NCERT Textbook_Maths Mela_Grade 3_ Chapter 10_Fun at class party_English

Añadido: 2026-05-28

[00:00:06][music] >> Good morning students. Good morning ma'am. Do you know we have a big celebration coming in the school? Yes ma'am. Can you guess the occasion?

[00:00:22]Independence Day. Right. And our school has decided to celebrate it at a grand level this time. I think our class is looking so dull. We should also do something about our class. Why not decorate it? What do you think? It's a great idea. Let's all work together to make our class [music] look great. Yes, it will be great fun. Let's start.

[00:00:45]That's amazing. But where are your other friends? They are decorating other classes. Oh, they are already on the task. That's great. Let's do something together. Come, come, let's decide what to do. Come.

[00:00:58]So, I have a few things in my drawer already.

[00:01:02]And I have a perfect tricolor. WOW, TRICOLOR.

[00:01:08]>> That's great. Wait, I think I have few more things which is a fit for the occasion.

[00:01:14]These ones. Wow.

[00:01:16]So, use these as you like and do let me know if you need more. Okay, ma'am. Use them.

[00:01:27]Why don't we hang ribbons above this window? What do you think? That's a great idea, but how will we know how long the ribbon needs to be? Don't worry. I know how to measure it. I'll measure the length of the window with my handspan.

[00:01:39]>> With handspan, but how? See, it's really easy. A handspan is the distance [music] from the tip of the thumb to the tip of the little finger when your hand is stretched out like this. So, [music] let me count.

[00:01:53]The length of this window is >> [music] >> one, two, three.

[00:02:02]4 5 6 and 7. Therefore, we need a a piece of ribbon that is seven handspans long.

[00:02:13]Okay, now I understand.

[00:02:15]Well done, Riya. I have been observing your teamwork. Do things well, and if you need anything, do let me know. Thank you, ma'am. Ma'am, could you please give me a piece of ribbon that is seven handspans long? Yes, of course. I have a roll of ribbon in the drawer. Come, let's go and collect it.

[00:02:34]Here.

[00:02:35]Take this. I need only seven handspans long. Oh, then let's measure it and take it. Come. Okay.

[00:02:44]1 2 3 4 5 6 7 Okay.

[00:02:59]So, do you need just one string of the ribbon or more than one? Ma'am, more than one. Use this string and measure the [music] same length.

[00:03:07]I will help you cut.

[00:03:09]So, hold it from this place.

[00:03:11]Like this.

[00:03:13]So, we will make a cut over here.

[00:03:16]Another one. You can take all these strings with you.

[00:03:24]Look, Riya. I am back. And the ribbon exactly seven handspans long.

[00:03:30]Very nice. Let's hang it on the window now.

[00:03:36]Take it.

[00:03:40]Riya, you measured the window. It was seven handspans long. [music] I measured the ribbon at seven handspans and then cut it, >> [music] >> but it's long. Why is it so?

[00:03:51]I don't know. I'm confused, too.

[00:03:54]Ria and Samaira, I was observing that you're facing an issue here. Let me show you something.

[00:04:01]Show me your hand.

[00:04:03]Do you see? [music] All of us have different sizes of hands.

[00:04:08]Oh, I see. Samaira's hand is bigger than mine. That means our hands aren't different, too. Exactly. That is why this problem was occurring. You know what? If we are using non-standard, non-uniform units like handspan [music] or footsteps or fingers to measure lengths, we are going to obtain different dimension every [music] time because our hands are of different sizes. Okay, now I understand. But there is [music] a solution to this problem.

[00:04:38]What if we use a fixed unit to measure the length? For example, we can use a pencil [music] or a strip of paper to measure lengths.

[00:04:49]How about this idea?

[00:04:50]>> Yeah, it's a great idea. Let's try it with the pencil.

[00:04:54]One.

[00:04:56]Two.

[00:04:57]Three.

[00:04:59]Four.

[00:05:00]Five.

[00:05:02]Six.

[00:05:03]Look, Samaira. The window length is six pencils long. Now we can cut the ribbon to the right size, exactly six pencils long. Wonderful. I can see that both of you are now able to measure the length >> [music] >> to the exact dimension. So I am moving to the staff room now. If you need any help, come to me, okay?

[00:05:26]Let's hang it on the window.

[00:05:28]Samaira, look. Our classroom looks beautiful with these new ribbons. Yes, it does. And this time we measured it perfectly using a pencil. [music] Samaira, come. Let's see what the others are doing.

[00:05:41]What are you doing, Samrat and Parth? We have to place this a paper string on the upper edge of the [music] whiteboard, but it's too high for us. We just used that table. You can also use the same table [music] and stand on it. But, it seems a bit short. It's better to get the outside table. That's a great idea.

[00:06:00]But, let's bring [music] the table from outside.

[00:06:07]I guess the table won't fit through the gate. Why not? Because its length seems longer than the width of the gate. We can use a thread to measure the length of the table. And let me bring a thread and marker.

[00:06:26]Now, let's measure the length of the table.

[00:06:35]And now, let's measure the width of the door.

[00:06:42]You were right, but the width of the gate is a little less than the length of the table. Now, how will we take it inside? I have an idea. Let me measure the length of this other side of the table. Oh, yes.

[00:07:00]The length of this side of the table is less than the width of the door. So, the table can pass through the door this way. That means we can turn it sideways to fit it through the gate. Yes.

[00:07:17]Yes, we did it.

[00:07:19]That's great. You have decorated your class beautifully. And now, you know all the measurements of your classroom.

[00:07:26]Wait.

[00:07:27]>> [music] >> Did you measure the length of your classroom? Madam, shall I try now with my footsteps?

[00:07:32]>> Yes, of course. Try.

[00:07:36]1 2 3 4 10 11 12 18 19, 20, 21, 29, 30, 31, 32, 35.

[00:07:54]The classroom is 35 foot step long for me. Madam, I had measured the length, but [music] it's 27 foot steps long for me. Yes.

[00:08:04]>> [snorts] >> Hmm, we had the similar situation earlier as well when you both were trying to measure using your hand span, remember? Yes, ma'am. [music] Right, we know that these non-standard measurements differ from one to another.

[00:08:19]So, we should use [music] only the standard tools like a meter rod or an inch tape. Have you seen a meter rod or an inch tape before? Yes, madam. I saw at the fabric shop and the shopkeeper was measuring with a meter rule. That's great. [music] Always remember, measurement assists us in many ways from decoration to designing. Why don't you explore measuring longest and shortest things in your school and at home? And also compare your height with your friend's height and your siblings. So, [music] let's explore and keep learning.