு நான் அத்தகைய பறவையோடு வருகிறேன்' என்றார்.

மறுநாள் தெனாலிராமன் அரசவைக்குத் தாமதமாக வந்தார். அவர் நிலைமை மோசமாக இருந்தது. உடை கிழிந்து இருந்ததுடன், அதில் முட்களும், மண்ணும் ஒட்டியிருந்தன. அவரது கையில் காலியான பறவைக் கூண்டு ஒன்று இருந்தது.

கதைகளைத் தங்கள் சொந்த நடையில், தாம் விரும்பும் வகையில் தம் கருத்துகளையும் இணைத்துச் சொல்லுதல்

தெனாலிராமன் அரசரிடம், 'அரசே! அதிசயமான கதை நடந்துவிட்டது, விஜயவர்த்தன மன்னர் கூறியது போன்ற குருவி கையில் கிடைத்தது, நானும் அதைக் கூண்டில் அடைத்தேன். அதை இங்கு எடுத்து வரும்போது, அப்பறவை தனது மாயமான ஏழு இறக்கைகளை விரித்துப் பறந்து சென்றுவிட்டது, காட்டில் அதைத் துரத்திக் கொண்டு வெகுதூரம் சென்றேன். பறந்து சென்றவாறே அப்பறவை என்னிடம், "அரசரிடம் போய்ச் சொல், காலைப்பொழுதாகவும் இருக்கக்கூடாது, நடுப்பகல் பொழுதாகவும் இருக்கக்கூடாது, மாலைப்பொழுதாகவும் இருக்கக்கூடாது, வெளிச்சமாகவும் இருக்கக்கூடாது, இருளாகவும் இருக்கக்கூடாது அந்த நேரத்தில் நானே எனது ஏழு இறக்கைகளால் பறந்து திரும்ப வந்துவிடுவேன் என்றது" என்றார்.

அதைக் கேட்டதும் அரசர் கிருஷ்ணதேவராயருக்கும் மன்னர் விஜயவர்த்தனருக்கும் தலை சுற்றியது. 'அப்படிப்பட்ட நேரம் எப்போது உண்டாகும்?' என்று அனைவரும் வியப்படைந்தனர், அரசருக்கோ சிரிப்பு வந்தது.

விஜயவர்த்தனர் சொன்னார் ...'தெனாலியின் அறிவுக் கூர்மை பற்றி இதுவரை கேள்விப்பட்டுள்ளேன் இப்போதுதான் நேரில் பார்த்தேன்' என்று கூறிப் பாராட்டி பரிசுகள் அளித்தார்.

Tags: Term 1 Chapter 3 | 4th Tamil பருவம் 1 இயல் 3 | 4 ஆம் வகுப்பு தமிழ்.

4th Tamil : Term 1 Chapter 3 : Elu Irakai kuruviyum Tenali ramanam : Elu Irakai kuruviyum Tenali ramanam Term 1 Chapter 3 | 4th Tamil in Tamil : 4th Standard Tamil Medium School Samacheer Book Back Questions and answers, Important Question with Answer. 4 ஆம் வகுப்பு தமிழ் : பருவம் 1 இயல் 3 : ஏழு இறக்கைக் குருவியும் தெனாலிராமனும் : ஏழு இறக்கைக் குருவியும் தெனாலிராமனும் - பருவம் 1 இயல் 3 | 4 ஆம் வகுப்பு தமிழ் : 4 ஆம் வகுப்பு புத்தகம் கேள்விகள் மற்றும் பதில்கள்.

Plants Around Us: Class 2 EVS Term 1 Chapter 3 Questions and Answers

Plants Around Us | Class 2 EVS Chapter 3

Evaluation

1. Match the pictures with the words.

2. Match the following.

a. Pumpkin

b. Pepper

c. Neem Tree

d. Grapes

e. Cotton

Climber

Fibre

Creeper

Spice

Timber

Show Answer

a. Pumpkin - Creeper

b. Pepper - Spice

c. Neem Tree - Timber

d. Grapes - Climber

e. Cotton - Fibre

3. Fill in the blanks.

a. The part of the plant that grows below the soil is called shoot system. (below / above)

b. The leaves are the green parts of a plant. (root / leaves)

c. Plates can be made from areca. (areca / neem)

d. Flowers grow from buds. (buds / fruits)

4. Choose the correct answer and circle it

a. A plant which gives fibre

(i) Banana

(ii) Tulsi

(iii) Rose

Ans : (i) Banana

b. Example of a creeper -

(i) Mint

(ii) Paddy

(iii) Watermelon

Ans : (iii) Watermelon

c. This is a spice.

(i) Bay leaf

(ii) Banana leaf

(iii) Greens

Ans : (i) Bay leaf

d. Winnow is got from -

(i) Palm tree

(ii) Coconut tree

(iii) Bamboo plant

Ans : (i) Palm tree

Self Evaluation

I can name the parts of a plant

I can identify different kinds of plants

I know some uses of plants

I care for the plants that support all life

Nature's Bounty: Q&A | Term 1 Chapter 3 | 1st EVS Environmental Science

Nature's Bounty | Term 1 Chapter 3 | 1st EVS

Evaluation

1. Circle the big leaf.

2. Circle the vegetable which is orange in colour.

3. Circle the long vegetable.

4. Circle the juicy fruit.

5. Circle the sour fruit.

6. Look at the pictures. Name the flowers. Which flowers have a nice smell?

Answer: Crossandra has nice smell.

7. Match the following by drawing lines.

Show Answer

Self-Evaluation

(i) I can name and describe some commonly found leaves, flowers, fruits and vegetables.

(ii) I know the importance of plants in my life.

(iii) I can draw, colour, make vegetable prints and floral designs.

Patterns in Shapes: Class 1 Maths Term 2 Chapter 3 Explained

Patterns in Shapes

Chapter Details

Subject: 1st Maths

Term: 2

Unit 3: Patterns

Topic: Patterns in shapes

Introduction to Patterns

Keywords: Body movements, Patterns

Travel through

Teacher encourages the children to observe the picture and ask some questions as given below.

1. Name the shapes that you could see in this picture.

Answer: square, rectangle, circle, triangle

2. Where and how these shapes are arranged?

Answer: wall paint, Kolam, flags, entrance plant. Repeated pattern.

Learn

Observe the patterns in shapes. Complete it.

Activity

Decorate your class.

• Prepare similar shapes as given.

• Cut out a long strip in a chart as shown below.

• Make your own pattern by using the prepared shapes and strips.

Use it to decorate your classroom with the help of the teacher.

Know more

Rangoli

Draw shapes in different pattern to make your own Rangoli.

Pleasure time

Match the similar pattern.

Look at the patterns on the left and find the one that is exactly the same on the right.

Patterns in colour 1st standard maths Samacheer Kalvi

Patterns in colour

1st Maths : Term 1 Unit 3 : Patterns

Patterns in colour

Travel through

Colourful Garden

Speak out

• Look at the trees and the plants. How are they arranged?

• Look at the colours of the slides. What is the pattern here?

• Look at the colourful balloons. What is the pattern in it?

• Do you see any other colourful patterns in the garden? Share it in the class with your friends.

Learning Corner

Learn

Observe and identify the pattern.

Practice Zone

Practice

Colour and complete the pattern.

Fun Activities

Pleasure time

Observe the pattern and choose the correct one by ticking it.

Activity

Make a colourful Pattern on your own.

Patterns in sounds 1st standard Maths Samacheer Kalvi

Patterns in Sounds

1st Maths : Term 1 Unit 3 : Patterns

Keywords: Pattern, Sound, Colour

Note to Teacher:

Enact the situation in the classroom by producing the above sounds. Encourage the children to mimic some other sounds that they have heard in their real life situations. Example: Sounds of birds, animals, vehicles, etc.,

Travel through

On my way to school !

Mathi is going to school. On the way, she hears many sounds. She is enjoying the patterns in it. Let us go along with her and enjoy it.

Teacher's note

• Enact the situation in the classroom by producing the above sounds.

• Encourage the children to mimic some other sounds that they have heard in their real life situations. Example: Sounds of birds, animals, vehicles, etc.,

Learn

I am happy!

Clap, Clap, clap

I am happy at my home;

So, I clap, clap clap.

Snap, snap, snap

I am happy at my school;

So. I snap, snap, snap.

Stamp, stamp, stamp

I am happy at my class;

So I stamp stamp stamp.

Tap, tap, tap

I am happy everywhere;

So I tap, tap, tap.

Teacher's note

• Sing the song by making the sounds.

• Further in the next rounds, while singing, the teacher should make the sounds instead of using the words clap, snap, stamp, and top. This will add flavour to the sound pattern.

Practice

Let us clap

Teacher initiates the activity by clapping in a definite pattern.

* l clap- l clap – 1 clap...

* 2 claps - 2 claps - 2 claps....

* 1 clop- 1 clap- 3 claps, l clap- l clap- 3 claps....

* 3 claps- 3 claps – 1 clap – 1 clap – 1 clap....

Try this

Meow and Bow-Bow are friends. They are meeting after a longtime. Think how their conversation would be like!

Activity

Act and enjoy

Aim: Creating patterns in sounds.

Things needed: Pencil, steel spoon, plastic scale, wooden duster, steel tumbler.

Procedure: By gently tapping these, make different sound patterns and enjoy. Follow the patterns given below. Try some other patterns also.

Oh! sound patterns are every where! Where do you hear such patterns in sound? Share it!

Know Your Feelings | Chapter 3 | 2nd English Term 1 Questions & Answers

Know Your Feelings

2nd English : Term 1 Unit 3

Let us understand

1. Circle the correct word.

2. Choose and write the correct word.

1. Gopi pulled the green (green / red) box.

2. Gopi and Mom go to the market. (market / park)

3. Gopi wants an apple. (orange / apple)

4. Mom wants a black (brown / black) puppy.

3. Listen, think and say.

a. Who was reading a book?

Mom was reading a book.

b. Why was everyone looking at Gopi?

Gobi was crying loudly.

c. What did Gopi say to the shopkeeper?

“I want that one!” he said.

d. Why was Gopi angry?

Mom refused to get the box down.

e. How would you feel if you were Gopi?

Angry

Let us know

Valli talks about her pet and friends.

Note to the teacher: Explain to children that we use “am“ after “I” and “are” after “You” and “We” in present tense.

Let us practice

1. Read aloud

2. Fill in the blanks

I am a boy.

You are a girl.

We are sisters.

You are girls.

Spell check

Fill in the missing letters.

book blue puppy

Let us do

Word wall

made could book look ball back think night people school run

* Divide the class into 4 groups and ask each group to form a line.

* Display four sets of words on the board.

* Ask the first child from each group to read the first word and move to the back of the line.

* If the child can read correctly, erase the word.

* The group to finish reading first is the winner.

* Practise till children can read all the words.

Read aloud and circle the words you see in the word wall.

1. Look into my bag.

2. Let us go back.

3. I brush my teeth at night.

4. Run to school.

5. He made a pot.

Read and trace the words.

I made a cake. | The book is on the cot. | I like my new ball. | My school is very near. | I sleep at night. | Could you help me?

Circle time – Let us talk

A. Display pictures of emotions in flashcards. (e.g. happy, sad, angry, tired, sleepy, shocked, surprised, scared). Hold each card and say “I feel ____ .”

B. Now, distribute the flashcards to children. Ask a child, “How do you feel?”. Encourage children to say, “I feel. ____” Make children ask and answer in groups.

Let us practice

Now say how you feel.

Let us say

Listen to the sound and repeat.

Listen and repeat.

Listen to the teacher and circle the words with long ‘e’ sound.

Don‛t keep your feet on the seat.

The green leaf is on the tree.

We see the sea from the beach.

The green jeep is clean and neat.

The green leech is in deep sleep.

Clean the cream on your cheek.

Note to the teacher: First teach the sound /i:/ to the children. Then, introduce the two letter clusters for the sound. Help children relate the sound to the letter clusters.

Let us do

Word wall

* Display the words on the word wall.

* Divide the class into two groups A and B.

* Make them sit in a circle.

* Assign the letter cluster ‘ee‛ to group A.

* Assign the letter cluster ‘ea‛ to group B.

* Read out a word from word wall.

* The group with assigned letter cluster will stand up and the other group will remain seated.

* Practise with all the words.

Let us practice

Match the words with the pictures.

Circle the odd one.

1. keen beep make seed

2. beak clay bean feat

3. main weep clean team

4. seat bead made leech

Try to read these!

p + l = pl-

plate

s + l = sl-

sleep

p + r = pr-

pray

s + p = -sp

wasp

s + k = -sk

desk

Tick (✓) the correct shape for the picture.

Amma inge vaa vaa, 1st Standard, Tamil Poem, Chapter 3, Term 1, Tamil, Samacheer Kalvi,

1 ஆம் வகுப்பு தமிழ் : பருவம் 1 இயல் 3 : அருவியின் ஆட்டுக்குட்டி (மகிழ்வோடு கற்போம்: உயிரெழுத்துகள்)

அம்மா இங்கே வா வா

அம்மா இங்கே வா வா

அம்மா இங்கே வா வா

ஆசை முத்தம் தா தா

இலையில் சோறு போட்டு

ஈயைத் தூர ஓட்டு

உன்னைப் போன்ற நல்லார்

ஊரில் யாவர் உள்ளார்?

என்னால் உனக்குத் தொல்லை

ஏதும் இங்கே இல்லை

ஐயமின்றிச் சொல்வேன்

ஒற்றுமை என்றும் பலமாம்

ஓதும் செயலே நலமாம்

ஔவை சொன்ன மொழியாம்

அஃதே எனக்கு வழியாம்

- மே. வீ. வேணுகோபாலனார்

Tags : Term 1 Chapter 3 | 1st Tamil பருவம் 1 இயல் 3 | 1 ஆம் வகுப்பு தமிழ்.

1st Tamil : Term 1 Chapter 3 : Aruviyil Aatukutty (Magzhilvodu karpom: Uyir Eluthu) : Amma inge va va Song Term 1 Chapter 3 | 1st Tamil in Tamil : 1st Standard TN Tamil Medium School Samacheer Book Back Questions and answers, Important Question with Answer. 1 ஆம் வகுப்பு தமிழ் : பருவம் 1 இயல் 3 : அருவியின் ஆட்டுக்குட்டி (மகிழ்வோடு கற்போம்: உயிரெழுத்துகள்) : அம்மா இங்கே வா வா - பருவம் 1 இயல் 3 | 1 ஆம் வகுப்பு தமிழ் : 1 ஆம் வகுப்பு தமிழ்நாடு பள்ளி சமசீர் புத்தகம் கேள்விகள் மற்றும் பதில்கள்.

Agriculture in India: Map Exercise | 10th Social Science Geography Chapter 3

Agriculture in India: Map Exercise

10th Social Science : Geography : Chapter 3 : India - Agriculture

Map Exercises

1. Demarcate the major tracts of alluvial soils.
2. Delineate the main regions of black soil.

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3. Locate the Hirakud dam, Mettur dam and Damodar dam.

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4. Shade the regions of jute cultivation.
5. Mark any three tea and coffee growing areas.

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6. Demarcate the regions of desert soil.

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7. Locate the fishing hubs: Tuticorin, Chennai, Cochin, Mumbai, Machilipatnam

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8. Demarcate: Cauvery delta, Godavari delta

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Additional Agricultural Maps

The following maps show major production areas for key food crops in India.

Paddy (Rice) Production in India

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Wheat Production in India

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