DELHI PUBLIC SCHOOL, DURGAPUR

CLASS - VI
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- ENGLISH
TOPICS – MELLIDORA/ SENTENCES / COMPREHENSION

ENGLISH LITERATURE
MELLIDORA
Gulmohar Reader (Textual Questions)
Pg: 5 Ex B
Q1. Why did the prince go to his aunt?
Ans: The prince had been invited to a king’s court for a festival, and there he hoped to find
someone he could marry. He went to his aunt to ask for her advice about how he could choose a
wife from among the ladies he would meet at the court.
Q2. Why were the five ladies in Mellidora’s carriage weeping? Was it natural to be upset?
Ans: The five ladies in Mellidora’s carriage were weeping because their carriage had turned over
and they had all tumbled down into a deep ditch. They were not hurt, but were wet and muddy as
their clothes were spoiled.
It was quite natural for them to be upset as they were shaken when their carriage turned over.
Their pretty clothes were spoiled as they fell into a dirty ditch.
Q3. But she laughed all the same. (para-8)
a. Who was laughing and why?
Ans Mellidora was laughing because she thought that she and the other ladies must have looked
very funny when they fell down from the carriage into the ditch.
b. Why does the line say ‘But she laughed…’?
Ans: The line says so because when Mellidora herself had fallen down, her hat had come off, her
hair had come down, she was covered with mud and her hands were covered with nettle stings.
Hence, it would have been natural for her to be upset and to cry like the other five ladies. However,
instead of feeling upset, Mellidora laughed.
c. How do you think the prince felt when he saw her laughing?
Ans: The prince must have been surprised to see Mellidora laughing. He must have also felt
strange as well as happy at the same time particularly because when Mellidora was laughing,
others were weeping. The first condition stated by the prince’s aunt was thus, met.
Q4. One of the king’s servants pushed her out of the way. Does this mean that the old
woman’s cake was spoiled on purpose? Explain.
Ans: The old woman’s cake was not spoiled on purpose. She had been walking through the
bustling courtyard where people were hurrying about. Out of the way, one of the king’s servants
pushed her aside carelessly. Her foot caught on a stone and she tripped and fell. That is how the
cake was spoiled.
Q5. b. How did the royal family treat the old woman? Which para tells you this?
Ans: The royal family treated the woman very kindly—so kindly that she forgot her anger and
sadness about her spoiled cake.
“The old woman was taken to the king’s son, where she was so kindly received that she forgot all
her troubles.” (Para-24)

(CLASS-VI/ASSIGNMENT -02/2024-25 PAGE 1 of 3)

Q 6. “He went to consult his aunt, who was a wise woman.” Do you think that the prince’s
aunt was indeed a wise woman? Explain.
Ans: The prince’s aunt was indeed a wise woman. She had asked the prince to look for two
qualities when choosing a wife. The prince found these qualities in Mellidora. She could laugh at
herself even when the same situation made others upset. This meant she had a sense of humour
and did not feel sorry for herself. On the other hand, she felt very sorry for an unfortunate woman
even when everyone else found her comical; this showed that Mellidora was a kind-hearted and
sympathetic person. Thus, the prince’s aunt guided him towards the qualities that make a person
lovable and admirable.

Homework:
Page 6: Appreciating the Text
Q5 a. The old woman sounds like an ordinary person rather than someone very important. Would
you agree? Why?

ENGLISH LANGUAGE
SENTENCES
To be done in the Language notebook:
EX A: Identify the kinds of sentences:
1. My friend’s sister is in the hospital.
2. Take the first right from here.
3. Listen to your teacher’s suggestion.
4. There was a charity concert in the school.
5. Can we visit Mr. Sharma’s place?
6. The teachers as well as the students are participating in the play.
7. Water the plants everyday.
8. How many of you would be sitting for the test?

EX B: Separate the subject from its predicate and write in a tabular form.
1. Across the field runs a small stream.
2. Complete the work before the lunch break.
3. It is compulsory for everyone to attend the assembly.
4. Can you lift this bag?
5. At the end of this road is the shop.
6. What an exciting trip that was!
7. There was a thunderstorm in the afternoon.
8. Under the shade of the tree sat the man.
COMPREHENSION
To be done in the Writing Skill notebook:
Water―So Precious
Once upon a time, there lived a water fairy in a river along the woods. The water of the river was
crystal clear and very sweet. She was very happy playing with all kinds of fish in the river. They
were of different sizes, shapes and colours. One day a group of nomads, while crossing the jungle,
stopped by the river to take rest and eat food. They found the fish of the river tasty and fulfilling.
Instead of moving on, they decided to stay there for some time. As time passed, they settled on
the banks of the river. As is true for all the civilisations, small settlement grew into a small village.
They also cleared some portion of the jungle and started farming. They used the river water for all

(CLASS-VI/ASSIGNMENT -02/2024-25 PAGE 2 of 3)

purposes such as irrigation, cooking, bathing, washing, without realising that the water was getting
dirty. The water fairy couldn’t take it anymore and told the villagers to use the water judiciously
and not throw waste into the river. The villagers paid no heed to the wise words of the five fairies.
They continued with their activities rather indiscriminately. As a result, the river became dirtier
and smaller. The water was no longer potable. One fine day the water fairy left the river as it could
no longer stand living in the contaminated river. Now, the villagers were left with a small drain in
the name of a river which could not sustain them. The fairy would visit them in their dreams and
tell them why they had become poor and reminded them of their duty.

Read the passage and answer the questions that follow.

Q1. The villagers were not concerned with ____________________(Tick the correct answer)
a) the fairy b) the river c) the jungle d) the fish
Q2. Which characteristics of the fairy do you like and why?
Q3. Why does the author say, ‘the water was no longer potable’?
Q4. We find such examples of rivers around us. Suggest some ways to make people aware of the
importance of water.
Q5. Give antonyms of the words given below: (you may refer to the thesaurus)
a) dirty b) tasty
Q6. Find the words in the passage which means the same as a) ‘wanderer ‘ b) ‘not good for
drinking’.

Homework (based on the comprehension passage)

Q7. Refer to the dictionary and find out the meaning and the usage of the word ‘indiscriminately’.
Use it in your own sentence.
Q8. Name any two natural resources.
Q9. What is the lesson we learn from this story?
Q10. How can you all act as water fairies of your area?

*******************

(CLASS-VI/ASSIGNMENT -02/2024-25 PAGE 3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- HINDI(2L)
TOPIC- विलोम शब्द और पययायियची शब्द
_____________________________________________________________________________
व्ययकरण – विलोम शब्द

*विलोम कय शयवब्दक अथा है- उल्टय।

* िे शब्द जो प्रवतकू ल (विपरीत) अथा देते हैं, विलोम शब्द अथिय विपरीतयथाक शब्द कहलयते हैं। जैसे : स्ितंत्र x परतंत्र
* तत्सम शब्दों के विलोम तत्सम और तद्भि शब्दों के विलोम तद्भि होते हैं।

*नीचे दी गई िगा-पहेली में से विलोम शब्दों के जोडों को छयाँटकर उनके सयमने वलवखए-

ज अ प य श प ष

य शु वन शु ष्क रय आ

म भ रय भ िी ज कय

आ र्द्ा कय य र य श

सय कय र ह ध र ती

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*वनम्मवलवखत िगा में कु छ शब्द ि उनके विलोम ददए गए हैं, उन्हें ढू ाँढ़कर आमने-सयमने वलवखए-

आलस्य जीवित संक्षेप मृत प्रदयन मूखा स्फू र्तत

विस्तयर आदयन उपकयर सरल विष अपकयर सदयचयरी

अमृत कठठन प्रयचीन चतुर दयनि वशवक्षत पयप

सुख निीन मयनि दुख पुण्य अवशवक्षत दुरयचयरी

क) ----------------------------------- ख) -----------------------------------

ग) ----------------------------------- घ) -----------------------------------

ङ) ----------------------------------- च ) -----------------------------------

छ) ----------------------------------- ज) -----------------------------------

झ) ----------------------------------- ञ) -----------------------------------

ट) ----------------------------------- ठ) -----------------------------------

ड) ----------------------------------- ढ) -----------------------------------

ढ)

व्ययकरण – पययायियची शब्द

* पययायियची शब्द – एक ही शब्द के एक से ज़्ययदय समयन अथा बतयने ियले शब्दों को पययायियची शब्द कहते हैं। जैसे :
अंधकयर – तम , वतवमर , अाँधरे य।

* पययायियची शब्दों में सूक्ष्म अथा-भेद होतय है।

* नीचे ददए गए दृश्य में से वचत्रों को पहचयनकर उनके तीन-तीन पययायियची शब्द वलवखए- (कोई पयाँच)

-------------------------- - ----------------------, ---------------------, --------------------

-------------------------- - ----------------------, ---------------------, --------------------

-------------------------- - ----------------------, ---------------------, --------------------

-------------------------- - ----------------------, ---------------------, --------------------

-------------------------- - ----------------------, ---------------------, --------------------

* वनम्नवलवखत शब्दों के पययायियची शब्दों द्वयरय िगापहेली- में ददए गए ठरक्त स्थयन भठरए-

नीचे दयएाँ
1
वन
गृह 1 सरवसज 3

नर 2 गगन 4

2 8 नयरी 6 आग 5
मय शै
पहयड 8 धरय 7
4 5
न
अ

3 7 धय
रय

6
तय
* ददए गए ठरक्त स्थयनों में सहययक िणों द्वयरय अन्य उवचत शब्द भठरए-

1) रवि - सू ............, ........... ...........कर, ददने.............

2) गणेश - लं .......... .......... ............, ...........जय........... ..........., वि.......... य ............

3) धन - ल ......... ..........., ...........ल..........., र्द्........ ..........

4) पिात - प .......... ..........., अ........... ..........., ..........ल

“चचतन करो, चचतय नहीं, नए विचयरों को जन्म दो।”

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS - VI
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- BENGALI (2ND LANG.)
TOPIC - BIDUSHAK
__________________________________________________________________
¢hc§oL (lh£¾cÊe¡b W¡L¥l)

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l¡S¡l HC BQl­Z qa¡n q­u hm­me, ¢a¢e ¢hc¡u ­e­hez L¡lZ ¢a¢e j¡l­a, ¢fV­a f¡­le e¡z öd¤ q¡p­a f¡­lez
Hje l¡S¡l n¡p­e b¡L­m ¢a¢e q¡p­a i¥­m k¡­hez
L¢h f¢l¢Q¢a :- jq¢oÑ ­c­h¾cÊe¡b W¡L¥l J p¡lc¡ ­ch£l Qa¥cÑn p¿¹¡e L¢h p¡hÑ­i±j lh£¾cÊe¡b W¡L¥l 1861
p¡­m 7C ­j LmL¡a¡u ­S¡s¡p¡y­L¡u W¡L¥lh¡¢s­a SeÈNËqZ L­lez ¢a¢e HL¡d¡­l L¢h, p¡¢q¢aÉL J ¢nÒf£z W¡L¥lh¡¢sl
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¢a¢e fl­m¡L Nje L­lez
AbÑ
Su£ - ­Sa¡ / Suk¤š² qJu¡ lš²hÙ» - m¡m L¡fs ¢hc§oL - l¢pL pqQl
q¡l - fl¡Su ýL¥j - B­cn ¢n¢hl - ay¡h¤ / R¡E¢e
j¡e - pÇj¡e j¡f - rj¡ fËp¡c - Bn£hÑ¡c

¢hfl£a në
­h¡T¡C x M¡¢m ­cn x ¢h­cn k¤Ü x °jœ£ / p¢å Nñ£l x ­M¡n­jS¡¢S
pÇj¥­M x fÕQ¡­a ­q­p x ­Ly­c ¢hc¡u x BNje

h¡LÉ lQe¡
Su - p­aÉl Su phÑœz
­p¡e¡j¡¢eL - l¡S¡l c¡p -c¡p£, q¡¢a - ­O¡s¡, ­p¡e¡ - j¡¢eL phC ¢Rm ¢L¿¹¥ j­el n¡¢¿¹ ¢Rm e¡z
¢amL - l¡SÉ¡¢i­o­Ll pju fËd¡e f¤­l¡¢qa l¡S¡l mm¡­V l¡S ¢amL ­V­e ¢c­mez
k¤Ü - k¤Ü - n¢š²l c­ñ EeÈš j¡e¤o p¡l¡ fª¢bh£ S¥­s k¤Ü - k¤Ü ­Mm¡u ­j­a E­W­Rz
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q¡-q¡ -L­l - f¤l­e¡ ¢c­el Øj«¢a ­l¡j¿Ûe Ll­a Ll­a h¡h¡ qW¡v q¡-q¡- L­l ­q­p EW­mez
j¡-h¡f - j¡ - h¡f j­l k¡Ju¡l fl ­R­m¢V H­Lh¡­l Ae¡b q­u ­N­Rz
(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 1 of 3)
j¡f - A­eÉl i¥m­L j¡f L­l ­cJu¡ S£h­el fË¡u fË¢a¢V ­r­œC M¤h Sl¦l£z
¢hc¡u - j¡ c¤NÑ¡ cnj£l ¢en£­b Bj¡­cl ­b­L ¢hc¡u ¢e­u °Lm¡­p Nje L­lez
fËp¡c - ­ch£ i¡la£l fËp¡­c L¡¢mc¡p HL¢ce hs L¢h q­u J­Wez
°peÉ - l¡S¡ k¤Ü k¡œ¡l SeÉ °peÉ p¡j¿¹ ¢e­u fËÙ¹¥a q­mez
f¤a¥m - B¢j l­bl ­jm¡u f¤a¥m e¡Q ­c­M¢Rm¡jz

hý ¢hLÒf¢i¢šL fËnÀ¡hm£ -
1z ¢hc§oL N­Òf l¡S¡l lš²hÙ», lš²Q¾c­el ¢amL Bl Nm¡u Sh¡l j¡m¡ L£­pl C¢‰a hqe L­l ?
(i) l¡S­cl ­f¡o¡L J p¡Sp‹¡ HjeC qu
(ii) l¡S¡ h­mnÄl£ j¡­ul iš², a¡C Hje ­f¡o¡L f­l¢R­me
(iii) l¡S¡l ENËa¡ J ¢ejÑja¡l fËa£L
(iv) l¡S¡ HC dl­el ­f¡o¡L fl­aC i¡­m¡h¡­pe
2z ‘jq¡l¡S, nªN¡m L¥L¥l R¡s¡ H NË¡­j L¡­l¡ j¤­M në öe­a f¡­he e¡z’- HC E¢š²l jdÉ ¢c­u Bjl¡ L£
C¢‰a f¡C ?
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(ii) ­pe¡f¢al ¢ejÑj n¡p­e i£ap¿»Ù¹ NË¡jh¡p£l¡ Q¥f q­u ¢N­u¢R­me
(iii) ­pe¡f¢a NË¡­j ­k iuwLl qaÉ¡L¡™ Q¡¢m­u¢R­me a¡l AØfø C¢‰a l­u­R
(iv) Ef­ll phL¢V C¢‰aC p¢WL
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(i) ¢hc§oL f¡Nm, a¡C ph Lb¡­aC a¡l q¡¢p f¡u
(ii) ¢hc§oL i¡ys, a¡C ph Lb¡­aC a¡­L q¡p­a qu
(iii) ¢hc§o­Ll HC q¡¢p l¡S¡ J a¡l p‰£­cl ¢ejÑja¡l ¢hl¦­Ü fË¢ah¡c
(iv) Ef­ll phL¢V ¢houC p¢WL
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(i) j¿¹hÉ ¢WL, k¤¢š² i¥m
(ii) j¿¹hÉ i¥m, k¤¢š² ¢WL
(iii) j¿¹hÉ J k¤¢š² c¤C-C i¥m
(iv) j¿¹hÉ J k¤¢š² c¤C-C ¢WL
5z j¿¹hÉ : ‘Jl¡ A­h¡d, Jl¡ ­Mm¡ Ll¢Rm, J­cl j¡f L­l¡z’
L¡lZ (L) : l¡S¡ HL-HLV¡ ­R­m­L N¡­R ­hy­d ­ha m¡N¡­e¡l ýL¥j ¢c­u¢R­mez
L¡lZ (M) : ­R­m­cl ‘LZÑ¡­Vl ¢Sa L¡’£l q¡l’ Lb¡u j¿»£ q¡-q¡ L­l ­q­p EW­mJ l¡S¡ ­l­N ¢N­u
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(i) j¿¹hÉ ¢WL q­mJ L¡lZ (L) i¥m J L¡lZ (M) ¢WL
(ii) j¿¹hÉ i¥m q­mJ L¡lZ (L) J L¡lZ (M) p¢WL
(iii) j¿¹hÉ ¢WL J L¡lZ (L) ¢WL ¢L¿¹¥ L¡lZ (M) i¥m
(iv) j¿¹hÉ Hhw L¡lZ (L) J L¡lZ (M) c¤C-C ¢WL

(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 2 of 3)

6z j¿¹hÉ : ‘jq¡l¡­Sl pi¡u b¡L­m B¢j q¡p­a i¥­m k¡hz’
L¡lZ : rja¡l c­ñ l¡S¡ ­R¡­V¡ ¢nö­cl ­Mm¡l jS¡­L pqSi¡­h ¢e­a e¡ ­f­l ­œ²¡­d EeÈš q­u a¡­cl
n¡¢Ù¹ ¢c­u¢R­mez
(i) j¿¹hÉ ¢WL, L¡lZ i¥m
(ii) j¿¹hÉ i¥m, L¡lZ ¢WL
(iii) j¿¹hÉ J L¡lZ c¤C-C i¥m
(iv) j¿¹hÉ J L¡lZ c¤C-C ¢WL
7z j¿¹hÉ : ‘jq¡l¡S¡l j¡elr¡ qmz’
L¡lZ : ­R¡­V¡ ¢nö­cl ­Mm¡l R­m Ll¡ l¡S¡­L Afj¡e J ­pC Afl¡­dl n¡¢Ù¹ ­pe¡f¢a p¡l¡ NË¡­jl Efl
¢c­u¢R­me h­mz
(i) j¿¹hÉ ¢WL, L¡lZ i¥m
(ii) j¿¹hÉ i¥m, L¡lZ ¢WL
(iii) j¿¹hÉ J L¡lZ c¤C-C i¥m
(iv) j¿¹hÉ J L¡lZ c¤C-C ¢WL
8z ‘¢hc§oL’ N­Òf ¢hc§oL Q¢lœ¢V L£­pl fËa£L ?
(i) rja¡NhÑ£ l¡S¡l l¡Sn¢š²l fËa£L
(ii) S£h­e q¡¢pl fË­u¡Se£ua¡l fËa£L
(iii) l¡S¡l ENËa¡ J ¢ejÑja¡l fËa£L
(iv) AeÉ¡­ul ¢hl¦­Ü fË¢ah¡­cl ¢exnë fËa£L
9z ‘j¿»£l j¤M Nñ£l qm,’ j¿»£l j¤M ­Le Nñ£l qm ?
(i) L¡lZ ¢hc§oL l¡S¡l L¡­R ¢hc¡u ¢e­a H­p¢R­me h­m
(ii) ­Mm¡l pju ‘LZÑ¡­Vl ¢Sa, L¡’£l q¡l’ h­m ¢nöl¡ L¡’£l l¡S¡l Afj¡e L­l¢Rm h­m
(iii) NË¡jh¡p£l¡ l¡S¡l Afj¡e L­l¢R­me h­m
(iv) L¡’£l l¡S¡l Afj¡­e ¢hc§oL q¡-q¡ L­l ­q­p¢R­me h­m

pw¢rç fË­nÀ¡šl :
1z “j¿»£l j¤M Nñ£l qm, l¡S¡l Qr¥ lš²hZÑ, ¢hc§oL q¡-q¡ L­l ­q­p EWmz”-
l¡S¡l ­Q¡M ­Le lš²hZÑ qu Hhw ¢hc§oL ­Le ­q­p E­W¢R­me ?
Ešl :
L¡’£l l¡S¡ LZÑ¡V Su L­l h­mnÄl£ j¢¾c­l f¤­S¡ ¢c­u ­gl¡l pju ­cM­me ­R­ml¡ Bfe ­Mu¡­m Bjh¡N¡­e k¤Ü
- k¤Ü ­Mm­Rz L¡’£l Su£ l¡S¡ a¡­cl ­Mm¡ ­c­M S¡e­a Q¡C­me k¤­Ü L¡l¡ ¢Sam J L¡l¡ q¡lm ? Hl Eš­l
­R­ml¡ S¡e¡m k¤­Ü LZÑ¡V Su£ q­u­Rz fl¡¢Sa q­u­R L¡’£z ­R­m­cl HC Ešl ö­e L¡’£l j¿»£ Nñ£l q­u
­N­mez A­h¡d ­pC ­R­m­cl Ešl­L Afj¡e j­e L­l L¡’£l Su£ l¡S¡l ­Q¡M q­u EWm lš²hZÑz Bl ­R­m­cl
plma¡ J A­h¡d h¡­LÉ ¢hc§oL B­j¡c Ae¤ih L­l ­q­p EW­mez

2z “jq¡l¡­Sl pi¡u b¡L­m B¢j q¡p­a i¥­m k¡hz”

B­m¡QÉ Aw­nl hš²¡ ­L ? Hl j­dÉ ¢c­u ¢a¢e L£ ­h¡T¡­a ­Q­u­Re ?
Ešl :

(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 3 of 3)

 NÒfL¡l lh£¾cÊe¡b W¡L¥­ll ­mM¡ ‘¢hc§oL’ N­Òfl B­m¡QÉ Aw­nl hš²¡ q­me L¡’£l l¡Spi¡l ¢hc§oLz
LZÑ¡V Su L­l L¡’£l n¢š²jš l¡S¡ AqwL¡­l EeÈš q­u E­W¢R­mez a¡lC g­m, l¡S¡l fË­nÀl Eš­l ­R­ml¡ kMe
­Mm¡l R­m h­m¢Rm - LZÑ¡­Vl ¢Sa, L¡’£l q¡l, aMe l¡S¡ ­R­m­cl ­Mm¡l jS¡V¥L¥ Efm¢ì Ll­a e¡ ­f­l
­R­m­cl ¢eù¥l n¡¢Ù¹ ¢c­mez HM¡­eC ¢a¢e ­b­j k¡e¢ez ay¡l ­œ²¡d ­b­L n¡¿¹ R¡u¡u ­Ol¡ NË¡j¢VJ ¢eÙ¹¡l f¡u¢ez a¡C
q¡¢pC k¡l S£h­el hËa ­pC ¢hc§oL HlLj ¢ejÑj l¡S¡l pi¡u b¡L­m a¡yl AeÉ¡eÉ pqQl­cl j­a¡ ¢a¢eJ S£h­el
­nËù pÇfc q¡¢p­LC i¥­m k¡­hez HLb¡C ¢a¢e ­h¡T¡­a ­Q­u¢R­mez

3z “Jl¡ A­h¡d, Jl¡ ­Mm¡ Ll¢Rm, J­cl j¡f L­l¡z”

L¡l¡ j¡g ­Q­u¢Rm Hhw ­Le ?
Ešl :
L¡’£l ¢hSu£ l¡S¡ LZÑ¡V Su L­l ­gl¡l f­b h­mnÄl£ j¢¾cl h¢ml l­š² i¡¢p­u ¢c­u f¤­S¡ Ll­mez j¢¾cl ­b­L
­h¢l­u l¡S¡ ­cM­me ­R­ml¡ Bjh¡N¡­e k¤Ü - k¤Ü ­Mm­Rz k¤­Ü L¡l ¢Sa, L¡l q¡l l¡S¡ HC fËnÀ Ll­m ­R­ml¡
Ešl ­cu - k¤­Ü LZÑ¡­Vl ¢Sa J L¡’£l q¡lz HC Lb¡ ö­e l¡S¡ i£oZ ­l­N k¡ez ay¡l ­Q¡M lš²hZÑ q­u k¡uz
¢a¢e ­pe¡f¢a­L ph ­R­m­cl N¡­Rl p¡­b ­hy­d ­ha j¡l¡l SeÉ B­cn ­cez l¡S¡l HC ¢eù¥l B­cn öe­a ­f­u
NË¡j ­b­L ­R­m­cl h¡h¡ - j¡ R¥­V H­p a¡l L¡­R j¡g Q¡ez k¡­a l¡S¡ a¡­cl A­h¡d ¢nö­cl n¡¢Ù¹l q¡a ­b­L
j¤¢š² ­cez

4z “jq¡l¡S Hh¡l Bj¡­L ¢hc¡u ¢cez”-

­L, L¡­L, E­ŸnÉ L­l ­Le HLb¡ h­m­R B­m¡Qe¡ Llz
Ešl :
LZÑ¡V Su L­l ­gl¡l f­b L¡’£l l¡S¡ Bjh¡N¡­e k¤Ü k¤Ü ­Mm¡u la ­R­m­cl fËnÀ L­l¢R­me ­pC ­Mm¡u L¡l
¢Sa q­u­R ? ¢L¿¹¥ A­h¡d ­R­m­cl plm Eš­l S­ul N­hÑ AqwL¡l£ l¡S¡ ­l­N k¡e Hhw ­pCph Ah¤T ¢e×f¡f
­R­m­cl n¡¢Ù¹ ­cez L¡’£l l¡S¡l HlLj ¢ejÑj BQl­Z jjÑ¡qa q­u ¢hc§oL HLb¡ L¡’£l l¡S¡­L h­mez ­œ²¡­d
EeÈš l¡S¡ ¢nö­cl pqS Sh¡h­L Ef­i¡N Ll­a f¡­le¢e, hlw ­pC ­R¡V ­R­m­cl p­‰ pjNË NË¡jh¡p£­L ¢a¢e
¢ejÑj n¡¢Ù¹ ­cez q¡¢pC k¡l S£h­el hËa ­pC ¢hc§oL l¡S¡l HC ¢eù¥l BQlZ ­j­e ¢e­a f¡­le¢ez HC l¡S¡l
l¡Spi¡u b¡L­m ¢a¢e S£h­el ­nËù pÇfc q¡¢p­LC i¥­m k¡­hez a¡C ¢a¢e HLb¡ h­m¢R­mez

5z ‘HC NË¡j­L ¢nr¡ ­c­h, L¡’£l l¡S¡­L ­L¡­e¡¢ce ­ke i¥m­a e¡ f¡­lz’- HC E¢š²l j­dÉ ¢c­u l¡S¡l
Q¢lœ¢V ¢h­nÔoZ Llz
Ešl :
LZÑ¡V Su L­l ­gl¡l f­b L¡’£l l¡S¡ Bjh¡N¡­e k¤Ü k¤Ü ­Mm¡u la ­R­m­cl fËnÀ L­l¢R­me k¤­Ü L¡l ¢Sa,
L¡l q¡l q­u­R ? ­R­ml¡ Ešl ­cu - k¤­Ü LZÑ¡­Vl ¢Sa J L¡’£l q¡lz A­h¡d ­R­m­cl plm Eš­l S­ul N­hÑ
AqwL¡l£ l¡S¡ ­l­N k¡e Hhw ­pCph Ah¤T ¢e×f¡f ­R­m­cl p­‰ pjNË NË¡jh¡p£­cl n¡¢Ù¹ ­cez Hl j­dÉ ¢c­u Bjl¡
h¤T­a f¡¢l l¡S¡ AaÉ¿¹ ¢ejÑjz ¢a¢e ­R¡V¢nö­cl ­Mm¡­L pqSi¡­h e¡ ¢e­u ­œ²¡­d EeÈš q­u J­Wez ¢a¢e n¢š²l
N­hÑ AqwL¡l£, eªnwp, ¢ecÑu J q©cuq£e hÉ¢š²z

6z ‘jq¡l¡­Sl j¡elr¡ qmz’- HC E¢š²l j­dÉ ¢c­u j¿»£l Q¢lœ¢V ¢h­nÔoZ Llz
Ešl :
L¡’£l l¡S¡l B­c­n ­pe¡f¢a NË¡jh¡p£­cl Efl Hje AaÉ¡Q¡l Q¡m¡u ­k pjÙ¹ NË¡­j nÈn¡­el ¢elha¡ ­e­j B­pz
p­¾dÉ­hm¡u ­pe¡f¢a H­p S¡e¡m, ‘nªN¡m L¥L¥l R¡s¡ H NË¡­j L¡­l¡ j¤­M në öe­a f¡Ju¡ k¡­h e¡z’ aMe j¿»£
(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 4 of 3)
B­m¡QÉ E¢š²¢V L­lz Hl j­dÉ ¢c­u a¡l ¢ejÑj J q©cuq£ea¡l p­‰ ­a¡o¡j¤­c Q¢l­œl fËL¡n O­V­Rz A­h¡d ¢nö
J ¢elfl¡d NË¡jh¡p£­cl Efl l¡S¡l AaÉ¡Q¡l­L pjbÑe L­l j¿»£ AqwL¡l£, ¢ecÑu J q©cuq£e l¡S¡l ­k¡NÉ f¡¢loc
¢q­p­h ¢e­S­L a¥­m d­l­Rz

7z ‘jq¡l¡­Sl pi¡u b¡L­m B¢j q¡p­a i¥­m k¡hz’- HC E¢š²l j­dÉ ¢c­u ¢hc§oL Q¢lœ¢V ¢h­nÔoZ Llz
Ešl :
LZÑ¡V Su L­l ­gl¡l f­b L¡’£l l¡S¡ Bjh¡N¡­e k¤Ü k¤Ü ­Mm¡u la ­R­m­cl fËnÀ L­l¢R­me ­pC ­Mm¡u L¡l
¢Sa q­u­R ? A­h¡d ­R­m­cl plm Eš­l S­ul N­hÑ AqwL¡l£ l¡S¡ ­l­N k¡e Hhw ­pCph Ah¤T ¢e×f¡f ­R­m­cl
n¡¢Ù¹ ­cez L¡’£l l¡S¡l HlLj ¢ejÑj BQl­Z jjÑ¡qa q­u ¢hc§oL HLb¡ L¡’£l l¡S¡­L h­mez A­h¡d ¢nö J
¢elfl¡d NË¡jh¡p£­cl Efl l¡S¡l AaÉ¡Q¡l­L pjbÑe L­l j¿»£ J f¤­l¡¢qa AqwL¡l£, ¢ecÑu J q©cuq£e l¡S¡l ­k¡NÉ
f¡¢loc ¢q­p­h ¢e­S­cl a¥­m d­l­Rz ¢WL a¡l E­ÒV¡¢c­L ¢hc§oL l¡S¡l pi¡l aÉ¡N Ll¡l CµR¡ fËL¡n L­l Hl
¢hl¦­Ü a¡yl fË¢ah¡c S¡¢e­u­Rez ¢hc§oL h¤T­a ­f­l¢R­me n¢š²l N­hÑ EeÈš L¡’£l l¡­SÉ ­L¡­e¡ Be¾c, n¡¢¿¹
b¡L­h e¡z ¢hc§oL HC N­Òf AeÉ¡­ul ¢hl¦­Ü fË¢ah¡­cl ¢exnë fËa£Lz

fË­nÀ¡šl -
1z “j¿»£l j¤M Nñ£l qm, l¡S¡l Qr¥ lš²hZÑ, ¢hc§oL q¡-q¡ L­l ­q­p EWmz”-
(i) L¡l ­mM¡ ­L¡e N­Òfl A¿¹NÑa ?
(ii) LMe a¡­cl HlLj A¢ihÉ¢š² qu ?
(iii) l¡S¡l ­Q¡M ­Le lš²hZÑ qu Bl ¢hc§oL ­Le ­q­p E­W ¢R­me ?
Ešl :-
(i) h¡wm¡ ­R¡VN­Òfl p¡bÑL ¢nÒf£ lh£¾cÊe¡b W¡L¥­ll "¢m¢fL¡' L¡hÉNË­¿Ûl A¿¹NÑa "¢hc§oL' NÒf ­b­L B­m¡QÉ
Awn¢V ­eJu¡ q­u­Rz
(ii) L¡’£l l¡S¡ LZÑ¡V Su L­l h­mnÄl£ j¢¾c­l f¤­S¡ ¢c­u ­gl¡l pju ­cM­me h¡N¡­e ­R­ml¡ c¤C p¡¢l f¤a¥m
p¡¢S­u k¤Ü - k¤Ü ­Mm¢Rmz l¡S¡ k¤­Ü L¡l ¢Sa J L¡l q¡l H fËnÀ Ll­m ­R­ml¡ ­k Ešl ¢c­u¢Rm a¡­a fË­aÉ­Ll
Ef¢lEš² A¢ihÉ¢š² g¥­V E­W¢Rmz
(iii) N­Òf E­õ¢Ma ­R­ml¡ ¢Rm Ah¤T J e¡h¡mLz a¡l¡ Bfe ­Mu¡­m Bjh¡N¡­e k¤Ü - k¤Ü ­Mm¢Rmz L¡’£l
Su£ l¡S¡ a¡­cl ­Mm¡ ­c­M S¡e­a Q¡C­me k¤­Ü L¡l¡ ¢Sam ? Hl Eš­l ­R­ml¡ S¡e¡m k¤­Ü LZÑ¡V Su£ q­u­Rz
fl¡¢Sa q­u­R L¡’£z ­R­m­cl HC Ešl ö­e L¡’£l j¿»£ Nñ£l q­u ­N­mez A­h¡d ­pC ­R­m­cl Ešl­L Afj¡e
j­e L­l L¡’£l Su£ l¡S¡l Qr¥ q­u EWm lš²hZÑz Bl ­R­m­cl plma¡ J A­h¡d h¡­LÉ ¢hc§oL B­j¡c Ae¤ih
L­l ­q­p EW­mez

2z “­c­M B¢p Jl¡ ¢L ­Mm­Rz” -

(i) hš²¡ ­L ? Jl¡ L¡l¡ ?
(ii) a¡­cl HC ­Mm¡­L ­L¾cÊ L­l flhaÑ£L¡­m ­k OVe¡ O­V¢Rm a¡l hZÑe¡ c¡Jz

Ešl :-
(i) ¢hnÄh­lZÉ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa "¢hc§oL' N­Òf B­m¡QÉ Aw­nl hš²¡ q­me L¡’£l jq¡j¡eÉ l¡S¡z
"Jl¡' hm­a HM¡­e f­bl d¡­l Bjh¡N¡­e œ²£s¡la ­R¡V-­R¡V ­R­m­cl Lb¡ hm¡ q­u­Rz
(ii) L¡’£l l¡S¡ LZÑ¡V Su L­l h­mnÄl£ j¢¾c­l f¤­S¡ ¢c­u kMe ¢gl¢R­me aMe f­bl d¡­l Bjh¡N¡­e HLcm
­R­m c¤C p¡¢l f¤a¥m p¡¢S­u k¤Ü - k¤Ü ­Mm¢Rmz l¡S¡ a¡­cl fËnÀ L­le HC ­Mm¡u L¡l ¢Sa ? L¡l q¡l ? ­R­ml¡
(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 5 of 3)
"LZÑ¡­Vl ¢Sa, L¡’£l q¡l' HLb¡ hm­m l¡S¡ i£oZ ­l­N k¡ez L¡lZ L¡’£l n¢š²jš l¡S¡ LZÑ¡V Su L­l AqwL¡­l
A¢ÙÛl q­u J­Wez ¢a¢e ­R­m­cl ­Mm¡l jS¡V¥L¥ Efm¢ì e¡ L­l, HC Lb¡­L ¢e­Sl Afj¡e h­m j­e L­le
Hhw ­R­m­cl ¢eù¥l n¡¢Ù¹ ­cez öd¤ a¡C eu, ay¡l ­œ²¡d¡em ­b­L n¡¿¹ R¡u¡u ­Ol¡ NË¡j¢VJ ¢eÙ¹¡l ­fm e¡z Hi¡­h
l¡S¡ a¡l fË¢a­n¡d ­eez
3z “jq¡l¡­Sl pi¡u b¡L­m B¢j q¡p­a i¥­m k¡hz”
(i) B¢j hm­a L¡­L ­h¡T¡­e¡ q­u­R ?
(ii) ­Le ­p HLb¡ h­m­R ?
(iii) B­m¡QÉ Aw­nl a¡vfkÑ ¢h­nÔoZ Llz
Ešl :-
(i) j¡ehclc£ ­mML lh£¾cÊe¡b W¡L¥l l¢Qa "¢hc§oL' N­Òf "B¢j' hm­a HM¡­e L¡’£l l¡S¡l l¢pL
pqQl ¢hc§o­Ll Lb¡ hm¡ q­u­Rz
(ii) L¡’£l l¡S¡ LZÑ¡V Su L­l ­gl¡l f­b Bjh¡N¡­el d¡­l HLcm h¡µQ¡ ­R­m­L k¤Ü - k¤Ü ­Mm­a ­c­M fËnÀ
L­le, ­pC ­Mm¡u L¡l ¢Sa ? L¡l q¡l ? ­pC ph A­h¡d NË¡jÉ h¡m­Ll plm Eš­l ­œ²¡­d EeÈš l¡S¡ n¢š²l
c­ñ ýL¥j ­ce - ­R­m­cl N¡­Rl p­‰ ­hy­d ­ha m¡N¡­az HM¡­eC ¢a¢e ­b­j k¡e¢ez pjNË NË¡jh¡p£­L a¡l n¡¢Ù¹
¢c­u¢R­mez ¢hc§oL l¡S¡l HC Aj¡e¢hL, ¢ejÑj ¢pÜ¡¿¹­L ­j­e ¢e­a f¡­le¢ez a¡C ¢a¢e HC Lb¡ h­m¢R­mez
(iii) LZÑ¡V Su L­l L¡’£l n¢š²jš l¡S¡ AqwL¡­l EeÈš q­u E­W¢R­mez a¡lC g­m, l¡S¡l fË­nÀl Eš­l
­R­ml¡ kMe ­Mm¡l R­m h­m¢Rm - LZÑ¡­Vl ¢Sa, L¡’£l q¡l, aMe l¡S¡ ­R­m­cl ­Mm¡l jS¡V¥L¥ Efm¢ì Ll­a
e¡ ­f­l ­R­m­cl ¢eù¥l n¡¢Ù¹ ¢c­mez HM¡­eC ¢a¢e ­b­j k¡e¢ez Hje¢L ay¡l ­œ²¡d¡em ­b­L n¡¿¹ R¡u¡u ­Ol¡ NË¡j¢VJ
¢eÙ¹¡l ­fm e¡z a¡C q¡¢pC k¡l S£h­el hËa ­pC ¢hc§oL HlLj ¢ejÑj l¡S¡l pi¡u b¡L­m AeÉ¡eÉ pqQl­cl j­a¡
¢a¢eJ S£h­el ­nËù pÇfc q¡¢p­LC i¥­m k¡­hez

h¡¢sl L¡S :

“jq¡l¡S Hh¡l Bj¡­L ¢hc¡u ¢cez”-

(i) ­L, L¡­L E­ŸnÉ L­l, ­L¡e fËp­‰ HLb¡ h­m­R ?
(ii) ­Le ¢a¢e HLb¡ h­m¢R­me a¡l L¡lZ pq B­m¡Qe¡ Llz

(CLASS-VI/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-02/TERM -I-2024-25 PAGE 6 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT – 2
SESSION -2024-25
TOPIC- KNOWING OUR NUMBERS

MCQ

1. Use the given digits without repetition and make the greatest and smallest 4-digit
numbers. 9, 7, 4, 1
a) 9471, 1749 b) 9174, 4719 c) 9714, 4179 d) 9741, 1479
2. Insert commas suitably and write the name according to International System of
Numeration: 7452283
a) 7,452,283 b) 7,45,22,83 c) 74,52,283 d) None of these
3. Write the numeral for the number Nine crore five lakh forty-one
a) 90500410 b) 90500041 c) 95000041 d) None of these
4. The smallest 8-digit number is called
a) ten lakh b) one lakh c) one crore d) ten
crores
5. The sum of the number 765432 and the number obtained by reversing its digit is
a) 99999 b) 999999 c) 9999 d) 999
6. 1 billion is equal to
a) 100 million b) 10 million c) 1000 lakhs d) 10000 lakhs
7. The product of the place values of two 2’s in 428721 is
a) 4 b) 40000 c) 400000 d) None of these
8. If one is added to the greatest 7-digit number, it will be equal to
a) 10 thousand b) 1 lakh c) 10 lakhs d) 1 crore
9. What is the predecessor of 1 lakh?
a) 99999 b) 999999 c) 99000 d) None of these
10. Make the smallest four-digit number by using any one digit twice by 3, 0, 7.
a) 3007 b) 0037 c) 3070 d)3700

Short answer type question:

11. Assertion (A): 253,764,722 is correct in the International System of Numeration.

Reason (R): 200,000,000 is the sequence of commas in the International System of
Numeration
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
12. Assertion (A): 999999 is the greatest 6-digit number.
Reason (R): When a number is smaller or smallest than the second or rest quantities it
is known as the smallest number.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
13. Assertion (A): 1000 gram = 1 Kilogram
Reason (R): 1 gram = 1000 milligrams.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.
14. Find the difference between the greatest and the least 5-digit number that can be
written using the digits 6, 2, 7, 4, 3 each only once.
15. Name the system of numeration it is written and write in expanded form.
a. 26,42,126
b. 143,241,313
16. How many different 3-digit numbers can be formed by using the digits 0, 2, 5 without
repeating any digit in the number?
17. Which digits have the same face value and place value in 92078634?
Long Answer Type Question:
18. How many times zero occurs in the number between 200 to 300.
19. Medicine is packed in boxes, each weighing 4kg 500g. How many such boxes can be
loaded in a van which cannot carry beyond 800 kg?
20. A note book A contains 192 pages and another notebook B contains 100 pages. For
class VI, 9 notebook A and 5 notebook B are required by a student. How many pages
will be used by the class of 35 students?
21.The number of sheets of paper available for making notebooks is 75000. Each sheet
makes 8 pages of a notebook. Each notebook contains 200 pages. How many notebooks
can be made from the paper available?
22. A multi-story apartment has four floors. Each floor has 12 rooms. One room requires
9 litre 225 ml Paint. Find total quantity of paint required for this apartment.

Case Study based question:

23. Geeta is trying to understand shifting digits with four tiles on which number
1, 2, 3, 4 is written.

(i) The number if she arranges tiles in increasing order is ________.

(ii) What is the largest number?
a) 4321 b) 4123 c) 3412 d) 4231
(iii) What is the smallest number?
a) 1234 b) 4231 c) 1342 d) 1243
(iv)Which number is formed when she interchanges units place digit to hundreds
 place digit in largest number
a) 4321 b) 4123 c) 4231 d) 1234
(v) The difference between largest and smallest number is 387.
a) True b) False

24. There are two factories located at place P and the other at place Q. From these
factories, a certain commodity is to be delivered to each of the depots situated at
A, B and C. Weekly production of commodity by P and Q are 120 kg and 150kg
respectively. Weekly requirement of commodity by A, B and C are 80 kg, 90 kg,
and 100 kg respectively. P delivers 60 kg to A, 40 kg to B and 20 kg to C.

(i) How much amount of the commodity should Q deliver to A, B and C to

meet their requirement?
(ii) If the rate of the commodity is 20 per kg, find the total amount to be paid
to P and Q.
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT- 02 (TERM I-2024-25)
SUBJECT- PHYSICS

TOPIC: MEASUREMENT
SUB-TOPIC: (i) History of Transport
(ii) History of Measurement

History of Transport:
Before the invention of the wheel, the only means of transportation was walking. For transporting goods,
people used animals like donkeys, horses, mules, elephants, oxen, sled dogs and bison. Boats were used
as a means of transportation on water. The earliest boats were simple logs of wood with a hollow cavity.

The oldest wheel was discovered in Mesopotamia, which was believed to be over 5,500 years old. Carts
fixed with wheels were invented around 3,500 BC, according to some historians. After the invention of
the wheel, man started using animals to pull vehicles that moved on wheels, and thus, bullock carts and
chariots came into existence. The invention of the wheel revolutionised transport and wheel design was
improved over thousands of years.

Till the beginning of the 19th century, people depended on animals for transportation of goods. Animals
were used to pull vehicles that moved on wheels. Popular vehicles, like the bicycle, were invented in the
late 18th century. The first bicycles did not have any brakes. It was up to the rider to control the speed or
stop the bicycle with his feet. Later on, motors were fitted to bicycles, and thus, mopeds came into
existence. Further research and development led to the invention of the motor car.

The steam engine and the rail road were invented in the 19th century. The invention of the steam engine
introduced a new source of power for transportation. Rail tracks were made for steam-engine-driven
carriages and wagons to transport goods. Apart from these, motorised boats and ships were used as a
means of water transport. Roads, rail roads and water remained the major means of transport for a very
long time.

(CLASS-VI /ASSIGNMENT -02/TERM –I-2024-25 PAGE-1 of 3)

 The Wright brothers invented the airplane and gave the world another means of transport – airways.
Electric trains, monorails, supersonic aeroplanes and spacecraft are some of the contributions of the 20th
century to transportation. One of the most exciting developments in travel is the flying train. It is referred
to as the flying train because it does not touch the rails as it moves. Huge magnets keep the train
suspended in air. In his effort to explore the universe, man has even invented the spaceship to travel in
space and stepped into the space.
There are various means of transport, such as road, rail, water and airways. The mode of transport can be
chosen depending upon the distance to be travelled and how fast one wants to get to the destination.
History of Measurement :
Before humans created a standardized system of measurement, many cultures utilized local traditions for
measuring objects. These are as follows:
The Cubit - This measurement originated in Egypt about 3000 B.C. It was used to build pyramids. The
Fathom - It is a unit of length in the imperial and the U.S. customary systems equal to 6 feet (1.8288 m).
The Hand-Span - It is the distance between the tip of the smallest finger and the tip of the thumb. We
still use this to measure the height of horses.

Very short Answer type questions:

Q1 Name the invention which made a great change in modes of transport.
Ans. Invention of wheel.
Q2 Which power was used to pull vehicles in ancient times?
Ans. Animals were used to pull vehicles in ancient times.
Q3 Why is it important to know how far a place is?
Ans. It is important to know how far a place is, so that we can have an idea how we are going to reach
that place – walk, take a bus or train, a ship, an aeroplane or even a spacecraft. ‘
Q4 Why a cubit cannot be used as the standard unit of length?
Ans. Length of hand and cubit are not same for all the people. So these cannot be used as the standard
unit of length.

(CLASS-VI /ASSIGNMENT -02/TERM –I-2024-25 PAGE-2 of 3)

Q5 What is the common in between hand span, pace, angul and fist?
Ans. All of these are non-standard units of measurement that changes from person to person.
Short Answer type questions:

Q6 Why is the hand span not considered as a reliable unit for measuring the length?
Ans. Hand span is not considered as a reliable unit for measuring the length because length of hand span
varies from person to person.
Q7 Define cubit and foot.
Ans. Cubit is the length between the tip of the elbow and the middle finger.
The length of the foot of a person is called foot.
Q8 Name some non-standard units of measurement.
Ans. Cubit, handspan, fist, foot span, stride, pace etc.
Home Assignment:
1. Define rest and motion.
2. Give two example each, of mode of transport used on land, water and air .
3. Why can a pace or a footstep not be used as a standard unit of length?
4. Why can hand span and arm length not be used as standard units of length?
5. The image shows the bullock cart used in villages to transport the material from one place to
another.

What change in the cart would be best to increase the efficiency of the vehicle?
6. The evolution of mode of transport is shown in the image.

What factor is largely responsible for evolution of transportation?

7. Is your classroom at rest or in motion?

(CLASS-VI /ASSIGNMENT -02/TERM –I-2024-25 PAGE-3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-VI
ASSIGNMENT-02 (2024-25)

SUBJECT- CHEMISTRY

TOPIC: SORTING MATERIALS INTO GROUP

ASSIGNMENT
1 Fill in the blank:
i. Classification of things is done on the basis of _______________ and ______________.
ii. Materials are grouped for _________________.

2 Mention True/false:
(a) Grouping of things to study their properties.
(b) Grouping of materials are done for fun.
(c) Grouping of materials are is done according to their uses.
(d) Grouping of things is useful for understanding their properties and using them.
3
Paragraph based question:
Classification is the grouping or sorting a group of things having similar or dissimilar properties. It
makes our lives quite easier as it helps us in identifying, sorting and locating objects. It also makes
the study of objects very easy. Objects can be classified on the basis of many characteristics like
natural or man-made, hard, soft, solubility in water, conduction of heat, transparency, etc.
Classification also helps us to compare two objects.
i. Classification does not help in which of the following?
a) Sorting objects
b) Locating objects
c) Identifying objects
d) Cluttering objects

ii. Things cannot be classified according to which of the following criteria?

a) Hardness
b) Transparency
c) Solubility in water
d) Energy
iii. Study of objects is much easier due to classification. (True/False)
iv. ______________________helps us to compare two objects.
v. List any four criteria on the basis of which objects can be classified.
4 Answer the following questions:
i. Name two man- made and natural materials.
ii. What is the basis of classifying different materials?
 DELHIPUBLICSCHOOL,
DURGAPUR
CLASS-VI
ASSIGNMENT-2( TERM I
-2024-
25)
SUBJECT-BI
OLOGY
 TOPI
C-COMPONENTSOFFOOD(Par
t—2)
 SUBTOPICS-
 Nut
ri
ent
s
 TypesofNutri
ents
 Sourcesofdi
ffer
entNut r
ient
s
 Functi
onsofdiff
erentNutri
ents
_
___
___
___
____
___
___
______
_____
______
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___

Foodisrequir
edforourgoodhealth,
maintenance,
growt
h,anddev
elopment
.Foodcontai
ns
sever
alkindsofcomponents.Thesefoodcomponentswhichar
eneededbyusforour
growt
handmai nt
enancearecall
ednutri
ents.

 Component
sofFood:

Ourf
oodshav
esev
encomponent
s.Thesear
e:

1.Car
bohy
drat
es.2.
Fat
s.3.Pr
otei
ns.4.Vi
tami
ns.5.Mi
ner
als.6.Wat
er7.
Roughage.

1.Car
bohy
drat
es:Theyar
eoneoft
hei
mpor
tantnut
ri
ent
sneededbyal
ll
iv
ing
or
gani
sms.Car
bohy
drat
esgi
vequi
ckener
gy.

 Heal
thySour
cesofCar
bohy
drat
es:

Honey
,Fr
uit
s,Ri
ce,
Pot
ato,
SweetPot
atoes,Wheat
,Cor
n,Mi
l
kPr
oduct
s,Fr
eshFr
uit
s,
Vegetabl
esetc.

 Unheal
thySour
cesofCar
bohy
drat
es

Whi
teBr
ead,
Art
if
ici
alSugar
,Past
ri
es,
Soda,
OtherHi
ghl
yPr
ocessedFoods.

 Funct
ions:
Carbohy
drat
esar
ethepr
imar
yort
hemai
nsour
cesofener
gyi
nour
humanbody .

2.Pr
otei
ns:Theyar
eneededt
omakenewcel
l
sforgr
owt
handt
orepl
aceol
dcel
l
s.
Hai
rs,
nai
l
s,ski
n,andmuscl
esmost
lycompr
isepr
otei
ns.

Pl
antsour
ces:
nut
s,suchascashewnut
,gr
oundnut
,al
monds,
beans,
peasandpul
ses.

Ani
mal
Sour
ces:
fish,
meat
,egg,
mil
k,cheeseet
c.

(
CL-
VI/
ASSI
GNMENT2/
TERM-I
-2024-
25/
Page1)
Funct
ion:

a.Bui
l
dnewcel
l
sandhel
pingr
owt
h.

b.Hel
ptomai
ntai
nti
ssueanddonecessar
yrepai
rsi
nourbody
.

c. Pr
ovi
deener
gy.

3.Fat
s:Fat
sar
eal
soener
gypr
ovi
der
swhi
chkeepusheal
thyandact
ive.Onegr
am off
ats
gi
vesmoret
handoubl
etheenergyonegr
am ofcar
bohydr
atesprovi
des.Butf
at-
ri
chf
oods,
whent
akeni
ngreat
erquant
it
y,wil
ll
eadtoal
otofhealt
hcomplicat
ions.

Funct
ionofFat
s:

a.Fat
sar
econcent
rat
edsour
cesofener
gy.

b.Fat
str
anspor
tessent
ial
fat
tyaci
dsandf
at-
sol
ubl
evi
tami
nsi
nsi
det
hebody
.

c. Fat
sinsul
ateourbodyagai
nstcol
d.

d.Fat
spr
otectourdel
i
cat
eor
gans.

Pl
ant
sSour
ces:
Nut
s,soy
beans,
seedsofmust
ard,
sunf
lower
,sesameet
c.

Ani
mal
sSour
ces:
Mil
k,cheese,
but
ter
,ghee,
eggy
olk,
andmeat
.

4.Vi
tami
ns:
Vit
aminsarer
equi
redi
nsmal
lamount
s,butar
ever
yessent
ial
fort
hepr
operf
unct
ioni
ngof
thebody.

(
CL-
VI/
ASSI
GNMENT2/
TERM-I
-2024-
25/
Page2)
5.Mi
ner
als
Miner
alsaret
hesubst
ancerequi
redinsmal
lquant
it
iesinbodyf
ori
tspr
operf
unct
ioni
ng.
Example:
Sodium,
Potassi
um,Calci
um,Magnesi
um, I
ronetc.

6.Roughage
Roughageisthefi
brousmat t
erinfoodwhichcannotbedigested.Roughageisal
socal
led
di
etar
yfibre(‘
Diet
aryfi
bre’means‘fi
brewhichcanbeeaten’
).Roughagedoesnotprovi
de
anynutr
ientst
oourbody .Thoughroughagehas‘nofoodvalue’butit
spresencei
sessent
ial
i
nourfood.Roughagei sneededforthenormalworki
ngofthedi gest
ivesyst
em.

Funct
ionofRoughage:

1.I
tpr
ovi
desbul
ktot
hef
ood.Thi
shel
psourbodyt
ogetr
idofundi
gest
edf
ood.

2.I
tpr
event
sconst
ipat
ion.

3.I
thel
psi
nret
aini
ngwat
er.

7.Wat
er:
Wateraccountsforabout70%oftheweightofani ndi
vidual
.Theamountofwat
erwedrink
dependsonhowwat eri
slostbysweati
ng,excret
ingetc.Excr
eti
on,
sweati
ngandbreat
hing
makesusl ooseabout2–3lit
reofwatereveryday.

Funct
ionofWat
er:

1.Al
lthechemi
cal
react
ionsi
nthebody
,li
kedi
gest
ion,
occuri
nthedi
ssol
vedor

(
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VI/
ASSI
GNMENT2/
TERM-I
-2024-
25/
Page3)
 sol
uti
onst
ate.

2.Wat
erhel
pst
ocar
rydi
gest
edf
oodar
oundt
hebody
.

3.I
talsocar
ri
eswast
es,
whi
char
ethr
ownoutoft
hebodyi
nthef
orm ofsweatand
ur
ine.

4.Wat
eral
sohel
pst
oregul
atet
hebodyt
emper
atur
ethr
ought
hepr
ocessofsweat
ing.

HOMEASSI
GNMENT

A.Ti
ck(
✔ )t
hecor
rectanswer
s.

1.Theessent
ial
foodcomponentt
hatcanbeobt
ainedonl
yfr
om pl
ant
sis

a.v
itami
ns.b.car
bohy
drat
es.c.pr
otei
ns.d.r
oughage.

2.But
terandgheear
ethemai
nsour
cesof

a.f
ats.b.pr
otei
ns.c.r
oughage.d.mi
ner
als.

3.Vi
tami
nsar
eessent
ial
fort
hebodyt
o

a.suppl
yener
gy.b.makenewcel
l
s.c.pr
otecti
tfr
om di
seases.d.gr
owf
ast
.

4.Ourhai
randnai
l
scont
ain

a.cal
cium.b.phosphor
us.c.f
luor
ine.d.pr
otei
ns.

B.Fi
l
lint
hebl
anks:

1.Ourf
oodcont
ainssev
eral
component
sknownas_
___
___
___
__.

2. _
___
___
___
___
___
_andf
atspr
ovi
deusener
gy.

3.Fat
spr
ovi
demor
e__
___
___
___
___
__ascompar
edt
ocar
bohy
drat
es.

C.Ver
yShor
tAnswerTy
peQuest
ions:

1.Whi
chnut
ri
ent
sar
eobt
ainedf
rom pul
sesandeggs?

2.Whatdoy
oumeanbyst
apl
efood?

3.Whati
sther
oleofVi
tami
nC?

4.Whati
sroughage?Whyi
tspr
esencei
nourf
oodi
simpor
tant
?

5.Whi
chamongt
hef
oll
owi
ngpr
ovi
desmaxi
mum r
oughaget
othedi
eti
ftakeni
nequal
amount
?

6.Egg,
cucumber
,gr
apes,
cabbage.

7.Whydoesagr
owi
ngchi
l
dneedmor
emi
ner
als?

(
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VI/
ASSI
GNMENT2/
TERM-I
-2024-
25/
Page4)
 SCI
ENCEACTI
VITY
ANatureWal kActi
vi
tywil
lbeconduct
edint
heschool
campus.Observethefl
oraandf
auna
ofyourschoolcampus.Takeanote-
padandpenandrecor
dyourobser
vati
onsinthet
abl
es
gi
venbelow:

Tabl
e—1

Tabl
e—2

(
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ASSI
GNMENT2/
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-2024-
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Page5)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- HISTORY
TOPIC- HISTORY: WHEN, WHERE AND HOW?
___________________________________________________________________________

DATES IN HISTORY:
The common classification in the dates used in history are written as AD (Anno Domini or in
the year of our lord) and BC (Before Christ or before the time of Jesus Christ). But today in
the recent context the dates used by the historians are CE (Common Era) and BCE (Before
Common Era). Dates before the year 1 CE are indicated by the use of BCE. The Dates in
BCE are always counted backwards from 0. This means that 0 BCE comes after 90 BCE.

PERIOD AND PERIODISATION.

PAST

PRE-
HISTORY
HISTORY

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 1 of 6)

PRE-HISTORY:
• It is a long period of human evolution before the invention of writing. There are no
written records of the past.
• Human at this time where hunter and gathers and did not lead a settled life.
• To understand pre-history, archaeologists dig into the ground and learn about life in
the past from the archaeological sources such as tools, jewellery, etc.

HISTORY:
• It is a period of the past that comes after the invention of writing. So they have
written records of it.
• The earliest writing was in the form of drawings. Later many people wrote on
pillars, rocks, palm leaves, clay tablets and narks of the birch tree.

MEDIEVAL

ANCIENT MODERN

HISTORY

SOURCES OF HISTORY:
Sources are clues that help in putting the past together. We learn about our ancient past from
two groups of sources – Archaeological and literary.

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 2 of 6)

Archaeological sources are again divided into three broad categories.

ARCHAEOLOGICAL

COINS AND
INSCRIPTIONS MOMUMENTS
ARTEFACTS

• Inscriptions are writings engraved on cave walls, rocks, pillars, walls of forts, palaces
and temples.
• They tell us about the kings and the period of their reign. They also provide
information about the society as well as the religious and cultural practices of people.
• The study of Inscriptions is known as Epigraphy.
• Monuments are basically the old buildings of historical importance. They tell us about
the people – their social life, religious beliefs and culture.
• Some examples are Mohenjo-Daro, Harappa and other nearby sites.

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 3 of 6)

 RUINS OF HARAPPAN SITES.

• Archaeologists have found a large number of objects such as coins, tools, weapons,
pots belonging to different period of history.
• The study of coins is known as Numismatics.
• Artefacts mean works of art made by humans, such as pottery, statues, tools and
ornaments.
• The specimens of sculpture found at Takshila that belonged to the period of Kanishka
throw light on the beauty of Gandhara School of Art and its influence on Indian Art.

CHALLENGES OF USING LITERARY SOURCES

● Manuscripts, called talapatras in Sanskrit, were written on

perishablematerials and hence, many of these have been
destroyed.

● Literary sources tend to reflect the biases of the composers

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 4 of 6)
 leading tomisleading assumptions by historians.
● Deciphering the ancient scripts emerge as a challenge in front of
the historians. Example: The script of the Indus Valley Civilisation
has notbeen deciphered yet.

• Geography has played a vital role in shaping the history of the world and India. It
determines how a particular area develops. India and its neighbours – Pakistan,
Bangladesh, Sri Lanka and Bhutan are together known as the Indian Subcontinent.
• There are numerous rivers, fertile river valleys, high mountains, etc.
• The Himalayas in the North act as a natural barrier and the rest of the country is
surrounded by water on three sides. The passes in the mountains act as routes,
allowing people to undertake journey for trade.
• Many nations have used sea routes along the coast of India for trade as well as for
social and cultural interaction.
• In the ancient times people choose to live near rivers such as the Indus, Ganga
because they provided water for people’s need, the land was fertile near them and
used for irrigation.

1. Why do you think study of the past is important?

Ans: The discipline history deals with study of the people, places and
eventsof the past. The study of the past is important because:
● It helps us to understand how our present social, political, cultural
andeconomic conditions have evolved over time.
● In other words, it helps us to understand our present better
and actwisely in the future.

ANSWER THE FOLLOWING QUESTIONS IN YOUR NOTEBBOOK:

1. Give the full form of the following terms:
(a) AD
(b) BC
(c) CE
(d) BCE
2. Mention the broad divisions of Past.
3. Name the different types of sources.
4. How are inscriptions useful for us?
5. What is the study of coins and inscriptions known as?
6.

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 5 of 6)

What impression do you gather from the above excerpt about the impact of Buddhism on the
city of Vaishali?
7. Define Manuscripts.
8. Give two examples of Religious Literature and Secular Literature.
9. What do you understand by Oral History?
10. Why is it important to know about geography to learn History?

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25-Page 6 of 6)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT -02 (TERM I -2024-25)
SUBJECT- GEOGRAPHY
TOPIC- Understanding Earth

Understanding Shape of Earth and Concept of Hemispheres:

What is the shape of Earth?

Earth is an oblate spheroid. This means it is spherical in shape, but not perfectly round. It is slightly
bulged at the equator and is flattened at the poles.

A circle drawn around Earth’s center divides it into two equal halves called hemispheres, or half
spheres. To get the Western and Eastern hemispheres, the intersection happens at the prime meridian.
To get the Northern and Southern hemispheres, the intersection happens at the Equator.

The Equator, or line of 0 degrees latitude, divides Earth into the Northern and Southern Hemispheres.
The Northern Hemisphere contains North America, the northern part of South America, Europe, the
northern two-thirds of Africa, and most of Asia. The Southern Hemisphere contains most of South
America, one-third of Africa, Australia, Antarctica, and some Asian islands.

There are differences in the climates of the Northern and Southern Hemispheres because of Earth's
seasonal tilt toward and away from the sun. In the Northern Hemisphere, the warmer summer months
are from June through September. In the Southern Hemisphere, summer begins in December and ends

(CLASS-VI/ ASSIGNMENT-02/TERM-I-2024-25 Page 1 of 3)

inMarch.

Earth can also be divided into hemispheres along meridians, or lines of longitude. The prime meridian,
or 0 degrees longitude, and the International Date Line, 180 degrees longitude, divide Earth into
Eastern and Western Hemispheres.

LOCATION OF INDIA IN THE WORLD:

Looking Into India’s Neighbouring Country’s Name, Capital, Borders, And

States
 Afghanistan – Also known as The Islamic Republic of Afghanistan. Major dependency of the
country’s economy is agriculture, the manufacture of textile, cotton, woollens, carpets, and
handicrafts.Capital – Kabul. Currency – Afghan Afghani. State/Provinces – 34
Provinces. Border – Durand line. Border length – 106 km. Bordering states – Jammu &
Kashmir ( P.O.K.)

 Pakistan – Being located to the west of India, Pakistan has a coastline along the Gulf of Oman &
the Arabian Sea. After its independence, Pakistan was formed into East & West Pakistan. Capital -
Islamabad. Currency – Pakistani rupee. State/Provinces – 4 Provinces. Official languages–
Urdu, English. Border– Radcliffe line. Borderline – 3323 km. Bordering States – Jammu &
Kashmir, Punjab, Gujarat & Rajasthan.

 Bangladesh – Situated in south Asia Bangladesh is officially called The People’s Republic of
Bangladesh. Among the neighbouring states of India, Bangladesh is the eighth-most populated
country in the world. Initially, a part of Pakistan, Bangladesh was known as East Pakistan till it
gained independence in the 1971 Liberation war. Capital – Dhaka. Currency – Bangladeshi Taka.
State/ Provinces – 8 Provinces. Official languages – Bengali. Border – Radcliffe line.

(CLASS-VI/ ASSIGNMENT-02/TERM-I-2024-25 Page 2 of 3)

 Borderline – 4096.7 km. Bordering states – West Bengal, Mizoram, Meghalaya, Tripura &
Assam.

 Bhutan – Officially known as the kingdom of Bhutan, it is located in the north of India. It is a
landlocked country. In fact, Bhutan is the smallest among the neighbouring states of
India. Capital – Thimphu. Currency – Ngultrum (BTN) State/Provinces – 20 States. Official
languages – Dzongkha. Borderline – 699 km. Bordering states – Arunachal Pradesh, Assam,
Sikkim, and West Bengal.

 Myanmar – Situated in East Asia is Myanmar also known as Burma and officially known as The
Republic of the Union of Myanmar. Capital – Naypyidaw. Currency – Burmese Kyat. Official
languages – Burmese. Borderline – 1643 km. Bordering states – Arunachal Pradesh, Nagaland,
Mizoram, and Manipur.

 China – Situated in East Asia it is the most populated as well as the 4th largest country in the
world. Capital – Beijing. Currency – Chinese Yuan. State/Provinces – 26 Provinces. Official
languages – Mandarin Border – McMahon line. Borderline – 3488 km. Bordering states –
Jammu & Kashmir, Sikkim, Himachal Pradesh, Arunachal Pradesh & Uttarakhand.

 Nepal – Also known as the Federal Democratic Republic of Nepal is a landlocked country situated
to the north of India. Nepal has eight of the ten tallest mountains in the world. In addition to Mt.
Everest, the highest point on earth. Being the biggest contributor to the country’s economy is
tourism. Capital – Kathmandu. Currency – Nepalese rupee. Official languages – Nepali.
State/Provinces – 7 Provinces. Borderline – 1751 km. Bordering states – West Bengal, Sikkim,
Uttarakhand, Bihar & Uttar Pradesh.

 Maldives –The island nation is situated in the southwest of India and is officially called The
Republic of Maldives. Notably, Maldives has more than a thousand islands. Capital – Male.
Currency – Maldivian Rufiyaa. Official languages – Dhivehi. State/Provinces –1 Borderline –
Sea border. Bordering states – lies below the Lakshadweep Island in the southwestern part of the
Indian Ocean.

 Sri Lanka – Also known as the Democratic Socialist Republic of Sri Lanka lies near the southern
area of India separated by the Palk Strait. It is located in the Indian Ocean to the southwest of the
Bay of Bengal & to the southeast of the Arabian Sea. Capital – Commercial capital is Colombo &
Legislative capital is Jayewardenepura Kotte. Currency – Sri Lankan rupee (LKR). Official
languages – Tamil, Sinhala. State/Provinces – 9 States. Borderline – Sea border. Bordering
states – The Gulf of Mannar separates it from India.

******************************************************************

(CLASS-VI/ ASSIGNMENT-02/TERM-I-2024-25 Page 3 of 3)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT-2 (TERM - I - 2024-25)
HINDI LANGUAGE (3rd LANGUAGE)
TOPIC – वर्णमाला
___________________________________________________________________________
*परिभाषा

*“वर्ों के क्रमबद्ध समूह को वर्णमाला कहते हैं ।”*

अभ्यास के ललए प्रश्न –

1. दिए गए वर्ों के बाि आने वाले वर्ों को लललिए –

अ ...................... इ ..................... उ ...................... ऋ ...........................

ऐ ........................औ ( कक्षा कायण पुलततका में )

क........................ ग........................ ङ

च........................ ज........................ ञ

ट........................ ड........................ र्

त........................ ि ........................न

प ........................ब........................ म

य ........................ल........................

श........................ स........................ ( कक्षा कायण पुलततका में )

3. नीचे दिए गए प्रश्नों के उत्ति लललिए –

क. तवि वर्ों की संख्या दकतनी होती है ?

........................................................................................................................

ि. व्यंजन वर्ों की संख्या दकतनी होती है ?

........................................................................................................................
ग. अयोगवाह ध्वलनयााँ कौन – कौन सी हैं ?

........................................................................................................................

घ. वर्णमाला में दकतने प्रकाि के वर्ण होते हैं ?

........................................................................................................................

ङ. संयुक्त व्यंजन कौन – कौन से हैं? उनकी संख्या दकतनी है ?

........................................................................................................................

*** जैसे हि एक वर्ण लमलकि वर्णमाला का लनमाणर् किता है, उसी प्रकाि हमें भी एकता बनाए ििनी
चालहए ।***
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT- 1ST (2024-25)
SUBJECT- BENGALI (3RD LANG)
TOPIC – SWARABORNO & BANJANBORNO & SHABDA GATHAN

hZÑj¡m¡
ülhZÑ J hÉ”ehZÑ
ülhZÑ - (11)
A B C D
E F G
H I J K
hÉ”ehZÑ - (39)
L M N O P
Q R S T U
V W X Y Z
a b c d e
f g h i j
k l m n
o p q s t
u v w x y
1z A ­b­L K fkÑ¿¹ ülhZÑ …¢m ­mM :-

2z L ­b­L j fkÑ¿¹ hÉ”ehZÑ …¢m ­mM :-

(CLASS-VI(3L) BENGALI/ASSIGNMENT -1ST /2023-24/ PAGE 2 of 2)

3z B­N J f­ll hZÑ ­mM :-
A Hl f­l ­L¡e hZÑ¢V B­p ? ___________
D - Hl B­Nl hZÑ ­L¡e¢V ? ___________
F - Hl f­ll hZÑ ­L¡e¢V ? ___________
K - Hl B­Nl hZÑ ­L¡e¢V ? ___________
H - Hl f­ll hZÑ ­L¡e¢V ? ___________

4z R¢hl am¡u fËbj hZÑ¢V ­mMz

_____ _____ _____ _____

_____ _____ _____ _____

_____ _____ _____

5z gy¡L f§lZ Ll :-
____ B ____ ____ E ____ ____ H ____ J ____
j¡œ¡
B - L¡l (¡) C - L¡l (¢ ) D - L¡l ( £) E - L¡l ( ¥)
F - L¡l ( ¨) G - L¡l ( «) H - L¡l (­) I - L¡l (° )
J -L¡l (­ ¡) K - L¡l (­ ±)
në NWe (A-L¡l, B-L¡l, C-L¡l, D-L¡l)
A-L¡l j¡œ¡l c¤C h­ZÑl në :-
gm Lm Sm Vh hV OV
Ol lb fb iu he hm
Ts VL Nj hC cC hL
A-L¡l j¡œ¡l ¢ae h­ZÑl në :-
eue Ljm VNl Nlj nql NNe
afe Amp nnL nLV jqm alm
gVL iSe pju elj aeu Mhl
(CLASS-VI(3L) BENGALI/ASSIGNMENT -1ST /2023-24/ PAGE 2 of 2)
A-L¡l j¡œ¡l Q¡l h­ZÑl në :-
cnlb QjQj nndl cjLm cjcj qCQC
SeNZ nacm hefb Sefc qeqe euRu
nene hehe Vmjm LmLm TjTj ASNl
B-L¡l j¡œ¡l c¤C h­ZÑl në :-
L¡L f¡a¡ N¡R R¡a¡ j¡b¡ j¡m¡
b¡m¡ Q¡L¡ N¡e p¡a Q¡l q¡a
q¡a¡ Sh¡ S¡j¡ l¡P¡ a¡m V¡L¡
B-L¡l j¡œ¡l ¢ae h­ZÑl në :-
R¡Nm N¡jR¡ q¡S¡l S¡q¡S h¡S¡l h¡el
BL¡n N¡Sl f¡q¡s jue¡ p¡Nl h¡a¡p
B-L¡l j¡œ¡l Q¡l h­ZÑl në :-
f¡Wn¡m¡ fbO¡V n¡mN¡R N¡Rf¡m¡ q¡af¡M¡ Lm¡hE
jq¡l¡S b¡e¡c¡l l¡jm¡m p¡l¡l¡a f¡Wj¡m¡ d¡l¡f¡a
C-L¡l j¡œ¡l c¤C h­ZÑl në :-
¢c¢O ¢n¢n ¢Vf O¢s ¢a¢j ¢R¢f
¢Vu¡ j¡¢V ¢Qm N¡¢s q¡¢a ¢Rf
C-L¡l j¡œ¡l ¢ae h­ZÑl në :-
¢V¢LV q¢lZ ¢n¢nl C¢mn ¢a¢al L¢ha¡
¢LlZ ¢jme h¡a¡¢h ¢aa¢m f¡m¢L ¢S¢m¢f
C-L¡l j¡œ¡l Q¡l h­ZÑl në :-
¢VL¢V¢L ¢j¢R¢j¢R ¢e¢l¢h¢m ¢Nl¢N¢V L¢hN¡e l¢hh¡l
f¡¢egm ¢Tm¢jm ¢Lm¢hm ¢c¢cj¢Z ¢Vu¡f¡¢M ¢Q¢WM¡¢e
D-L¡l j¡œ¡l c¤C h­ZÑl në :-
c£f al£ nn£ h£l h£S n£a
S£h c£e L£V j£e gZ£ e£s
e£m d£l a£l de£ h£Z¡ f£s¡
D-L¡l j¡œ¡l ¢ae h­ZÑl në :-
n£am pj£l S£he d£hl i¢Ne£ ljZ£
¢Ll£V nl£l lSe£ Ni£l S£¢hL¡ p£j¡e¡
D-L¡l j¡œ¡l Q¡l h­ZÑl në :-
c£f¢nM¡ c£f¡h¢m ec£a£l al£M¡¢e c£ee¡b he­ch£
i¡N£lb£ f£¢f¢mL¡ h£lhm ¢hi£oZ BjmL£ h£Z¡f¡¢Z

(CLASS-VI(3L) BENGALI/ASSIGNMENT -1ST /2023-24/ PAGE 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-VI
ASSIGNMENT-01, (TERM I-2024-25)
SUBJECT:- SANSKRIT 3L
TOPIC – व्याकरण खण्डम्, प्रथमः पाठः-शब्द पररचयः,द्वितीयःपाठः-धातु पररचयः
________________________________________________________________
व्याकरण खण्डम् (GRAMMAR PORTION)

वणणमाला

परिभाषा – वर्णौं के समूह को वर्णणमाला कहते हैं ।

वणण पररचयः

परिभाषा – वर्णण उस मूल ध्वनि को कहते हैं नििके खण्ड व टु कड़े ि हो सके ।

वणण के प्रकार

संस्कृत व्याकिर्ण के अिुसाि वर्णण के तीि भेद होते हैं ।

* स्वि वर्णण
* व्यञ्जि वर्णण
* अयोगवाह
स्वर वणण – परिभाषा - स्वि वर्णण स्वतंत्र वर्णण हैं नििके उच्चािर्ण में नकसी दू सिे (अन्य) वर्णण की सहायता
िही ली िाती है ।

स्वर-वणण के प्रकार

संस्कृत व्याकिर्ण के अिुसाि स्वि-वर्णण के तीि भेद होते हैं ।

* ह्रस्व स्वि -
* दीर्ण स्वि
* संयुक्त स्वि /नमनित स्वि

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 1 of 6)

व्यञ्जन वणण -पररभाषा -जिसके उच्चारण में स्वर वणण की सहायता ली िाती है उसे व्यञ्जन -वणण कहते हैं ।
व्यञ्जन वणण के प्रकार
संस्कृत व्याकिर्ण के अिुसाि व्यञ्जि वर्णण के चाि भेद होते हैं ।

* स्पर्ण -व्यञ्जि
* अन्तःस्थ व्यञि
* उष्म -व्यञ्जि
* संयुक्त -व्यञ्जि /नमनित- व्यञ्जि

* स्पर्ण -व्यञ्जन-(25)

क-वगण – क , ख , ग , र् , ङ
च–वगण – च , छ , ि , झ , ञ
ट-वगण – ट , ठ , ड , ढ़ , र्ण
त-वगण – त , थ , द , ध , ि
प-वगण – प , फ , ब , भ, म

* अन्तःस्थ व्यञन – (04)

[य, ि, ल, व]

*उष्म -व्यञ्जि – (04)

[र्, ष, स, ह]

* संयुक्त -व्यञ्जि / नमनित- व्यञ्जि (04)

क्+ष्+अ = क्ष ।
त्+ि् +अ = त्र ।
ि्+ञ् +अ= ज्ञ ।
र््+ि् +अ= ि ।

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 2 of 6)

 पाठ : 1 संस्कृत र्ब्द – पररचयः
अभ्यास (page -23- 25)

(1) उदाहिर्ण अिुसािे र्ण रिक्तस्थािानि पूियत –(Fill in the blanks as per example.)
र्ब्दः एकवचनम्(SINGULAR) जिवचनम्(DUAL) बहुवचनम्(PLURAL)
यथा – फल फलम् फले फलानि
(क) वषाण वषाण वषे वषाणः
(ख) वि विम् विे विानि
(ग) वृक्ष वृक्षः वृक्षौ वृक्षाः
(र्) अम्बा अम्बा (माता) अम्बे अम्बाः
(ङ) मूषकः मूषकः मूषकौ मूषकाः
(च) अिा अिा(बकिी) अिे अिाः
(छ) पवि पविः (हवा) पविौ पविाः
(ि) भवि भविम्(र्ि) भविे भविानि

(2) वचिािुसािे र्ण पृथक् कुरुत । (Classify according to number.)

एकवचिम् निवचिम् बहुबचिम्

लता , र्ुकः गदण भौ , उद्यािे लताः , वस्त्रानर्ण
कोनकला, फलम् कन्ये , काकौ कपोताः, नचत्रानर्ण
वृक्षः , नर्नक्षका मृगौ , िेत्रे फलानि ,
पुष्पम् , दानडमम् मुखे, चटके ( Sparrow)

(1.) र्ब्दाथण मेलिं कुरुत । (Match the words with columns.)

र्ब्दाःअथाणः

(क) पत्रम् - (v) पत्ता

(ख) चटका- (viii) नचनड़या (SPARROW)

(ग) उद्यािम्- (iv) बगीचा

(र्) अिलः- (i) आग

(ङ) िानसका- (vii) िाक

(च) नबडालः- (iii) नबल्ला

(छ) र्ुकः - (vi) तोता

(ि) व्यििम्- (ii) पंखा

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 3 of 6)

(2) निवचिानि नलखत । (Write the dual form.)

(क) िेत्रानर्ण - िेत्रे (ख) अम्बा - अम्बे

(ग) अश्ाः - अश्ौ (र्) चक्रम्- चक्रे

(ङ) धिा - धिे (च) सैनिकाः – सैनिकौ

(छ) र्टः - र्टौ (ि) नमत्रम् - नमत्रे

(3) एकवचिानि नलखत । (Write the singular form.)

(क) मयूिाः – मयूिः (ख) िेत्रानर्ण – िेत्रे

(ग) पाठर्ाले- पाठर्ाला (र्) आम्रे - आम्रम्

(ङ) िानयकाः – िानयका (च) मेर्ाः – मेर्ः

(छ) हस्तौ - हस्तः (ि) वस्त्रे - वस्त्रः

पाठः – 2 धातु – पररचयः

*अभ्यास page No. 30-32
1. कोष्ठकात् उजचतम् उत्तरं जचनुत ।
Choose the right answer from the bracket.

(क) हसन्तन्त ( हँसता है , हँसते हैं )

(ख) खादतः (दो खाते हैं ,वे खाते हैं )

(ग) वदनत (दो बोलते हैं , बोलता है )

(र्) िमन्तन्त (िमस्काि किते हैं ,िमस्काि किता है ,)

(ङ) निघ्रतः (सूँर्ता है , दो सूँर्ता हैं )

(च) पश्यन्तन्त (दे खते हैं ,दो दे खते हैं )

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 4 of 6)

2. द्विन्दी भाषायाः अथं द्विखत ।

(क) िेत्रे – दो िेत्र

(ख) भ्रमतः – दो र्ुमते हैं

(ग) मधुमनक्षका –मधुमक्खी

(र्) क्रीडन्तन्त - खेलते हैं

(ङ) व्यििे – दो पँखे

(च) दृर्् – दे खिा

*भाषा -अवबोधिम्

1.र्ब्दाथण मेलनं कुरूत –

Match the words with their meanings.
(क) पठ् - (iii)पढिा
(ख)पठनत (viii) पढता है

(ग)वद् (v) बोलिा

(र्) नलखनत (vii) नलखता है

(ङ) नलखतः (ii) दो नलखते हैं

(च) भू (i) होिा

(छ) भवन्तन्त (vi) होते हैं

(ि) खाद् (iv) खािा

2. धातूनां पररवजतणतं रूपं जलखत ।

Write the changed form of the verbs.

धातुः पररवजतणतं रूपम्

(क) भू - भव्

(ख)दा– यच्छ्

(ग)पा– नपब्

(र्)दृर््- पश्य्

(ङ) तृ- ति्

(च)घ्रा– निघ्र्

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 5 of 6)

3.संस्कृतेन जलखत ।
Write in Sanskrit.

(क) बोलता है - वदनत

(ख) खेलता है - खेलनत / नक्रडनत
(ग) खाता है - खादनत
(र्) िमस्काि किता है -िमनत
(ङ) दे खता है - पश्यनत
(च) िाता है - गच्छनत

*****

(CLASS-VI/ASSIGNMENT-01/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 6 of 6)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VI
ASSIGNMENT - 02 (TERM I-2024-25)
SUBJECT- COMPUTER
TOPIC- CREATING SIMPLE IMAGES

Q 1. What is the default unit for an image size when the Template option is selected?

a) Metre
b) Pixel
c) Inch
d) Centimetre

Q 2. Write the missing step to activate the Blend option.

Tool __________ Blend

a) Paint Tools
b) Paintbrush
c) Selection Tools
d) Bucket Fill

Q 3. A __________ is a set of colours arranged in an order.

a) Gradient
b) Pixels
c) Template
d) Toolbox

Q 4. Which one of the following combinations of shortcut key is used to save a file in the
GIMP tool?

a) Ctrl+O
b) Ctrl+S
c) Ctrl+E
d) Ctrl+W

Q 5. Write the missing step to activate the Bucket Fill tool.

Tool __________ Bucket Fill

a) Paint Tools
b) Paintbrush
c) Selection Tools
d) Blend

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25 PAGE 1 of 4)

Q 6. Write the missing step to activate the Pencil tool.

Tools __________ Pencil tool

a) Selection Tools
b) Blend Tools
c) Paint Tools
d) Bucket Fill Tools

Q 7. Which one of the following combinations of shortcut keys is used to activate the Bucket
Fill tool?

a) Shift+B
b) Shift+C
c) Shift+T
d) Shift+F

Q 8. What is the keyboard shortcut to activate the Pencil tool?

a) S
b) N
c) C
d) P

Q 9. You can set the __________ and __________ using the New Image dialog box.

a) Height, Width
b) Length, Width
c) Length, Height
d) Length, Depth

Q 10. You can set the height and width of a new image in the __________ dialog box.

a) Create a New Image

b) Paint Tools
c) Layers
d) Tools

Q 11. __________ holds all the tool icons available in GIMP used to work with images.

a) Toolbox
b) Template
c) Page Layout
d) Bucket

Q 12. Aman is creating a poster for sports day using GIMP. He wants to have multi-coloured
background in poster. Which tool should he use for this purpose?

a) Bucket Fill

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25 PAGE 2 of 4)

 b) Brush
c) Blend
d) Pencil

Q 13. __________ is one of the functions of GIMP.

a) Image Correction
b) Image clearing
c) Image Stabilisation
d) Image processing

Q 14. Which one of the following tools will you use to apply gradient of colours in an image
in GIMP?

a) Bucket Fill
b) Blend
c) Pencil
d) Brush

Q 15. What is the file extension of an image in GIMP?

a) .mp3
b) .txt
c) .xcf
d) .ogg

Q 16. Which one of the following shortcut keys is used to activate the Blend tool?

a) B
b) X
c) L
d) K

Q 17. Which menu option do you need to click to open an image in GIMP?

a) File
b) Edit
c) View
d) Image

Q 18. Which is the smallest component of a digital image?

a) Metre
b) Centimetre

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25 PAGE 3 of 4)

 c) Pixel
d) Inch

Q 19. GIMP stands for __________.

a) Graphic Image Manipulation Programme

b) Geographic Image Manipulation Program
c) GNU Image Manipulation Program
d) General Image Manipulation Program

Q 20. In which one of the following drop-down lists in the Tool Option dialog box is the Soft
light option found?

a) Blend
b) Mode
c) Filters
d) Layer

(CLASS-VI/ASSIGNMENT -02/TERM -I-2024-25 PAGE 4 of 4)