CBSE Class 12 Maths Notes Chapter 6 Application of Derivatives

Rate of Change of Quantities: Let y = f(x) be a function of x. Then, represents the rate of change of y with respect to x. Also, [latex s=1]\frac { dy }{ dx }[/latex]x = x0 represents the rate of change of y with respect to x at x = x₀.

If two variables x and y are varying with respect to another variable t, i.e. x = f(t) and y = g(t), then

In other words, the rate of change of y with respect to x can be calculated using the rate of change of y and that of x both with respect to t.
Note: is positive, if y increases as x increases and it is negative, if y decreases as x increases, dx

Marginal Cost: Marginal cost represents the instantaneous rate of change of the total cost at any level of output.
If C(x) represents the cost function for x units produced, then marginal cost (MC) is given by

Marginal Revenue: Marginal revenue represents the rate of change of total revenue with respect to the number of items sold at an instant.
If R(x) is the revenue function for x units sold, then marginal revenue (MR) is given by

Let I be an open interval contained in the domain of a real valued function f. Then, f is said to be

• increasing on I, if x₁ < x₂ in I ⇒ f(x₁) ≤ f(x₂), ∀ x₁, x₂ ∈ I.
• strictly increasing on I, if x₁ < x₂ in I ⇒ f(x₁) < f(x₂), ∀ x₁, x₂ ∈ I.
• decreasing on I, if x₁ < x₂ in I ⇒ f(x₁) ≥ f(x₂), ∀ x₁, x₂ ∈ I.
• strictly decreasing on I, if x₁ < x₂ in f(x₁) > f(x₂), ∀ x₁, x₂ ∈ I.

Let x₀ be a point in the domain of definition of a real-valued function f, then f is said to be increasing, strictly increasing, decreasing or strictly decreasing at x₀, if there exists an open interval I containing x0 such that f is increasing, strictly increasing, decreasing or strictly decreasing, respectively in I.
Note: If for a given interval I ⊆ R, function f increase for some values in I and decrease for other values in I, then we say function is neither increasing nor decreasing.

Let f be continuous on [a, b] and differentiable on the open interval (a, b). Then,

• f is increasing in [a, b] if f'(x) > 0 for each x ∈ (a, b).
• f is decreasing in [a, b] if f'(x) < 0 for each x ∈ (a, b).
• f is a constant function in [a, b], if f'(x) = 0 for each x ∈ (a, b).

Note:
(i) f is strictly increasing in (a, b), if f'(x) > 0 for each x ∈ (a, b).
(ii) f is strictly decreasing in (a, b), if f'(x) < 0 for each x ∈ (a, b).

Monotonic Function: A function which is either increasing or decreasing in a given interval I, is called monotonic function.

Approximation: Let y = f(x) be any function of x. Let Δx be the small change in x and Δy be the corresponding change in y.
i.e. Δy = f(x + Δx) – f(x).Then, dy = f'(x) dx or dy = Δx is a good approximation of Δy, when dx = Δx is relatively small and we denote it by dy ~ Δy.
Note:
(i) The differential of the dependent variable is not equal to the increment of the variable whereas the differential of the independent variable is equal to the increment of the variable.
(ii) Absolute Error The change Δx in x is called absolute error in x.

Tangents and Normals
Slope: (i) The slope of a tangent to the curve y = f(x) at the point (x₁, y₁) is given by

(ii) The slope of a normal to the curve y = f(x) at the point (x₁, y₁) is given by

Note: If a tangent line to the curve y = f(x) makes an angle θ with X-axis in the positive direction, then = Slope of the tangent = tan θ. dx

Equations of Tangent and Normal
The equation of tangent to the curve y = f(x) at the point P(x₁, y₁) is given by
y – y₁ = m (x – x₁), where m = at point (x₁, y₁).

The equation of normal to the curve y = f(x) at the point Q(x₁, y₁) is given by
y – y₁ = (x – x₁), where m = at point (x₁, y₁).

If slope of the tangent line is zero, then tanθ = θ, so θ = 0, which means that tangent line is parallel to the X-axis and then equation of tangent at the point (x₁, y₁) is y = y₁.

If θ → , then tanθ → ∞ which means that tangent line is perpendicular to the X-axis, i.e. parallel to the Y-axis and then equation of the tangent at the point (x₁, y₁) is x = x₀.

Maximum and Minimum Value: Let f be a function defined on an interval I. Then,
(i) f is said to have a maximum value in I, if there exists a point c in I such that
f(c) > f(x), ∀ x ∈ I. The number f(c) is called the maximum value of f in I and the point c is called a point of a maximum value of f in I.
(ii) f is said to have a minimum value in I, if there exists a point c in I such that f(c) < f(x), ∀ x ∈ I. The number f(c) is called the minimum value of f in I and the point c is called a point of minimum value of f in I.
(iii) f is said to have an extreme value in I, if there exists a point c in I such that f(c) is either a maximum value or a minimum value of f in I. The number f(c) is called an extreme value off in I and the point c is called an extreme point.

Local Maxima and Local Minima
(i) A function f(x) is said to have a local maximum value at point x = a, if there exists a neighbourhood (a – δ, a + δ) of a such that f(x) < f(a), ∀ x ∈ (a – δ, a + δ), x ≠ a. Here, f(a) is called the local maximum value of f(x) at the point x = a. (ii) A function f(x) is said to have a local minimum value at point x = a, if there exists a neighbourhood (a – δ, a + δ) of a such that f(x) > f(a), ∀ x ∈ (a – δ, a + δ), x ≠ a. Here, f(a) is called the local minimum value of f(x) at x = a.

The points at which a function changes its nature from decreasing to increasing or vice-versa are called turning points.
Note:
(i) Through the graphs, we can even find the maximum/minimum value of a function at a point at which it is not even differentiable.
(ii) Every monotonic function assumes its maximum/minimum value at the endpoints of the domain of definition of the function.

Every continuous function on a closed interval has a maximum and a minimum value.

Let f be a function defined on an open interval I. Suppose cel is any point. If f has local maxima or local minima at x = c, then either f'(c) = 0 or f is not differentiable at c.

Critical Point: A point c in the domain of a function f at which either f'(c) = 0 or f is not differentiable, is called a critical point of f.

First Derivative Test: Let f be a function defined on an open interval I and f be continuous of a critical point c in I. Then,

• if f'(x) changes sign from positive to negative as x increases through c, then c is a point of local maxima.
• if f'(x) changes sign from negative to positive as x increases through c, then c is a point of local minima.
• if f'(x) does not change sign as x increases through c, then c is neither a point of local maxima nor a point of local minima. Such a point is called a point of inflection.

Second Derivative Test: Let f(x) be a function defined on an interval I and c ∈ I. Let f be twice differentiable at c. Then,
(i) x = c is a point of local maxima, if f'(c) = 0 and f”(c) < 0. (ii) x = c is a point of local minima, if f'(c) = 0 and f”(c) > 0.
(iii) the test fails, if f'(c) = 0 and f”(c) = 0.

Note
(i) If the test fails, then we go back to the first derivative test and find whether a is a point of local maxima, local minima or a point of inflexion.
(ii) If we say that f is twice differentiable at o, then it means second order derivative exists at a.

Absolute Maximum Value: Let f(x) be a function defined in its domain say Z ⊂ R. Then, f(x) is said to have the maximum value at a point a ∈ Z, if f(x) ≤ f(a), ∀ x ∈ Z.

Absolute Minimum Value: Let f(x) be a function defined in its domain say Z ⊂ R. Then, f(x) is said to have the minimum value at a point a ∈ Z, if f(x) ≥ f(a), ∀ x ∈ Z.

Note: Every continuous function defined in a closed interval has a maximum or a minimum value which lies either at the end points or at the solution of f'(x) = 0 or at the point, where the function is not differentiable.

Let f be a continuous function on an interval I = [a, b]. Then, f has the absolute maximum value and/attains it at least once in I. Also, f has the absolute minimum value and attains it at least once in I.

Class 12 Maths Notes

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CBSE Class 12 Maths Notes Chapter 7 Integrals

Integration is the inverse process of differentiation. In the differential calculus, we are given a function and we have to find the derivative or differential of this function, but in the integral calculus, we are to find a function whose differential is given. Thus, integration is a process which is the inverse of differentiation.
Then, ∫f(x) dx = F(x) + C, these integrals are called indefinite integrals or general integrals. C is an arbitrary constant by varying which one gets different anti-derivatives of the given function.
Note: Derivative of a function is unique but a function can have infinite anti-derivatives or integrals.

Properties of Indefinite Integral
(i) ∫[f(x) + g(x)] dx = ∫f(x) dx + ∫g(x) dx
(ii) For any real number k, ∫k f(x) dx = k∫f(x)dx.
(iii) In general, if f₁, f₂,………, f_n are functions and k₁, k₂,…, k_n are real numbers, then
∫[k₁f₁(x) + k₂ f₂(x)+…+ k_nf_n(x)] dx = k₁ ∫f₁(x) dx + k₂ ∫ f₂(x) dx+…+ k_n ∫f_n(x) dx

Basic Formulae

Integration using Trigonometric Identities
When the integrand involves some trigonometric functions, we use the following identities to find the integral:

• 2 sin A . cos B = sin( A + B) + sin( A – B)
• 2 cos A . sin B = sin( A + B) – sin( A – B)
• 2 cos A . cos B = cos (A + B) + cos(A – B)
• 2 sin A . sin B = cos(A – B) – cos (A + B)
• 2 sin A cos A = sin 2A
• cos² A – sin² A = cos 2A
• sin² A = ()
• sin² A + cos² A = 1

Integration by Substitutions
Substitution method is used, when a suitable substitution of variable leads to simplification of integral.
If I = ∫f(x)dx, then by putting x = g(z), we get
I = ∫ f[g(z)] g'(z) dz
Note: Try to substitute the variable whose derivative is present in the original integral and final integral must be written in terms of the original variable of integration.

Integration by Parts
For a given functions f(x) and q(x), we have
∫[f(x) q(x)] dx = f(x)∫g(x)dx – ∫{f'(x) ∫g(x)dx} dx
Here, we can choose the first function according to its position in ILATE, where
I = Inverse trigonometric function
L = Logarithmic function
A = Algebraic function
T = Trigonometric function
E = Exponential function
[the function which comes first in ILATE should taken as first junction and other as second function]

Note
(i) Keep in mind, ILATE is not a rule as all questions of integration by parts cannot be done by above method.
(ii) It is worth mentioning that integration by parts is not applicable to product of functions in all cases. For instance, the method does not work for ∫√x sinx dx. The reason is that there does not exist any function whose derivative is √x sinx.
(iii) Observe that while finding the integral of the second function, we did not add any constant of integration.

Integration by Partial Fractions
A rational function is ratio of two polynomials of the form , where p(x) and q(x) are polynomials in x and q(x) ≠ 0. If degree of p(x) > degree of q(x), then we may divide p(x) by q(x) so that , where t(x) is a polynomial in x which can be integrated easily and degree of p1(x) is less than the degree of q(x) . can be integrated by expressing as the sum of partial fractions of the following type:


where x² + bx + c cannot be factorised further.

Integrals of the types can be transformed into standard form by expressing

Integrals of the types can be transformed into standard form by expressing px + q = A (ax² + bx + c) + B = A(2ax + b) + B, where A and B are determined by comparing coefficients on both sides.

Class 12 Maths Notes

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NCERT Solutions for Class 5 पर्यावरण अध्ययन Chapter 21 किसकी झलक किसकी छाप?

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 192)
तालिका में लिखो
प्रश्न 1.
आशिमा की छींक जैसी क्या तुम्हारी भी कुछ खास पहचान है, जो तुम्हारे परिवार के किसी सदस्य से मिलती है? क्या और किससे?

उत्तर:

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 193)
बताओ
प्रश्न 1.
तुम्हारे परिवार के किसी सदस्य से तुम्हारा चेहरा या कुछ और मिलता है? क्या-क्या?
उत्तर:
मेरा चेहरा मेरे पिताजी से मिलता है। मेरी नाक मेरी माँ से मिलती जुलती है तथा बोलने का तरीका मेरे पिताजी से।

प्रश्न 2.
इसके बारे में तुम्हें किसी ने बताया या खुद ही पता चला?
उत्तर:
इसके बारे में मेरी माँ तथा मेरी मौसी ने बताया।

प्रश्न 3.
जब लोग तुम्हारी तुलना तुम्हारे परिवार के सदस्य से करते हैं, तो तुम्हें कैसा लगता है? क्यों?
उत्तर:
जब लोग मेरी तुलना मेरे परिवार के सदस्य से करते हैं तो मुझे अच्छा लगता है। क्योंकि मुझे लगता है कि मैं भी अपने परिवार के तरह ही हूँ तथा उनका एक अभिन्न हिस्सा हूँ।

प्रश्न 4.
तुम्हारे घर में सबसे ऊँचा कौन हँसता है?
उत्तर:
मेरे घर में सबसे ऊँचा मेरे पिताजी हँसते हैं।

प्रश्न 5.
उसकी हँसी की नकल करके दिखाओ।
उत्तर:
स्वयं करो।।

किसकी मौसी कौन?
प्रश्न 1.
नीलिमा की बड़ी नानी से लेकर छोटे समीर तक के नामों की सूची बनाओ। नीलिमा का किससे क्या रिश्ता है? लिखो।
उत्तर:
नानी : नीलिमा की नानी (नीलिमा के माँ की माँ)
बड़ी नानी : नीलिमा के माँ की बड़ी चाची।
बड़ी नानी के बेटे जगदीश : नीलिमा के मामा।
किरण : नीलिमा की ममेरी बहन (नीलिमा के मामा जगदीश की बेटी)
समीर : नीलिमा की भतीजी (बहन की बेटी), उसकी ममेरी बहन किरण का बेटा

पता करो
प्रश्न 1.
क्या तुम्हारे परिवार में भी अलग-अलग उम्र के भाई-बहन या मामा-भाँजे जैसे रिश्ते हैं? घर के बड़ों से पूछो।
उत्तर:
हाँ, मेरे परिवार में भी अलग-अलग उम्र के भाई-बहन तथा मामा-भाँजे जैसे रिश्ते हैं।

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 194)
पता करो और लिखो
नीलिमा के बाल उसकी नानी की तरह धुंघराले हैं। तुम अपनी किसी बहन, भाई, चाहे ममेरा भाई, चचेरी बहन की कोई पहचान देखो। जैसे आँखों का रंग, गालों में गड्ढा (डिम्पल), कद, पतली या मोटी नाक, आवाज बताओ कि यह पहचान (गुण) उसकी माँ के परिवार से आई होगी या उसके पिता की तरफ से। दी गई तालिंका अपनी कॉपी में बनाओ और भरो। यहाँ नीलिमा का उदाहरण देकर समझाया गया है।

उत्तर:

प्रश्न 2.
क्या तुमने अपने या किसी और के परिवार में बहुत छोटे बच्चे को देखा है? बच्चे की आँखें, नाक, रंग, बाल या उँगलियाँ परिवार वालों में से किससे मिलती-जुलती हैं? उनके नाम लिखो।
उत्तर:
मेरे मामा की लड़की : बाल-उसकी माँ से।
नाक-उसके पिताजी से।
मेरे पड़ोस में एक बच्चा : आँखें-उसके पिताजी से
चेहरा-उसके पिताजी से।

प्रश्न 3.
नीलिमा के बाल अपनी नानी जैसे घने, काले और सुँघराले हैं। नीलिमा की माँ के बाल सीधे, भूरे और बेजान हैं। तुम्हारे बाल कैसे हैं? मोटे,या पतले, चिकने या रूखे?
उत्तर:
मेरे बाल मोटे, घने तथा चिकने हैं।

प्रश्न 4.
तुम्हारे बालों का रंग क्या है? अपने बालों का नाप लो और लिखो।।
उत्तर:
मेरे बालों का रंग काला है। यह 3 सेंटीमीटर लम्बा है।

प्रश्न 5.
क्या तुम्हारे बाल तुम्हारे परिवार में से किसी से मिलते-जुलते हैं? किससे?
उत्तर:
हाँ, मेरे बाल मेरे पिताजी से मिलते हैं।

प्रश्न 6.
अपने परिवार के लोगों के बाल भी नापो।
उत्तर:
मेरे पिताजी के बाल – 3 सेंटीमीटर
मेरी माँ के बाल — : 40 सेंटीमीटर
मेरे भाई के बाल – 6 सेंटीमीटर

प्रश्न 7.
तुम्हारे परिवार में सबसे लंबे बाल किसके हैं?
उत्तर:
मेरी माँ के।।

प्रश्न 8.
तुम ऐसे कितने लोगों को जानते हो, जिनके बाल एक मीटर से लंबे हैं? क्या लंबे बाल होना उनके परिवार की पहचान है?
उत्तर:
मेरे पड़ोस में एक आंटी रहती हैं, जिनके बाल 1 मीटर से भी ज्यादा लम्बे हैं। सभी कहते हैं कि उनके परिवार की सभी स्त्रियों के बाल इतने ही लम्बे हैं जो कि उनके परिवार के सदस्यों की पंहचान है।

प्रश्न 9.
क्या तुम अपने कद का नाप लेना जानते हो? सिर से पाँव तक नाप लो और लिखो।
उत्तर:
हाँ मैं अपने कद की माप लेना जानता हूँ। मेरे सिर से पाँव तक की लम्बाई 4 फीट 4 इंच है।

प्रश्न 10.
सोचो, जब तुम बड़े होगे, तब तुम्हारी लंबाई कितनी होगी और किसके जैसी होगी?
उत्तर:
मैं जब बड़ा होऊँगा तब मेरी लम्बाई मेरे पिताजी जितनी 5 फीट 9 इंच की होगी।

प्रश्न 11.
अपने घर के लोगों की लंबाई नापो और तालिका बनाओ।
उत्तर:
मेरे घर के लोगों के लम्बाई की तालिका

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 196)
चर्चा करो।
प्रश्न 1.
सरोजा और सुवासिनी में क्या गुण, क्या बातें, मिलती-जुलती हैं और क्या अलग हैं?
उत्तर:
सरोजा और सुवासिनी दिखने में एक ही तरह की हैं। उनके चेहरे, कद, नाक, आँखें सब मिलती जुलती हैं यहाँ तक कि दोनों एक ही जैसे कपड़े पहनती हैं। परन्तु सरोजा को दो भाषाएँ आती हैं तमिल तथा मराठी। जबकि सुवासिनी को केवल तमिल, आती है।

प्रश्न 2.
क्या तुम किसी जुड़वाँ को जानते हो? उनमें क्या एक जैसा है और क्या अलग?
उत्तर:
हाँ, मेरे क्लास में एक जुड़वाँ भाई पढ़ता है। दोनों के चेहरे, रंग, कद, बाल सभी एक जैसे हैं। सभी लोग उन्हें लेकर असमंजस में रहते हैं। परन्तु दोनों के बोलने के तरीके थोड़े अलग-अलग हैं।

प्रश्न 3.
क्या तुम ऐसे जुड़वाँ को जानते हो जो एक जैसे नहीं दिखते?
उत्तर:
हाँ, मेरे पड़ोस में एक जुड़वाँ भाई रहता है, जो बिल्कुल ही अलग-अलग दिखते हैं।

परिवार से मिला
उत्तर:
अपनी क्लास में यह मजेदार सर्वे करो। कितने बच्चे यह कर पाते हैं, लिखो।

• जीभ को पीछे तालू की तरफ मोड़ो, बिना दाँतों से छुए।
• जीभ को किनारों से उठाकर एक लंबे रोल की तरह बनाओ।
• पैरों की सारी उँगलियों को खोलो। बाकी उँगलियों को हिलाए बिना छोटी उँगली हिलाओ।
• हाथ के अँगूठे को अपनी कलाई से लगाओ।
• हाथ के बीच वाली उँगलियों का ‘वी’ बनाओ। दो-दो उँगलियाँ इधर-उधर करके।
• बिना छुए बाहरी कान हिलाओ।

उत्तर:
स्वयं करो।

क्या माँ-बाप से नहीं मिला?
प्रश्न 1.
क्या तुमने कहीं पोलियो के बारे में पढ़ा या देखा है?
उत्तर:
हाँ, मैने पोलियो के बारे में किताबों, अखबारों तथा पोस्टरों में पढ़ा है। पोलियों के संबंध में टी वी. पर भी हमेशा प्रचार दिखाये जाते रहते हैं। पेलियो एक खतरनाक बीमारी है, जिससे लोग विकलांग हो जाते हैं, उनके पैरों में चलने की ताकत नहीं रह जाती है या कम हो जाती है।

प्रश्न 2.
क्या तुमने पोलियो की दवाई पिलाने के बारे में कोई खबर पढ़ी है?
उत्तर:
हाँ, मैंने पोलियो की दवाई पिलाने के बारे में खबरें पढ़ी हैं तथा पोलियो की दवा पिलाते भी देखा है। सरकार द्वारा पोलियो की दवा पिलाने को समय-समय पर अभियान चलाया जाता है जिसे पल्स पोलियो कहते हैं।

प्रश्न 3.
क्या तुम किसी ऐसे व्यक्ति को जानते हो जिसे पोलियो है?
उत्तर:
हाँ, मेरे क्लास में एक लड़का पढ़ता है जिसे पोलियो है। उसे चलने में दिक्कत होती है। उसके एक पैर में लोहे के क्लैम्प लगे हैं जिसके सहारे भी वह कठिनाई से ही चल पाता है।

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 199)
कुछ परिवार से, कुछ हालात से
प्रश्न 1.
तुम्हारे घर में कोई जोर-जोर से बात करने वाले हैं? क्या उनकी ऐसी आदत है या वे उँचा सुनते भी हैं?
उत्तर:
नहीं। लेकिन मेरे एक दोस्त के दादाजी जोर-जोर से बातें करते हैं। वे ऐसा इसलिये करते हैं कि उन्हें ऊँचा सुनाई। देता है।

प्रश्न 2.
क्या किसी समय या किसी के सामने तुम बिल्कुल जोर से नहीं बोलते? कब? किसके सामने? क्यों? और कब जोर से बोलते हो?
उत्तर:
हाँ, हमलोग क्लास में धीरे बोलते हैं ताकि हल्ला नहीं हो। लेकिन हमलोग खेलने के समय बहुत जोर-जोर से बोलते हैं क्योंकि सारे लोग दूर-दूर खड़े रहते हैं तथा हल्ला के कारण धीरे बोलने पर बातें ठीक से समझ में नहीं आती है।

प्रश्न 3.
कुछ लोग सुनने के लिए कान पर मशीन लगाते हैं। कुछ लोग छड़ी यो चश्में की मदद लेते हैं। क्या तुम ऐसे किसी व्यक्ति को जानते हो?
उत्तर:
हाँ, मेरे दोस्त के दादाजी उँचा सुनते हैं इसलिये वे सुनने के लिए कान पर मशीन लगाते हैं।

प्रश्न 4.
किसी ऐसे व्यक्ति से बात करो, जो उँचा सुनता हो। पता करो, क्या वह बचपन से ही उँचा सुनता है?
उत्तर:
मैंने अपने दोस्त के दादाजी से बातें की। वे बचपन से उँचा नहीं सुनते थे।

प्रश्न 5.
कब से उँचा सुनने लगा है?
उत्तर:
लगभग दस वर्ष पहले एक एक्सिडेंट के बाद उन्हें उँचा सुनाई देने लगा।

प्रश्न 6.
उन्हें क्या-क्या कठिनाइयाँ आती हैं?
उत्तर:
कानों पर बिना मशीन लगाये उन्हें दूसरों की बातें सुनाई नहीं देती हैं जिससे उन्हें कठिनाई होती है।

हम क्या समझे
प्रश्न 1.
तुम्हें क्या लगता है तुम्हारी कौन-कौन-सी ऐसी पहचान है जो तुम्हें माँ की तरफ से मिली है?
उत्तर:
मेरी नाक मेरी माँ की तरह है। यह पहचान मुझे मेरी माँ से मिली है।

NCERT Solutions for Class 5 पर्यावरण अध्ययन

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CBSE Class 12 Maths Notes Chapter 9 Differential Equations

Differential Equation: An equation involving independent variable, dependent variable, derivatives of dependent variable with respect to independent variable and constant is called a differential equation.
e.g.

Ordinary Differential Equation: An equation involving derivatives of the dependent variable with respect to only one independent variable is called an ordinary differential equation.
e.g.

From any given relationship between the dependent and independent variables, a differential equation can be formed by differentiating it with respect to the independent variable and eliminating arbitrary constants involved.

Order of a Differential Equation: Order of a differential equation is defined as the order of the highest order derivative of the dependent variable with respect to the independent variable involved in the given differential equation.
Note: Order of the differential equation, cannot be more than the number of arbitrary constants in the equation.

Degree of a Differential Equation: The highest exponent of the highest order derivative is called the degree of a differential equation provided exponent of each derivative and the unknown variable appearing in the differential equation is a non-negative integer.
Note
(i) Order and degree (if defined) of a differential equation are always positive integers.
(ii) The differential equation is a polynomial equation in derivatives.
(iii) If the given differential equation is not a polynomial equation in its derivatives, then its degree is not defined.

Formation of a Differential Equation: To form a differential equation from a given relation, we use the following steps:
Step I: Write the given equation and see the number of arbitrary constants it has.
Step II: Differentiate the given equation with respect to the dependent variable n times, where n is the number of arbitrary constants in the given equation.
Step III: Eliminate all arbitrary constants from the equations formed after differentiating in step (II) and the given equation.
Step IV: The equation obtained without the arbitrary constants is the required differential equation.

Solution of the Differential Equation
A function of the form y = Φ(x) + C, which satisfies given differential equation, is called the solution of the differential equation.
General solution: The solution which contains as many arbitrary constants as the order of the differential equation, is called the general solution of the differential equation, i.e. if the solution of a differential equation of order n contains n arbitrary constants, then it is the general solution.

Particular solution: A solution obtained by giving particular values to arbitrary constants in the general solution of a differential equation, is called the particular solution.

Methods of Solving First Order and First Degree Differential Equation
Variable separable form: Suppose a differential equation is = F(x, y). Here, we separate the variables and then integrate both sides to get the general solution, i.e. above equation may be written as = h(x) . k(y)
Then, by separating the variables, we get = h(x) dx.
Now, integrate above equation and get the general solution as K(y) = H(x) + C
Here, K(y) and H(x) are the anti-derivatives of and h(x), respectively and C is the arbitrary constant.

Homogeneous differential equation: A differential equation is said to be homogeneous, if f(x, y) and g(x, y) are homogeneous functions of same degree, i.e. it may be written as

To check that given differential equation is homogeneous or not, we write differential equation as = F(x, y) or = F(x, y) and replace x by λx, y by λy to write F(x, y) = λ F(x, y).
Here, if power of λ is zero, then differential equation is homogeneous, otherwise not.

Solution of homogeneous differential equation: To solve homogeneous differential equation, we put
y = vx
⇒ = v + x
in Eq. (i) to reduce it into variable separable form. Then, solve it and lastly put v = to get required solution.

Note: If the homogeneous differential equation is in the form of = F(x, y), where F(x, y) is homogeneous function of degree zero, then we make substitution = v, i.e. x = vy and we proceed further to find the general solution as mentioned above.

Linear differential equation: General form of linear differential equation is
+ Py = Q …(i)
where, P and Q are functions of x or constants.
or + P’x = Q’ …(ii)
where, P’ and Q’ are functions of y or constants.
Then, solution of Eq. (i) is given by the equation
y × IF = ∫(Q × IF) dx + C
where, IF = Integrating factor and IF = e^∫Pdx
Also, solution of Eq. (ii) is given by the equation
x × IF = ∫ (Q’ × IF) dy + C
where, IF = Integrating factor and IF = e^∫P’dy

Class 12 Maths Notes

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NCERT Solutions for Class 5 पर्यावरण अध्ययन Chapter 22 फिर चला काफिला

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 201)
बताओ
प्रश्न 1.
क्या धनु के गाँव में सभी किसान अपनी जमीन पर काम करते थे?
उत्तर:
नहीं, धनु के गाँव में केवल कुछ ही किसानों को अपनी जमीन है। वहाँ के अधिकांश किसान बड़े किसानों की खेतों में काम करते हैं।

प्रश्न 2.
धनु के परिवार के पास अपने गाँव में कब काम होता था और कब नहीं?
उत्तर:
धनु के परिवार के पास बरसात के शुरू होने से पहले से लेकर दशहरे तक काम होता है। बाकी के छः महीने या जब बरसात नहीं होती है उनके पास काम नहीं होता था।

प्रश्न 3.
तुम कुछ परिवारों को जानते हो, जो खेती से जुड़े हैं, और जिन्हें काम के लिए कुछ महीने घर छोड़ना पड़ता है?
उत्तर:
हाँ, मेरे गाँव में बहुत से ऐसे लोग हैं जो कि काम की तलाश में कुछ महीनों के लिए शहरों में चले जाते हैं।

सोचो और पता करो
प्रश्न 1.
अगर धनु के गाँव के लोग अपना गाँव छोड़कर काम के लिए न जाएँ तो वहाँ उन्हें कैसी परेशानियाँ हो सकती हैं?
उत्तर:
यदि धनु के गाँव के लोग अपनी गाँव छोड़कर काम के लिए न जाएँ, तो वहाँ उन्हें काम नहीं मिलेगा तथा उनकी रोजी-रोटी, तथा अन्य कामों के लिए पैसे नहीं मिलेंगे।

प्रश्न 2.
धनु के गाँव में जब बारिश नहीं होती तब खेती भी नहीं हो पाती। क्या बारिश के पानी के बिना भी कोई खेती की जा सकती है?
उत्तर:
हाँ, बारिश के बिना भी खेती की जा सकती है। सिंचाई के कई नये तरीके हैं, जैसे नहर, ट्यूब वेल, आदि के द्वारा सिंचाई के लिए आवश्यक पानी लिया जाता है।

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 202)
सोचो
प्रश्न 1.
जब धनु का परिवार और गाँव के लोग काम के लिए दूसरी जगह जाते हैं तब कुछ लोग गाँव में ही रह जाते हैं। ऐसा क्यों होता होगा?
उत्तर:
जब धनु का परिवार और गाँव के लोग काम के लिए दूसरी जगह जाते हैं तब कुछ लोग गाँव में ही रह जाते हैं। जो कि अपने घर की रखवाली, घर के बुजुर्गों तथा पशुओं की देखभाल करते हैं।

प्रश्न 2.
जब धनु और उसके जैसे कई बच्चे छः महीने तक गाँव छोड़ेकर चले जाते हैं, तब गाँव के स्कूल में क्या होता होगा?
उत्तर:
उस समय गाँव के स्कूलों में केवल बड़े किसानों के बच्चे ही पढ़ने जाते होंगे।

प्रश्न 3.
तुम्हारे घर के लोग जब काम के लिए घर से बाहर जाते हैं तो बुजुर्गों और बीमारों की देखभाल के लिए घर में क्या इंतजाम होता है?
उत्तर:
मेरे घर में मेरी माँ काम पर नहीं जाती हैं, वे घर में ही रहकर घर की तथा अन्य लोगों की देखभाल करती हैं।

एन.सी.ई.आर.टी. पाठ्यपुस्तक (पृष्ठ संख्या 204)
सोचो और बताओ
प्रश्न 1.
मामी क्यों चाहती हैं कि धनु साल भर स्कूल जाए, पढ़े और कुछ बने?
उत्तर:
मामी चाहती हैं कि धनु ठीक से पढ़ाई करे तथा बड़ा होकर उसे अच्छी नौकरी लग जाये जिससे कि वह स्वतंत्र रूप से अपना काम कर सके। मामी चाहती है कि अच्छे से पढ़ लिखकर धनु बड़ा तथा अमीर आदमी बने।

प्रश्न 2.
जब तुम लंबे समय के लिए स्कूल नहीं जा पाते हो तो क्या होता है?
उत्तर:
जब मैं लम्बे समय तक स्कूल नहीं जा पाता हूँ, तो स्कूल में पढ़ाई आगे हो जाती है जिसे पूरा करने के लिए मुझे काफी मेहनत करनी पड़ती है तथा उसे समझने में काफी दिक्कत आती हैं।

चर्चा करो और लिखो
प्रश्न 1.
धनु छः महीनों के लिए जहाँ गाँववालों के साथ जाता है, वहाँ पढ़ाई का इंतजाम किया जा सकता है? कैसे?
उत्तर:
हाँ, धनु का वहाँ के स्कूल में नाम लिखाया जा सकता है। इसके अलावे वह संध्याकालीन स्कूलों में भी काम के बाद पढ़ाई कर सकता है।

प्रश्न 2.
ऐसे कुछ और भी काम हैं जिनके लिए लोगों को कई महीनों तक अपने घरों से दूर रहना पड़ता है? किताब से और उदाहरण हूँढ़ो और लिखो।
उत्तर:
ऐसे कई काम हैं जिनके लिए लोगों को कई महीनों तक अपने घरों से दूर रहना पड़ता है। जैसे

• सेना में काम
• मर्चेट नेवी में काम
• बोर्डिंग स्कूल में पढ़ाई
• विदेशों में काम

प्रश्न 3.
अलग-अलग किसानों के जीवन में क्या समानताएँ हैं और क्या फर्क हैं?
उत्तर:
समानताएँ

• अधिकांश किसान मुख्य रूप से खेती पर निर्भर रहते हैं।
• उनके परिवार के लगभग सभी सदस्य खेती करते हैं।
• वे लोग सिंचाई के लिए बारिश पर निर्भर होते हैं।
• उनमें अधिकांश कम पढ़े-लिखे हैं।
• अधिकांश किसान परंपरागत तरीकों से खेती करते हैं। फर्क (अंतर)
• कुछ किसानों को अपनी जमीन होती हैं।
• कुछ किसानों के घर के कम ही सदस्य खेती करते हैं तथा बाकी दूसरे कार्य।
• कुछ किसान अनपढ़ होते हैं तथा कुछ पढ़े लिखे।
• कुछ किसान आधुनिक तरीकों से खेती करते हैं?

हम क्या समझे
प्रश्न 1.
तुमने कई पाठों में अलग-अलग तरह के किसानों के बारे में पढ़ा। दी गई तालिका में उनके बारे में लिखो।

NCERT Solutions for Class 5 पर्यावरण अध्ययन

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CBSE Class 12 Maths Notes Chapter 12 Linear Programming

Linear Programming Problem: A linear programming problem is one in which we have to find optimal value (maximum or minimum) of a linear function of several variables (called objective function) subject to certain conditions that the variables are non-negative and satisfying by a set of linear inequalities with variables, are sometimes called division variables.

Terms related to Linear Programming
Objective Function: A linear function z = px + qy (p and q are constants) which has to be maximised or minimised, is called an objective function.

Constraints: The linear inequalities or equations or restrictions on the variables of the linear programming problem are called constraints. The conditions x ≥ 0, y ≥ 0 are called non-negative restrictions.

Optimal Value: The maximum or minimum value of an objective function is known as its optimal value.

Optimisation Problem: A problem, which seeks to maximise or minimise a linear function subject to certain constraints as determined by a set of linear inequalities, is called an optimisation problem.

Feasible Region: The common region determined by all the constraints including non-negative constraints x,y>0 of a linear programming problem is called the feasible region for the problem. The region other than the feasible region is called an infeasible region. The feasible region is always a convex polygon.

Feasible Solutions: Points within and on the boundary of the feasible region represent feasible solutions of the constraints. Any point outside the feasible region is called an infeasible solution.

Optimal Feasible Solution: Any point in the feasible region that gives the optimal value of the objective function is called the optimal feasible solution.

Bounded and Unbounded Region: A feasible region of a system of linear inequalities is said to be bounded, if it can be enclosed within a circle. Otherwise, it is called unbounded.

Fundamental Theorems for Solving Linear Programming
Theorem 1: Let R be the feasible region for a linear programming problem and let z = ax + by be the objective function. When z has an optimal value (maximum or minimum), where the variables x and y are subject to constraints described by linear inequalities. This optimal value must occur at a corner point (vertex) of the feasible region.
Note: A corner point of a feasible region is a point in the region which is the intersection of two boundary lines.

Theorem 2: Let R be the feasible region for a linear programming problem and let z = ax + by be the objective function. If R is bounded, then z has both a maximum and a minimum value on R and each of these recurs at a corner point of JR.
Note: Maximum or a minimum may not exist,- if the feasible region is unbounded.

Corner Point Method: The corner point method says that, if a maximum or minimum value exists, then it will occur at a corner point of the feasible region.

Steps for Applying Corner Point Method
Find the feasible region of the linear programming problem and determine its corner points either by inspection or by solving the two equations of the lines intersecting at that point.

Evaluate the objective function z = ax + by at each corner point. Let M and m be, respectively denote the largest and the smallest values of these points.

If the feasible region is bounded, then M and m respectively are the maximum and minimum values of the objective function at corner points.

If the feasible region is unbounded , then
(a) M is the maximum value of objective function z, if the open half plane determined by ax + by > M has no point in common with the feasible region. Otherwise, z has no maximum value.
(b) m is the minimum value of z, if the open half plane determined by ax + by < m has no point in common with the feasible region. Otherwise, z has no minimum value.

If two corner points of the feasible region are both optimal solutions of the same type, i.e both produce the same maximum or minimum, then any point on the line segment joining these two points is also an optimal solution of the same type.

Class 12 Maths Notes

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CBSE Class 12 Maths Notes Chapter 13 Probability

Event: A subset of the sample space associated with a random experiment is called an event or a case.
e.g. In tossing a coin, getting either head or tail is an event.

Equally Likely Events: The given events are said to be equally likely if none of them is expected to occur in preference to the other.
e.g. In throwing an unbiased die, all the six faces are equally likely to come.

Mutually Exclusive Events: A set of events is said to be mutually exclusive, if the happening of one excludes the happening of the other, i.e. if A and B are mutually exclusive, then (A ∩ B) = Φ
e.g. In throwing a die, all the 6 faces numbered 1 to 6 are mutually exclusive, since if any one of these faces comes, then the possibility of others in the same trial is ruled out.

Exhaustive Events: A set of events is said to be exhaustive if the performance of the experiment always results in the occurrence of at least one of them.
If E₁, E₂, …, E_n are exhaustive events, then E₁ ∪ E₂ ∪……∪ E_n = S.
e.g. In throwing of two dice, the exhaustive number of cases is 6² = 36. Since any of the numbers 1 to 6 on the first die can be associated with any of the 6 numbers on the other die.

Complement of an Event: Let A be an event in a sample space S, then the complement of A is the set of all sample points of the space other than the sample point in A and it is denoted by A’or .
i.e. A’ = {n : n ∈ S, n ∉ A]

Note:
(i) An operation which results in some well-defined outcomes is called an experiment.
(ii) An experiment in which the outcomes may not be the same even if the experiment is performed in an identical condition is called a random experiment.

Probability of an Event
If a trial result is n exhaustive, mutually exclusive and equally likely cases and m of them are favourable to the happening of an event A, then the probability of happening of A is given by

Note:
(i) 0 ≤ P(A) ≤ 1
(ii) Probability of an impossible event is zero.
(iii) Probability of certain event (possible event) is 1.
(iv) P(A ∪ A’) = P(S)
(v) P(A ∩ A’) = P(Φ)
(vi) P(A’)’ = P(A)
(vii) P(A ∪ B) = P(A) + P(B) – P(A ∩ S)

Conditional Probability: Let E and F be two events associated with the same sample space of a random experiment. Then, probability of occurrence of event E, when the event F has already occurred, is called a conditional probability of event E over F and is denoted by P(E/F).

Similarly, conditional probability of event F over E is given as

Properties of Conditional Probability: If E and E are two events of sample space S and G is an event of S which has already occurred such that P(G) ≠ 0, then
(i) P[(E ∪ F)/G] = P(F/G) + P(F/G) – P[(F ∩ F)/G], P(G) ≠ 0
(ii) P[(E ∪ F)/G] = P(F/G) + P(F/G), if E and F are disjoint events.
(iii) P(F’/G) = 1 – P(F/G)
(iv) P(S/E) = P(E/E) = 1

Multiplication Theorem: If E and F are two events associated with a sample space S, then the probability of simultaneous occurrence of the events E and F is
P(E ∩ F) = P(E) . P(F/E), where P(F) ≠ 0
or
P(E ∩ F) = P(F) . P(F/F), where P(F) ≠ 0
This result is known as multiplication rule of probability.

Multiplication Theorem for More than Two Events: If F, F and G are three events of sample space, then

Independent Events: Two events E and F are said to be independent, if probability of occurrence or non-occurrence of one of the events is not affected by that of the other. For any two independent events E and F, we have the relation
(i) P(E ∩ F) = P(F) . P(F)
(ii) P(F/F) = P(F), P(F) ≠ 0
(iii) P(F/F) = P(F), P(F) ≠ 0
Also, their complements are independent events,
i.e. P( ∩ ) = P() . P()
Note: If E and F are dependent events, then P(E ∩ F) ≠ P(F) . P(F).

Three events E, F and G are said to be mutually independent, if
(i) P(E ∩ F) = P(E) . P(F)
(ii) P(F ∩ G) = P(F) . P(G)
(iii) P(E ∩ G) = P(E) . P(G)
(iv)P(E ∩ F ∩ G) = P(E) . P(F) . P(G)
If atleast one of the above is not true for three given events, then we say that the events are not independent.
Note: Independent and mutually exclusive events do not have the same meaning.

Baye’s Theorem and Probability Distributions
Partition of Sample Space: A set of events E₁, E₂,…,E_n is said to represent a partition of the sample space S, if it satisfies the following conditions:
(i) E_i ∩ E_j = Φ; i ≠ j; i, j = 1, 2, …….. n
(ii) E₁ ∪ E₂ ∪ …… ∪ E_n = S
(iii) P(E_i) > 0, ∀ i = 1, 2,…, n

Theorem of Total Probability: Let events E₁, E₂, …, E_n form a partition of the sample space S of an experiment.If A is any event associated with sample space S, then

Baye’s Theorem: If E₁, E₂,…,E_n are n non-empty events which constitute a partition of sample space S, i.e. E₁, E₂,…, E_n are pairwise disjoint E₁ ∪ E₂ ∪ ……. ∪ E_n = S and P(E_i) > 0, for all i = 1, 2, ….. n Also, let A be any non-zero event, the probability

Random Variable: A random variable is a real-valued function, whose domain is the sample space of a random experiment. Generally, it is denoted by capital letter X.
Note: More than one random variables can be defined in the same sample space.

Probability Distributions: The system in which the values of a random variable are given along with their corresponding probabilities is called probability distribution.
Let X be a random variable which can take n values x₁, x₂,…, x_n.
Let p₁, p₂,…, p_n be the respective probabilities.
Then, a probability distribution table is given as follows:

such that P₁ + p₂ + P₃ +… + p_n = 1
Note: If x_i is one of the possible values of a random variable X, then statement X = x_i is true only at some point(s) of the sample space. Hence ,the probability that X takes value x, is always non-zero, i.e. P(X = x_i) ≠ 0

Mean and Variance of a Probability Distribution: Mean of a probability distribution is

Bernoulli Trial: Trials of a random experiment are called Bernoulli trials if they satisfy the following conditions:
(i) There should be a finite number of trials.
(ii) The trials should be independent.
(iii) Each trial has exactly two outcomes, success or failure.
(iv) The probability of success remains the same in each trial.

Binomial Distribution: The probability distribution of numbers of successes in an experiment consisting of n Bernoulli trials obtained by the binomial expansion (p + q)n, is called binomial distribution.
Let X be a random variable which can take n values x₁, x₂,…, x_n. Then, by binomial distribution, we have P(X = r) = ⁿC_r p^rq^n-r
where,
n = Total number of trials in an experiment
p = Probability of success in one trial
q = Probability of failure in one trial
r = Number of success trial in an experiment
Also, p + q = 1
Binomial distribution of the number of successes X can be represented as

Mean and Variance of Binomial Distribution
(i) Mean(μ) = Σ x_ip_i = np
(ii) Variance(σ²) = Σ x_i² p_i – μ² = npq
(iii) Standard deviation (σ) = √Variance = √npq
Note: Mean > Variance

Class 12 Maths Notes

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JKBOSE Class 12th Result 2019: JKBOSE has declared the Class 12 (Higher Secondary Part Two Examination) annual private bi-annual 2018-19 result for Kashmir division today (23rd May) on its official website jkbose.ac.in. JKBOSE Class 12th Result 2019 is the most expected result for the students of Jammu and Kashmir in the 12th standard. The Jammu and Kashmir Board of Secondary Education (JKBOSE) is the body responsible for announcing the JKBOSE 12th Class result for the 2018-2019 academic session. The date of announcement of JKBOSE 12th result 2019 is on May 13, 2019

Check JKBOSE 12th Annual Private BI-Annual Result

JKBOSE Class 12th Result will be published online on the official website once it is notified formally. Once the results are published online, it will make more convenient for the students to check their result. They will just require their roll number to check the results. Student’s can access the official site by clicking on the link given here, http://jkbose.jk.gov.in/.

Direct Link To Check JKBose 12th Result

State Board Results

JKBOSE Class 12th Result Declaration Date

JKBOSE has not yet announced the results for the class 12th exam conducted this year 2019. The JK Board declare the results after 50 to 60 days once the examination is completed. With this regard and taking a clue from last year, the JKBOSE Class 12 result 2019 for all streams including Arts, Commerce, and Science can be assumed by the last week of April (summer zone) and in the first week of January (winter zone). The results will be announced as per the student’s academic session. Once the class 12th result is declared, the students will be able to check the result on the official website.

Below are the tentative dates for JKBOSE class 10th and class 12 results. The final date will be notified soon.

While this is an uncertain timeline, the board is destined to come up with the official notification of the JK Board Result date soon.

JKBOSE Class 12th Result – Steps to Check

The JKBOSE 12th Result 2019 will be announced soon, which will be accessible from the official site i.e.http://jkbose.jk.gov.in/. The exam for class 12th was conducted in the month of March. The Jammu and Kashmir School Board is responsible to declare the results, which is also the conducting body for the exams. The answer sheets are checked by the Board authorities, fairly for each student.

Once the announcement is made through media, student’s can follow the below-given steps to download the results

• Go to the official website of JKBOSE, http://jkbose.jk.gov.in/
• Click on the link stating the class 12th result 2019.
• A new webpage will get opened.
• Enter your class 12th exam roll number.
• The results for JKBOSE class 12th exam 2019 will appear on your screen
• Students can download the scorecard for their reference.

JKBOSE Scorecard – Contains

Scorecard of JKBOSE Class 12th result carry the following details

• Roll Number
• Name of the Student
• School Name and Code
• Parent’s Name
• Marks obtained in each subject (Practical and Theory)
• Total Marks Scored
• Grade as per marks obtained
• Result Status(Passed/Failed)

JKBOSE Class 12th Results Re-evaluation

If the students are not satisfied with their marks, they can choose for revaluation or rechecking of their results, declared by the JK board. The students of class 12th can take benefit of this particular plan by paying a nominal fee as directed by the concerned department and submitting an application through their respective schools.

Students have to send the filled up scrutiny form along with fee deposit slip and a self-addressed stamped envelope within 30 days of the announcement of JKBOSE 12th class result 2019. After the submission of the form, the JK state board authority personnel will recheck the answer sheets for the subject, which has to re-evaluated.  Again the cross-checked results will be sent to the student’s address.

JKBOSE Class 12th Result For Previous Years – Statistics

The JKBOSE Class 12th Result 2018 was declared on 25 April. Around 6,99,82 students gave the exam, out of which 36,227 students cleared the exam. The average pass percentage was 51.77%. JKBOSE declared results of all the three streams i.e. Arts, Commerce and Science at the same time.

About JKBOSE

The Jammu and Kashmir State Board of School Education (JKBOSE) is a board of school education in the state of Jammu & Kashmir, India. Jammu and Srinagar based this governmental body are responsible for academic administration in the state of Jammu & Kashmir, India. JK Board was founded on August 28, 1975. The board is responsible to supervise, organize, control, regulate and look after the matters associated with school education in the state of Jammu & Kashmir. The primary function of the board is to define courses of instruction and prescribe syllabus for schools. Also, the board is responsible to conduct academic programmes for elementary level, secondary level, and higher secondary level school examinations.

The Jammu and Kashmir State Board gives high-class education to all the students in the state of Jammu and Kashmir. Each year the Jammu and Kashmir Board conducts the state level exam for Class 10th and Class 12th. There are many private as well as government schools which are affiliated with JKBOSE. The Jammu and Kashmir Board offers all types of education-related facilities to the students, such as prescribing books and syllabus for them, conducting exams, etc., who are taking education under this board.

We hope the detailed article on JKBOSE Class 12th Result is helpful. If you have any doubt regarding this article or JKBOSE Class 12th Result, drop your comments in the comment section below and we will get back to you as soon as possible.

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CBSE Class 12 Maths Notes Chapter 10 Vector Algebra

Vector: Those quantities which have magnitude, as well as direction, are called vector quantities or vectors.
Note: Those quantities which have only magnitude and no direction, are called scalar quantities.

Representation of Vector: A directed line segment has magnitude as well as direction, so it is called vector denoted as or simply as . Here, the point A from where the vector starts is called its initial point and the point B where it ends is called its terminal point.

Magnitude of a Vector: The length of the vector or is called magnitude of or and it is represented by || or || or a.
Note: Since, the length is never negative, so the notation ||< 0 has no meaning.

Position Vector: Let O(0, 0, 0) be the origin and P be a point in space having coordinates (x, y, z) with respect to the origin O. Then, the vector or is called the position vector of the point P with respect to O. The magnitude of or is given by

Direction Cosines: If α, β and γ are the angles which a directed line segment OP makes with the positive directions of the coordinate axes OX, OY and OZ respectively, then cos α, cos β and cos γ are known as the direction cosines of OP and are generally denoted by the letters l, m and n respectively.

i.e. l = cos α, m = cos β, n = cos γ Let l, m and n be the direction cosines of a line and a, b and c be three numbers, such that Note: l² + m² + n² = 1

Types of Vectors
Null vector or zero vector: A vector, whose initial and terminal points coincide and magnitude is zero, is called a null vector and denoted as . Note: Zero vector cannot be assigned a definite direction or it may be regarded as having any direction. The vectors , represent the zero vector.

Unit vector: A vector of unit length is called unit vector. The unit vector in the direction of is

Collinear vectors: Two or more vectors are said to be collinear, if they are parallel to the same line, irrespective of their magnitudes and directions, e.g. and are collinear, when or

Coinitial vectors: Two or more vectors having the same initial point are called coinitial vectors.

Equal vectors: Two vectors are said to be equal, if they have equal magnitudes and same direction regardless of the position of their initial points. Note: If = , then but converse may not be true.

Negative vector: Vector having the same magnitude but opposite in direction of the given vector, is called the negative vector e.g. Vector is negative of the vector and written as = – .
Note: The vectors defined above are such that any of them may be subject to its parallel displacement without changing its magnitude and direction. Such vectors are called ‘free vectors’.

To Find a Vector when its Position Vectors of End Points are Given: Let a and b be the position vectors of end points A and B respectively of a line segment AB. Then, = Position vector of – Positron vector of
= – = –

Addition of Vectors
Triangle law of vector addition: If two vectors are represented along two sides of a triangle taken in order, then their resultant is represented by the third side taken in opposite direction, i.e. in ∆ABC, by triangle law of vector addition, we have + = Note: The vector sum of three sides of a triangle taken in order is .

Parallelogram law of vector addition: If two vectors are represented along the two adjacent sides of a parallelogram, then their resultant is represented by the diagonal of the sides. If the sides OA and OC of parallelogram OABC represent and respectively, then we get
+ =

Note: Both laws of vector addition are equivalent to each other.

Properties of vector addition
Commutative: For vectors and , we have

Associative: For vectors , and , we have
Note: The associative property of vector addition enables us to write the sum of three vectors , and as without using brackets.

Additive identity: For any vector , a zero vector is its additive identity as

Additive inverse: For a vector , a negative vector of is its additive inverse as

Multiplication of a Vector by a Scalar: Let be a given vector and λ be a scalar, then multiplication of vector by scalar λ, denoted as λ , is also a vector, collinear to the vector whose magnitude is |λ| times that of vector and direction is same as , if λ > 0, opposite of , if λ < 0 and zero vector, if λ = 0.
Note: For any scalar λ, λ . = .

Properties of Scalar Multiplication: For vectors , and scalars p, q, we have
(i) p( + ) = p + p
(ii) (p + q) = p + q
(iii) p(q ) = (pq)
Note: To prove is parallel to , we need to show that = λ , where λ is a scalar.

Components of a Vector: Let the position vector of P with reference to O is , this form of any vector is-called its component form. Here, x, y and z are called the scalar components of and , and are called the vector components of along the respective axes.

Two dimensions: If a point P in a plane has coordinates (x, y), then , where and are unit vectors along OX and OY-axes, respectively.
Then,

Three dimensions: If a point P in a plane has coordinates (x, y, z), then , where , and are unit vectors along OX, OY and OZ-axes, respectively. Then,

Vector Joining of Two Points: If P₁(x₁, y₁, z₁) and P₂(x₂, y₂, z₂) are any two points, then the vector joining P₁ and P₂ is the vector

Section Formula: Position vector of point R, which divides the line segment joining the points A and B with position vectors and respectively, internally in the ratio m : n is given by

For external division,

Note: Position vector of mid-point of the line segment joining end points A() and B() is given by

Dot Product of Two Vectors: If θ is the angle between two vectors and , then the scalar or dot product denoted by . is given by , where 0 ≤ θ ≤ π.
Note:
(i) is a real number
(ii) If either or , then θ is not defined.

Properties of dot product of two vectors and are as follows:

Vector (or Cross) Product of Vectors: If θ is the angle between two non-zero, non-parallel vectors and , then the cross product of vectors, denoted by is given by

where, is a unit vector perpendicular to both and , such that , and form a right handed system.
Note
(i) is a vector quantity, whose magnitude is
(ii) If either or , then0is not defined.

Properties of cross product of two vectors and are as follows:

Class 12 Maths Notes

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NCERT Solutions for Class 5 English Unit 1 Chapter 2 Wonderful Waste!

Class 5 English Chapter 2 Wonderful Waste! Questions From Textbook Solved

Reading is Fun
Question 1.
What were the preparations in the palace for?
महल में किसकी तैयारियाँ हो रही थीं?
Answer:
There were the preparations for a grand feast in the palace.

Question 2.
Why did the Maharaja go into the kitchen in the afternoon?
तीसरे पहर महाराजा रसोईघर में क्यों गया?
Answer:
The Maharaja went into the kitchen in the afternoon to make a survey of the dishes being prepared for the dinner.

Question 3.
What had the cook planned to do with the vegetable scraps?
रसोइए ने सब्जियों के बचे-खुचे टुकड़ों के साथ क्या करने को सोचा था?
Answer:
The cook had planned to throw away the vegetable scraps.

Question 4.
Ingredients are the things that are used to make a dish. Circle the ingredients of avial in the box below.
संघटक वे चीजें होती हैं जो किसी पकवान को तैयार करने में प्रयोग की जाती हैं। नीचे दिए गए बॉक्स में एविअल के संघटकों पर घेरा डालिए।

Answer:

Question 5.
State whether the following are True or False. बताइए कि निम्नलिखित सही हैं या गलत।।
(i) The king had ordered a dinner in the palace.
(ii) No one had heard of or toasted avial before.
(iii) The cook had planned to make another dish using the vegetable scraps.
Answer:
(i) True
(ii) True
(iii) False

Let’s Write
Question 1.
A recipe is a list of directions to prepare a dish. The following sentences are not in order for preparing avial. Number them in the correct order.
नुस्खा पकवान बनाने हेतु निर्देशों की सूची होती है। निम्नलिखित वाक्य एविअल बनाने के क्रम में नहीं हैं। उन पर सही क्रम से संख्या डालें।
Answer:

Question 2.
Given in the box are some things that children do after they reach home from school.
Choose five things that you do when you reach home from school. Write them in order.
बॉक्स में जो चीजें दी गई हैं उन्हें बच्चे स्कूल से घर पहुँचने पर करते हैं।
उन पाँच चीजों को चुनिए जो आप स्कूल से घर पहुँचने पर करते हैं। उन्हें क्रम में लिखिए।

Answer:
First, I put away school bag.
Then, I change out of school uniform.
Next, I wash up.
After that, I have lunch.
Finally, I sleep for a while.

Let’s Talk
The Maharaja was a wise man and ordered the cook to use the vegetable scraps instead of throwing them away.

• Name some of the things which are thrown away at home or in school.
• Sit in groups of four and think of interesting ways in which they can be made useful.
• Put up your findings on the class board.

Answer:

• At home—vegetable scraps, leftover foods
• At school—scraps of paper, leftover foods,
• Do it yourself.

Word Building
Pair Work
Question 1.
1. Some words have more than one meaning.
कुछ शब्दों के एक से ज्यादा अर्थ होते हैं।
For example, point-
Meanings : noun – a dot in print or writing, full stop, decimal, the number you score in a game
verb – to show or call attention to something
Look up the following words in the dictionary. They may have more than one meaning. List these meanings.
निम्न शब्दों को शब्दकोष में देखिए। उनके एक से अधिक अर्थ हो सकते हैं। उन अर्थों की सूची तैयार कीजिए।
Answer:

Question 2.
Make new words by adding/dropping a few letters from the root words. Some are done for you.
मूल शब्दों में कुछ अक्षरों को जोड़कर या उसमें से कुछ अक्षरों को हटाकर नए शब्द बनाइए।

● Do any of these words use all of four endings?
क्या इनमें से किसी शब्द का प्रयोग सभी चारों रूपों में होता है?
Answer:

● Yes, these words are tasty and clean.

Find Out
Question 1.
ame a food that is made in your home
(i) for a feast/festival
(ii) when you are unwell
(iii) everyday.
Share the information with your friends.
उस भोजन का नाम लिखिए जो आपके घर में बनाया जाता है।
(i) दावत/त्योहार के अवसर पर
(ii) जब आप बीमार होते हैं
(iii) प्रतिदिन
इस सूचना को अपने मित्रों को बताइए।
Answer:
Do it yourself.

Question 2.
Avial is a dish made in Kerala,
Do you have a similar dish in your state made from a mix of many vegetables?

• What is it called?
• Note down the ingredients used to make it.
• Write down the recipe.
• Present attractively and display on the class board. You can draw and stick pictures too.

एविअल एक पकवान है जो केरल में बनाया जाता है।
क्या आपके राज्य में भी कई सब्जियों को मिलाकर कोई पकवान बनाया जाता है?

• इसे क्या कहा जाता है? …………………
• उसे बनाने के लिए किन संघटकों का उपयोग किया जाता है?
• बनाने की विधि लिखिए।
• उसे आकर्षक ढंग से अपने कक्षा के बोर्ड पर लगाइए। आप उसका चित्र बना सकते हैं या चिपका सकते हैं।

Answer:
Do it yourself.

Wonderful Waste! Summary In English

Once the Maharaja of Travancore arranged for a feast in his palace. In the afternoon, he went into the kitchen to make a survey of the preparation for the feast. There he found a lot of vegetable scraps in the basket. The king told the cook not to throw them but use them wisely.

The cook was puzzled. He thought again and again but could not come to any conclusion. Suddenly a beautiful idea flashed across his mind. He took all the vegetable scraps, washed them and cleaned them well. Then he cut them in long strips. He put them in a pot and placed it on the fire to cook. Then he added the paste of grounded coconut, green chillies and garlic and some salt to the cooking vegetables. Now he whipped some curd and added it to the curry. He also poured a few spoonfuls of coconut oil and decorated the dish with curry leaves. The new dish was now ready. Everyone liked it very much. The cook named it avial which later became a very popular dish in Kerala.

Wonderful Waste! Summary In Hindi

एक बार ट्रावनकोर के महाराजा ने अपने राजमहल में एक भोज का आयोजन किया। तीसरे पहर भोज से पहले वे रसोईघर में यह मुआयना करने के लिए पहुँचे कि भोज की तैयारी कैसी है। वहाँ उन्होंने टोकरी में पड़े सब्जी के बचे-खुचे टुकड़ों को देखा। राजा ने रसोइए को कहा कि वह उन टुकड़ों को फेंके नहीं बल्कि उनका सदुपयोग करे। रसोइया परेशान हो गया। उसने बहुत क्षेचा लेकिन किसी निष्कर्ष तक नहीं पहुँच पाया। अचानक एक सुन्दर विचार उसके दिमाग में कौंध गया। उसने सब्जी के सभी टुकड़ों को लिया, उन्हें धोया और अच्छी तरह साफ किया। फिर उसने उनको लंबी-लंबी पट्टियों में काटा। उसने उन्हें एक बर्तन में डालकर पकने के लिए आग पर रख दिया। इसके बाद उसने नारियल, हरी मिर्च और लहसुन का पेस्ट और नमक पकती सब्जियों में डाल दिया। अब उसने कुछ नहीं फेंका और कढ़ी में डाल दिया। उसने कुछ चम्मच नारियल का तेल उसमें डाला और कढ़ी पत्तों से सजा दिया। अब नया पकवान तैयार था। सबों ने इसे बहुत पसंद किया। रसोइए ने इस नए पकवान का नाम एविअल रखा जो बाद में केरल में बहुत लोकप्रिय बन गया।

Class 5 English Chapter 2 Wonderful Waste! Hindi Translation Of The Lesson

1. Once, the Maharaja of Travancore ordered a grand dinner in his palace. In the afternoon before the dinner, the Maharaja entered the kitchen to survey the dishes that had been prepared for the feast.
Word-Meanings-Grand (ग्रैण्ड)–very good, शानदार। Dinner (डिनर)-food at night, रात का खाना, रात्रिभोज। Entered (इनटर्ड)-प्रवेश किए। Survey (सर्वे)—to examine, मुआयना करना, निरीक्षण करना। Dishes (डिशेज)—food prepared for the table, पकवान। Feast (फिस्ट) grand dinner, भोज, दावत।।
अनुवाद : एक बार ट्रावनकोर के महाराजा ने अपने महल में शानदार भोज के आयोजन का आदेश दिया। तीसरे . पहर भोज से पहले महाराजा रसोईघर में उन पकवानों का मुआयना करने के लिए आए जो भोज के लिए तैयार किए गए थे।

2. “What are you going to do with those vegetable scraps?” he asked the cook, pointing to the basket of scraps near the cook. The cook replied, “They are waste. We will throw them away.”
Word-Meanings-Scraps (स्क्रैप्स)-leftover material, बचा-खुचा सामान। Replied ” (रिप्लायड) answered, जवाब दिया। Waste (वेस्ट)–unusable things, कचरा।
अनुवाद : उन्होंने समीप रखे कचरों की टोकड़ी की ओर इशारा करते हुए रसोइए से पूछा, “तुम सब्जियों के बचे-खुचे टुकड़ों का क्या करने जा रहे हो?” रसोइया ने जवाब दिया, “वे कचरे हैं। हम उसे फेंक देंगे।”

3. “You cannot waste all these bits and pieces of vegetables. Find a way to use them.” The Maharaja commanded sternly and walked away.
Word-Meanings-Bits (Parça)-sn.all piece, elə genişi Sternly (Raffat)—strictly, सख्ती से। Walked away (वाक्ड अवे)-went away, चले गए।
अनुवाद : “तुम सब्जी के इन छोटे-छोटे टुकड़ों को बर्बाद नहीं कर सकते। उन्हें उपयोग में लाने का उपाय ढूँढ़ो।” महाराजा ने सख्ती से आदेश दिया और फिर वे चले गए।

4. The cook was in a fix and kept staring at the vegetable scraps for some time. Suddenly, an idea flashed across his mind.
He took all the vegetable bits, washed them and cleaned them well.
Word-Meanings-In a fix-confused, असमंजस की स्थिति में पड़ जाना। Starring (स्टेअरिंग)-looking continuously, घूरते हुए। Flashed across his mind (फ्लैश्ड एक्रॉस हिज माइण्ड)—came suddenly into his mind, अचानक उसके दिमाग में आ गया।
अनुवाद : रसोईया असमंजस में पड़ गया। वह सब्जी की कतरनों की ओर कुछ देर तक देखता रह गया। अचानक उसके दिमाग में एक विचार आया।
उसने सब्जी की सभी कतरनों को ले लिया, उन्हें धोया और अच्छी तरह साफ कर लिया।

5. Then he cut them into long strips. He put them in a huge pot and placed it on the fire to cook. Next, he ground some fresh coconut, green chillies and garlic together. He added this paste and some salt to the cooking vegetables.
Word-Meanings-Strips (स्ट्रिप्स)–narrow pieces, टुकड़े, कतरनें। Huge (यूज)-very big, बहुत बड़ा। Ground (ग्राउंड) crushed to powder, पीसा।
अनुवाद : उसके बाद उसने उनको लम्बे-लम्बे टुकड़ों में काटा। उसने उन्हें एक बड़े बर्तन में रखा और पकने के लिए आग पर चढ़ा दिया। फिर, उसने कुछ ताजा नारियल, हरी मिर्च और लहसुन को मिलाकर पीसा। उसने इस पेस्ट को और थोड़ी नमक पकती सब्जियों में डाल दिया।

6. A tempting smell started coming from the pot.
Now he whipped some curd and added it to the curry. He also poured a few spoonfuls of coconut to the curry. He also poured a few spoonfuls of coconut oil and decorated the dish with curry leaves.
Lo and behold! The new dish was ready.
The cook served this new dish to the guests that evening.
Word-Meanings-Tempting (टेम्पटिंग)—लुभाने वाली। Whipped (विप्ड)–beated, फेंट डाला। Poured (पोड) put in, उड़ेला, डाली। Decorated (डेकोरेटेड) garnished, सजा दिया।
अनुवाद : बर्तन में से लुभाने वाली सुगंध निकलने लगी। अब उसने थोड़े दही को फेंट डाला और उसे कढ़ी में मिला दिया। उसने कुछ चम्मच नारियल तेल भी डाला और कढ़ी पत्तों से उसे सजा दिया। लो देखो! नया पकवान तैयार था। रसोइए ने इस नए पकवान को उस शाम आए अतिथियों को परोसा।।

7. Everyone was eager to know the name of the new dish. The cook thought and thought. Then a name came to his mind. He named it avial (uh-vi-ul). Avial became famous all over Kerala and is now one of the dishes in a traditional Kerala feast. And imagine, it all came from a basket of waste!
Word-Meanings-Eager (इगर)-keen इच्छुक। Famous (फेमस)-popular, प्रसिद्ध। Traditional (ट्रेडिशनल)-conventional, पारंपरिक।
अनुवाद : प्रत्येक अतिथि इस नए पकवान का नाम जानने को इच्छुक थे। रसोईया सोचता रहा, सोचता रहा। तब उसके दिमाग में एक नाम आया। उसने इसका नाम एविअल रखा।
एविअल सम्पूर्ण केरल में प्रसिद्ध हो गया और अब यह केरल के पारंपरिक भोज में परोसे जाने वाले पकवानों में से एक है। जरा सोचिए, यह सब कचरों की टोकड़ी में से आया।

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 1 Chapter 2 Wonderful Waste! appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 1 Chapter 3 Bamboo Curry

Class 5 English Chapter 3 Bamboo Curry Questions From Textbook Solved

Let’s Write
Question 1.
Complete the sentences meaningfully.
वाक्यों को अर्थपूर्ण ढंग से पूरा कीजिए।
(i) The bridegroom left with the door of his in-laws’ house because it was made of _______ and there was no bamboo in his _______.
(ii) The bridegroom was unable to have bamboo curry in the end because
Answer:
(i) bamboo, village
(ii) it was too hard to be eaten.

Question 2.
Word hunt
Fill in the blanks with words from the story.
(i) The bridegroom went to visit his ______.
(ii) The mother-in-law pointed _______ the bamboo door.
(iii) He stayed the night ____________ his in-laws.
(iv) He carried the __________ back with him.
(v) The curry was made __________ bamboo shoots.
Answer:
(i) mother-in-law
(ii) at, the
(iii) with
(iv) bamboo door
(v) from

Say Aloud

• im-pa-tient (im-pay-shnt)
• de-li-cious (di-li-shius)
• bo-iled
• cho-pped
• bam-boo

Answer:
Do it with the help of your teachers.

Bamboo Curry Summary In English

One day a Santhal bridegroom visited his mother-in-law. The mother-in-law cooked a special curry for him. On being asked by the bridegroom she told him that the curry was made from bamboo.

The bridegroom remembered that there was no bamboo in his village. So he removed the bamboo door and took it to his home. He asked his wife to make curry with that bamboo door. He even chopped a bamboo to help his wife. His wife boiled the bamboo pieces for a long time but they were too hard to eat. In the evening the in-laws visited the young couple. They laughed at their foolishness and told them that the curry was made from bamboo shoots and not from a bamboo door.

Bamboo Curry Summary In Hindi

एक दिन एक संथाल दुल्हा अपनी सास के यहाँ आया। सास ने उसके लिए एक विशेष कढ़ी बनाई। दुल्हे के द्वारा पूछे जाने पर उसने बताया कि यह कढ़ी बाँस से बनी है।
दुल्हे को याद आया कि उसके गाँव में कोई बाँस नहीं है। अतः उसने बॉस का दरवाजा ले लिया और उसे अपने घर लाया। उसने अपनी पत्नी से उससे (बाँस के दरवाजे से) कढ़ी बनाने को कहा। पत्नी की सहायता के लिए उसने बॉस के टुकड़े-टुकड़े भी कर दिए।

उसकी पत्नी बाँस के उन टुकड़ों को काफी देर तक उबालती रही। किन्तु वे इतने कड़े थे कि उन्हें खाया नहीं जा सकता था। शाम में उसके ससुराल वाले युवा दम्पति से मिलने आए। वे सभी उनकी मूर्खता पर हँसे और उन्हें बताया कि कढ़ी तो बॉस की कोपलों से बनी थी, न कि बॉस के दरवाजे से।

Class 5 English Chapter 3 Bamboo Curry Hindi Translation Of The Lesson

1. One day the mother-in-law of a Santhal bridegroom cooked a special dish for him when he visited her.
“This curry is delicious. What is it?” The mother-in-law pointed at the bamboo door.
Word-Meanings-Mother-in-law (मदर-इन-लॉ)—सास। Bridegroom (ब्राइडशूम)newly married man, दुल्हा। Delicious (डेलिशियस)-tasty, स्वादिष्ट। Pointed (प्वांइटेड)— indicated, इशारा किया।
अनुवाद : एक दिन एक संथाली दुल्हा की सास ने उसके आगमन पर उसके लिए एक विशेष पकवान बनाया। यह कढ़ी बहुत स्वादिष्ट है। यह किस चीज से बनी है?” सास ने बॉस के दरवाजे की ओर इशारा किया।

2. Next morning, just as he was about to leave, he remembered that there was no bamboo in his village. So he removed the bamboo door and carrying it with him left for his home.
Word-Meanings-Remembered (रिमेम्बर्ड)-recalled, याद आया। Removed (रिमूव्ड)— detatched, हटाया।
अनुवाद : अगली सुबह जब वह प्रस्थान करने वाला था, उसे याद आया कि उसके गाँव में बाँस नहीं है। अतः उसने बाँस के दरवाजे को हटाया और उसे उठाकर अपने घर के लिए रवाना हो गया।

3. On reaching his village, he told his wife, “Make curry with this bamboo door.”
She was shocked, “How can I make curry out of a bamboo door?” “Come, I’ll help you by chopping up the bamboo,” he said.
Word-Meanings-Shocked (शॉक्ड) surprised, चकित रह गई। Chopping (चॉपिंग)cutting, टुकड़े करना।
अनुवाद : गाँव पहुँचकर उसने अपनी पत्नी से कहा, “इस बॉस के दरवाजे की कढ़ी बनाओ।” पत्नी चकित रह गई। “कैसे मैं इस बाँस के दरवाजे की कढ़ी बनाऊँ?” आओ, बाँस के टुकड़े करने में मैं तुम्हारी मदद कर देता हूँ,” उसने कहा।।

4. His wife boiled it and boiled it. Later when her husband tasted it he said, “It’s too hard to eat. You don’t know how to cook.” His wife added more water and boiled it and boiled it.
Word-Meanings-Hard (हाड) stiff, कड़ा, सख्त। Tasted (टेस्टेड)–चखा।।
अनुवाद : उसकी पत्नी ने उसे बहुत देर तक उबाला। बाद में जब उसके पति ने उसे चखा तो बोला, “यह इतना कड़ा है कि इसे खाया नहीं जा सकता है। तुम नहीं जानती हो कि इसे कैसे बनाया (पकाया जाता है।” उसकी पत्नी ने उसमें और पानी डाला और उसे बहुत देर तक उबाला।।

5. The in-laws came to visit the young couple that evening. They all laughed at his foolishness. The mother-in-law said, “Didn’t you know the curry was made from bamboo shoot and not from bamboo door?
Word-Meanings-In-laws (इन-लॉज)–ससुराल वाले। Couple (कपल)–husband and wife, पति-पत्नी, दम्पत्ति। Foolishness (फूलिशनेस) मूर्खता। Shoot (शूट)–young branch, कोपल।
अनुवाद : उस शाम ससुराल वाले युवा दम्पत्ति से मिलने आए। वे उसकी मूर्खता पर खूब हँसे। सास ने कहा, “क्या तुम्हें पता नहीं था कि कढ़ी बाँस की कोपलों से बनी थी, न कि बॉस के दरवाजे से?”

NCERT Solutions for Class 5 English

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CBSE Class 12 Maths Notes Chapter 11 Three Dimensional Geometry

Direction Cosines of a Line: If the directed line OP makes angles α, β, and γ with positive X-axis, Y-axis and Z-axis respectively, then cos α, cos β, and cos γ, are called direction cosines of a line. They are denoted by l, m, and n. Therefore, l = cos α, m = cos β and n = cos γ. Also, sum of squares of direction cosines of a line is always 1,
i.e. l² + m² + n² = 1 or cos² α + cos² β + cos² γ = 1
Note: Direction cosines of a directed line are unique.

Direction Ratios of a Line: Number proportional to the direction cosines of a line, are called direction ratios of a line.
(i) If a, b and c are direction ratios of a line, then = =
(ii) If a, b and care direction ratios of a line, then its direction cosines are

(iii) Direction ratios of a line PQ passing through the points P(x₁, y₁, z₁) and Q(x₂, y₂, z₂) are x₂ – x₁, y₂ – y₁ and z₂ – z₁ and direction cosines are


Note:
(i) Direction ratios of two parallel lines are proportional.
(ii) Direction ratios of a line are not unique.

Straight line: A straight line is a curve, such that all the points on the line segment joining any two points of it lies on it.

Equation of a Line through a Given Point and parallel to a given vector
Vector form
where, = Position vector of a point through which the line is passing
= A vector parallel to a given line

Cartesian form

where, (x₁, y₁, z₁) is the point through which the line is passing through and a, b, c are the direction ratios of the line.
If l, m, and n are the direction cosines of the line, then the equation of the line is

Remember point: Before we use the DR’s of a line, first we have to ensure that coefficients of x, y and z are unity with a positive sign.

Equation of Line Passing through Two Given Points
Vector form: , λ ∈ R, where a and b are the position vectors of the points through which the line is passing.

Cartesian form

where, (x₁, y₁, z₁) and (x₂, y₂, z₂) are the points through which the line is passing.

Angle between Two Lines
Vector form: Angle between the lines and is given as

Condition of Perpendicularity: Two lines are said to be perpendicular, when in vector form ; in cartesian form a₁a₂ + b₁b₂ + c₁c₂ = 0
or l₁l₂ + m₁m₂ + n₁n₂ = 0 [direction cosine form]

Condition that Two Lines are Parallel: Two lines are parallel, when in vector form ; in cartesian form
or

[direction cosine form]

Shortest Distance between Two Lines: Two non-parallel and non-intersecting straight lines, are called skew lines.
For skew lines, the line of the shortest distance will be perpendicular to both the lines.
Vector form: If the lines are and . Then, shortest distance

where , are position vectors of point through which the line is passing and , are the vectors in the direction of a line.

Cartesian form: If the lines are

Then, shortest distance,

Distance between two Parallel Lines: If two lines l₁ and l₂ are parallel, then they are coplanar. Let the lines be and , then the distance between parallel lines is

Note: If two lines are parallel, then they both have same DR’s.

Distance between Two Points: The distance between two points P (x₁, y₁, z₁) and Q (x₂, y₂, z₂) is given by

Mid-point of a Line: The mid-point of a line joining points A (x₁, y₁, z₁) and B (x₂, y₂, z₂) is given by

Plane: A plane is a surface such that a line segment joining any two points of it lies wholly on it. A straight line which is perpendicular to every line lying on a plane is called a normal to the plane.

Equations of a Plane in Normal form
Vector form: The equation of plane in normal form is given by , where is a vector which is normal to the plane.
Cartesian form: The equation of the plane is given by ax + by + cz = d, where a, b and c are the direction ratios of plane and d is the distance of the plane from origin.
Another equation of the plane is lx + my + nz = p, where l, m, and n are direction cosines of the perpendicular from origin and p is a distance of a plane from origin.
Note: If d is the distance from the origin and l, m and n are the direction cosines of the normal to the plane through the origin, then the foot of the perpendicular is (ld, md, nd).

Equation of a Plane Perpendicular to a given Vector and Passing Through a given Point
Vector form: Let a plane passes through a point A with position vector and perpendicular to the vector , then
This is the vector equation of the plane.
Cartesian form: Equation of plane passing through point (x₁, y₁, z₁) is given by
a (x – x₁) + b (y – y₁) + c (z – z₁) = 0 where, a, b and c are the direction ratios of normal to the plane.

Equation of Plane Passing through Three Non-collinear Points
Vector form: If , and are the position vectors of three given points, then equation of a plane passing through three non-collinear points is .
Cartesian form: If (x₁, y₁, z₁) (x₂, y₂, z₂) and (x₃, y₃, z₃) are three non-collinear points, then equation of the plane is

If above points are collinear, then

Equation of Plane in Intercept Form: If a, b and c are x-intercept, y-intercept and z-intercept, respectively made by the plane on the coordinate axes, then equation of plane is

Equation of Plane Passing through the Line of Intersection of two given Planes
Vector form: If equation of the planes are and , then equation of any plane passing through the intersection of planes is

where, λ is a constant and calculated from given condition.
Cartesian form: If the equation of planes are a₁x + b₁y + c₁z = d₁ and a₂x + b₂y + c₂z = d₂, then equation of any plane passing through the intersection of planes is a₁x + b₁y + c₁z – d₁ + λ (a₂x + b₂y + c₂z – d₂) = 0
where, λ is a constant and calculated from given condition.

Coplanarity of Two Lines
Vector form: If two lines and are coplanar, then

Angle between Two Planes: Let θ be the angle between two planes.
Vector form: If and are normals to the planes and θ be the angle between the planes and , then θ is the angle between the normals to the planes drawn from some common points.

Note: The planes are perpendicular to each other, if and parallel, if
Cartesian form: If the two planes are a₁x + b₁y + c₁z = d₁ and a₂x + b₂y + c₂z = d₂, then

Note: Planes are perpendicular to each other, if a₁a₂ + b₁b₂ + c₁c₂ = 0 and planes are parallel, if

Distance of a Point from a Plane
Vector form: The distance of a point whose position vector is from the plane

Note:
(i) If the equation of the plane is in the form , where is normal to the plane, then the perpendicular distance is
(ii) The length of the perpendicular from origin O to the plane [∵ = 0]

Cartesian form: The distance of the point (x₁, y₁, z₁) from the plane Ax + By + Cz = D is

Angle between a Line and a Plane
Vector form: If the equation of line is and the equation of plane is , then the angle θ between the line and the normal to the plane is

and so the angle Φ between the line and the plane is given by 90° – θ,
i.e. sin(90° – θ) = cos θ

Cartesian form: If a, b and c are the DR’s of line and lx + my + nz + d = 0 be the equation of plane, then

If a line is parallel to the plane, then al + bm + cn = 0 and if line is perpendicular to the plane, then

Remember Points
(i) If a line is parallel to the plane, then normal to the plane is perpendicular to the line. i.e. a₁a₂ + b₁b₂ + c₁c₂ = 0
(ii) If a line is perpendicular to the plane, then DR’s of line are proportional to the normal of the plane.
i.e.
where, a₁, b₁ and c₁ are the DR’s of a line and a₂, b₂ and c₂ are the DR’s of normal to the plane.

Class 12 Maths Notes

The post Three Dimensional Geometry Class 12 Notes Maths Chapter 11 appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 2 Chapter 2 Flying Together

Class 5 English Chapter 2 Flying Together Questions From Textbook Solved

Let’s Read
Question 1.
Where did the geese live?
हंस कहाँ रहते थे?
Answer:
The geese lived in the leafy branches of a tall tree.

Question 2.
Why did the old bird advise the other birds to destroy the creeper?
वृद्ध पक्षी ने अन्य पक्षियों को बेल नष्ट करने की सलाह क्यों दी?
Answer:
The old bird advised the other birds to destroy the creeper because it could help a hunter to climb up the tree and kill all of them.

Question 3.
Why did the geese cry, “Help Help”?
हंस क्यों चिल्ला रहे थे, “बचाओ, बचाओ”?
Answer:
The geese cried for help because they were trapped in the hunter’s net.

Question 4.
What did the hunter do when he thought that the geese were dead?
जब शिकारी को पता चला कि सभी हंस मरे हुए हैं तो उसने क्या किया?
Answer:
He threw them out of the net one by one.

Question 5.
Why did the geese pretend to be dead?
हंस मरने का दिखावा क्यों किए?
Answer:
The geese pretended to be dead so that the hunter would leave them safely.

Question 6.
Describe one incident when you got into trouble because you did not do your work on time.
Answer:
I had to participate in a quiz contest to be held on the occasion of Children’s Day. As there was one week to come to that auspicious day, I got relaxed and didn’t touch any of the reference books. My mother kept on telling me to consult a few books for the contest but I didn’t pay any attention to her advice. I had full confidence in myself. I thought the day before the contest would be enough for the preparation. When that day came, I got severe headache. I could not go through any book. Although I participated in the contest, I did nothing. I felt ashamed of myself.
State whether the following statements are True or False.
1. The tree was the house of a flock of parrots.
2. The wise old bird wanted the creeper to be destroyed.
3. The hunter climbed the tree with the help of a ladder.
4. When caught in the net the foolish birds began to weep.
5. The wise old bird helped them to escape.
Answer:
1. False
2. True
3. False
4. True
5. True

Let’s Listen
Listen to the following paragraph.
निम्नलिखित अनुच्छेद को पढ़िए।

The Ant and the Dove
On his way home, an ant saw a sparkling fountain. He crawled on to its wall to take a closer look.
Suddenly he slipped and fell into the water. He gurgled and panicked and waved his legs in the air. “Help! I can’t swim.” he cried. Luckily, just at that moment, a friendly dove flew by. She saw that the tiny ant was drowning and quickly flew to a nearby tree.
She pulled off a leaf and let it glide down to the ant. “Here you are,” she cooed, and flew away. (Adapted from Aesop’s Fables)
(i) Why do you think the dove helped the ant?
(ii) How do you think the ant felt on finding the leaf?
(iii) Have you ever been in trouble like the ant? Did anyone help you?
Answer:
(i) I think the dove helped the ant because she was friendly by nature and so took pity on the tiny ant.
(ii) On finding the leaf the ant would have felt very happy. She would have also felt thankful to the dove.
(iii) Once I got lost in a fair. I got panicked. I requested several persons, to give me their mobile for a while so that I may call to my father. But no one helped me. In the last I went to a policeman and gave him my father’s mobile number. The policeman contacted with my father and told him to pick me up from the main gate of the compound where the fair was held.

Let’s Talk
Question 1.
Work in pairs.
जोड़े बनाकर काम कीजिए।
Ask your friend questions about all the things he does.
Use question words such as where, what, how, who, when, why. One is done for you.
अपने मित्र से उन सभी चीजों के बारे में प्रश्न पूछिए जो वह करता है।
Where, what, how, who, when, why जैसे प्रश्नावाचक शब्दों का प्रयोग कीजिए| आपकी सहायता के लिए एक किया गया है।
Anu : I watch TV in the evening.
Amit : When do you watch TV?
Anu : I play games.
Amit : __________
Anu : I collect stamps.
Amit : ________
Anu
Anu : I play in the ground.
Amit : __________
Anu : On Sunday I go shopping.
Amit : ___________
Answer:
Anu : I watch TV in the evening.
Amit : When do you watch TV?
Anu : I play games.
Amit : What do you play?
Anu : I collect stamps.
Amit : What do you collect?
Anu : I play in the ground.
Amit : Where do you play?
Anu : On Sunday I go shopping.
Amit : What do you do on Sunday?
Or
When do you go shopping?

Question 2.
Answer these questions about yourself.
अपने बारे में इन प्रश्नों के उत्तर दीजिए।
(i) What is your name?
(ii) What languages do you speak?
(iii) How old are you?
(iv) Which is your favourite food?
(v) Where did you go yesterday?
(vi) Which country do you belong to?
(vii) When do you go to sleep?
(viii) Why do you drink milk?
Answer:
(i) My name is Anshu.
(ii) I speak Hindi and English.
(iii) I am ten years old.
(iv) My favourite food is curry and chawal.
(v) Yesterday I went to museum.
(vi) I belong to India.
(vii) I go to sleep at 10 p.m.
(viii) I drink milk to get strong.

Question 3.
In groups of five discuss what you would do if you were caught in the following situations.

• Your friend falls in the playground and is hurt….
• You are trapped in a fire…
• You are stuck in a traffic jam…

Answer:

• I’ll lift him and give him first aid.
• I’ll call for help.
• I’ll wait patiently for the jam to be cleared.

Let’s Write
Question 1.
The words in the clouds describe something or someone in the story. Name them in the blanks provided.
बादलों में जो शब्द दिए गए हैं वे किसी चीज या व्यक्ति का वर्णन करते हैं। दिए गए रिक्त स्थानों में उनका नाम लिखिए।

Answer:

Make sentences of your own with the words given in the clouds.
बादलों में दिए गए शब्दों से वाक्य बनाइए।

• Wise : The king was very wise.
• Careless : We should not be careless.
• Thick and strong : The creeper was thick and strong.
• Foolish : The foolish can be trapped easily.
• Tall : A tall building was standing in front of the playground.

Question 2.
Here are some answers about the given picture.

(i) The colour of the ant is black.
(ii) It lives on land.
(iii) It has two long antennae.
(iv) It crawls on the ground.
(v) It eats sugar.
Now frame questions for the above answers.
अब ऊपर दिए गए उत्तरों के लिए प्रश्न बनाइए।
Answer:
(i) What is the colour of the ant?
(ii) Where does it live?
(iii) How many antenne does it have?
(iv) How dose it move on the ground?
(v) What does it eat?

Question 3.
Fill in the blanks with the prepositions such as to, at, off, on, in, into, with. One has been done for you.
(i) This tree was the home of a flock of wild geese.
(ii) He noticed the creeper ______ the foot of the tree.
(iii) “It would be a pity ______ destroy it now.”
(iv) As they flew ______ the tree they were trapped.
(v) The boy ran ______ the dog.
(vi) The frogs jumped ______ the well.
(vii) The girl was thrilled ______ see her new bicycle.
(viii) The birds were caught ______ the net.
(ix) The children walked ______ the bridge.
Answer:
(ii) at
(iii) to
(iv) into
(v) with
(vi) into
(vii) to
(viii) in
(ix) over

Question 4.
Complete the paragraph with suitable words from the box.
बॉक्स में से उपयुक्त शब्द चुनकर अनुच्छेद पूरा कीजिए।

One day, as I was walking ______ the bank of the river, I saw my friend running ______ the field. He was calling my name and waving ______ me. I stopped and waited. ______ sometime he reached where I was standing.
He said, “I went all ______ the town looking for you. I have some exciting news to share ______ you. Do you remember the old house ______ the neem tree? Guess who is moving ______ house? Janak Das, the great magician. Now we can learn lots of magic tricks ______ him.”
Answer:
along, across, to, After, around, with, next to, into, from.

Question 5.
Fill in the blanks given below with question words.
नीचे दिए गए रिक्त स्थानों को प्रश्नवाचक शब्दों से भरिए।
For example, where do you live?
(i) ______ do you play?
(ii) ______ do you get up?
(iii) ______ do you have for breakfast?
(iv) ______ do you go to school?
(v) ______ do you like best in the school-game, art or music?
(vi) ______ is your birthday?
(vii) ______ do you want for your birthday?
Answer:
(i) What
(ii) When
(iii) What
(iv) When
(v) What
(vi) When
(vii) What

Question 6.
Reference to context.

Draw pictures of the speakers of the above lines.
उपरोक्त पंक्तियों के वक्ताओं के चित्र बनाइए।
Answer:
1.

• the geese
• to the old wise bird .
• when the old wise bird told them to destroy the newly-grown creeper.

2.

• the hunger
• to himself
• when he came to the tree in the forest.

Fun Time
Students should themselves draw the pictures.
Proverbs are short, wise sayings. For example Look before you leap. This means that we should think carefully before we take any action. Here are some popular English proverbs. Read them aloud together and discuss what each could mean.

• Old is gold.
• As you sow so shall you reap.
• Unity is strength.
• United we stand divided we fall.
• A friend in need is a friend indeed.

कहावतें संक्षिप्त और ज्ञानवर्धक होती हैं। उदाहरण के लिए-छलांग लगाने से पहले देखो। इसका अर्थ है कि कोई काम करने से पहले हमें अच्छी तरह सोच-विचार लेना चाहिए। यहाँ पर कुछ लोकप्रिय अंग्रेजी कहावतें दी जा रही हैं। उन्हें एक साथ जोर से पढ़िए और चर्चा कीजिए कि प्रत्येक का क्या अर्थ हो सकता है।
Answer:

• Old is gold-One who is in my contact from a long time is more reliable or worthier than others.
• As you sow so shall you reap—You will have to bear the consequences (good or bad) of your action.
• Unity is strength–If we are together we will be strong enough to overcome any problem.
• United we stand divided we fall—If we are together we win, if not we lose.
• A friend in need is a friend indeed—A friend who gives you help when you need is a true friend.

Question 2.
Look at this proverb : A stitch in time saves nine.
(i) Discuss what it means. Can you think of events/happenings in life where this idiom can be used?
(ii) Write down your story or the event. Then read the paragraph to your neighbour.
इस कहावत पर नजर डालिएः समय पर कोई काम करने से हम बहुत तरह की परेशानियों से बच जाते हैं।
(i) चर्चा करें कि इसका अर्थ क्या होता है। क्या आप अपने जीवन की उन घटनाओं के बारे में सोच सकते हैं, जहाँ इस कहावत को प्रयुक्त किया जा सकता है।
(ii) अपनी कहानी अथवा घटना को लिखें। उसके बाद अनुच्छेद को अपने पड़ोसियों के सामने पढ़िए।

The Clap Word Game
Question 3.
Let us play the clap word game.
Where the word produces one should, clap once, as in ‘creep’.
Clap twice if the word can be broken up into two syllables as in cree-per, and thrice as in to-mo-rrow.

Answer:
Do it yourself with the help of your teacher.

Flying Together Summary In English

A flock of wild geese lived in the leafy branches of a tall tree. One of the geese was a wise old bird. He became worried to see the small creeper that was growing at the foot of the tree. He told the other birds to destroy it otherwise it might cause problems for them. But the birds did not pay attention to his advice.

The creeper grew strong and thick in a due course. It began winding up the tree. One day, a hunter came and climbed up the tree with the help of the creeper. He got to the top and spread his net there to trap the geese. The geese were easily trapped. They began to cry to become free. The wise old bird came to their help. On his advice all the geese pretended to be dead. In the morning, the hunter came to the tree and climbed up. He saw all the geese lying still in the net. He took them to be dead and threw them out of the net one by one. When the last goose was thrown away, they all got up, flapped their wings and flew away.

Flying Together Summary In Hindi

जंगली हंसों का एक दल एक ऊँचे वृक्ष के पत्तेदार शाखाओं में रहता था। उनमें से एक हंस बूढ़ा और बुद्धिमान था। वह पेड़ के नीचे पनप (उग) रही एक छोटी-सी बेल को देखकर चिंतित हो गया। उसने अन्य पक्षियों से उसे उखाड़ फेंकने को कहा क्योंकि वह (बेल) उनके लिए समस्या खड़ी कर सकती है। लेकिन उन्होंने उसकी सलाह पर जरा भी ध्यान नहीं दिया। समय बीतने के साथ-साथ वह बेल काफी मजबूत और घनी हो गई। वह पेड़ को चारों तरफ से जकड़ लिया। एक दिन एक शिकारी आया और मजबूत बेल के सहारे पेड़ पर चढ़ गया। वहाँ उसने अपना जाल हंसों को फंसाने के लिए फैला दिया। हंस जाल में फंस गए और स्वतंत्र होने के लिए चीखने-चिल्लाने लगे। बूढ़ा बुद्धिमान पक्षी उनकी सहायता के लिए आगे आया। उसकी सलाह पर सभी हंसों ने मृत होने का झूठा दिखावा किया। सुबह होने पर शिकारी पेड़ के पास आया और उस पर चढ़ गया। उसने जाल के अंदर सभी हंसों को अचल लेटे हुए पाया। उसने उन्हें मृत घोषित कर दिया और एक-एक करके जाल में से बाहर फेंक दिया। जब अंतिम हंस फेंका गया तो सभी अपने पंख फड़फड़ाए उठ गए और उड़ गए।

Class 5 English Chapter 2 Flying Together Hindi Translation Of The Lesson

1. Deep in a forest stood a very tall tree. Its leafy branches spread out like strong arms.
This tree was the home of a flock of wild geese. They felt safe there. One of the geese was a wise old bird.
He noticed a small creeper at the foot of the tree. He spoke to the other birds about it.
“Do you see that creeper?” he said to them. “Let us destroy it”. “Why must we destroy it?” asked the geese in surprise. “It is so small. What harm can it do?”
“My friends,” replied the wise old bird, “that little creeper will soon grow. As it creeps up this tree, it will become thick and strong.”
“What of that?” asked the geese. “What harm can a creeper do us?”.
Word-Meanings-Spread out (स्प्रेड आउट)–फैला हुआ। Flock (फ्लॉक)–group, समूह, झुंड। Noticed (नोटिश्ड) saw, देखा। Creeper (क्रीपर)-a plant that grows along a tree, बेल, लता। Destroy (डेस्ट्रॉय)–break down, नष्ट कर देना। Replied (रिप्लाइड)-answered, जवाब दिया। ।
अनुवाद : घने जंगल में एक काफी ऊँचा पेड़ था। उसकी पत्तीदार शाखाएँ मजबूत बाजुओं की तरह फैली हुई थीं। इस पेड़ पर जंगली हंसों का एक झुंड रहता था। वहाँ वे सुरक्षित महसूस करते थे। उनमें से एक हंस बूढ़ा और बुद्धिमान था। उसने पेड़ के नीचे एक छोटी बेल को देखा। उसने उसके बारे में अन्य पक्षियों को बताया। “क्या तुम सब उस बेल को देख रहे हो?” उसने पक्षियों से कहा। “आओ हम उसे नष्ट कर दें।” “हमें उसे नष्ट क्यों करना चाहिए?” हंसों ने आश्चर्य से पूछा। “यह इतनी छोटी है। यह हमें क्या नुकसान पहुँचा सकती है?” “मेरे दोस्त,” बुद्धिमान बूढ़ा पक्षी बोला, वह छोटी बेल बहुत जल्दी बड़ी हो जाएगी। जैसे-जैसे वह पेड़ पर चढ़ेगी, वह घनी और मजबूत होती जाएगी।” “तो उससे क्या?” हंसों ने कहा। एक बेल हमारा क्या नुकसान कर सकती है?”

2. “Don’t you see?” replied the wise bird, “with the help of that creeper, it will be possible for someone to climb this tree. A hunter can come up and kill us all.”
“Well there’s no hurry,” they replied, “the creeper is very small. It would be a pity to destroy it now.”
“Destroy the creeper while it is still young,” the old bird advised. “Now it is tender and you can cut it easily. Later it will become hard and you will not be able to cut it.”
“We’ll see, we’ll see,” answered the birds. But they did not destroy the creeper.
Word-Meanings-Hurry (हरि)–जल्दी करना। Pity (पिटी)—a matter of sorrow, दुःखद। Advised (एडवाइस्ड) suggested, सलाह दिया। Tender (टेन्डर) soft, कोमल।
अनुवाद : “क्या तुम नहीं देखते” बुद्धिमान पक्षी ने जवाब दिया, “उस बेल के सहारे हो सकता है कि कोई इस पेड़ पर चढ़ जाए। कोई शिकारी ऊपर चढ़कर हमें जान से मार सकता है। “अच्छा, कोई जल्दी नहीं है, उन्होंने कहा, “बेल बहुत छोटी है। इसे अभी नष्ट करना दुःखद होगा।” “बेल जब बहुत छोटी है उसी समय उसे नष्ट कर दो।” बूढ़े पक्षी ने सलाह दी। “अभी यह कोमल है और तुम इसे आसानी से काट सकते हो। बाद में यह सख्त हो जाएगी और तब इसे काटना मुश्किल हो जाएगा।” “हम देख लेंगे, हम देख लेंगे,” पक्षियों ने जवाब दिया। लेकिन उन्होंने उस बेल को नष्ट नहीं किया।

3. They forgot the wise old bird’s advice. As the creeper grew, it began winding it’s way up the tree.
Stronger and stronger it became, until it was as strong as a thick rope.
One morning when the geese had gone out in search of food, a hunter came to the forest.
“So this is where the wild geese live,” he said to himself. “When they come back in the evening, I shall catch them.”
Word-Meanings-Winding up (वाइंडिंग उप )-wrapping closely around something, लपेटना। Rope (रोप) रस्सी।
अनुवाद : वे बुद्धिमान बूढ़े पक्षी की सलाह भूल गए। जैसे-जैसे बेल बड़ी होने लगी, वह पेड़ से लिपटकर ऊपर की ओर अपना रास्ता बनाती गई। वह मजबूत बनती गई और एक दिन मोटी रस्सी की भांति मजबूत बन गई। एक सुबह को जब हंस भोजन की तलाश में बाहर गए हुए थे, एक शिकारी उस जंगल में आया। “तो यहीं पर हंस रहते हैं,” उसने अपने आप से कहा। “जब वे शाम में लौटेंगे तो मैं उन्हें पकड़ लूंगा।”

4. The hunter climbed up the tree with the help of the creeper. He got to the top and spread his net there. Then he climbed down and went away In the evening, the geese returned home. They did not notice the net. As they flew into the tree, they were trapped. They struggled hard to get out, but could not.
“Help! Help!” cried the geese. “We are caught in the hunter’s net. Oh! What shall we do?”
Word-Meanings-Returned (रिटन्ड) came back, लौटे, वापस आए। Trapped (ट्रैप्ड)caught, फंस गए। Struggled (स्ट्रगल्ड) tried hard, संघर्ष किए। Get out (गेट आउट)—come out, बाहर आना।
अनुवाद : शिकारी बेल के सहारे पेड़ पर चढ़ गया। वह चोटी पर पहुँच गया और अपना जाल वहाँ फैला दिया। उसके बाद वह नीचे उतर गया और चला गया। शाम में हंस घर लौटे। उन्होंने जाल पर ध्यान नहीं दिया। जैसे ही वे पेड़ पर उड़े, फंस गए। जाल से बाहर आने के लिए उन्होंने बहुत संघर्ष किया, किन्तु बाहर आ नहीं सके। “बचाओ, बचाओ,” हंस चीख पड़े। हम सभी शिकारी के जाल में फंस गए हैं। ओह! अब हम क्या करें?”

5. “Don’t make a fuss now,” said the wise old bird. “Long ago I told you to destroy the creeper, but you did not. Now see what has happened. Tomorrow morning the hunter will come back and kill us all,”
“We were foolish,” wept the birds. “We are very sorry we did not listen to you. Please tell us what to do?”
“Then listen carefully,” replied the wise bird. “When the hunter comes you must all pretend to be dead. Just lie still. The hunter will not harm dead birds. He will throw us to the ground. It will then be easy for him to climb down, collect the dead birds, and take them home. When the last of us has been thrown down, we must quickly get up and fly away.”
Word-Meanings-Make a fuss (मेक अ फस)–बकवास करना। Pretend (प्रिटेन्ड) show falsely, झूठा दिखावा करना। Collect (कलेक्ट) gather, इकट्ठा करना।
अनुवाद : “अब बकवास मत करो,” बुद्धिमान बूढ़े पक्षी ने कहा। “बहुत पहले मैंने तुम लोगों से बेल नष्ट करने के लिए कहा था लेकिन तुमने उसे नष्ट नहीं किया। अब देखो क्या हो गया। कल सुबह शिकारी वापस आएगा और हम सभी को मार डालेगा।” “हम लोग मूर्ख थे,” पक्षी रो पड़े, हमें दुःख है कि हमने आपकी बात नहीं सुनी। कृपया हमें बताइए। कि हम क्या करें?” “तो ध्यान से सुनो,” बुद्धिमान पक्षी ने कहा। “जैसे ही शिकारी आए, तुम सभी मृत होने का दिखावा करना। बिल्कुल अचेत लेटे रहना। शिकारी मृत पक्षियों को नुकसान नहीं पहुँचाएगा। वह हमें नीचे धरती पर फेंक देगा। तब उसके लिए नीचे उतरना आसान, मृत पक्षियों को इकट्ठा करना और उन्हें घर ले जाना आसान हो जाएगा। जब हममें से अंतिम को नीचे फेंक दिया जाएगा, तब हम सभी जल्दी से उठेंगे और उड़ जाएंगे।

6. In the morning the hunter came to the tree and climed up. He looked at the geese in the net.
“They are all dead,” he muttered to himself. He threw them out of the net one by one. The birds lay still until the last one had been thrown down. Then, all at once, they got up, flapped their wings, and flew away.
The hunter was taken by surprise. From the top of the tree he watched all the geese fly away.
Word-Meanings-Muttered (मटंड)-spoke in low voice, बुदबुदाया। Flapped (फ्लैप्ड)—moved up and down with a sharp sound, फड़फड़ाया। Watched (वाच्ड)-saw, देखा।
अनुवाद : सुबह में शिकारी आया और पेड़ पर चढ़ा। उसने जाल में फंसे हँसों पर नजर डाली। “ये तो सभी मरे हुए हैं, वह बुदबुदाया। उसने एक एक करके उन्हें जाल में से बाहर फेंक दिया। पक्षी धरती पर तब तक मृत जैसे पड़े रहे जब तक कि अंतिम हंस को फेंक नहीं दिया गया। फिर, अचानक वे सभी उठ गए, अपने पंखों को फड़फड़ाया और उड़ गए। शिकारी हैरान रह गया। पेड़ की चोटी से उसने सभी हंसों को उड़ते हुए देखा।

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 2 Chapter 2 Flying Together appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 5 Chapter 1 The Lazy Frog

Class 5 English Chapter 1 The Lazy Frog Questions From Textbook Solved

Let’s Read
Question 1.
What did the frog do all day?
मेढ़क पूरा दिन क्या करता था?
Answer:
He slept all day.

Question 2.
Besides lazy, what other word can you think of to describe the frog?
आलसी के अलावे, और कौन-सा दूसरा शब्द आप मेढ़क का वर्णन करने के लिए सोच सकते हैं?
(Hint. How he behaved with his mother, when a lady frog walked by.)
Answer:
Shirker, impolite.

Question 3.
Complete the sentences with reference to the poem.
कविता के संदर्भ में वाक्यों को पूरा करे।
(i) When the frog’s mother called him, he pretended to
_______________________________________
(ii) When a lady frog hops by, he does not even
___________________________________
Answer:
(i) be hard-of-hearing
(ii) open one eye.

Question 4.
Did you like the frog’s behaviour?
क्या आप मेढ़क का व्यवहार पसंद करते हैं?
Answer:
No, not at all.

Let’s Write
Question 1.
Refer to the poem and understand.
The frog loved to laze and lie around all day.
He did not like to do any work at all.
Now make true sentences about yourself!
Write about the people you like, a game you play, a hobby, a habit you have. You may use the following clues.
Answer:
I love people who are helping by nature.
I like to play cricket.
I don’t mind doing my work.
I don’t like to leave all my work on mother.
I hate telling lies.
Try and find out the same from your family members also.

Say Aloud
Add one more matching word to each pair. One has been done for you.
प्रत्येक जोड़ा में एक और मिलान वाला शब्द जोड़ें।
Answer:

The Lazy Frog Summary In English

Fred is a lazy frog. He does not want to do any work. His mother asks him to come and help her but he does not listen to her. He likes to sleep all the time. He does not open his eye even when a lady frog comes that way. ;

The Lazy Frog Summary In Hindi

फ्रेड एक आलसी मेढ़क है। वह कोई भी काम करना नहीं चाहता। उसकी माँ उसे अपने पास मदद के लिए बुलाती लेकिन वह उसकी जरा भी नहीं सुनता। वह पूरे समय सोना चाहता है। वह अपनी आँख तब भी नहीं खोलता है जब एक मादा मेढ़क उस रास्ते से आती है।

Class 5 English Chapter 1 The Lazy Frog Hindi Translation Of The Poem

On a school day, you are busy studying, playing and chatting with friends. When you have a holiday from school what do you do? Would you behave a little like the frog in the following poem?

1. Fred is a very lazy frog
Who lolls all day upon a log.
He always manages to shirk
Doing a single stroke of work.
His poor old mother calls in vain
“Come in and help!” he does not bother
To move two inches, much preferring
To be extremely hard-of-hearing.
He lies there in a silent heap,
And stays conveniently asleep.
Word-Meanings—Lolls (लॉज)rests lazily, आलस में पड़े रहना | Log (लॉग) —a piece of wood, लट्ठा। A single stroke of work (अ सिंगल स्ट्रोक ऑफ वर्क)–एक जरा-सा काम। Shirk (शर्क) avoid to do any work, काम से जी चुराना। In vain (इन वेन)—व्यर्थ, बेकार। Preferring (प्रेफरिंग)—liking more, ज्यादा पसंद करना। Hard-of-hearing (हार्ड-ऑफ-हिअरिंग) deaf, बहरा। Stays (स्टेज)–continues in the same place, उसी स्थान पर पड़े रहना।।
अनुवाद : फ्रेड एक बहुत आलसी मेढ़क है जो पूरा दिन लट्ठे पर पड़ा रहता है। वह हमेशा काम से जी चुराने में सफल हो जाता है। उसकी माँ बेचारी बेकार का उसे पुकारती रहती है, “आओ और मदद करो!” लेकिन वह टस से मस नहीं होता। ऐसा दिखावा करता है जैसे वह बहरा हो। वह शांत ढेर में पड़ा रहता है और आराम से सोता रहता है।

2. If a lady frog hops past
You’d think he would get up at last
To bow, and help her on her way?
But no, I am ashamed to say
That when a lady frog comes by
He does not open up one eye!
अनुवाद : अगर कोई मादा मेढ़क उसके पास से फुदककर गुजरती है तो आप जरूर सोचेंगे कि वह उठकर उसके सामने नतमस्तक होगा और उसकी सहायता करेगा। लेकिन नहीं, मैं यह कहने में लज्जित महसूस करता हूं कि वह एक आँख भी नहीं खोलता जब कोई मादा मेढ़क आती है।
Word-Meanings-Hops (हॉप्स)–jumps on foot, फुदकती है, कूदती है। Bow (बाउ)bend low, नतमस्तक होना। Ashamed (अशेम्ड)—felt shame, लज्जित महसूस करना।

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 5 Chapter 1 The Lazy Frog appeared first on Learn CBSE.

Maharashtra SSC Result 2019: Maharashtra State Board of Secondary & Higher Secondary Education (MSBSHSE), Pune is the conducting authority of the Maharashtra Board Exams 2019. The board is also responsible for declaring Maharashtra 10th Result 2019; apart from this, it is also responsible for announcing the result of Maharashtra HSC Result 2019.

State Board Results

The Maharashtra Board had earlier announced the time table of the Maharashtra SSC exams 2019. As per the time table, the SSC exams will commence from March 1, onwards and will end on March 22, 2019. Given that the board had announced the timetable for the upcoming exams; it has rather remained mum on the Maharashtra Board SSC Result 2019 date. Last year the SSC Result was announced on June 8. If the previous year trend is to be considered, we could expect the Maharashtra Board SSC Result 2019 to be announced in the same timeline i.e. the first-second week of June 2019.

Maharashtra SSC Results 2019 Latest Update

Maharashtra SSC Results to be released in the first week of June 2019.

Maharashtra SSC Result 2019

Apart from the timetable, the Maharashtra Board has not announced any official date for the declaration of the SSC Result 2019. If the past trends are to be followed then the board is expected to announce the results in the first week of June 2019.

Every year, we here at JagranJosh ensure the students do not face any difficulty while checking the Maharashtra SSC Result 2019. Hence, we will provide the MSBSHSE SSC Result 2019 on this page after the formal declaration. The Maharashtra Board SSC Result 2019 will be also available on the official website of the board i.e. mahahsscboard.maharashtra.gov.in.

Every year over 17 lakh students appears for the Maharashtra SSC exam 2019. It is generally being seen that the students feel disappointed after the declaration of results, the main reason behind this emotional breakdown is their overestimation from the outcome. With tensions rising among the students, a simple way to calm the nerves would be to look at the result stats of last year. This data will help the students understand the strictness and evaluation standards followed by the examiners to check the answer sheets. It also helps students build right and realistic expectations with regards to Maharashtra Board SSC Result 2019.Previous Year Statistics of  Maharashtra SSC Result

Last year, over 17.66 lakh students had appeared for the SSC Exam. The pass percentage for Maharashtra SSC Exams was 89.41%.

In the table given below, we have provided the key statistics for last year’s SSC Result

How To Check Maharashtra SSC Result for Class10?

The Maharashtra Board will upload the SSC Result 219 on their official website soon after the formal declaration. But it is often seen that due to simultaneous access to the results, the official website faces technical glitches which leads to delays in checking the SSC Maharashtra Result 2019 online. In order to make the process smooth for the students, we have prepared a step-by-step guide provided below. The steps to view the Maharashtra Board SSC Result 2019 are simple and the students can view their respective result by providing the requisite information in the allocated fields i.e. roll number/hall ticket number, name, and date of birth.

• Visit the official website as mentioned above.
• Find the link / Provide roll number in the allocated field.
• Submit the information by clicking on the ‘ Submit’ button.
• Download and save your Maharashtra Board SSC Result 2019.

Details Mentioned on Maharashtra Board 10th Result

The following details will be mentioned on the Maharashtra Board Class 10 result 2019

• Name of the student
• Class
• Roll number
• Admit card number
• Enrolment number
• Date of examination
• Name of the school in which students is enrolled
• Marks obtained in each subject
• Practical marks
• Theory marks
• Maximum marks
• Grade (if applicable)
• Total marks obtained
• Marks percentage
• Result status
• Remarks
• Important instructions

SSC Result 2019 – Rechecking / Re-evaluation Process

After the results are declared, Maharashtra 10th Result 2019 will bring both good and bad news. While some may be celebrating the outcome of their hard work, there will be some disappointed with their performance. Such students should not lose hope and take it as an end to their future.  In case the students feel that their efforts have not been truly justified in the scorecard, they can apply for re-checking / re-evaluation of the answer sheets. In case there is any change in the final mark tally, the same would be updated in the original mark sheet.

Maharashtra Board 10th – Compartmental / Supplementary Exam

Then there may be cases where a student does not pass the board exams. In such cases, he will be provided with another opportunity to prove himself. The student will be able to appear for the Maharashtra SSC compartmental/ supplementary exam. The supplementary examination is likely to be held in the month of June. The same will be notified here in this article and also by the board on their official website. Students are advised to bookmark this page for any update on the SSC Result 2019; they can also fill in their details on the link shared in this article to receive notification in regards to the Maharashtra Board SSC Result 2019.

Important Points

• Maharashtra SSC result 2019 is likely to release in the month of June 2019.
• The Result will be made available on the official website of the Board.
• No hard copies of the result card will be sent to any student.
• Information related to re-evaluation, rechecking, supplementary, compartment examination (if permissible) will also be updated here.
• Students should regularly visit the Board’s portal for all the updates.

About Maharashtra State Board of Secondary & Higher Secondary Education

The Maharashtra State Board of Secondary & Higher Secondary Education, Pune has been in existence since the year 1965, was established under the Maharashtra Act No. 41 of 1965.  The jurisdiction of MSBSHSE extends over the nine divisional boards located at Pune, Mumbai, Aurangabad, Nasik, Kolhapur, Amravati, Latur, Nagpur and Ratnagiri.

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NCERT Solutions for Class 5 English Unit 3 Chapter 2 Robinson Crusoe

Class 5 English Chapter 2 Robinson Crusoe Questions From Textbook Solved

Let’s Read
Question 1.
What made Robinson Crusoe think that the print on the ground was a footprint?
रॉबिनसन क्रूसो ने ऐसा क्यों सोचा कि धरती पर वह चिह्न या निशान पदचिह्न था?
Answer:
Robinson Crusoe thought so because it had every part of a foot-toes, heel, etc.

Question 2.
Why was Robinson afraid when he looked at the bushes and trees?
रॉबिनसन को झाड़ियों और पेड़ों को देखकर डर क्यों लगा था?
Answer:
Robinson was afraid because he mistook every bush and tree to be a man following him.

Question 3.
Why did Robinson pray when he saw the footprint?
पदचिह्न को देखकर रॉबिनसन ने प्रार्थना क्यों की?
Answer:
Robinson thought that it was the footprint of a savage. He became afraid that the savage would come to him with other savages and kill’him. And therefore he began to pray for his safety.

Question 4.
Choose the correct answer. सही उत्तर को चुनिए।
(i) Robinson ran back to his home, as fast as he could because he
(a) was racing
(b) was afraid
(c) was in a hurry to go home

(ii) He could not sleep because
(a) there was an animal outside his cave
(b) he thought savages had come from the mainland
(c) his bed was uncomfortable.

(iii) Why was Robinson Crusoe sure that it was not his footprint?
(a) It didn’t like a human footprint.
(b) It looked smaller than his.
(c) He had not come to this part of the beach in a long time.

(iv) Where was Robinson Crusoe?
(a) On a boat.
(b) In a town.
(c) Alone on an island.
(d) On an aeroplane.
Answer:
(i)—(b);
(ii)—(b);
(iii)—(c);
(iv)—(c)

Let’s Talk
Question 1.
How would you feel if you saw unknown footprints outside your front door?
अंपने दरवाजे के सामने किसी अनजान पदचिह्न को देखकर आपको कैसा अनुभव होगा?
Answer:
I would be surprized. I would try to find them out.

Question 2.
If you were alone at home and suddenly someone knocked at your door, what would you do?
यदि आप घर पर अकेले हों और अचानक किसी ने आपका दरवाजा खटखटा दिया तो आप क्या करेंगे?
Answer:
I would peep through the hole made in the door. If he/she is one of my family members or relatives, I would open the door. Otherwise I would ask him/hername and purpose of visit and then would say to him/her to come later in the presence of my parents.

Let’s Write
Question 1.
The words in the sentences are jumbled. Write them in order. One is done for you.
इन वाक्यों में शब्द अव्यवस्थित रूप से दिए गए हैं। उन्हें व्यवस्थित करके लिखिए। आपकी सहायता के लिए एक दिया गया है।
(i) alone was not Robinson an island on Robinson was not alone on an island.
(ii) was island the inhabited
(iii) footprint to someone this belonged
(iv) I around me looked
(v) I went the towards footprint large
(vi) was afraid I now
Answer:
(ii) The island was inhabited.
(iii) This footprint belonged to someone.
(iv) I looked around me.
(v) I went towards the large footprint.
(vi) Now I was afraid.

Question 2.
Fill in the blanks with the correct word.
सही शब्द से रिक्त स्थानों को भरिए। and but because so
(i) I was frightened _______ curious.
(ii) I decide to go to the beach _______ I went along the water’s edge.
(iii) I ran as fast as I could _______ I was frightened.
(iv) I was very tired _______ confused.
Answer:
(i) but
(ii) so
(iii) because
(iv) and

Question 3.
Write a story on strange footprints.
आश्चर्यजनक पदचिह्नों पर एक कहानी लिखिए।

• Where did you see the footprints?
• What sort of a day was it?
• Did you see them at night?
• What happened when you followed the footprints?
• What did you see?
• What happened then?

Answer:
One evening when I came back from my tuition classes I saw some footprints made with thick mud on the stairs. I was surprized to see such large footprints?

I could not guess whose footprints were those. They were certainly not my father’s or my elder brother’s. I followed the footprints and came to my door. I saw a tall and healthy middle aged man standing there. When I asked him who he was, he told me that he was a gentleman. But right now he was seeking my help because everything belonged to him was looted while he was waiting for the train on the railway station. The man had just come and was going to press the call bell. As soon as he looked at me, he got nervous and told me his pathetic story. Meanwhile my mother had opened the door. She took pity on the man and gave him food and clothes and some money. The man went away giving me his blessings.

Question 4.
Use the joining words given below and join the sentences in Column A and B.
नीचे दिए गए संयोजक शब्दों का प्रयोग करते हुए कॉलम A और B में दिए गए वाक्यों को जोड़िए।

eg: I wrote the letter but I forgot to post it.
Answer:
(i) I can sing well but I can’t dance at all.
(ii) She wore a raincoat because it was raining.
(iii) We may go to Shimla or we may go to Darjeeling.
(iv) He wanted a book and a football for his birthday.
(v) He missed the school bus so he was late to school.
(vi) I wrote the letter but forgot to post it.

Fun Time

Question 1.
Look at the footprint shown here.
यहाँ दर्शाए गए पदचिह्न को देखिए।

Hint: This is the footprint of the first man on the moon.
His name was Neil Armstrong.

Question 2.
Let’s create a pyramid!
आओ एक पिरामिड बनाएँ।
Use the following clues.
निम्नलिखित संकेतों का प्रयोग कीजिए।
(i) A two letter word beginning with B.;
(ii) A three letter word beginning with C.
(iii) A four letter word beginning with D.
(iv) A five letter word beginning with E.
(v) A six letter word beginning with F.
Answer:

Let’s Work in Pairs
Have a conversation with your partner based on the picture below. You can start as—

Answer:
Hunter 1 : “Look at the footprints in the mud!”
Hunter 2 : They appear to be of a cub.
Hunter 1 : It means the tiger has gone out in search of prey leaving the cub behind in the cave.
Hunter 2 : You’re right. In the absence of its mother the cub is wandering here and there out of the cave.
Hunter 1 : Where may be the cub?
Hunter 2 : Let’s search it in every bush.
Hunter 1 : Here is it! Hurry up! Catch it up!
Hunter 2 : Now we should leave the forest immediately.

Robinson Crusoe Summary In English

Robinson Crusoe had been living alone on an island for a long time because his ship had been destroyed by the sea. He wanted company to overcome his loneliness. One day he saw a footprint on the sand. He was sure that it was the footprint of a man. He searched for more footprints but couldn’t find any. He got frightened. He ran back to his cave. He could not sleep that night. He thought that the footprint could be one of the savages of the mainland who had wandered out to the sea in a small boat. What would happen if he came with other savages and killed him? He began to pray for protection. Now he felt a little bolder. He wanted to see the footprint again. So, one day he went out to the sea-shore and decided to measure it with his own footmark. He came closer to it and realised that it was not his footprint because he had not come to inat part of the beach. Moreover, the footprint was bigger than his own footprint. Now, he became sure that someone lived on the island. He got frightened again and went back to his cave.

Robinson Crusoe Summary In Hindi

रॉबिनसन क्रुसो लम्बे समय से एक टापू पर अकेले रह रहा था क्योंकि उसका जहाज समुद्र द्वारा नष्ट कर दिया गया था। अकेलापन को दूर करने के लिए वह किसी का साथ चाहता था। एक दिन उसने रेत पर एक पदचिह्न देखा। वह पूरी तरह से आश्वस्त था कि पदचिह्न किसी मानव का है। उसने और भी पदचिह्न खोजा किन्तु एक भी नहीं पाया। वह बुरी तरह से डर गया। वह अपनी गुफा की ओर दौड़ गया। उस रात वह सो नहीं सका। उसने सोचा कि यह पदचिह्न मुख्यभूमि के जंगली आदमियों में किसी का होगा जो छोटी-सी नाव में घूमता हुआ समुद्र की ओर आ गया होगा। क्या होगा अगर वह अन्य जंगली आदमियों के साथ आ जाए और उसे मार डाले? वह अपनी सुरक्षा के लिए प्रार्थना करने लगा। अब वह कुछ ज्यादा साहसी हो गया। वह फिर से पदचिह्न देखना चाहता था। अतः एक दिन वह समुद्र तट पर गया और उस पदचिह्न को अपने पदचिह्न से नापने का निर्णय लिया। वह पदचिह्न के काफी नजदीक आया और महसूस किया कि वह उसका पदचिह नहीं था क्योंकि वह तो तट के उस भाग में आया ही नहीं था। और तो और वह पदचिह्न उसके पदचिह्न से बड़ा था। अब उसे पक्की विश्वास हो गया कि टापू पर कोई रहता है। वह फिर डर गया और अपनी गुफा में चला गया।

Class 5 English Chapter 2 Robinson Crusoe Hindi Translation Of The Lesson

1. Robinson Crusoe’s ship had been destroyed by the sea. He had been alone for many years and longed for company. One day he discovers a footprint on the sand. Let’s find out what he did then.
Word-Meanings-Destroyed (डेस्ट्रायड)—ruined, नष्ट हो गया। Longed (लांग्ड)-wished for, इच्छा करता था। Discovers (डिस्कवस)-finds out, पाता है। Footprint (फूटप्रिंट)-पदचिह्न।।
अनुवाद : रॉबिनसन क्रुसो का जहाज समुद्र द्वारा नष्ट कर दिया गया था। वह बहुत सालों से अकेला रह रहा था। और किसी का साथ चाहता था। एक दिन रेत पर उसे एक पदचिह्न मिला। आओ पता करें कि उसके बाद उसने क्या किया।

2. One day, when I was going towards my boat, I was surprised to see the footprint of a man on the sand. I stood amazed! I listened; I looked around me; I could neither hear nor see anything. I went up higher to look down; I went up the shore and down the shore, but it was no good; I could find no other footprint but that one. I went to it again to see if there were any more footprints and to tell it it had been my imagination. But I was not mistaken, for there was exactly the print of a foot-toes, heel, every part of a foot. I could not imagine how it came there.
Word-Meanings-Amazed (अमेज्ड) surprised, हैरान रह गया। Shore (शोर)-bank of the sea, तट। Exactly (इग्जैक्टलि) वास्तविक, ठीक-ठीक। Heel (हील)–back part of the human foot, एड़ी।
अनुवाद : एक दिन मैं अपनी नाव की ओर जा रहा था, तो रेत पर मानव पदचिह देखकर हैरान रह गया। मैं दंग होकर खड़ा हो गया। मैंने सुना; मैंने अपने चारों तरफ देखा; मैं न तो कुछ सून सका और न ही कुछ देख सका। मैं नीचे देखने के लिए ऊँचाई पर गया; मैं समुद्रतट परे इधर-उधर गया किन्तु सब बेकार हो गया; मैं उस एक पदचिह्न के अतिरिक्त और कोई पदचिह्न नहीं पाया। मैं यह देखने के लिए उसके पास फिर गया कि कोई और पदचिह्न तो नहीं है और यह स्पष्ट करने कि कहीं यह मेरी कल्पना तो नहीं है। किन्तु मुझसे कोई गलती नहीं हुई थी क्योंकि वहाँ पर वस्तुतः एक पैर का चिह्न था-उँगुलियाँ, एड़ी, एक पैर का प्रत्येक भाग। मैं कल्पना नहीं कर पा रहा था कि आखिर वह वहाँ आया कैसे।

3. I stayed a long time thinking, but became more and more confused. At last I returned home very frightened, looking behind me after every two or three steps, mistaking every bush and tree to be a man.
When I came to my cave (which I called my castle), I ran inside it, as if I was being chased. I do not remember whether I used the ladder or went it by the hole in the rock, which I called the door. I ran for cover, faster than any animal could run.
Word-Meanings-Confused (कनफ्यूज्ड)–उलझन में। Frightened (फ्राइटेन्ड) afraid, डरा हुआ। Castle (कैसल)—fort, दुर्ग। Chased (चेज्ड)-ran after, पीछा किया जाना।
अनुवाद : मैं काफी देर तक खड़ा सोचता रहा किंतु इससे मेरी उलझन और अधिक बढ़ती गई। अंत में मैं भयभीत घर लौट आया। मैं हर दो-तीन कदमों के बाद पीछे मुड़कर देखता था और प्रत्येक झाड़ी और पेड़ को गलती से आदमी समझ बैठता था।
जब मैं अपनी गुफा (जिसे मैं अपना दुर्ग कहता था) के पास आया, मैं उसके अंदर ऐसे दौड़ गया जैसे कोई मेरा पीछा कर रहा हो। मुझे यह भी याद नहीं कि मैंने सीढ़ी का प्रयोग किया था या चट्टान के छेद के रास्ते (जिसे मैं दरवाजा कहता था) अंदर गया था। सुरक्षा के लिए मैं इतना तेज भागा जितना एक जानवर भी नहीं भाग सकता।

4. I did not sleep that night. The more I thought about what I had seen, the more afraid I became. I thought it could be one of the savages of the mainland who had wandered out to the sea, in a small boat. Luckily I was not on shore at that time, but what if he had seen my boat! If he had seen the boat he would have realised that someone lived on the island and would soon return with others to kill and eat me.
Word-Meanings-Savages (सैवेजेज)-wild people, जंगली लोग। Mainland (मेनलैण्ड)मुख्य भूमि। Wandered (वान्डर्ड)-went here and there, इधर-उधर घूमता रहा। Realised (रिअलाइज्ड)felt, महसूस किया।
अनुवाद : उस रात मैं सो नहीं सका। जो मैंने देखा था उसके बारे में जितना ही सोचता था उतना ही भयभीत हो रहा था। मुझे लगा कि वह मुख्यभूमि के जंगली लोगों में से किसी का होगा जो छोटी-सी नाव में घूमता हुआ समुद्र में आ गया होगा। सौभाग्यवश उस समय मैं तट पर नहीं था, लेकिन अगर उसने मेरी नाव देख ली होगी तो क्या होगा? अगर वह नाव देख लिया होगा तो उसे पक्का विश्वास हो गया होगा कि टापू पर कोई रहता है और बहुत जल्दी दूसरे जंगली लोगों के साथ आकर मुझे मार डालेगा और खा जाएगा।

5. And so I lay fearful for many days and prayed for protection. In doing so, I was much comforted and began going out to investigate. But even now as I went forward, I looked behind me frequently, because I was still very frightened.
However, as I went about for two or three days and saw nothing I became a little bolder. I decided to go down to the shore again and examine the footprint once more. I decided to measure it with my own footmark.
Word-Meanings-Fearful (फिअरफुल) afraid, डरा हुआ। Protection (प्रोटेक्शन)—सुरक्षा। Comforted (कम्फर्टेड)-relaxed, राहत महसूस किया। Investigate (इनवेस्टिगेट)-examine, पता करना, जाँच करना। Forward (फॉरवॉड) ahead, आगे जाना। Frightened (फ्राइटेन्ड)-afraid, डरा हुआ। Examine (एग्जामिन)-look carefully, जाँच-पड़ताल करना।।
अनुवाद : और इसलिए मैं बहुत दिनों तक भयभीत पड़ा रहा और अपनी सुरक्षा के लिए प्रार्थना करता रहा। ऐसा करने से मुझे बहुत राहत महसूस हुआ और मैंने जाँच-पड़ताल करना शुरू कर दिया। लेकिन इसके बावजूद जब मैं आगे बढ़ा, अपने पीछे बार-बार मुड़कर देखता रहा क्योंकि मैं अभी भी डरा हुआ था। फिर भी जब मैं दो-तीन दिनों तक इधर-उधर भटका और कुछ भी नहीं देखो तो मैं थोड़ा साहसी हो गया। मैंने समुद्र तट पर जाकर पदचिह्न को एकबार फिर से देखने का निर्णय ले लिया। मैंने अपने पदचिह्न के साथ उसे मापने का निश्चय कर लिया।

6. As I came closer to the footprint, I realised that it could not be my footprint because I had not come to this part of the beach since a long time. Secondly, as I placed my foot alongside that footprint, it seemed larger than my own. My fear returned! I went home again, believing that there were someone there. The island was inhabited!
Word-Meanings-Closer (क्लोजर) nearer, और अधिक नजदीक। Inhabited (इनहैबिटेड) with people or animals living there, बसा हुआ।
अनुवाद : जैसे ही मैं पदचिह्न के काफी करीब गया तो मुझे लगा कि वह मेरा पदचिह नहीं हो सकता क्योंकि मैं बहुत समय से तट के उस भाग पर गया ही नहीं था। दूसरी बात यह थी कि जब मैंने अपना पैर उस पदचिह्न पर रखा तब वह मेरे से बड़ा जान पड़ा। मेरा भय वापस आ गया। मैं फिर इस विश्वास के साथ घर चला गया कि वहाँ कोई रहता था। टापू बसा हुआ था!

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 3 Chapter 2 Robinson Crusoe appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 6 Chapter 1 Class Discussion

Class 5 English Chapter 1 Class Discussion Questions From Textbook Solved

Let’s Read
Question 1.
What activity was going on in the class?
कक्षा में कौन-सा कार्य-कलाप चल रहा है?
Answer:
A discussion was going on in the class.

Question 2.
Who was the quiet one in the class?
कक्षा में एक कौन शांत थी?
Answer:
Jane was the quiet one in the class.

Question 3.
Why was she quiet?
वह क्यों शांत थी?
(i) she was afraid to air her opinions.
(ii) she hated the noise.
(iii) she didn’t like the activity.
(iv) she was quiet by nature.
Answer:
(iv) she was quiet by nature.

Question 4.
How do you interact in class during discussions? Do you participate or remain quiet? .
परिचर्चाओं के समय आप कक्षा में किस तरह आपस में बात करते हैं? क्या आप हिस्सा लेते हैं या चुप रहते हैं?
Answer:
I actively participate in class discussions. I don’t like to be quiet.

Think and Write
Choose two friends in your class who are very different from each other. Use the clues in the box to describe their nature. You may also add your own words to describe them.
अपनी कक्षा में दो दोस्तों को चुनिए जो एक दूसरे से काफी भिन्न हैं। बॉक्स में दिए गए संकेतों को प्रयुक्त कर उनके स्वभाव का वर्णन करें। उनका वर्णन करने के सिलसिले में आप अपने शब्दों को जोड़ सकते हैं।

Answer:
Shankar and Mani are two friends studying in my class. They sit together everyday. But they are very different from each other. Shankar is naughty and careless whereas Mani is friendly and careful. Shankar is very talkative and talks even in the presence of the teacher. But Mani is quiet and studious. He is also helpful by nature. He is very regular in his work.

Let’s Talk
Question 1.
What is a Discussion?
परिचर्चा क्या है?
To discuss means to talk together or decide something. When you do this, you are taking part in a discussion.
परिचर्चा का अर्थ है एक साथ बातें करना या कुछ निर्णय लेना। जब आप यह करते हैं, तो आप परिचर्चा में भाग ले रहे होते हैं।
Read the sentences below. They tell us what happens in a discussion.
नीचे दिए गए वाक्यों को पढ़िए। ये बताते हैं कि परिचर्चा में क्या होता है।

• In a discussion each person gives his ideas one by one.
• Some tell why something should be done. Others may tell how.
• Participants ask questions and answer them.
• Many ideas are given. Everyone helps to decide which ideas are the best.

Note the points you might discuss before planning a visit to the park.
पार्क में जाने की योजना बनाने से पहले आप इन बिन्दुओं पर चर्चा कर सकते हैं।
(i) Choose a day and time
(ii) What things to bring to play?
(iii) Assign duties
(iv) Things to eat.
Look at the pictures in the poem. Imagine and write what the discussion in the class is about.
कविता में दिए गए चित्रों को देखें। कल्पना करें और लिखें कि कक्षा में हो रही परिचर्चा किस विषय में है।
Answer:
Do it yourself.

Question 2.
Fill in the grid given below by assigning qualities to each person. Some clues are given here to help you.
Clues

• Sangeeta lends her pencil to her partner.
• Nirav is also called a chatterbox.
• Pranav recently saved a cat from drowning in the lake.
• Megha is just the opposite of Nirav.
• Mithila always teases everyone.
• Ritu is always seen with a book in hand.

Answer:

Let’s Read and Do

• • Children who show exceptional bravery are honoured with the bravery award to recognise their presence of mind.
  • In 1957, the Indian Council of Child Welfare started these national Bravery Awards.

• Brave children are awarded cash prizes, free school education and a certificate from the Prime Minister of India. They ride on an elephant in the Republic Day parade.
• Harsh Srivastava, a 12 year old boy, and his 15 year old sister rescued a child from the attack of a raging bull.
• Yumnan Jayadeo Singh, 11 years old, jumped into the flooded river, and saved a three year-old from drowning. The act of bravery was recognised because he saved the life of an infant.
  Find one story of bravery about a child. You can search for the story by talking to older people or watching a TV programme or from a film.
• Write down the story. Also mention its source.
• Narrate the story to the class.
• Which story did you like the best? Write down your reasons.

Answer:
Do it yourself.

Write a Notice
A notice tells who, when where, and what
सूचना हमें कौन, कब, कहाँ और क्या बताते हैं।
The girls and boys of Class V wrote notices for the bulletin board.
पांचवीं कक्षा के लड़के और लड़कियाँ बुलेटिन बोर्ड के लिए सूचनाएं लिखें।

Question 1.
Read Sheela’s notice. Discuss the questions that follow.
शीला की सूचना पढ़े। उसके बाद जो प्रश्न दिए गए हैं उन पर चर्चा करें।

• Who was to meet?
• Where were they to meet?
• When were they to meet?
• What were they to do?

Answer:

• The Drama Committee was to meet.
• They were to meet at two o’clock.
• The were to meet in the classroom.
• They were to plan a play for their Annual Day.

Question 2.
Write a notice about Library Committee or a Football match.
Answer:

Class Discussion Summary In English

The teacher has held a class discussion. All the students and the teacher herself are busy in the discussion. But Jane does not participate in it. She is sitting and staring in silence all the time. The teacher asks her if she has any problem. At this Jane replies in a very clear voice that there are many people in the world who do not like to speak because they are quite by natute like her.

Class Discussion Summary In Hindi

शिक्षिका ने कक्षा में विचार-विमर्श आयोजित की है। सभी विद्यार्थी और स्वयं शिक्षिका चर्चा में व्यस्त हैं। लेकिन जेन इसमें हिस्सा नहीं लेती है। वह हर समय बैठी रहती है और चुप्पी साधे घूरती रहती है। शिक्षिका उससे पूछती है कि क्या उसे कोई समस्या है। इस पर जेन बड़े साफ शब्दों में जवाब देती है कि संसार में ऐसे बहुत से लोग हैं जो बोलना पसंद नहीं करते क्योंकि वे उसकी तरह शांत प्रवृत्ति के होते हैं।

Class 5 English Chapter 1 Class Discussion Hindi Translation Of The Poem

1. “In the class discussion Jane, you hardly said a word.
We all aired our opinions but from you we barely heard.
You sat and stared in silence surrounded by the chatter,
Now tell me Jane, and please be plain, is there anything the matter?”
Word-Meanings-Aired (एअर्ड)—expressed publicly, खुलकर बोलना। 0pinions (ओपिनिअन्स)-ideas, विचार। Barely (बेअर्लि)—only just, मुश्किल से। Stared (स्टेअर्ड)-looked fixedly, घूरती रही। Surrounded (सराउन्डेड)—घिरा हुआ। Chatter (चैटर) talk बातचीत।
अनुवाद : “कक्षा की चर्चा में जेन, तुमने शायद ही कोई शब्द बोला हो। हम सबने अपने-अपने विचार खुलकर व्यक्त किए लेकिन तुम्हारी ओर से शायद ही कोई शब्द हमने सुना हो। जेन अब तुम मुझे बताओ, और कृपया साफ-साफ बताना कि बात क्या है?”

2. Jane looked up and then she spoke,
Her voice was clear and low:
“There are many people in this world
Who are rather quiet you know!”
Word-Meanings-Looked up (लुक्ड अप)—ऊपर देखी। Voice (व्याइस)–आवाज। Quiet (क्बाएट)-silent, शांत।
अनुवाद : जेन ऊपर देखी और फिर बोली। उसकी आवाज साफ और धीमी थीः “आप जानती हैं कि इस दुनिया में बहुत-से लोग ऐसे हैं जो काफी शांत प्रवृत्ति के हैं।”

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 6 Chapter 1 Class Discussion appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 4 Chapter 2 My Elder Brother

Class 5 English Chapter 2 My Elder Brother Questions From Textbook Solved

Reading is Fun
Question 1.
What are the things that Munna liked to do?
मुन्ना क्या-क्या करना पसंद करता था?
Answer:
Munna liked to play games and fly kites. He also liked to draw pictures of birds and animals.

Question 2.
What did Bhaiya do all day?
भैया पूरा दिन क्या करता था?
Answer:
Bhaiya studied all day. Sometimes he read books and sometimes wrote the same word and sentence several times in order to learn them.

Question 3.
Why was Munna not happy with the time table that Bhaiya made for him?
मुन्ना भैया द्वारा उसके लिए बनाए गए समय-सारिणी से प्रसन्न क्यों नहीं था?
Answer:
It was because Munna loved to play but there was no scope for it in the time table.

Question 4.
How do you think Munna felt when his brother was so strict with him? Why was Bhaiya so strict with him?
आपके विचार में मुन्ना को कैसा महसूस हुआ जब भैया उसके साथ इतने सख्त हो गए थे? भैया उसके साथ इतना सख्त क्यों था?
Answer:
Munna felt disappointed. Bhaiya was so strict with him because he (Munna) was playful by nature and always wanted to play games like kabaddi, volleyball etc.

Question 5.
Whose character do you like more-Munna’s or Bhaiya’s?
किसका चरित्र आपको ज्यादा अच्छा लगता है-मुन्ना का या भैया का?
Answer:
I like Bhaiya’s character more than Munna’s because he (Bhaiya) was a dutiful boy and knew his responsibility towards his younger brother. He also gave much importance to his father’s hard earned money.

Let’s Talk
Question 1.
Do you have a timetable at school?
क्या आपके स्कूल में समय-सारिणी है?
How many periods are there for the following subjects and activities in one week?
निम्न विषयों और क्रियाकलापों के लिए एक सप्ताह में कितनी अवधियाँ हैं?
Answer:
English 6, Hindi 5, Maths 5, Science 4, Social Studies 4, Games 2, Art 2, Craft 1, Music 1, Dance 1, Any other activity. 2.

Question 2.
Now make a timetable for yourself including your study time and your play time.
अब आप अपने लिए एक ऐसी समय-सारिणी बनाएं जिसमें आपके पढ़ने और खेलने का समय हो।

Answer:
Do it yourself.

Creative Writting
The format of a letter is given to you.
आपके लिए एक पत्र का प्रारूप दिया गया है।
[See NCERT Textbook pages 72-73] ·

Question 1.
After reading the letter, answer the following questions.
पत्र पढ़ने के बाद निम्न प्रश्नों के उत्तर दें।
Answer:
(i) Who has written the letter? Pratap
(ii) To whom has the letter been written? Mother
(iii) Where is the writer of the letter? Hostel
(iv) What is the name of his hostel? Krishna Boys’ Hostel
(v) On which date was this letter written? 10th July, 2000

Question 2.
Now, write a letter to your friend or relative in another city telling him/her about activities/events in your school. Follow the same pattern as the above letter.
अब आप अपने स्कूल के क्रिया कलापों घटनाओं के विषय में अपने मित्र या संबंधी, जो दूसरे शहर में रहते हैं, के पास पत्र लिखें। उपरोक्त पत्र के प्रारूप का अनुसरण करें।
Apna Girls’ Hostel
Adarsh Vidya Mandir
Jaipur
20th August, 2011
My dear Surabhi
How are you? I am fine and pray for your well-being. Last week I was very busy with a poster competition. It was organised by our school on occasion of the 65th aniversary of India’s independence. The students of five to eight took part in this competition. They all praised to achievements of India during the period ranges from 1947 to 2011. I also made a fine poster on the freedom struggle and the sacrifices made by freedom fighters. That was a great day for all of us. We enjoyed a lot. Rest is ok. Please do write back soon.
Your loving friend
Smita

Comprehension
Read the following passage and answer the questions that follow.
निम्नलिखित अनुच्छेद को पढ़े और उसके बाद दिए गए प्रश्नों के उत्तर दें।
Oliver was a nine-year-old boy. He lived with other homeless boys in an orphanage. He was pale and thin as were the other boys living there. This was because they had to work hard but were never given enough to eat. The owner of the orphanage, Mr Bumble, was a cruel man and he ill-treated the boys. The boys were always hungry. It was true that they were given three meals a day but each meal consisted only of a bowl of watery soup. They were almost starving. So it was decided by them to ask the master for more soup. But who would bell the cat? Finally the task fell to Oliver.

When all the boys had assembled in the cold stone hall for their evening meal, the soup was served. It soon disappeared. The boys whispered to one another and one boy pushed Oliver a little. Oliver, making a brave effort, stood up, walked up to the master with his bowl and spoon in his hand, and said tremblingly, “Please sir, I want some more.”

Question 1.
Why did Oliver live in the orphanage?
ऑलिवर अनाथालय में क्यों रहता था?
Answer:
Oliver lived in the orphanage because he had no home.

Question 2.
Who was Mr Bumble?
मिस्टर बम्बल कौन था ?
Answer:
He was the owner of the orphanage.

Question 3.
What meal were the boys given?
लड़कों को भोजन में क्या दिया जाता था?
Answer:
They were given only a bowl of watery soup.

Question 4.
What did Oliver say to Mr Bumble?
ऑलिवर ने मिस्टर बम्बल से क्या कहा?
Answer:
Oliver said to Mr Bumble that he wanted some more soup.

Question 5.
The boys were given three meals a day. Then why were they always hungry?
लड़कों को एक दिन में तीन बार भोजन दिया जाता था। तब भी वे हमेशा क्यों भूखे रहते थे?
(i) Because the soup they were given was never enough.
(ii) Because they worked very hard all day long.
(iii) Because the older boys drank up their soup.
Answer:
(i) Because the soup they were given was never enough.

Question 6.
Find the words from the passage that mean the same as
अनुच्छेद से उन शब्दों को चुनिए जिनका अर्थ इनके समान होता है।
(i) very hungry (para 2) ……..
(ii) to vanish (para 3) ……
Answer:
(i) starving
(ii) disappeared

Question 7.
‘All the boys assembled in the cold stone hall.’ Here the word ‘assembled’ means
(i) moved away
(ii) collected
(iii) worked together
Answer:
(i) collected

Question 8.
From the word ‘assembled remove the last two letters. Add one letter to make a word which means a time at the school when the whole school gathers.
‘Assembled शब्द से अंतिम दो अक्षर हटा दें| एक अक्षर उसमें जोड़कर एक शब्द बनाएं जिसका अर्थ होता
है–स्कूल का ऐसा समय जब पूरा स्कूल जमा होता है।
Answer:
Assembly.

Question 9.
Give a suitable title to the passage.
अनुच्छेद के लिए एक उपयुक्त शीर्षक दें।
Answer:
Oliver in Orphanage.

Let’s Write
Question 1.
To learn means to understand or to gain knowledge.
To teach means to show how or to explain.
Complete the following sentences using the correct form of teach or learn.
‘teach’ या ‘learm’ के सही रूप से निम्नलिखित वाक्यों को पूरा करें।

(i) Will you ______ me chess?
(ii) Mr Sharma ______ class VIII.
(iii) The students have ______ about ‘road safety’.
(iv) My sister has ______ me how to ride a horse.
(v) I have ______ some of the customs of India.
(vi) I ______ how to cycle when I was just four years old.
Answer:
(i) teach
(ii) teaches
(iii) learned
(iv) taught
(v) learned
(vi) learned

Question 2.
Choose the correct word and complete the paragraph.
सही शब्द चुनिए और अनुच्छेद को पूरा कीजिए। All the class V students of our school (1).  (were/was) gathering in front of the Principal’s office. They (2) (were/was) going for the inter-school race. The bus (3) (arrive/arrived) and they (4) (leave/left) for the stadium. The runners were (5). (taking/taken) to the starting point. The runners (6)  (take/took) their positions. Sir (7)  (blow/blew) the whistle. One student of our school (8) (run/ran) fast and  (9) (come/came) first. Everyone (10) (doldid) their best and our school (11) (won/wins) the trophy. Everyone (12) (feel/felt/fell) joyous.
Answer:
1. were,
2. were,
3. arrived,
4. left,
5. taken,
6. took,
7. blew,
8. ran,
9. came,
10. did,
11. won,
12. felt.

Question 3.
Read the following sentences.
निम्नलिखित वाक्यों को पढ़िए।
Bhaiya has been studying in the same class for two years. (for a period of time)
Munna was flying kites since the morning. (from a time in the past till the present)
Fill in the blanks using ‘for’ or ‘since’.
‘for’ या ‘since’ का प्रयोग करते हुए रिक्त स्थानों को भरिए
(i) I have lived in this house ______ I was a baby.
(ii) This big jar has been in our family ______ many years.
(iii) The old banyan tree in the village has been there ______ the last 200 years.
(iv) Nobody has seen him ______ yesterday.
Answer:
(i) since
(ii) for
(iii) for
(iv) since

Project Work
Choose a story that you like.
In groups of four, write down dialogues for the story and make it into a short play. You may then present it in the class.
एक कहानी चुनिए जिसे आप पसंद करते हैं।
चार के समूह में, कहानी के लिए वार्तालाप लिखिए और इसे एक संक्षिप्त नाटक बनाइए। फिर आप इसे कक्षा
में प्रस्तुत कीजिए।
Answer:
Do it yourself.

My Elder Brother Summary In English

Munna and Bhaiya, the two brothers, stayed in a hostel. Munna was 9 years old and Bhaiya was 14 years old. Being much older than his brother Munna, Bhaiya was very careful about him and his studies. Munna was good at studies but Bhaiya was not. He failed twice even though he studied for long hours everyday.

As Munna always achieved good marks he never thought to study for long. He liked to – fly kites every now and then. This angered Bhaiya. He told him to study hard. He made a time-table for Munna and asked him to follow it strictly. But Munna did not pay any attention to it. At this Bhaiya told him that he (Munna) should do according to his (Bhaiya’s) instructions because he had more experience. He further told Munna that their parents were not educated, still they know much more than them because of their experience, which comes with age. Munna understood everything and hugged Bhaiya.

My Elder Brother Summary In Hindi

मुन्ना और भैया, दो भाई, हॉस्टल में रहने थे। मुन्ना नौ साल का था और भैया चौदह साल का। अपने भाई, मुन्ना से ज्यादा बड़े होने के कारण भैया उसके और उसकी पढ़ाई के बारे में बहुत चिंतित रहता था। मुन्ना पढ़ने में बहुत अच्छा था लेकिन भैया नहीं। कई-कई घंटे पढ़ने के बावजूद वह दो बार फेल हो चुका था। चूंकि मुन्ना के अंक अच्छे आते थे अतः वह देर तक नहीं पढ़ता था। उसे हर समय पतंग उड़ाने का मन करता था। भैया इस कारण नाराज हो जाता था। उसने मुन्ना को मन लगाकर पढ़ने को कहा। उसने उसके लिए एक समय-सारणी बना दिया और उसे सख्ती से पालन करने को कहा। लेकिन मुन्ना इसकी ओर जरा भी ध्यान नहीं दिया। इस पर भैया ने उससे कहा कि उसे उसके बताये अनुसार काम करना चाहिए क्योंकि उसके पास अधिक अनुभव है। उसने मुन्ना से आगे कहा कि उसके माता-पिता पढ़े-लिखे नहीं हैं किन्तु वे उन दोनों से अधिक जानते हैं क्योंकि उन्हें अनुभव है, जो उम्र के साथ आता है। मुन्ना सबकुछ समझ गया और भैया को गले लगा लिया।

Class 5 English Chapter 2 My Elder Brother Hindi Translation Of The Lesson

1. Scene 1. A hostel room. Two brothers, aged 9 and 14 years sitting at a study table. The elder brother, Bhaiya, is reading a book and the younger one, Munna is drawing pictures of birds and animals.
Bhaiya: What are you doing, Munna?
Munna: I am drawing.
Bhaiya: When will you study? Where were you in the morning?
Munna: (turning pale) I was playing. Bhaiya, how can you sit with a book for hours together?
Bhaiya: That’s because I want my foundation in education to be very strong. If the base is strong then the building will stand firmly. Sometimes it takes me two years to do one year’s work.
Word-Meanings-Scene (सीन)–दृश्य। Turning pale (टर्निग पेल)- चेहरा पीला पड़ गया। Foundation (फाउंडेशन)–base, आधार। Firmly (फर्मली)–not shaking, स्थिर।
अनुवाद :
दृश्य 1: हॉस्टल का कमरा। दो भाई, 9 और 14 साल के, पढ़ने वाली मेज पर बैठे हैं। बड़ा भाई, भैया एक किताब पढ़ रहा है और छोटा, मुन्ना पशु-पक्षियों का चित्र बना रहा है।
भैया: मुन्ना, तुम क्या कर रहे हो?
मुन्ना: मैं चित्र बना रहा हूँ।
भैया: तुम पढ़ोगे कब? सुबह में तुम कहाँ थे?
मुन्ना: (चेहरा पीला पड़ गया) मैं खेल रहा था। भैया, आप कैसे एक किताब लेकर घंटों बैठ जाते हो?
भैया: इसलिए क्योंकि मैं अपनी पढ़ाई की नींव मजबूत करना चाहता हूँ। अगर आधार या नींव मजबूत हो तो भवन स्थिर खड़ा रहेगा। कभी-कभी मुझे एक साल का काम दो सालों में करना पड़ता है।

2. Munna: Bhaiya, you are five years older than I am and three classes ahead of me. I wonder why you keep writing the same word twenty times, one sentence more than twenty times and copy poems several times
in beautiful letters?
Bhaiya: You know, studying English is no child’s play, one has to work very hard in order to learn the subject. To speak or write English properly, tremendous effort is required. But the moment you get a chance, you run to the field, play marbles and fly paper kites, or sit idling away with friends for fun! Can’t you sit down and study?
Word-Meanings-Wonder (वन्डर)-feeling of surprise, हैरान होता हूँ। Several (सेवेरल)-many, बहुत। Tremendous (ट्रिमेन्डस)-more than enough, बहुत अधिक। Effort (एफट)प्रयास। Required (रिक्वायर्ड) needed, जरूरत पड़ना। Idling (इडलिंग) doing no work, खाली बैठना।
अनुवाद :
मुन्ना : भैया, आप मुझसे पाँच साल बड़े हो और तीन क्लास आगे हो। मुझे बहुत आश्चर्य होता है कि आप एक ही शब्द को बीस बार लिखते रहते हो, एक वाक्य बीस बार से भी अधिक और कविताओं को कई-कई बार सुन्दर अक्षरों में उतारते (नकल करते) रहते हो।
भैया: तुम्हें पता है कि अंग्रेजी पढ़ना बच्चों का खेल नहीं है, विषय को सीखने के लिए एक व्यक्ति को कड़ी मेहनत करनी पड़ती है। अंग्रेजी को अच्छी तरह लिखने या बोलने के लिए अत्यधिक प्रयास की जरूरत होती है। लेकिन जैसे ही तुम्हें मौका मिल जाता है, तुम मैदान की ओर दौड़ पड़ते हो, कंचे खेलने के लिए और पतंग उड़ाने के लिए यो दोस्तों के साथ हँसी-मजाक में समय बर्बाद करने के लिए। क्या तुम बैठकर पढ़ाई नहीं कर सकते?

3. Munna: Oh Bhaiya, there is a big mela in the village today. Should we go?
Bhaiya: Have you ever seen me going to a fair or going to watch a cricket or hockey match? I don’t go near them. I prefer to study a book. I don’t mind repeating a class for more than two years. But you might stay in the same class all your life. Do you expect to pass if you waste your time playing all the time? You are simply wasting father’s hard earned money.
(Munna starts crying on being scolded and sobbing sounds wah, wah, bah, bah, hu, hu are heard)
Word-Meanings-Prefer (प्रेफर)-like, पसंद करना। Expect (एक्सपेक्ट)—hope, उम्मीद करना। Sobbing (सॉबिंग)—crying in low voice, सिसकना।
अनुवाद :
मुन्ना : ओह भैया, आज गाँव में एक बड़ा मेला लगा हुआ है। क्या हम वहाँ चलें?
भैया: क्या तुमने मुझे मेला जाते हुए या क्रिकेट या हॉकी मैच देखने के लिए जाते हुए देखा है? मैं उनके नजदीक नहीं जाता हूँ। मुझे किताब पढ़ना उससे अच्छा लगता है। मुझे इसकी परवाह | नहीं कि मैं एक ही क्लास को दो साल से अधिक दोहरा रहा हूँ। लेकिन तुम एक ही क्लास में जीवन भर रह सकते हो। क्या तुम हर समय खेल में अपना समय बर्बाद कर पास होने की उम्मीद करते हो? तुम सीधे-सीधे पिताजी द्वारा मेहनत से अर्जित किए गए पैसों को बर्बाद कर रहे हो। (मन्ना डॉट पड़ने पर रोने लगता है और सिसकने वाली आवाजें वाह, वाह, बाह, बाह, हु, हु, सुनाई देने लगते हैं।

4. Munna: Bhaiya, I feel like running away and going back home.
Bhaiya: Now, now! Stop crying. Put on a nice smile. Look I will make a timetable for you to follow. Get up at dawn.
Word-Meanings-Dawn (डॉन)-early morning, खूब सुबह में। Strolling (स्ट्रॉलिंग)wandering here and there, घूमना।।
अनुवाद :
मुन्ना : भैया, मुझे भाग कर घर वापस जाने जैसा महसूस हो रहा है।
भैया: अब, अब! रोना बंद करो। मुस्कुराओ। देखो मैं तुम्हारे लिए एक समय-सारणी बनाऊँगा। जिसका तुम अनुसरण करोगे। खूब सुबह उठा करो।

5.

6. Munna: But when is the time to play?
Bhaiya: Play? What is the need, Munna?
Munna: Oh! I love the green fields, the gentle breeze, I want to jump up like a football, I like the touch and go and hu tu tu sounds of the kabaddi, and the hurry and flurry of volleyball pulls me like a magnet. As soon as I am on the field, I forget everything.
Word-Meanings-Gentle (जेन्टल)—mild, हल्की। Breeze (ब्रीज)-wind, हवा। Hurry and flurry (हरि एण्ड फ्लरि)-भाग दौड़। Magnet (मैग्नेट)–चुम्बक।
अनुवाद :
मुन्ना: लेकिन खेलने का समय कब है?
खेल? क्या जरूरत है, मुन्ना? मुन्ना :
मुन्ना: ओह, मुझे हरे-भरे मैदानों, हल्की हवा से प्यार है, मैं फुटबॉल की तरह ऊपर तक उछलना चाहता हूँ, मुझे कबड्डी में छूकर भाग जाना और हु तू तू की आवाज अच्छी लगती है और वॉलीवॉल की भाग दौड़ तो मुझे चुम्बक की तरह अपनी ओर खींचती है। जब तक मैं मैदान में रहता हूँ, मैं हर चीज भूल जाता हूँ।

7. Scene 2 The final exams are over and the results are out.
Bhaiya: Alas! I have failed once again.
Munna: Oh! But Bhaiya, I have passed and topped my class. Now there is only two years difference between us. Bhaiya: But my dear brother, don’t be so proud. You have passed only one class and you think that I’m stupid and you are smart. Once in a while, in a gulidanda game, you might get lucky and hit a goal but that does not mean you have mastered the game. You have to work hard to be successful in life. When you have to study a subject like Algebra or Geometry in higher classes then you will understand the importance of hard work. In Geometry, if one writes ‘acb’instead of‘abc’the answer is marked wrong. The examiners will not spare you. They want you to learn
word by word from the textbooks.
Word-Meanings-Stupid (स्टुपिड)–dull, मंद बुद्धिवाला। Spare (स्पेयर)—forgive, माफ करना।
अनुवाद :
दृश्य 2 अंतिम परीक्षा खत्म हो चुकी है और परिणाम घोषित हो गया है।
भैया : उफू! मैं एकबार फिर फेल हो गया।
मुन्ना: ओह! लेकिन भैया, मैं पास हो गया हूँ और अपनी कक्षा में सर्वप्रथम आया हूँ। अब हम दोनों के बीच केवल दो साल का अंतर रह गया है।
भैया : लेकिन मेरे प्यारे भाई, घमण्ड मत करो। तुमने केवल एक कक्षा पास की है और सोचते हो कि मैं मंद बुद्धि वाला हूँ और तुम बहुत तेज। गिलोडण्डा के खेल में तुम एक बार किस्मत वाले हो सकते हो और गोल कर सकते हो लेकिन उसका अर्थ यह नहीं कि तुम खेल में पारंगत हो गए। जीवन सफल बनाने के लिए तुम्हें कड़ी मेहनत करनी है। जब तुम्हें ऊपर के क्लास में बीजगणित या ज्यामिति जैसे विषय पढ़ने पड़ेंगे तब तुम्हें कड़ी मेहनत का महत्त्व पता चलेगा। ज्यामिति में, अगर कोई ‘abc’ की जगह ‘acb’ लिख देता है तो उसका उत्तर गलत हो जाएगा। परीक्षक तुम्हें माफ नहीं करेंगे। वे चाहते हैं कि तुम पाठ्यपुस्तक से एक-एक शब्द सीखो।

8. Munna: Oh Bhaisaheb! This is scary. I don’t think I want to go to the 9th class now, but I will still complete my day’s homework so that I get no punishment in class.
Bhaiya: Just today, we were asked to write a short essay on the topic of Punctuality in four pages! And imagine, can something be written on four pages and still be short? It’s all so mixed up!
Munna: (thinking aloud) Thank God, it was time for school or else, the scolding would have gone on and on.
Word-Meanings-Scary (स्केरि)-frightening, डरावना। Punctuality (पंक्चुअलिटि)regularity, नियमितता। Grab (ग्रैब)–catch tightly, जोर से पकड़ना।
अनुवाद ।।
मुन्ना : ओह भाईसाहेब! यह डरावना है। मुझे नहीं लगता कि मैं अब नवीं कक्षा में जा पाऊँगा, फिर भी मैं अपना होमवर्क पूरा करूंगा ताकि कक्षा में मुझे सजा नहीं मिले। भैया : अभी आज ही हमें चार पृष्ठों में ‘नियमितता’ पर एक छोटा निबंध लिखने को कहा गया था। और सोचो जरा क्या कोई चीज चार पृष्ठों में लिखी जाए और फिर भी वह छोटा हो? यह सब बिल्कुल उलझनों से भरा है।
मुन्ना : (सोचते हुए) ईश्वर को धन्यवाद, स्कूल जाने का समय हो गया नहीं तो अभी डाँट-फटकार चलती रहती।

9. Scene 3 The results were out once again and it so happened that Munna passed and Bhaiya failed again. Bhaiya was really upset. Munna was also sad seeing his brother so unhappy. Bhaiya now becomes gentler with Munna. Munna became naughtier because of this and studied even less than before.
Munna: (talking aloud) Ah! I am lucky. I can pass easily. I need not study so hard. Now I can play games with my friends and fly kites. But should still be careful that Bhaiya does not see me flying kites. (One day a kite is flying slowly downwards, Munna starts running in order to grab it. Suddenly, he comes face to face with Bhaiya.)
अनुवाद :
दृश्य 3 परीक्षा का परिणाम एक बार फिर घोषित हुआ और फिर से मुन्ना पास कर गया और भैया फेल। भैया वास्तव में बहुत दुःखी था। मुन्ना भी भैया को दुःखी देख उदास हो गया। भैया अब मुन्ना के प्रति नम्र हो गया। इससे मुन्ना ज्यादा उछृखल होता गया और पहले की अपेक्षा पढ़ाई कम करने लगा।
मुन्ना : (जोर से बात करते हुए) आह! मैं भाग्यशाली हूँ। मैं आसानी से पास हो सकता हूं। मुझे पढ़ाई के लिए बहुत अधिक मेहनत की जरूरत नहीं है। अब मैं अपने दोस्तों के साथ खेल सकता हूँ और पंतग उड़ा सकता हूँ। लेकिन अभी भी मुझे इस बात के लिए सावधान रहना चाहिए कि भैया मुझे पतंग उड़ाते देखें नहीं। (एक दिन पतंग धीरे-धीरे नीचे की ओर आ जाती है। मुन्ना उसे पकड़ने के लिए दौड़ता हुआ आता है। अचानक वह भैया के सामने पड़ जाता है।)

10. Bhaiya: (catching hold of Munna’s hand) Aren’t you’ashamed to be playing kites all day long? Don’t you realise that now you are in the eighth class and are not studying in a lower class? If you think that I am just one class ahead of you and I can’t say anything, you are wrong. I am five years older than you are, and will always be… Understanding doesn’t come only from reading books. Look at Ma and Baba. Ma has never gone to school and Baba has only passed fifth class.
Munna: Really Bhaiya! Is that true?
Bhaiya: Yes! There are a thousand things that they know more than you or me. And even if we have studied the wisdom of the whole world, Ma and Baba will always have the right to explain to us and correct us:
Now, what would you do if I were to fall sick today?
Word-Meanings-Ashamed (अशेम्ड)लज्जित हुआ। Understanding (अंडरस्टैडिंग)समझ, सूझ-बूझ Wisdom (विजडम)—ज्ञान।
अनुवाद :
भैया : (मुन्ना का हाथ पकड़ते हुए) क्या तुम्हें दिन भरे पतंग उड़ाते हुए शर्म नहीं आती? क्या तुम्हें यह महसूस नहीं होता कि तुम अब आठवीं कक्षा में हो न कि किसी छोटी कक्षा में। अगर तुम सोचते हो कि मैं बस एक ही कक्षा तुमसे आगे हैं और मैं कुछ नहीं कह सकता, तो तुम गलत हो। मैं तुमसे पाँच साल बड़ा हूँ और हमेशा रहूंगा। समझदारी केवल किताबें पढ़ने से नहीं आती। माँ और बाबा को देखो। माँ कभी स्कूल नहीं गई और बाबा सिर्फ पांचवीं पास हैं।
मुन्ना: सही में भैया! क्या यह सच है?
भैया : हाँ! हजारों ऐसी बातें हैं जो वे मुझसे या तुमसे ज्यादा जानते हैं। और यदि हमें सारी दुनिया का ज्ञान हो भी जाए, तो भी माँ और बाबा को हमें समझाने और सही रास्ते पर लाने का पूरा अधिकार है।
अब, अगर मैं आज बीमार पड़ जाऊँ तो तुम क्या करोगे?

11. Munna: I don’t know, Bhaiya! I would tell Baba and he would rush to the hostel.
Bhaiya: Aha! I had expected this answer. Now Baba would not get upset. He would first try to find out what was wrong and then he would call a doctor. Baba would know exactly what to do. They have more experience than us.
Munna: (with tears in his eyes) Bhaiya I am sorry, what you say is true. (Bhaiya hugs Munna lovingly)
Bhaiya: I also like to play and fly kites. But if I also play then how can I watch out for you? You are my responsibility.
Munna: I love you, Bhaiya!
मुन्ना: मुझे नहीं पता, भैया! मैं बाबा से बताऊँगा और वे शीघ्र हॉस्टल पहुँच जाएंगे।
भैया : अहा! मुझे ऐसे ही जवाब की उम्मीद थी। अब बाबा दुःखी नहीं होंगे। वे पहले पता करेंगे कि क्या गड़बड़ है और तब डॉक्टर को बुलाएंगे। बाबा को मालूम होगा कि क्या करना है। उन्हें हमसे ज्यादा अनुभव है।
मुन्ना: (आँखों में आँसू भरकर) भैया मुझे खेद है, आपने जो कहा वह सच है। (भैया मुन्ना को प्यार से गले लगा लेता है।)
भैया : मैं भी खेलना और पतंग उड़ाना चाहता हूँ। लेकिन अगर मैं खेलने लग जाऊँ तो फिर तुम पर। नजर कैसे रख पाता। तुम मेरी जिम्मेदारी हो।
मुन्ना: भैया, मैं आपसे प्यार करता हूँ।
Word-Meanings-Rush (रश)—reach soon, शीघ्र पहुँचना। Upset (अपसेट)-worried, दुःखी। Lovingly (लविंग्लि)-with love, प्यार से।

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 4 Chapter 2 My Elder Brother appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 5 Chapter 2 Rip Van Winkle

Class 5 English Chapter 2 Rip Van Winkle Questions From Textbook Solved

Fun with New Words

Question 1.
Circle the correct meaning of the given words. You may need to use the dictionary.
दिए गए शब्दों के सही अर्थ पर घेरा लगाएं। आप शब्दकोष का प्रयोग कर सकते हैं।
Answer:

Question 2.
Match the words in the box with their meanings. You may take the help of a dictionary.
इन शब्दों को उनके अर्थ के साथ मिलाएं। आप शब्दकोष की सहायता ले सकते हैं।

(i) near the lower part of a mountain _________
(ii) with grey hair _________
(iii) to rub gently _________
(iv) to be very surprised _________
(v) known to you _________
Answer:
(i) foothills.
(ii) grizzled
(v) familiar
(iii) stroked
(iv) astonished

Let’s Read
Question 1.
Say whether the following sentences are True or False. बताएं कि निम्नलिखित वाक्य सही हैं या गलत।
(i) Rip was kind to children. _________
(ii) Rip was a hardworking man. _________
(iii) The short old man on the mountain was his constant companion. _________
(iv) Rip helped the old man on the mountains because he wanted to have a drink from the barrel. _________
(v) Rip was away for twenty years because he was asleep on the mountains. _________
(vi) The drink from the barrel made him fall asleep for twenty years. _________
(vii) Nobody recognised Rip when he came back because he had reached the wrong village. _________
Answer:
(i) True
(ii) False
(iii) False
(iv) False
(v) True
(vi) True
(vii) False.

Question 2.
Complete the following sentences.
निम्नलिखित वाक्यों को पूरा करें।
(i) Rip’s village was situated _________
(ii) The children of the village loved him because _________
(iii) _________ was his constant companion.
(iv) The villagers stared at him because _________
(v) The old woman who recognised Rip was _________
Answer:
(i) Rip’s village was situated at the foothills of Kaatskill mountains.
(ii) The children of the village loved him because he played with them and told them stories.
(iii) Wolk the dog was his constant companion.
(iv) The villagers stared at him because they could not recognise him.
(v) The old woman who recognised Rip was his neighbour.

Let’s Write
Work in groups of four.
चार के समूह में काम करें।
Question 1.
What were the strange things about the men on the mountains?
Answer:

• They all were dressed the same way.
• They all had beards of various shapes and colours.
• Their faces were serious.
• They were completely silent.

Question 2.
What kind of a man was Rip Van Winkle?
रिप वॉन विंकल किस प्रकार का आदमी था?
Answer:

• He was a kind neighbour.
• He was ready to help anyone.
• He loved children and told them stories.
• He was a lazy man.

Vocabulary Building
Question 1.
Pick out the names of the games mentioned in the story.
कहानी में उल्लिखित खेलों के नाम छाँटिए।
Answer:

• flying kites
• ninepins
• shooting marbles
• mountain-climbing

Question 2.
Sometimes we join two words to make a describing word. For example, Rip was a good-natured man, everybody liked him. Here are some more describing words. Use them to complete the given paragraph.

Mrs Das has a _______ job in a clothes shop. Yesterday, an _______ woman walked into the shop. She was wearing _______ . shoes. A _______ dog was with her. “I want a _______ shirt for my dog, please,” she said. “For your dog?” asked Mrs Das, _______ in surprise. “Yes,” replied the woman. “I want him to be for my next party.”
Answer:
part time, odd-looking, high-heeled, well-dressed, long-sleeved, open-mouthed, sweet-looking

Question 3.
Silent letters
What is common in the following groups of words?
Answer:
(i) knee, knife, knot, know the sound ‘k’ is silent.
(ii) neighbour, daughter, fight, straight the sound ‘gh’ is silent.
(iii) honest, honour, hour, heir the sound ‘h’ is silent.
Try and make more silent letter words.
Answer:
gnat : graw, gru
tongue : fatigue,
chalk : talk, folk
whistle : nestle, bustle

Question 4.
Read the two paragraphs given below.
नीचे दिए गए दोनों अनुच्छेदों को पढ़ें।
My mother is always awake before anyone else in the family. I usually wake up after 6 o’clock. I loll around lazily for a few minutes. Then I get up and get dressed for school.
At bedtime, I read a story book. When I feel tired I lie down and go to sleep very quickly. I fall asleep in no time at all!
(i) Now find the opposites of the following words from the paragraphs and complete the table.
अब इन अनुच्छेदों में से निम्न शब्दों का विपरीत शब्द खोजें और टेबल को पूरा करें।
Answer:
awake  sleep.
wake up  go to sleep
get up  fall asleep
lazily  quickly

(ii) Fill in the blanks using the words in the previous questions.
पिछले प्रश्नों में से शब्दों का प्रयोग करते हुए रिक्त स्थानों को भरें।
(a) _______ and _______ and quickly! You will be late for school.
(b) Shh! The baby is _______ . Don’t make a sound, or she will
(c) Are you still _______ ? You should be _______ now or you will not be able to in the morning for school.
Answer:
(a) wake up, get up
(b) asleep, wake up
(c) awake, asleep, get up.

Let’s Talk
Question 1.
Lots of things must have happened in the village when Rip was away. Imagine you are the neighbour who greets Rip after 20 years. One student should act as Rip. Tell Rip about all that had happened in the village after he left.
जब रिप बाहर गया हुआ था तब गाँव में बहुत-सी घटनाएं घटी होगीं। कल्पना कीजिए कि आप वह पड़ोसी हैं जो बीस वर्ष बाद रिप का स्वागत करता है। एक छात्र रिप का अभिनय करें। रिप को वे सारी बातें बतायें जो उसके जाने के बाद गाँव में हुईं।
(Talk about what happened to his family, to his friends, to the other villagers, to the children he played with, the change in the village etc. your teacher will guide you.)
You may start this way: Guess what happened on the day you left. When you did not come home in the evening, your wife ………
Answer:
Do it yourself.

Question 2.
Read the speech bubbles. Who walks to school not often? Put them in order.
स्पिच बबल्स को पढ़े। कौन अक्सर स्कूल पैदल जाता है? उन्हें क्रम में रखें।
Answer:
Arjun : I always walk to school. I live right opposite to the school. (1)
Nazim : I usually walk to school. It’s a nice way to start the day. (2)
Mini : I sometimes walk to school, at times I take the bus also. (3)
Anu : I don’t usually walk to school. I often go by cycle. (4)
John : I never walk to school. I live very far away. (5)

Creative Writing

Question 1.
Write about yourself using the following expressions (do you play in the park, go to bed late, fuss over food, study hard etc.?)
निम्नलिखित भावों को प्रयुक्त करते हुए अपने बारे में लिखें।
always frequently usually
often sometimes rarely
For example: I always do my work neatly.
Answer:

• I frequently visit my native place.
• I usually go to the market with my father.
• I often go to the temple.
• I sometimes write to my grand parents.
• I rarely go to see movie in cinema hall.

Question 2.
Use the following clues to complete the following exercise.
निम्नलिखित संकेतों का प्रयोग कर निम्न अभ्यास को पूरा करें।
(i) Write three new things you have done in the last three years.
पिछले तीन सालों में किए गए तीन नई चीजों के बारे में लिखें।
Answer:
(a) I have started studying at night.
(b) I have started helping my mother in her household work.
(c) I have started my tuition classes.

(ii) Write three things you have not done in the last three years.
पिछले तीन सालों में तीन नहीं की जाने वाली चीजें लिखें।
Answer:
(a) I have not played kabaddi.
(b) I have not visited Agra.
(c) I have not disobeyed my parents.

Rip Van Winkle Summary In English

Rip Van Winkle was a good-natured man. Everyone liked him. But he was very lazy. Once he went away into the hills where he found some short and odd looking men. One short, old man gave Rip something to drink. After that he (Rip) slowly fell into a deep sleep.

On waking up, he found that he was at the place where he had first met the old man. He looked around for his dog but he was nowhere. Then he began to descend the mountain to go back his village. When he reached near his village he found new people there. Neither he knew about them nor they about him. Meanwhile Rip touched his chin and realised that he had grown long beard. However, an old woman recognised him. She asked him where he had been for twenty long years.

Rip Van Winkle Summary In Hindi

रिप वॉन विंकले एक अच्छे स्वभाव वाला व्यक्ति था। सभी उसे पसंद करते थे। लेकिन वह बहुत आलसी था। एक बार वह पहाड़ों में चला गया जहाँ उसे कुछ छोटे कद के और विचित्र दिखने वाले लोग मिल गए। एक छोटा कद का वृद्ध व्यक्ति रिप को कुछ पीने के लिए दिया। इसके बाद वह (रिप) धीरे-धीरे गहरी नींद में सो गया। उठने पर उसने पाया कि वह उसी स्थान पर है जहाँ वह वृद्ध व्यक्ति से पहली बार मिला था। वह अपने कुत्ते के लिए चारों तरफ देखा लेकिन वह कहीं नहीं था। तब वह अपने गाँव वापस जाने के लिए पहाड़ से नीचे उतरने लगा। जब वह अपने गाँव के नजदीक पहुँचा तो उसने वहाँ नए-नए लोगों को देखा। उनके बारे में न तो वह जानता था न ही वे उसके बारे में जानते थे। इसी बीच रिप ने अपनी ठोढ़ी को छुआ और पाया कि उसकी दाढ़ी बहुत लम्बी बढ़ गई है। फिर भी एक वृद्ध महिला ने उसे पहचान लिया। उसने उससे पूछा कि वह बीस वर्षों तक कहाँ रहा!

Class 5 English Chapter 2 Rip Van Winkle Hindi Translation Of The Lesson

1. This story is about Rip Van Winkle, a good-natured but lazy man, who goes away into the hills and falls asleep. When he awakens twenty years later, Rip finds that quite a few things have changed!
Word-Meanings Awakens (अवेकेन्स)–gets up, उठता है।
अनुवाद : यह कहानी रिप वॉन विंकल, जो एक अच्छे स्वभाव वाला परन्तु आलसी आदमी है, के बारे में है। वह पहाड़ों में चला जाता है और गहरी नींद में सो जाता है। जब वह बीस वर्ष बाद जागता है, तो रिप कुछ चीजें बदली हुई पाता है।

2. Many years ago, at the foothills of the Kaatskill (Kat-skill) mountains, was a little village. In the village lived a simple, good-natured fellow named Rip Van Winkle. He was a kind neighbour, ready to help anyone. Everyone in the village liked him. The children of the village shouted with joy whenever they saw. him because he played with them, he taught them to fly kites and shoot marbles, and told them long stories.
Word-Meanings-Fellow (फेलो)–friend, दोस्त।
अनुवाद : कई साल पहले काट-स्किल की पहाड़ियों की तलहटी में एक छोटा-सा गाँव था। उस गाँव में एक सरल और अच्छे स्वभाव वाला रिप वॉन विंकल नाम का आदमी रहता था। वह दयालु पड़ोसी था, किसी की भी मदद के लिए तैयार। गाँव में प्रत्येक आदमी उसे पसंद करते थे। गाँव के बच्चे जब भी उसे देखते खुशी से चिल्लाने लगते थे क्योंकि वह उनके साथ खेलता था, वह उन्हें पतंग उड़ाने और कंचे खेलना सिखाता था और उन्हें लंबी कहानियाँ सुनाता था।

3. The only problem with Rip was that he was very lazy. He did no work on his own farm and just idled away his time. His fences were falling to pieces. His cow was going astray. Weeds grew on his farm. Rip’s constant companion was his dog, named Wolf. To avoid work, he would walk away into the forest with his dog. One day, Rip just walked on and on and reached the highest part of the mountains. It was late in the afternoon when he reached there. Tired after his long climb, he lay down and began daydreaming. It was soon evening and he realised it would be night by the time he reached his village.
Word-Meanings-Farm (फार्म)—land used for growing crops, खेत। Idled away (आइडल्ड अवे)-wasted, बर्बाद कर देता था। Going astray (गोइंग अस्ट्रे) going away from right path, आवारा हो जाना। Constant (कॉन्स्टेंट) permanent, स्थायी। Daydreaming (डे ड्रिमिंग)–दिन का सपना।
अनुवाद : रिप के साथ एक ही समस्या थी कि वह बहुत आलसी था। वह अपने खेत में कोई भी काम नहीं करता, बसे समय बर्बाद करता था। उसकी बाड़ के टुकड़े-टुकड़े हो गए थे। उसकी खेत में खर-पतवार उग आए थे। रिप का स्थायी साथी था उसका कुत्ता, जिसका नाम वुल्फ था। काम से बचने के लिए वह अपने कुत्ते के साथ जंगल में चला जाता था। एक दिन रिप बस चलता गया, चलता गया और पहाड़ों के सबसे ऊँचे भाग में पहुँच गया। जब वह वहाँ पहुँचा तो अपराह्न हो चुका था। लम्बी चढ़ाई के बाद वह थक गया और सो गया। सोते ही उसे सपने आने लगे। शीघ्र ही शाम हो गई और उसे लगा कि जब तक वह गाँव पहुँचेगा तब तक में रात हो जाएगी।

4. Suddenly, he heard a voice calling out, “Rip Van Winkle, Rip Van Winkle!” He looked around and saw a short, old man, with thick hair and a grizzled beard walking towards him with a barrel. He made signs to help him carry the barrel. Rip hurried to help the stranger who caught his hand tightly. Together they reached a place where there were some more odd looking men, playing ninepins. They were all dressed the same way and all of them had beards of various shapes and colours. Even though they were playing a game, their faces were serious and there was silence! The only sound was the noise of the balls, which echoed in the mountains like thunder.
Word-Meanings-Grizzled beard (ग्रिजल्ड-विचर्ड)-grey beard, सफेद और काले का मिश्रण। Barrel (बैरल)-wooden container, पीपा। Stranger (स्टेंजर)-unknown, अनजान। 0dd (ऑड)—strange, विचित्र। Ninepins (नाइनपिन्ज)-game played with nine persons, नौ व्यक्तियों के साथ खेला जाने वाला खेल। Thunder (थंडर)–बिजली की कड़क।
अनुवाद : अचानक उसने एक आवाज सुनी जो पुकार रही थी, “रिप वॉन विंकल, रिप वॉन विंकल !” वह चारों ओर देखा और एक घने बालों वाले तथा सफेद दाढ़ी में एक छोटे कद का, वृद्ध व्यक्ति पाया जो उसकी ओर पीपा लिए आ रहा था। उसने पीपा उठाने में मदद करने का इशारा किया। रिप उसे अनजान व्यक्ति की मदद के लिए दौड़ गया जिसने उसका हाथ जोर से पकड़ लिया। दोनों एक साथ एक जगह पर गए जहाँ पर कुछ और विचित्र दिखने वाले आदमी मिले जो नाइनपिन्ज का खेल खेल रहे थे। वे सभी एक ढंग का लिबास पहने थे और सभी को भिन्न-भिन्न आकार और रंगों की दाढ़ियाँ थी। हाँलाकि वे खेल खेल रहे थे, लेकिन उनके चेहरे काफी गंभीर थे और वहाँ पर चुप्पी छाई थी। केवल एक ही आवाज थी जो गेंदो की थी और जो बिजली की कड़क जैसी पहाड़ों में गूंज रही थी।

5. As Rip and his companion reached them, they stopped playing and stared at Rip with a fixed gaze. Rip was really frightened. His companion emptied the contents of the barrel into glasşes and made Rip drink it. Rip obeyed as he was trembling with fear. Since he was thirsty he drank a few more glasses and slowly fell into a deep sleep. On waking up, he found that he was at the place where he had first met the old man. He rubbed his eyes—it was a bright sunny morning. “Surely, I have not slept here all night,” thought Rip. He looked around for Wolf, but he was nowhere. Rip whistled for him. “Wolf! Wolf!” he then shouted. No dog was to be seen. “Where has this dog gone?” he muttered to himself. He began to descend the mountain to go back to his village.
Word-Meanings-Companion (कम्पेनिअन)—साथी। Stared (स्टेअर्ड)-looked, देखें। Gaze (गेज)—a long look, निगाह। Frightened (फ्राइटेन्ड) got afraid, डर गया। Contents (कन्टेन्ट्स)—the ingredients, सामग्री। Trembling (ट्रिम्बलिंग)-shaking, कांपते हुए। Muttered (मटङ)-spoke in low voice, बुदबुदाया। Descend (डिसन्ड)-come down, नीचे उतरना।
अनुवाद जैसे ही रिप और उसका साथी उनके पास पहुँचे, वे खेलना बंद कर दिए और रिप को स्थिर निगाह से। देखने लगे। रिप वास्तव में डर गया था। उसका साथी पीपा के अंदर की सामग्री को ग्लास में डाला और रिप को पीने के लिए मजबूर किया। रिप ने उसकी बात मान ली क्योंकि वह डर से काँप रहा था। चूंकि वह प्यासा था, इसलिए उसने कुछ ज्यादा पी ली और धीरे-धीरे गहरी नींद में सो गया।

जगने पर उसने पाया कि वह उसी स्थान पर है जहाँ वह वृद्ध व्यक्ति से पहली बार मिला था। उसने अपनी आँखें मली यह चमकीली खिली हुई सुबह थी। “निश्चित ही मैं यहाँ रातभर नहीं सोया हूँ”, रिप ने सोचा। उसने वुल्फ के लिए इधर-उधर देखा, किन्तु वह कहीं नहीं था। रिप ने सीटी बजाई। “वुल्फ! वुल्फ!” उसने फिर चिल्लाया कोई कुत्ता नहीं दिखा। “यह कुत्ता कहाँ चला गया है?” उसने अपने आपसे कहा। वह पहाड़ से अपने गाँव जाने के लिए नीचे उतरने लगा।

6. As he neared the village, he met a number of people but he didn’t know any of them. The villagers also stared at him equally surprised. “Who is this man?” said one.
“I’ve never seen him before,” said another, “look at his long white beard and his wrinkled face.”
On hearing this, Rip stroked his chin and, to his astonishment, he found his beard had grown a foot long, and it was all white!
An old woman walked up to him and looked at his face for a moment. Then she exclaimed — “It is Rip Van Winkle! Welcome home again, old neighbour! Where have you been these twenty long yeras?”
Word-Meanings-Wrinkled (रिंकल्ड) full of creases, झुर्रियों से भरा हुआ। Stroked (स्ट्रोक्ड) palted, थपथपाया। Astonishment (एस्टोनिशमेन्ट) surprise, आश्चर्य। Exclaimed. (एक्सक्लेम्ड)-shouted loudly, जोर से चिल्लाया।
अनुवाद : जब वह गाँव के नजदीक आया तो कई लोगों से मिला लेकिन वह उनमें से किसी को नहीं जानता था। गाँव वाले भी उसे उतने ही आश्चर्य से देखे जा रहे थे। “यह कौन आदमी है?” एक ने कहा। “मैंने तो इसे कभी नहीं देखा है,” दूसरे ने कहा, “इसकी लम्बी सफेद दाढ़ी को और झुर्रियों से भरा इसका चेहरा देखो।” ऐसा सुनते ही रिप ने अपनी ठोढ़ी को छुआ और तब उसके आश्चर्य की सीमा न रही जब उसने अपनी दाढ़ी को एक फुट लंबी बढ़ी हुई पाया।
एक बूढ़ी महिला उसके पास आयी और एक क्षण के लिए उसके चेहरे पर नजर डाली। फिर वह चिल्ला उठी-“यह तो रिप वॉन विंकल है। घर में फिर से तुम्हारा स्वागत है; पुराना पड़ोसी। इन बीस वर्षों तक तुम कहाँ थे?”

NCERT Solutions for Class 5 English

The post NCERT Solutions for Class 5 English Unit 5 Chapter 2 Rip Van Winkle appeared first on Learn CBSE.

NCERT Solutions for Class 5 English Unit 6 Chapter 2 The Talkative Barber

Class 5 English Chapter 2 The Talkative Barber Questions From Textbook Solved

Let’s Read
Question 1.
How many brothers did the Barber have?
नाई के कितने भाई थे?
Answer:
The Barber had six brothers.

Question 2.
Why was the Sultan in a hurry?
सुल्तान जल्दी में क्यों था?
Answer:
He was in a hurry because he had invited some of his friends to a feast at noon.

Question 3.
Why did the Barber take so long to shave the Sultan?
नाई ने सुल्तान की हजामत बनाने में इतना अधिक समय क्यों ले लिया?
Answer:
The Barber took so long to shave the Sultan because he switched over to talking every now and then.

Question 4.
Write True or False.
सही या गलत लिखें।
(i) The Barber was shaving the Sultan’s beard. ________
(ii) The Sultan gave him three gold coins. ________
(iii) The Barber refused to leave the Sultan’s palace. ________
(iv) There were seven brothers altogether in the Sultan’s family. ________
Answer:
(i) False
(ii) True
(iii) False
(iv) False

Question 5.
Why did the Barber want a lot of food?
नाई बहुत अधिक भोजन क्यों चाहता था?
Answer:
The Barber wanted a lot of food because he had invited four or five friends to lunch at his house.

Let’s Listen

A Lion
A lion emerged from his lair
For a short summer cut to his hair,
But the barber he wept,
While his customers slept
As they waited their turn in the chair.

Joseph G. Francis

Answer:
Tell some to read the above poem and listen to him/her.

Let’s Talk

Question 1.
Did the Sultan enjoy the Barber’s talk? Why do you say so?
क्या सुल्तान को नाई की बातों में मजा आ रहा था? आप ऐसा क्यों कहते हैं?
Answer:
No. The Sultan didn’t enjoy the Barber’s talk. I say so because he gave all the food prepared for him to the Barber in order to get rid of him.

Question 2.
Which part of the story did you find the funniest?
कहानी का कौन-सा भाग आपको सबसे अधिक मजेदार लगता है?
Answer:
The Barber went out to see what time it was leaving behind the Sultan’s head half shaved.

Question 3.
What are the things the Sultan gave to the barber?
सुल्तान ने नाई को क्या-क्या चीजें दीं?
Answer:
The Sultan gave three pieces of gold, all the food prepared for him and fruits to the Barber.

Question 4.
Do you think the Sultan was really very generous? Why do you say so?
क्या आपको लगता है कि सुल्तान सही में बहुत उदार था? आप ऐसा क्यों कहते हैं?
Answer:
I am not sure. In my opinion the Sultan showed his generosity in order to get his head fully shaved.

Word Building
Question 1.
Study the words in the first column and see the changes in them in the second column. The words in Column II are the opposites of the words in Column I.
प्रथम कॉलम में दिए गए शब्दों का अध्ययन करें और द्वितीय कॉलम में उनमें हुए परिवर्तनों को देखें। कॉलम II में दिए गए शब्द कॉलम I में दिए गए शब्दों के विपरीतार्थक हैं।

Now write the opposites of the following using un-, im-, dis-…
(i) believe                               disbelieve
(ii) shaved                              unshaved
(iii) perfect                             imperfect
(iv) satisfy                              dissatisfy
(v) polite                                 impolite
(vi) respect                            disrespect
(vii) pure                                impure
(viii) expected                       unexpected
(ix) obedient                          disobedient

Question 2.
Fill in the blanks by adding un, im- or dis- to the words given in the box.
बॉक्स में दिए गए शब्दों में un-, im- or dis- जोड़कर श्क्ति स्थानों को भरें|

(i) The teacher got upset with Rani because her work was _______ .
(ii) The dog was _______ to climb the tree to chase the cat.
(iii) I _______ hot milk, I like it cold.
(iv) It is _______ to cross the road during peak traffic hours.
(v) The magician waved his magic wand and made the rabbit _______ .
(vi) The passengers became _______ when the train was late again.
(vii) It is very _______ to make fun of another person’s weaknesses.
Answer:
(i) untidy
(ii) unable
(iii) dislike
(iv) impossible
(v) disappear
(vi) impatient
(vii) unkind

Question 3.
Notice the highlighted words in the sentence given below.
You ordered me to come, so I will not quit your house have shaved you.
While he was shaving me, he could not stop talking.
Now use the joining words given in the box to fill in the blanks.
if                  or                till               where             unless               so               while
(i) Please wait with me _______ the bus arrives.
(ii) Do you like football _______ cricket?
(iii) My father packed my lunch _______ my mother combed my hair.
(iv) We will reach on time _______ we go by the car.
(v) Your speech cannot be heard by the audience _______ you use a powerful mike.
(vi) It was a beautiful,day _______ they decided to go for a picnic.
(vii) We went to the zoo _______ we saw many animals.
Answer:
(i) till
(ii) or
(iii) while
(iv) if
(v) until
(vi) so
(vii) where

Word Fun
Question 1.
Look at the words in the bubbles.
बबल्स में दिए गए शब्दों पर नजर डालें।
Write what you do when are at a
(i) feast? _______
(ii) race? _______
(iii) cricket match? _______
(iv) cinema? _______
(v) fair? _______
(vi) party? _______

Answer:
(i) drink, enjoy, serve
(ii) run, cheer, compete
(iii) play, win, cheer
(iv) sit, enjoy
(v) buy, shout, side
(vi) dance, play, sing, greet

Let’s Write
How does your father/uncle shave his face every day? He lathers his face with shaving cream, then he uses his razor. He runs it over his face, in even strokes. After this, he washes his face and wipes it to get rid of the lather. Now describe two of the following processes.
(i) How to send a letter/e-mail.
(ii) How to make a salad.
(iii) How to prepare a garden bed to grow flowers.
(iv) How to paint a rural or wall pictures.
Answer:
(i) How to send an e-mail

• For sending an e-mail one needs to start internet and open the website which supports your e-mail ID.
• Then log into your e-mail account.
• Choose the option “Compose/New mail”.
• You will have an e-mail page before you.
• You need to write the recipient’s email address.
• Mention the subject and then attach the file if any containing photo, content etc.
• Then write your message using the proper format of a letter.

The normal page of e-mail displayed on the screen of your computer shows the following format:

The Talkative Barber Summary In English

A barber lived in the city of Cashgar. He was a great talker. Once the Sultan called him to shave his head. The barber started talking instead of shaving his head. The Sultan told him many times not to talk but to do his job. The barber did not pay any attention. He remained busy in talk. Now the Sultan got very angry. Seeing his anger the barber washed the Sultan’s head and began to shave. But soon he stopped shaving and went out to see what time it was leaving Sultan’s head half-shaved. The barber came back and resumed his work. But he wanted to know why the Sultan was in so hurry, He requested the Sultan again and again to tell him what important work he had in hand. The Sultan got fed up and told the barber that he had invited some friends to lunch. At this the barber said that he too had invited four or five friends to come to his house that day. But he forgot it and had not made any preparations for them. The Sultan wanted to get rid of the barber. He told him to finish his work without any delay. He also offered him all the food that had been prepared for him that day. The barber:started shaving his head again. But he stopped again and said that he never knew that the Sultan was so generous.

The Talkative Barber Summary In Hindi

काशगर नामक शहर में एक नाई रहता था। वह बहुत बातूनी था। एक बार सुल्तान ने अपनी हजामत बनवाने के लिए उसे बुलाया। नाई ने उसकी हजामत बनाने की बजायं बातें करनी शुरू कर दीं। सुल्तान ने कई बार कहा कि वह बातें नहीं करे बल्कि अपना काम करे। लेकिन नाई उसकी तरफ थोड़ा भी ध्यान नहीं दिया। वह बातों में व्यस्त रहा। अब सुल्तान बहुत क्रोधित हो गया। उसका क्रोध देखकर नाई ने तुरंत सुल्तान का सिर धोया और हजामत बनाना शुरू कर दिया। लेकिन बहुत जल्दी वह काम छोड़ समय पता करने के लिए बाहर चला गया। सुल्तान की आधी हजामत बनी थी। नाई वापस आया और अपने काम में लग गया। लेकिन वह जानना चाहता था कि सुल्तान इतनी जल्दी में क्यों है। उसने सुल्तान से बार-बार अनुरोध किया कि वे उसे बतायें कि कौन-सा जरूरी काम उनके हाथ में है। सुल्तान जो बहुत परेशान हो चुका था नाईं से कहा कि उसने अपने कुछ मित्रों को खाने पर बुलाया है। इस पर नाई ने कहा कि उसने भी चार-पाँच मित्रों को उस दिन अपने घर पर बुलाया है। लेकिन वह इसके बारे में भूल गया और तैयारियाँ नहीं कर सका।। सुल्तान नाई से छुटकारा पाना चाहता था। उसने उससे बहुत जल्दी अपना काम खत्म करने को कहा। उसने यह भी कहा कि वह अपने लिए बनाए गए सारे भोजन उसको दे देगा। नाई फिर सुल्तान की हजामत बनाने लग गया। लेकिन फिर रुक गया और कहा कि वह यह कभी नहीं जानता था कि सुल्तान इतना बड़ा दिलदार है।

Class 5 English Chapter 2 The Talkative Barber Hindi Translation Of The Lesson

1. Long long ago a Sultan, whose name was Shahriar, ruled over a large kingdom. His queen was a good storyteller. Each night she would tell a story to the king. She narrated ancient Persian and Arabic folk stories. This is one of the stories, from the Arabian Nights.
Word-Meanings-Narrated (नैरेटेड) told, कहा।। Ancient (एनसिऐट)–very old, बहुत पुराना, प्राचीन।
अनुवाद : बहुत समय पहले एक सुल्तान, जिसका नाम शहरियार था, एक बड़े साम्राज्य पर शासन करता था। उसकी रानी एक अच्छी कहानी वाचिक थी। प्रत्येक रात को वह राजा के लिए एक कहानी कहती थी। वह प्राचीन प्रशियन और अरेबिअन लोक कथाएं कहती थी। यह अरेबिअन नाइट्स में से ली गई एक कहानी है।

2. In the city of Cashgar, lived a barber who was a great talker. Once the Sultan called the barber to shave his head. The barber started talking non-stop instead of shaving him. The Sultan got angry. “When are you going to stop talking and begin to do your work?” The Barber replied, “You do me an injury by calling me a chatterer. For, everyone says I am very quiet. I have six brothers whom you might call chatterers. Their names are Bacbone (buk-bon), Bakbarea (buk-buria), Bakbac (buk-buk), Alcouz (ul-kooz), Alnaschee (ul-nashi) and Schacabac (shaka-bak). One is humpbacked, one is toothless, one is half blind, one is quite blind, one is deaf and the other has a defect in his speech and they are all great talkers but I am the youngest of my family, and I am very quiet and sparing with words.” ;
Word-Meanings-Chatterer (चैटरर)—one who talk too much, बातूनी। Humpbacked (हम्पबैक्ड) with bent back, कुबड़ा। Defect (डिफेक्ट)-fault, कमी। Sparing with words (स्पेअरिंग विद वर्डज) talking less, कम बोलने वाला।
अनुवाद : काशगर शहर में एक नाई रहता था जो बहुत बातूनी था। एकबार सुल्तान ने नाई को अपनी हजामत बनवाने के लिए बुलाया। नाई ने उसकी हजामत बनाने की बजाय अनवरत बात करनी शुरू कर दी। सुल्तान क्रोधित हो गया।

“कब तुम बात खत्म करोगे और अपना काम शुरू करोगे?” नाई ने जवाब दिया, “आप मुझे बातूनी कहकर गलत कर रहे हैं। क्योंकि, हर आदमी कहता है कि मैं बहुत शांत हूँ। मेरे छह भाई हैं, जिनको आप बातूनी कह सकते हैं। उनके नाम हैं बकबन, बकबुरिया, बकबक, उलकूज, उलनाशी और शकबक। एक उनमें कुबड़ा है, एक बिना दाँतों का है, एक आधा अंधा है, एक पूरा अंधा है, एक बहरा है और दूसरे को बोलने में दोष है और वे सभी बहुत बड़े बातूनी हैं। लेकिन मैं अपने परिवार में सबसे छोटा हूं, और मैं बहुत शांत हूं और कम बोलता हूँ।”

3. “Give him three pieces of gold,” the Sultan cried, losing all patience, “and send him away. I will not be shaved today.” “My Master,” cried the Barber, “it was not I who came to seek you, it was you who ordered me to come. So I will not quit your house till I have shaved you.” He then began narrating another story, which lasted half an hour. “Stop making your fine speeches and let me go quickly. I have an affair of the greatest importance. I have to go out at noon,” said the Sultan.
Word-Meanings-Patience (पेशेंस) धैर्य। Quit (क्वीट)-leave छोड़ देना। Narrating (नैरेटिंग)-telling, कहते हुए।
अनुवाद : “उसे सोने के तीन टुकड़े दो”, सुल्तान धैर्य खोते हुए चिल्ला पड़ा, “और यहाँ से उसे भगाओ। आज मेरी हजामत नहीं बनेगी।”
“मेरे मालिक,” नाई चिल्लाया, “मैं आपको खोजते हुए नहीं आया बल्कि आपने मुझे बुलाया है। इसलिए जबतक मैं आपकी हजामत बना नहीं लेता हूँ मैं यह घर नहीं छोडूंगा।”
वह दूसरी कहानी कहने लगा जो आधे घंटे तक चली। “बंद करो अपना शानदार भाषण और मुझे तुरंत जाने दो। मुझे एक बहुत जरूरी काम है। मुझे दोपहर में बाहर जाना है,” सुल्तान ने कहा।

4. When he saw that the Sultan was really angry with him, the barber said, “O Master, do not be angry, I will begin to shave you.” Saying this, he washed the Sultan’s head and began to shave. But he had not touched him even four times with the razor, when he stopped and said, “My Master, you are acting hastily in this matter.”
“Go on shaving me, speak no more”, ordered the Sultan.
“Be patient,” said the barber, “perhaps you have not considered well what you were going to do. I wish you would tell me what this matter of great importance is all about and then I will give you my opinion on it.”
Word-Meanings-Hastily (हैसिलि) in a hurry जल्दबाजी। Considered (कनसिडड)understood समझा। 0pinion (ओपिनिअन)-idea, राय।
अनुवाद : जब उसने देखा कि सुल्तान वास्तव में उससे नाराज हो गया है तो नाई ने कहा, “ओ मालिक, क्रोधित नहीं हो, मैं हजामत बनाना शुरू करूंगा।” ऐसा कहकर उसने सुल्तान की सिर धोया और हजामत बनाने लगा। लेकिन अभी वह चार बार भी उस्तरा नहीं चलाया था कि फिर रुक गया और बोला, “मेरे मालिक, आप इस मामले में बहुत जल्दबाजी कर रहे हैं।” “हजामत बनाना जारी रखो, बातें मत करो,” सुल्तान ने आदेश दिया।
“धैर्य रखें,” नाई ने कहा, “शायद आप जो करने जा रहे हैं उस पर अच्छे से विचार नहीं किए हैं। मैं चाहूंगा कि आप मुझे बतायें कि वह जरूरी बात किस बारे में है और तब मैं उस पर अपनी राय दूंगा।”

5. Finish shaving at once,” the Sultan exclaimed. But, instead of doing this, the Barber left the Sultan half shaved to go and see what time it was. “My patience is exhausted,” the Sultan cried.
“Be calm, my Master and you shall be shaved in a moment,” said the Barber and saying this, he continued shaving the Sultan. But while he was doing this, he could not help talking.
“If you could inform me what this important affair is, I would give more advice; which you might find useful,” he said.
The Sultan was completely fed up by now and decided to satisfy the barber. He told him that he was giving a feast to some friends at noon which was why he was in a hurry to leave.
Word-Meanings-Exhausted (एग्जॉस्टेड)–came to an end खत्म हो गया। Calm (काम)quiet शांत। Feast (फीस्ट)—a grand meal, भोज।
अनुवाद : “हजामत बनाना शीघ्र खत्म करो,” सुल्तान ने जोर से चिल्लाया। लेकिन यह करने की बजाय नाई सुल्तान की आधी हजामत छोड़ समय पता करने के लिए बाहर चला गया। “मेरा धैर्य खत्म हो गया है,” सुल्तान ने चिल्लाया।
“शांत हों, मेरे मालिक और एक क्षण में आपकी हजामत बन जाएगी,” नाई ने कह्म और यह कहते हुए उसने सुल्तान की हजामत बनाना जारी रखा। लेकिन जब तक वह ऐसा कर रहा था, बात किए बिना नहीं रह सकता था।
“यदि आप मुझे बताते कि क्या जरूरी काम है, मैं और भी ज्यादा सलाह दूंगा, जिन्हें आप उपयोगी पा सकते हैं, उसने कहा।
अब तक सुल्तान बिल्कुल ऊब गया था और उसने नाई को संतुष्ट करने का निश्चय किया। उसने उससे कहा कि वह दोपहर में अपने कुछ मित्रों को भोज दे रहा है और इसीलिए वह जल्दी से यहाँ से जाना चाहता है।

6. When the barber heard the Sultan mention a feast he exclaimed, “That reminds me. Yesterday, I invited four or five friends to come to my house today. But I had quite forgotten it and have not made any preparations for them.” The Sultan who was at the mercy of the Barber, was ready to do anything to be rid of him. “Be quick and finish your work,” the Sultan replied, “and you shall have all the food that has been prepared for me today.”

“Please show me the food so that I may judge if it is enough for my five friends.” “I have enough food for you!” the Sultan exclaimed. But he ordered that all the food prepared for his feast be brought in.
The Barber looked over the food and said “This is very good but I shall want some fruit for the dessert also.” The Sultan, in desperation, since his head was half shaved, ordered that the fruits should also be brought in.
Word-Meanings-Reminds (रिमाइंडस) याद दिलाता है। Mercy (मर्सि)–दया। Be rid of (बि रिड ऑफ)–be free, छुटकारा पाना। Dessert (डिजर्ट)—a sweep dish, मीठा पकवान। Desperation (डिस्परेसन)-hopelessness, निराशा।।
अनुवाद : जब नाई ने सुल्तान से भोज के बारे में सुना तो वह चिल्ला उठा, “यह मुझे याद दिलाता है। कल मैंने अपने चार या पाँच मित्रों को आज के दिन के लिए अपने घर पर आमंत्रित किया था। लेकिन मैं इसे बिल्कुल भूल गया था और उनके लिए कोई तैयारियाँ नहीं कीं।” सुल्तान, जो नाई की दया पर था, उससे छुटकारा पाने के लिए कुछ भी करने को तैयार था।
जल्दी अपना काम खत्म करो,” सुल्तान ने कहा, “और आज का सारा खाना जो मेरे लिए बना है मैं तुम्हें दे दूंगा।” कृपया मुझे खाना दिखाइये ताकि मैं समझ सकें कि यह मेरे पाँच मित्रों के लिए काफी है या नहीं।” ।
मेरे पास तुम्हारे लिए पर्याप्त खाना है।” सुल्तान ने जोर से चिल्लाया। लेकिन उसने भोज के लिए तैयार किया गया सब भोजन वहाँ लाने का आदेश दे दिया।
नाई ने भोजन पर दृष्टि डाली और कहा, “यह बहुत अच्छा है लेकिन मैं मीठे के लिए कुछ फल भी चाहूँगा।” सुल्तान, निराशा में, चूँकि उसकी आधी हजामत बनी थी, आदेश दे दिया कि फल भी लाया जाए।

7. The Barber left off shaving the Sultan to examine each dish separately. This took up half an hour.
The Sultan stamped his feet impatiently but the Barber did not hurry. At length, however, he again took up the razor but after a few minutes of work, stopped suddenly and cried, “I never knew that you were so generous.”
Word-Meanings-Examine (एग्जामिन)—to test, जांच करना। Stamped (स्टैम्ड) put down in anger, पटका। Generous (जेनरस)-liberal, दिलदार, उदार।
अनुवाद : नाई ने सुल्तान की हजामत बनाना छोड़ हर एक पकवान को अलग-अलग परखा। ऐसा करने में आधा घंटा लग गया। अधीर होकर सुल्तान ने अपना पैर पटका लेकिन नाई ने तब भी कोई जल्दबाजी नहीं की। आखिरकार, उसने फिर उस्तरा लिया लेकिन कुछ मिनटों तक काम करने के बाद वह अचानक रुक गया और चिल्ला पड़ा, “मैं नहीं जानता था कि आप इतने उदार (दिलदार) हो।”

NCERT Solutions for Class 5 English

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