# Fun at Class Party

## Overview

This chapter introduces students to the concept of **measurement**, especially **length**, using both informal (non-standard) and formal (standard) units. Children engage in fun activities like party preparations, decorating, and games while learning how to measure using hand spans, footsteps, strings, paper strips, and eventually, standard metric units like **metre**.

## Key Topics Covered

### 1. Measuring with Informal Tools

- **Hand Span, Footstep, Paper Strings**: Students estimate and compare lengths using their body parts or simple tools.
- **Discussion & Comparison**:

- Different children get different measurements for the same object (e.g., table measured using hand spans).
- They realize the need for standard tools.

### 2. Visual Activities and Observation

- **Observation-based tasks**:

- Identifying the longest ponytail.
- Estimating which strings match the height of objects like doors and windows.
- Finding ways to measure classroom dimensions without formal tools.

### 3. Paper String Decoration Tasks

- Colour coding:

- Shortest string in red.
- Longest string in green.

- Counting and estimating how many strings are needed to decorate objects (e.g., green board).

### 4. Measurement Challenges

- **Without lifting the table**, children think of ways to compare its size with the door to check if it can pass through.
- **Using thread** as a flexible measuring tool for such comparisons.
- **Concept of indirect measurement** introduced.

### 5. Creative Estimation Games

- **Bridge Activity**: Children build a bridge from classroom materials and estimate if items can pass through it.
- **Drama Preparation**: Measuring body parts like forearms and height for costume-making.

### 6. From Informal to Standard Tools

- Challenges with small tools like pencils for measuring.
- Creating longer measuring tools by combining paper strips.
- Introduction to **metre** as a standard unit of length.

### 7. Making and Using a Metre Rope

- Steps to make a rope that is exactly one metre long using a metre rod or tape.
- Activities include:

- Marking heights on the wall.
- Listing classmates taller or shorter than one metre.

### 8. Comparing Object Sizes

- Sorting items based on:

- Less than 1 metre.
- More than 1 metre.
- Exactly 1 metre.

- Creating **half metre** and **quarter metre** ropes by folding.

### 9. Length Games and Estimation

- Using metre, half metre, and quarter metre ropes to measure objects.
- Jumping games to estimate how far students can jump.
- Throwing games to measure how far a ball travels.

### 10. More Fun with Metre

- Estimating and cutting 1-metre threads and checking accuracy.
- Measuring adult height using metre rope.
- Finding how many footsteps fit into one metre.
- Measuring classroom wall with metre rope.

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**New Words and Simple Definitions**

| Term | Definition |
| -------------------- | ---------------------------------------------------------------------------- |
| Hand span | Distance from tip of thumb to tip of little finger when hand is stretched. |
| Footstep | Length of a step taken while walking. |
| Paper string | Thin strip of paper used to decorate or measure. |
| Metre | A standard unit of length in the metric system. |
| Estimate | A close guess made without exact measurement. |
| Standard unit | Fixed, agreed-upon measure used by everyone (like metre). |
| Indirect measurement | Measuring something using a reference or tool instead of directly comparing. |
| Half metre | Half the length of one metre. |
| Quarter metre | One-fourth the length of one metre. |
| Forearm | Part of the arm from the elbow to the wrist. |

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✅ Next, I will provide **10 practice sums** (3 easy, 2 medium, 3 difficult, 2 very difficult) with **answers and explanations** based on this chapter.

## Practice Questions

### 🟢 Easy (3 Questions)

**1. Riya’s hand span is about 15 cm. She measured a book and found it to be 2 hand spans long. What is the estimated length of the book?**
**Answer:** 15 cm × 2 = **30 cm**
**Explanation:** Multiply the length of one hand span by the number of spans.

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**2. Shelly used 4 footsteps to measure a table. Each footstep is about 25 cm. What is the total length of the table?**
**Answer:** 25 cm × 4 = **100 cm or 1 metre**
**Explanation:** Multiply the number of footsteps by the length of each footstep.

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**3. What tool is better for measuring the length of a classroom: hand span or metre tape? Why?**
**Answer:** **Metre tape**
**Explanation:** Because it is a standard unit and gives accurate results.

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### 🟡 Medium (2 Questions)

**4. You have a rope that is 2 metres long. You fold it in half and again in half. What is the length of each part now?**
**Answer:** 2 ÷ 2 = 1 (first fold), then 1 ÷ 2 = **0.5 metres**
**Explanation:** Folded twice means dividing by 4. Each part is **0.5 metres**.

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**5. Adi cut a 1-metre string into 4 equal pieces. How long is each piece?**
**Answer:** 1 metre ÷ 4 = **0.25 metre**
**Explanation:** Dividing one metre by 4 gives a quarter metre.

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### 🔵 Difficult (3 Questions)

**6. A wall is 3.5 metres long. How many 1-metre long paper strips are needed to cover it completely?**
**Answer:** At least **4 strips**
**Explanation:** You need full strips. Even though 3.5 metres is not 4, we round up.

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**7. A paper strip is 1.2 metres long. You want to fold it into half metre pieces. How many full half metres can you cut?**
**Answer:** 1.2 ÷ 0.5 = **2 full pieces**
**Explanation:** You get two 0.5 metre pieces and 0.2 metre leftover.

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**8. If you can jump 0.75 metre in one jump, how many such jumps are needed to cover 3 metres?**
**Answer:** 3 ÷ 0.75 = **4 jumps**
**Explanation:** Divide total distance by jump length.

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### 🔴 Very Difficult (2 Questions)

**9. You measured a table with a pencil and found it to be 7 pencil lengths. If one pencil is 18 cm long, and the actual table length is 130 cm, what is the error in your measurement?**
**Answer:** 18 × 7 = 126 cm
**Error =** 130 - 126 = **4 cm**
**Explanation:** Estimate vs actual difference is the error.

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**10. You have a class wall 5.2 metres long. You have only quarter-metre rope strips. How many strips will you need to measure the full wall?**
**Answer:** 5.2 ÷ 0.25 = **20.8**, round up to **21 strips**
**Explanation:** Since you can't use a part of a strip, you need 21.

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