Front and back(maths unit 1)
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The document describes the locations of different animals and objects. It asks where the cat, dog, and elephant are located, as well as who is in front of the curtain and where the balloons are. For each question, the location or answer is not provided, suggesting this is a worksheet for children to practice comprehension.
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Acciones en inglés
This document outlines a typical daily schedule, noting that the person gets up at 7am, has breakfast at 7:30am, goes to school at 8am, does homework at 4pm, watches TV at 8pm, goes to bed at 10pm, plays tennis at 5pm, has music club at 6pm, goes to art club after school at 9pm, and plays at 11pm.
Trabajo practico de inglés 2
The document outlines a typical daily schedule for an individual. It describes waking up at 10am, sometimes having breakfast at 11am, usually having lunch at 12pm, often going to school at 1pm, always leaving school at 6:20pm, always doing homework at 7pm, usually watching TV at 8pm, always having dinner at 10pm, and always taking a shower at 11pm before sometimes going to bed at 11:30pm.
Two Ants (Evolving text 4)
Two ants named Ben and Sen discover a see-saw in the forest. They take turns sitting on opposite sides of the see-saw, causing one ant to go up as the other comes down, enjoying riding the see-saw up and down together.
Two ants (Evolving text 3)
Ben and Sen go to the park where they see a swing and sit on it. They then see a see-saw and decide to sit on that as well, enjoying the playground equipment at the park.
Period 10
The document describes two experiments to demonstrate the rainbow effect using a prism and sunlight. In the first experiment, sunlight is reflected through a vessel of water onto a wall, producing colors. The second uses a prism to refract sunlight passed through a mirror and hole, again producing colors on a wall. It explains that white light is made up of the seven colors of the rainbow, and a prism separates light into its color components through dispersion and refraction.
Period 9
A convex lens has a thick center and thin edges, forming a real, inverted image on a wall. A concave lens has a thin center and thick edges, not forming a clear image on the wall. Experiments show that a convex lens converges light rays, while a concave lens diverges light rays. Lenses are used in eyeglasses, microscopes, telescopes and other devices to magnify or correct vision.
Period 8
The document discusses three optical illusions involving refraction of light:
1) A pencil placed obliquely in a glass of water appears broken due to the bending of light at the interface between air and water.
2) A coin on a plate disappears from view as a student walks backward, but reappears when water is poured on the plate, due to the refraction of light rays at the air-water interface.
3) Refraction is defined as the deviation of light's path when passing from one medium to another.
Period 7
This document discusses different types of mirrors including spherical, plane, concave, and convex mirrors. It notes that concave mirrors can form real images while convex mirrors form virtual images. The document also mentions some uses of mirrors such as in solar cookers, as street light reflectors, and in parallel settings in shops. Additionally, it encourages making fanciful mirror objects like a royal road in a chalk box, kaleidoscope, and periscope.
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Acciones en inglés
This document outlines a typical daily schedule, noting that the person gets up at 7am, has breakfast at 7:30am, goes to school at 8am, does homework at 4pm, watches TV at 8pm, goes to bed at 10pm, plays tennis at 5pm, has music club at 6pm, goes to art club after school at 9pm, and plays at 11pm.
Trabajo practico de inglés 2
The document outlines a typical daily schedule for an individual. It describes waking up at 10am, sometimes having breakfast at 11am, usually having lunch at 12pm, often going to school at 1pm, always leaving school at 6:20pm, always doing homework at 7pm, usually watching TV at 8pm, always having dinner at 10pm, and always taking a shower at 11pm before sometimes going to bed at 11:30pm.
Two Ants (Evolving text 4)
Two ants named Ben and Sen discover a see-saw in the forest. They take turns sitting on opposite sides of the see-saw, causing one ant to go up as the other comes down, enjoying riding the see-saw up and down together.
Two ants (Evolving text 3)
Ben and Sen go to the park where they see a swing and sit on it. They then see a see-saw and decide to sit on that as well, enjoying the playground equipment at the park.
Period 10
The document describes two experiments to demonstrate the rainbow effect using a prism and sunlight. In the first experiment, sunlight is reflected through a vessel of water onto a wall, producing colors. The second uses a prism to refract sunlight passed through a mirror and hole, again producing colors on a wall. It explains that white light is made up of the seven colors of the rainbow, and a prism separates light into its color components through dispersion and refraction.
Period 9
A convex lens has a thick center and thin edges, forming a real, inverted image on a wall. A concave lens has a thin center and thick edges, not forming a clear image on the wall. Experiments show that a convex lens converges light rays, while a concave lens diverges light rays. Lenses are used in eyeglasses, microscopes, telescopes and other devices to magnify or correct vision.
Period 8
The document discusses three optical illusions involving refraction of light:
1) A pencil placed obliquely in a glass of water appears broken due to the bending of light at the interface between air and water.
2) A coin on a plate disappears from view as a student walks backward, but reappears when water is poured on the plate, due to the refraction of light rays at the air-water interface.
3) Refraction is defined as the deviation of light's path when passing from one medium to another.
Period 7
This document discusses different types of mirrors including spherical, plane, concave, and convex mirrors. It notes that concave mirrors can form real images while convex mirrors form virtual images. The document also mentions some uses of mirrors such as in solar cookers, as street light reflectors, and in parallel settings in shops. Additionally, it encourages making fanciful mirror objects like a royal road in a chalk box, kaleidoscope, and periscope.
Period 6
These unique metal mirrors called Aranmula kannadi are produced by a single family in Kerala, following a traditional process handed down over generations. The mirrors are made by melting copper, tin, and zinc in specific proportions, then pouring the alloy onto a wrought iron crucible and polishing, with their origins linked to a local temple. They are prized for their historical, cultural, and purported lucky significance.
Period 5
The document describes two activities with a plane mirror. In the first activity, a person raises their left and right hands in front of a mirror and observes that their right side appears on the left side of the image and vice versa, demonstrating lateral inversion. The second activity has a person place various objects in front of a mirror at different distances and observe that the size of the image is the same as the object but the distance between the image and mirror is equal to the distance between the object and mirror.
Period 4
This document discusses how we see our own face using mirrors and the properties of reflection. It examines the surface of plane mirrors, which have smooth surfaces that reflect light well. An experiment is described where light from a torch is directed at a mirror from different angles to observe the incident and reflected rays, and how the angle of incidence equals the angle of reflection. The smooth, plane surface of a mirror allows it to clearly reflect our face, unlike surfaces like old steel plates that lack smoothness.
Period 3
To see objects, light is required. Light travels from an object to our eyes in order for us to see the object. In a dark room without any light, we are unable to see objects as light is not available to travel from the objects to our eyes.
Period 2
Light from a torch was directed onto a mirror, steel plate, and smooth floor tile. The mirror best reflected the light due to its smooth surface. When light falls on smooth, regular surfaces like mirrors it is reflected regularly in the same direction. Light that falls on rough surfaces like cardboard, roof tiles, and cloth is reflected irregularly in many directions, which is known as diffuse reflection.
Period 1
The document describes an experiment to observe how different materials reflect, partially reflect, and absorb light. Students are instructed to shine a flashlight on objects like metal, glass, cardboard, and cloth and classify whether each material reflects light well, partially reflects light, or absorbs light. They then record their observations in a table.
Period 9
The document describes Lencho's story which appeals to the five senses through descriptions of smell, sight, taste, hearing and touch. It lists examples that appeal to each sense, such as 'Fresh and sweet air' appealing to smell and 'The field was white' appealing to sight. The document also lists occupations that can help with different needs, such as a carpenter to make a table or a doctor when one is ill.
Period 7
This document contains 5 statements, 3 of which are marked as true and 2 as false. The true statements are that Indira received many presents for her birthday, Nehru enjoyed advising his daughter, and that history describes great periods led by great men and women. The false statements are that hiding something shows fear and that Nehru wrote Indira a very long letter.
Period 6
Lencho narrates the events of posting his second letter to God requesting money to his wife. He tells her about receiving a letter from God in reply containing 70 pesos, but believing 30 pesos were stolen by corrupt post office employees. Lencho writes another letter to God expressing his doubts and demanding the remaining 30 pesos not be sent by mail.
Period 5
The postmaster would likely feel doubtful after reading Lencho's second letter. While Lencho depended on God and asked for help freely, he also doubted the innocent people at the post office. The postmaster thinks Lencho views his faith as blinded and one-sided, lacking thankfulness for the help he received. Lencho thought the post office employees were crooks because he had profound faith in God and couldn't doubt God, so he had to doubt others instead.
Period 4
Lencho received an envelope with money from God, but was only 70 pesos instead of the full 100 pesos he was expecting. He believed the post office employees had stolen the remaining 30 pesos. First, Lencho sat at a public writing table and wrote a letter. Then he went to the window to buy a stamp, licked it, and affixed it to the envelope. Finally, he dropped the letter into the mailbox, accusing the post office of theft in the letter. Lencho is described as a poor farmer with unshakable faith in God, though he may have relied on God too fully without understanding other factors.
Period 3
Lencho was a simple Mexican peasant man who worked hard like an animal in the fields. Early one morning, he wrote a letter to God asking for help, showing his great faith. The postmaster was amazed by Lencho's profound trust in God. He decided Lencho should receive a reply and tried to collect 100 pesos to give to him, though some employees thought this was foolish.
Period 2
Lencho knew it was going to rain because he had been scanning the sky all morning. When the rain started, Lencho was happy because the rain drops looked like coins falling from the sky. However, his happiness was short-lived as a hailstorm soon arrived, bringing large hailstones that destroyed the corn crop, leaving Lencho and the valley facing hunger for the year without the harvest.
Period 1
Christina Rossetti was a British poet born in 1830 in London, England. She is best known for her ballads and mystic lyrics, which are marked with symbolism and intense feeling. Her most famous work is Goblin Market and Other Poems.
Period 5
The document contains several word problems involving calculating averages and totals from given data. It provides information such as monthly rainfall amounts, daily expenditure amounts, amounts donated by different school classes, and weights of new kids in different groups. The problems can be solved by setting up and solving equations from the data provided.
Period 4
The document contains several word problems involving calculating averages and totals. It provides information about the number of children and books in different classes, uses averages to calculate the age of a teacher and weight of a new student, and solves for the age of a new teacher given information about the average age increasing when a new teacher is added.
Period 3
The document contains calculations of averages for different groups: the average number of coconuts per tree for Ouseph and Abu, the average number of saplings planted per kid for classes 5A and 5B, and the average amount of water used per person for three households. Based on the averages, Abu's coconut trees, class 5B, and the second household had higher yields/amounts than the others compared within each group.
Period 2
The document contains calculations of averages for daily class attendance of children, monthly electricity usage in units, average weight of players on a team, and average daily income over 8 days. Specifically, it finds the average daily attendance as 33 students, average monthly electricity usage as 82 units, average player weight as 70 kg, and average daily income as 230 rupees. It also notes that electricity usage was above average in January and February.
Period 1
The average is a measure of central tendency that is calculated by adding all values in a data set and then dividing the total by how many values were added. It is used to describe a typical value for a data set. To calculate the average of a data set, you add up all the individual values and divide the total by the number of values.
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Period 6
These unique metal mirrors called Aranmula kannadi are produced by a single family in Kerala, following a traditional process handed down over generations. The mirrors are made by melting copper, tin, and zinc in specific proportions, then pouring the alloy onto a wrought iron crucible and polishing, with their origins linked to a local temple. They are prized for their historical, cultural, and purported lucky significance.
Period 5
The document describes two activities with a plane mirror. In the first activity, a person raises their left and right hands in front of a mirror and observes that their right side appears on the left side of the image and vice versa, demonstrating lateral inversion. The second activity has a person place various objects in front of a mirror at different distances and observe that the size of the image is the same as the object but the distance between the image and mirror is equal to the distance between the object and mirror.
Period 4
This document discusses how we see our own face using mirrors and the properties of reflection. It examines the surface of plane mirrors, which have smooth surfaces that reflect light well. An experiment is described where light from a torch is directed at a mirror from different angles to observe the incident and reflected rays, and how the angle of incidence equals the angle of reflection. The smooth, plane surface of a mirror allows it to clearly reflect our face, unlike surfaces like old steel plates that lack smoothness.
Period 3
To see objects, light is required. Light travels from an object to our eyes in order for us to see the object. In a dark room without any light, we are unable to see objects as light is not available to travel from the objects to our eyes.
Period 2
Light from a torch was directed onto a mirror, steel plate, and smooth floor tile. The mirror best reflected the light due to its smooth surface. When light falls on smooth, regular surfaces like mirrors it is reflected regularly in the same direction. Light that falls on rough surfaces like cardboard, roof tiles, and cloth is reflected irregularly in many directions, which is known as diffuse reflection.
Period 1
The document describes an experiment to observe how different materials reflect, partially reflect, and absorb light. Students are instructed to shine a flashlight on objects like metal, glass, cardboard, and cloth and classify whether each material reflects light well, partially reflects light, or absorbs light. They then record their observations in a table.
Period 9
The document describes Lencho's story which appeals to the five senses through descriptions of smell, sight, taste, hearing and touch. It lists examples that appeal to each sense, such as 'Fresh and sweet air' appealing to smell and 'The field was white' appealing to sight. The document also lists occupations that can help with different needs, such as a carpenter to make a table or a doctor when one is ill.
Period 7
This document contains 5 statements, 3 of which are marked as true and 2 as false. The true statements are that Indira received many presents for her birthday, Nehru enjoyed advising his daughter, and that history describes great periods led by great men and women. The false statements are that hiding something shows fear and that Nehru wrote Indira a very long letter.
Period 6
Lencho narrates the events of posting his second letter to God requesting money to his wife. He tells her about receiving a letter from God in reply containing 70 pesos, but believing 30 pesos were stolen by corrupt post office employees. Lencho writes another letter to God expressing his doubts and demanding the remaining 30 pesos not be sent by mail.
Period 5
The postmaster would likely feel doubtful after reading Lencho's second letter. While Lencho depended on God and asked for help freely, he also doubted the innocent people at the post office. The postmaster thinks Lencho views his faith as blinded and one-sided, lacking thankfulness for the help he received. Lencho thought the post office employees were crooks because he had profound faith in God and couldn't doubt God, so he had to doubt others instead.
Period 4
Lencho received an envelope with money from God, but was only 70 pesos instead of the full 100 pesos he was expecting. He believed the post office employees had stolen the remaining 30 pesos. First, Lencho sat at a public writing table and wrote a letter. Then he went to the window to buy a stamp, licked it, and affixed it to the envelope. Finally, he dropped the letter into the mailbox, accusing the post office of theft in the letter. Lencho is described as a poor farmer with unshakable faith in God, though he may have relied on God too fully without understanding other factors.
Period 3
Lencho was a simple Mexican peasant man who worked hard like an animal in the fields. Early one morning, he wrote a letter to God asking for help, showing his great faith. The postmaster was amazed by Lencho's profound trust in God. He decided Lencho should receive a reply and tried to collect 100 pesos to give to him, though some employees thought this was foolish.
Period 2
Lencho knew it was going to rain because he had been scanning the sky all morning. When the rain started, Lencho was happy because the rain drops looked like coins falling from the sky. However, his happiness was short-lived as a hailstorm soon arrived, bringing large hailstones that destroyed the corn crop, leaving Lencho and the valley facing hunger for the year without the harvest.
Period 1
Christina Rossetti was a British poet born in 1830 in London, England. She is best known for her ballads and mystic lyrics, which are marked with symbolism and intense feeling. Her most famous work is Goblin Market and Other Poems.
Period 5
The document contains several word problems involving calculating averages and totals from given data. It provides information such as monthly rainfall amounts, daily expenditure amounts, amounts donated by different school classes, and weights of new kids in different groups. The problems can be solved by setting up and solving equations from the data provided.
Period 4
The document contains several word problems involving calculating averages and totals. It provides information about the number of children and books in different classes, uses averages to calculate the age of a teacher and weight of a new student, and solves for the age of a new teacher given information about the average age increasing when a new teacher is added.
Period 3
The document contains calculations of averages for different groups: the average number of coconuts per tree for Ouseph and Abu, the average number of saplings planted per kid for classes 5A and 5B, and the average amount of water used per person for three households. Based on the averages, Abu's coconut trees, class 5B, and the second household had higher yields/amounts than the others compared within each group.
Period 2
The document contains calculations of averages for daily class attendance of children, monthly electricity usage in units, average weight of players on a team, and average daily income over 8 days. Specifically, it finds the average daily attendance as 33 students, average monthly electricity usage as 82 units, average player weight as 70 kg, and average daily income as 230 rupees. It also notes that electricity usage was above average in January and February.
Period 1
The average is a measure of central tendency that is calculated by adding all values in a data set and then dividing the total by how many values were added. It is used to describe a typical value for a data set. To calculate the average of a data set, you add up all the individual values and divide the total by the number of values.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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Front and back(maths unit 1)
- 2. In front of the box Where is the cat? Behind the box Where is the cat? MERUVAMBAYI M U P S
- 3. Where is the dog? The dog is in front of the kennel. MERUVAMBAYI M U P S
- 4. Where is the elephant ? MERUVAMBAYI M U P S
- 5. Who is in front of the curtain? MERUVAMBAYI M U P S
- 6. Where is the balloons? MERUVAMBAYI M U P S
- 7. WORKSHEET MERUVAMBAYI M U P S