Tyndale-Biscoe & Mallinson Society

Guidelines for Parents _____________________CLASS-III

Dear Parents,

Welcome! It is widely recognised that a parent plays a key role in his/her childs
education. The care and the attention children receive from parents and the examples
they are given have a powerful influence in their formative years. It is important to
establish strong links between the parent, teachers and the school in order to make a
childs education as fruitful as possible. In this connection, we have provided guidelines,
which suggest ways in which you can help your child learn at home. As we know parents
often get involved in their child education through home assignments, home learning
etc. Those assignments can be a powerful tool for
Letting parents know what the child is learning
Giving a child and parent an opportunity to work together for the childs
development
Giving children and parents a reason to talk about what is going on at school.
Giving the teacher an opportunity to hear from the parents about the child
learning.
Many changes have taken place in our society in the way we live, in our attitudes in our
expectations and in demands of life and work. Today children have different educational
needs. The Junior School curriculum is designed to meet these needs. This view-
celebrates the uniqueness of the child and seeks to develop each childs potential to the
fullest. These two views embody a special vision of the child as a learner. In order to
realise this vision the curriculum provides a wide range of learning experiences that help
the child to acquire particular knowledge, ideas and skills that will promote his/her
development at every stage.
Tips for parents:
Always encourage your child
Take notes as he/she is reading and give them a feedback
Help them learn / memorise multiplication tables
Help them summarize what they read in their own words
Help them make their own words
Help them make their own flash cards for quick review of dates, formulas, spelling
words etc
Help them make a schedule for regular study time
For pronunciation, intonation, pause and expression. (Do consult the electronic dictionary or
internet)
Do encourage reading of newspapers, short stories or comics to enhance their reading skills.
Encourage your child to maintain daily diary to enhance their vocabulary and other writing
skills.

Note: All work to be done on loose sheets of paper and not in school note books.
Any query that may arise may be noted down. It will be clarified once school reopens.

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Subject: Mathematics Unit I
Number and Numeration
Talk about the digits and numbers first.There are only ten digits .We can make infinite number of numbers
from these digits
Talk about natural and whole numbers.
1,2,3,Natural Numbers
0, 1,2,3,Whole Numbers
Smallest Whole number is Zero
Smallest Natural Number is One
1 is a natural Number as well as a whole number
Play with your child the number digit game.
(2 digit Number)
(3 digit Number)
(4 digit Number)
Connect with English
Letters of the English Alphabet make words
Digits make numbers
Make a pattern of numbers (3 digit)
Colour the specific digits like
23 5,23 6 , ______, ______
7 2 6 , ______, _______,______
5 74, ______,______,_______
Reordering digits in a number is more fun
1,7,8 8 7 1 compare

8 1 7

I ,N,T

Words

Make your child write numbers starting with 500 upto 899
Make your child write numbers starting with 900 upto 999
Now ask your child to compare
9 10
99 100
Introduce 4th place as thousand and put inthe childs mind that a comma (,) is used to separate the fourth
digit.
Th H T O Recite /Say
4, 3, 7, 8
4 7 3 8 Ones Tens, Hundreds,
Thousands

Examples of 4-digit number

ATM PIN
VEHICLE NUMBER

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Every number has a name , no two numbers have the same name. Naming numbers is referred to as
numeration
I am four thousand two hundred ninety two Th H T O

Do/follow the example to do at least 10 naming numbers.

Biggest digit is 9 but the place of a digit is more wonderful .

Values of a digit

Face Value Place Value

Actual Value Value based on

of a digit Place

Look at this example

7293
Place value of 7 is greater than Place value of 9
Make your child feel at ease to understand the concept of place value by doing a drill of the same using
many numbers.
Explore place value and extend it to the expansion of a number.
2378

2,000 + 300 + 70 + 9
Continue it with at least 5 more examples
The consecutive number pattern
predecessor number successor

-1 +1
7258 7259 7260
Arrange any four number of your own using place value and overall value of the number.

Ascending
Descending
9001
7125
3178
2315

Make use of flash cards to arrange numbers easily.

Use list digit of a number to classify it as even or odd
Say! evens have 0,2,4,6,8 at the end and odds have 1,3,5,7,9 at the end.
Use colour pencils to underline the last digit of a number and classify them as even and odd
Go into the meaning of even and odd as grouped into twos and not grouped into twos
Use abacus drawn on notebook to check various information
Naming
Expansion
Reordering

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 Place value of each digit

Th H T O

GEOMETRY
Geometry

Real experience work

Make your child understand the concept of dot(.)called as point.
Link the point with location of various things around using index finger.
Line a chain of points , like the bead of a necklace.
Make a dot grid using a plain sheet of paper as shown below

Name thedots given in the square above with capital letters.

If a dot is extended on both sides it will be a line
A B
If a dot is extended on one side only it will be a ray
O A

Point
Line Have no thickness
Ray
Point : simple location
Line : Fine line extended fiber unlimited
Ray : Fine ray of endless length going from one end only
Ask your child to think why we say sun rays not sun lines
Devise examples of following pattern
Examples

Point Line Ray

______ ______ ______

Think Ray think Arrow
Help/Assist your child to prepare a chart for his/her room in which he/she will mention the
Now I know list.

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 Class III
Now I know Math.
Natural Number -----------------------------------------
Whole Number -------------------------------------------





@ I am learning to know more and grow more ---------
-
Unit II
Addition
12 + 3 = 15

Addends Sum
The numbers added are called addends and result of addition is called Sum
Facts

+1 +0 Number itself Order

Successor same number Double if you change the order sum remains same
Now complete the following
63 + 1 = ______ ( Successor)
59 + 0 = _______ ( Number itself )
71 + 71 = _______(Double)
71 + 30 = ______+ 71 (order)
Know about Addition (Rules)
1) Addition is done after proper placement of digits
2) Addition is done from right hand side
3) Carryover is passed to the digit at left

4 3
Addends
+3 9
8 2 sum
Do Ex 3.3 following the given rules.
Compare the addition and enforce the significance of placement of digits.

2 5 2 5
+1 + 1
35 26

Wrong why ?______

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 Number stories { frame }
relate

fix total
attach glue
join
Encourage your child to frame their stories thinking about articles of their interest {at least 10 stories}
Multiplication
Tables (2 to 10)
Q) Make a grid of 2 3
//
Count boxes ( product)
///
Q) Make sample grids of
3 4; 5 7; 9 5
Connect !{ Area of rectangles length breadth}
Q) Orally ask your child randomly about table (dodge) and if he/she makes a mistake tell him/ her to make
the grid Multiplication

Repeated addition

Observe the following and complete the fill up at the end.

7 + 7+ 7 = 7 3 = 21
10 + 10+10+10 = 10 4 = 40
11 + 11+ 11+ 11+11 = ____ ____= ___
13 +13 = ___ ___ = _____
19 19 + 19 = __ ____ = ______
The number multiplied are called factors of the product
7 3 = 21

Factors of 21

7 x 3 = 21

Multiplicand
Multiplier Product

Number being
Number by the result of
multiplied
which multiplication
multiplicand is
multiplied

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 Facts Changing
order
Number into
1 Number No. into
into zero Number

Product
remains same
square
Number zero
back

Product

Lets Drill
17 ___ = 0 ( zero)
34 _____ = 34
5 5 = 25( square)
3 9 =9 ___( order change )
Suffixing ( zero at the end)
7 1 =7
7 1 =7
5 1 =5
2 1 =2
3 1 =3
4 1 = _______
5 1 = ________
5 4 = 20
3 7 = ________
Multiplication is done by right hand side , carryover is passed to the digit at left
Help box( carry over)
6 7 3
201
H T O
735 2
Note
1470

Carry over is

1 7 35 added to the
product

1 9 84

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 Number Stories

Multiplication ( more of same thing )

One to Many

Valuing of group of identical

Observe the structures!
A bus carries 70 children
So , 4 buses carry = 70 4 Children
=
There are 9 buttons required to complete a shirt. So there will be 9 10 buttons required to complete 10
shirts.
A boy carries 7 marbles in a pouch so he can carry 7 4 marbles in 4 such pouches
Now !ask your child to narrate and write 10 such structures ( way towards story formulation )
Line segment

Shortest distance between two points

Having fixed lengths

2 end points (written with capital letters

Can be drawn as well as measured

Tools used (scale, ruler, tape, and rod

Q) Draw at least 5 line segments using ruler { note : the first point is to be placed at 0 mark of the scale}
Q) Prepare an itemized list of few objects along with estimated length and actual length.
Estimated length Actual length
a) Eraser
b) Tiffin box
c) finger
d) Height of doll

Ask your child orally about the preferred unit to measure or estimate length of various object like
(One has been done for you)
a) Length of Nose m, cm , km
b) Height of tree __________________________
c) Length of room __________________________
d) Depth of river __________________________
e) Width of field __________________________
Q) Draw a sketch of scale
Q) Ask your child various questions based on concept of line segment{ Length of objects and tool used}
a) Length of rope Metre tape ( inch tape)
b) Length of thumb
c) Depth of cup
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Subject: English Unit I

Let the child express what the pictures on page 11 depict (discuss orally).
Assist your child to read the lesson loudly.
Ask the child to read the lesson once again, this time silently.
Ask the child to underline any new word he/she comes across.
Discuss the synonyms (same meaning) for those words wherever possible with the help of a word map
given below:
Example:
Word Meaning
gardener one who works in a garden
Sentence Picture
The gardener planted an apple tree. an apple tree

Ask simple questions related to the chapter that was just read.
eg: a. Was Kitty happy or sad?
b. Where did Mummy Cat ask little Kitty to go along with her?
In the story, Kitty goes to meet Grizzly, the baby bear, to play with him. Write an imaginary
conversation that must have taken place between the two of them. Help your child to write the
dialogues.

Hello Kitty!

Hello Grizzly

I am __________

How are you today?

Oh sure! We can
Can I _______. be best ________.

Oh! Its so much

Lets play _______
together. _____________.

I enjoyed So, lets meet

________________ _____________.
_.

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 Ask your child to recite the poem.
Help your child to find the rhyming words from each stanza. Encourage the child to create more
rhyming words with:
write bed well
sad log play
sun tree fly
Ask the child to conduct an interview with any helper at your house.
E.g.: gardener, milkman, etc.
Fill the information on the card.
Q1. What is your name?
Q2. What is your age?
Q3. What work do you do?
Q4. How long have you been doing this work?
Q5. Who handles your work if you are absent or not feeling well?
Q6. Do you like your job?
With the help of the above information, assist your child to frame a short paragraph.
Help your child frame simple sentences
Assist your child to make his/her own dictionary with words he/she uses daily.
With the help of the given pictures, help your child fill in the blanks.

Help your child match column A with B and C.

Column A Column B Column C
Who or what What action? Where? How? When? Why?
the team purred very slowly
the cat won easily by four goals
the city lights roar softly
lions shone brightly
old people walk loudly
Now write complete sentences. One has been done for you.
1. The team won easily by four goals.
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________

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 Unit II

There are two main characters in this story. Gather information about them from the lesson and
complete the given table.
Character I Character II
Name of the characters
Who was he?
What were his weaknesses?
What were his strengths?

Help your child express the importance of freedom and respect. (discussion).

Read the following and write down how you would have reacted in the following situations
(Help the child to recall the story)
.
If you were a
Had you been
person in the
William Tell's best
crowd watching
friend
Gessler's cruelty.

__________ _________

Select any 5 words from the lesson. Write the meaning as per the text and also the dictionary
meaning.
Word Text Based Meaning Dictionary Meaning

Let the child express what the pictures on Pg. 39 of the Course book depict
(Discuss and accept all logical answers).
Help the child recite the poem.
Encourage the child to answer the questions related to the poem.
E.g. What does Fred do the whole day?
What does Fred do when his mother calls him for help?
Ask the child to find the rhyming words.
Help your child understand the importance of hard work and helping others.
Identify and write these sentences from the poem that describes the frogs laziness.

The Lazy Frog

1. ______ 2. ______ 3. ______

Select any 6 words from the poem. Write the meaning as per the text reference and also the
dictionary meaning.
Word Text Based Meaning Dictionary Meaning

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Subject: S. Studies Unit - I
Lesson No. 1 History and its classification:-
Help the child to observe the given pictures

Ask the child to narrate the story, which he/she has observed. (You can share more pictures given in
the text book from Pg. No 120 123) Discuss the questions given below with the child to support his
understanding

What did early humans eat? How did they discover fire?
What did they wear? What kind of tools did they use?
Where did they sleep? How did early man travel?
Where did they live? How did they discover wheel?

Write a story based on the pictures given on Page No. 120,121,122 and 123 of the text book

1. Show the journey of early man

Help/assist the child to fill this table showing differences between early man and modern man:-
Early Humans Humans Today
1. clothes
2. shelter
3. tools
4. food
5. means of communication
2. Help/assist the child in understanding the changes that helped early man to develop from a nomad to a
modern man.
Before Discovery of After Discovery of
1. Fire
2. Stone tools
3. Farming
4. Taming of animals
5. Wheels
6. Metals
3. Help the child understand the Meaning of History
4. Help the child in understanding the meaning of the term History with the help of the example:-

History means Study of past

5. With the help of the flow chart given below help the child to understand the classification of history

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 Classification
(Division of Time Period)

History Pre-history

Writing was invented , No writing was invented, No

Written records of the past written records of the past events
events events
Lesson No .2 Means of Transport
I. Ask the child to think / consider what life would be like without cars, buses or trucks.
What if we travelled by riding animals like horses. Allow the child to draw any picture that comes to his
mind after the above discussion.
II. Have talks with him/her on, How people move from one place to another?( school by bus, car,
boatetc). Ask then what would happen, if these means of transport had not have been there for their
disposal? Allow them to write a few points on it.
III. Help the child to understand different modes of transport with the help of this flow chart.

Land
Travels on Land Eg. Bus
Tansport

Modes of Water Travels in/on Eg.Submarine/

Transport Transport water Boat

Air Transport Travels in air Eg. Aeroplane

Help the child to write the names of a few more means of transport:
IV. Collect pictures of different modes of transport, get a chart paper, separate it into three columns {land
,air and water } Ask the child to paste pictures in their relevant columns.
V. What sound do the various modes of transportation make? (trains -whistle ; trucks- horn : police cars-
siren etc ) Ask your kids to mimic the sounds that different means of transport make. Assist / help
him/her to think how these sounds would appear if we were to draw them. Provide crayons and paper to
experiment with the colours and shapes of transport sounds.

Unit II
Lesson No .1 Continents and Oceans:-
1. Assist the child in understanding the difference between plane and solid figures with the help of the flow
chart given below. Ask the child to observe the pictures carefully .Help him/her to understand the
difference between plane and solid figures

Plane Solid
3D
2D

2 3
Dimensional Dimensional

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Tell him/her to write afew points of difference between a map and a globe
Map Globe
Size
Shape
Carriage
Use
Show any map to the child, ask him/ her to observe the map and the sides of the map (accept all logical
answers like: There are four sides etc)
Make him /her understand that these are the four sides and are called direction. Help the child to
remember these directions N
Top is the North
Bottom is the South
W E
Left is to Wet
Right is to East
S

Show the child a map of the world given on page 14 of the text book
Ask the child to observe the map. Help him /her understand that two major colours on the map shows land
and oceans ( Brown for Land and Blue for water)

Large landmass on the earth Large water body on the earth

continent ocean

Help/assist the child in knowing the meaning of continent and ocean

Introduce the names of 7 continents and 5 oceans to the child
South America
Asia

Continents Europe
Africa

North America Australia

Antarctica

Remembering the names of oceans

Aunt Simran is a pilot

Arctic ocean Southern ocean Indian ocean Atlantic Pacific

ocean ocean

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In order to make the child understand the location of these oceans and continents refer to page No. 14 of the
book. Show them on the world map the location of Continents and Oceans
Ask the child to observe the below given picture.

Collect the response and discuss with the child. (It is a device called a compass that looks exactly like a
wrist watch. Tell him /her that it is used by sailors, pilotsetc to find the direction .)
Lesson No, 2: Earth The Living Planet
Ask simple questions to the child like - Where do we live? What do we need ?
Tell him/her why the earth is a unique planet.
Tell him/her that the planet we live on is also called the blue /living planet.
Make him to write his/her views about the earth in his/her note book
Ask him /herwhether there is life on other planets. Hold a discussion with the child. Allow him /her to create
his/her own aliens. Tell him/her to write a description about it or draw it.
Help him to contrast between the earth and other planets.

Earth Other planets

Air
Water
Planets
Animals
Human beings
Aliens
Hold a discussion with the child regarding the shape of the earth. Draw some different shapes eg; round ,
flat, triangle, square etc . Ask the child to colour the shape , which according to him/ her is the shape of the
earth.
Collect ideas from the child regarding what he/ she thinks would happen if the earth is flat and not round.
Assist/help the child in drawing a sketch of the earth.
Show the day and night sky to the child. Ask him to write the things he/she sees in the sky.

The Day Sky The Night Sky

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Subject: Science Unit I
Topic: Living and Non Living Things
1. Assist your child to compare features of living and non living things with the help of a
comparison chart.
Living Object Non Living Object
Myself My football

I eat. It cant eat.

I think. It cant think.
I grow. It does not change its size / shape
2. Help your child to sort out living and non living objects around him / her.
Hint: In the picture given, write [L] for living and [NL] for non living. Make him / her to list
them separately.

Living Objects [L] Non Living Objects [NL]

3. Sit with your child and assist him/ her in understanding how these pictures differ from each other.
Make him / her think about the similarities between plants and animals.
Plants Similarities Animals

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Topic: Parts of a Plant
1. Make your child imagine that he / she is a plant. Think!

Parts of a How plants are

Plant different from humans

Root
System Hint:
Shoot system
________ ________ -> They make
________
seeds.
________ -> They have
________ flowers.
________ -> They are fixed.

2. Help your child to label the parts of the given plant

Mention one important role of each part of the plant:

1. _______________________ 2. _______________________
3. _______________________ 4. _______________________
5. _______________________ 6. _____________________

3. Make your child compare the two different roots. Help him/her find how these roots differ
from each other in appearance

Hint: Compare roots of a carrot and lawn grass.

Assist him/her to write the main differences that he/she observes in the given picture.

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Main Difference
Tap Root Fibrous Root

Comparison Chart

4. Involve your child in germinating beans or any other seeds. Make him/her to write at least three
observations in his/her words after a few days. Make him/her to maintain a record on his/her
project file.

Activity: Material required Cotton, water, beans & pot /bottle.

Method:
Step 1: Keep beans in the moist cotton for a few days.
Step 2: Now keep these moist beans in the soil [present in the pot / bottle]for a few weeks.
Step 3: Observe the baby plant that comes out & let it grow.

Now help your child to label the given picture.

Unit II
Topic: Eating Habits of Animals

1. Make your child imagine jungle life where we find different types of animals with different eating
habits. Sit with him/her and watch channels like Animal Planet / National Geographic,/or check the
internet etc. for a practical view of their mouth parts.
2. In the given pictorial chart, sort out
a. Plant eaters Herbivores [H]
b. Flesh eaters Carnivores [C]
c. Both plant and flesh eaters Omnivores [O]
d. Eaters of dead matter Scavengers [S]

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Label it as H, C, S, & O for every animal.

3. Make your child imagine that if he/she could be a plant then he/she could make food by the process of
photosynthesis using sunlight, water, carbon dioxide and chlorophyll. Plants are food producers. All
other animals depend on plants for food directly (cow) or indirectly (man). Help him/her in
understanding the food chain i.e. chain which tells us who eats whom

Think! Why does every food chain start with plants directly or indirectly.

Activity: Arrange the given pictures to form a suitable food chain.

Food Chain 1

Food Chain 2

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Topic: Birds and their bodies

1. Help your child to draw a bird and think what helps it to fly.[ Accept logical answers].

2. In the given picture, help your child to label various parts of a bird and have a discussion on how
these parts are useful to the bird. Assist him/her to write it also.

3. In the given pictorial chart of beaks assist your child in understanding that different birds have different
beaks. Help him/ her to write the type of beak against each picture. Use the help box regarding types of
beaks.

LONG CURVED BEAK, POINTED BEAK, SHORT POINTED BEAK, STRONG

CURVED BEAK, BROAD FLAT BEAK, SHARP POINTED BEAK, SHARP HOOKED
BEAK

Sun Bird Woodpecker Parrot

Hoopoe Eagle Vulture

Owl Humming Bird Goose

4. In the given pictorial chart guide your child to identify the bird on the basis of their feet/claws.

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Assist your child to make a nest. Help her/him to collect different materials from which birds make their
nests. Talk about utility of nests for a bird.
Topic: Safety and first aid
1. Share with your child an accident you have heard of or read. Make him/her think about what led to
the accident, find out the meaning of the words- careful, careless, not applying safety measures, etc.

2. Sit with your child to assist him/her to find out what is wrong in the given picture.

Prepare a list of dos& donts on the chart & guide him/her to paste that in his/her room.

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3. Help your child to draw a few items to be kept in the First Aid Kit.

Subject: Urdu

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Subject: Hindi

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