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13 June, 2011

With best regards

Greetings everyone!

An end to the academic year brings an end to this blog...

The year 2010 - 11 has been simply fantabulous!! This batch of students has really made me grow as teacher... it was a challenge for me to challenge them!! The classroom memories that we all have had will be cherished forever.

As I bid good bye to the academic year, I want to thank one and all for all the support and appreciation. Authentic feedback is always helpful to improvize oneself.

I wish all the students the best of luck for the coming year.. may all your hard work pay off! However, always remember that wherever you may go, you carry a name with you: "INDUS". Along with practicing the core values of love, empathy, discipline and respect, be focussed at all times - this will for sure never let you digress from your goal in life! Reach for the sky....

Next will be an entirely new experience for all the students. The middle school program is much different from the primary years. There will be text books, subject teachers and EXAMS!! However, have no fear as the curriculum taught in grade 5 was much more than that required for grade 6 - specially in math and English. In the vacation, students may revisit the topics taught this year. The below mentioned websites can be used for further practice during the vacation:

Here is a list of reading:
Grade 6

Picture books

Author -Title

Allan Baillie- Rebel

Libby Hathorn - Way Home

Patricia Polacco - Pink and Say

David Shannon - A bad case of stripes

Chris Van Allsburg - The sweetest fig


Author - Title

Janet S. Anderson - Going Through the Gate

Avi - Nothing but the Truth

Avi - The Barn

Natalie Babbitt - Tuck Everlasting

T. A. Barron - Heartlight

Marion Bauer - On my Honor

Nancy Bond. - Truth to Tell

Bruce Brooks - Midnight Hour Encores

Robert Burch - Ida Early Comes Over the Mountain

Betsy Byars- Keeper of the Doves

Betsy Byars - The Pinballs

Barbara Cohen - Thank You, Jackie Robinson

Carolyn Coman - What Jamie Saw

Pam Conrad - My Daniel

Pam Conrad- Prairie Songs

Christopher Paul Bud Curtis - Not buddy

Christopher Paul Watsons Curtis - Go to Birmingham – 1963

Lois Lowry - Number the Stars

Lois Lowry - The Giver

Janet Lunn - Shadow in Hawthorn Bay

Scott O’Dell - Island of the blue dolphins

Katherine Paterson - Come Sing, Jimmy JO

Gary Paulsen - Popcorn Days and buttermilk nights

Gary Paulsen - The Haymeadow

Rodman Philbrick - Freak the Mighty

Carolyn Reeder - Shades of Gray

Marilyn Sachs - At the Sound of the Beep

Jane Denitz Smith- Mary by Myself

Elizabeth George Speare- The Sign of the Beaver

Jerry Spinelli - Maniac Magee

James Stevenson - The Bones in the Cliff

Caroline Stevermer - When the King Comes

Frances Temple - Ramsay Scallop

Cynthia Voigt- Homecoming

Elizabeth Winthrop- Castle in the attic

Patricia Wrightson - Balyet
Popular Series

A series of unfortunate events (Grade 4-7)

A to z mysteries (Grade 3 – 5)

The Adventures of the Bailey School Kids (Grade 2-5)

Amazing days of Abby Hayes (Grade 4-6)

Babe the Gallant Pig (Series) (Grade 3-6)

The Bartimaeus Trilogy (5 – up)

The Bryant, Bonnie. Saddle Club (Grade 4-6)

Captain Underpants (Grade 2-4)

The Chronicles of Narnia (Grade 4-8)

Circle of Magic (Grade 5-8)

Dark is rising, The (Grade 5-8)

Dear Canada, Series (Grade 4-8)

Enchanted Forest Chronicles (Grade 4-8)

Harry Potter (Grade 4 – up)

His dark materials (Grade 5-8)

The Junie B. Jones series (Grade 2-5)

Keys to the Kingdom (Grade 5-8)

Lizzie McGuire, Series (Grade 4-6)

The Lost years of Merlin (Grade 6-8)

Magic shop books (Grade 4-7)

Magic Tree House (Grade 2 -5)

Mary-Kate and Ashley (Grade 4-6)

Matt Christopher (Grade 3-7)

Our Canadian Girl (Grade 2-6)

The Princess School (Grade 4-6)

The Prydain chronicles (Grade 4-8)

Random House All About books (Grade 4 and up)

Redwall (Grade 4-8)

Saga of Darren Shan (Grade 5-8)

The Screech Owls Series (Grade 3-6)

Shrek Tales, Series (Grade 2-7)

So Little Time (Grade 4-6)

The Spiderwick Chronicles (Grade 3 – 7)

Sweet Valley Kids (Grade 2-7)

Sweet Valley Twins (Grade 2-7)

Two of a Kind (grade 4-6)

The Young wizards series (Grade 4-8)


1. Blackwood: The Shakespeare Stealer c1998 historical fiction, mystery

2. Funke: Inkheart c2003 fantasy

3. Hesse: Music of the Dolphins c1996 realistic fiction

The thoughts of a young girl, who was raised by dolphins from 4 years old after a plane crash, are recorded by a scientist as she is reintroduced to a civilized way of life.

4. Levine: Hana’s Suitcase: A True Story c2002 biography

5. Selznick: The Invention of Hugo Cabret: A Novel in Words and Pictures c2007 adventure, mystery

Students can write book reviews, etc. for the ones they reas. They should also do some amount of creative writing on a regular basis. Writing prompts are found very easily on the web. Tip: Use 'Six traits for writing' - Google it.. extremely good!
That's it folks.. Keep in touch.. Good bye and Good luck!

22 April, 2011

Websites for reference

Construction of incenter
Construction of circumcenter
Construction of incircle
Construction of circumcircle

Also, the students who are working on the charts on Learner Profile, Attitudes, etc. need to write how exactly the group has showcased them and not just the plain list. For the concepts, you need to write the key questions. Please get in touch with me if any one has any doubts.

14 April, 2011

Homework April 14th

Homework for today:

A. Draw a scenery, a city or a dining room and show atleast one (Extension: 2/3) example  of
1. Line
2. Ray
3. Line segment
4. Parallel lines (Lines that never meet)
5. Intersecting lines (Lines that meet at an angle)
6. Perpendicular lines (Lines that meet at a right angle)
7. Acute angle
8. Right angle
9. Obtuse angle
10. Straight angle
11. Point

B: Find out about 'Anna Hazare' and why he is in the news lately.

Extension: Write your own opinion in your reflection journal/a sheet of paper. How can this be linked to your central idea?

11 April, 2011

11th April

We began the day with discussing the SWOT analysis of the education system in India. Students gave their inputs based on their homework. We also discussed in detailed concepts like corruption, crime, poverty, unemployment, etc. The students were asked to add more points in their graphic organizers. They then filled up the 'What have I learnt' section in the collaborative KWHL. We also decided which medium the groups will use for their performance component of the summative assessment. Another point of discussion was a fund raising event on the Exhibition day.

The students practiced and presented to the rest of the PYP a PPP on their exhibition unit.

They have received work based on angles in Math.

09 April, 2011

8th April - Friday

In English, we learnt how to interconvert abstract nouns and adjectives. Students have got practice based on this.
In Math, we learnt about lines, rays and line segments. We discussed many examples and how to label them. Students also constructed many lines, rays and line segments.
We had a guest speaker for our PYP Exhibition today: Mr. chalsani. He spoke to the students about the importance of equal education. He showed them many motivating videos. The students then filled the reflection sheet. They also brainstormed about their summative assessment – the tasks and the criteria for assessment.

7th April - Thursday

In English today we continue with the persuasive essay. The students wrote their drafts and edited them.
In Math, we came up with the definition of points and lines. The students were made to understand the meaning of ‘Dimensions’. We also looked at linear and non linear points and the labeling of points.

The students were made clear about the concept of ‘wholesome’ education through a guest speech by Ms. Aruna, our school counselor. She spoke about the two important aspects of a person: mind and body. The students understood the difference between ‘education’ and ‘literacy’. They realized that good education can help us to be psychologically strong and emotionally stable and that being a good individual is just as important as being knowledgeable. The speech was truly engaging and motivating for the students. They filled up a reflection sheet after the speech.

6th April - Wednesday

We began the day by some written work in English. The students were asked to write a persuasive essay. They were given three options: Adoption of animals, homework and addiction to smoking. They were also given different templates to plan for the write up.
We then did a collaborative KWHL by analyzing the central idea. On different post it’s, the students wrote what they knew about the central idea, what they wanted to know and how would find out the answers. The ‘L’ section will be filled as and when they learn new concepts.
We then spent some time to scaffold the central idea into three main parts to frame the lines of inquiry. This is what the students want to inquire into:
·         The importance of education for all
·         The meaning of whole some education
·         The effect of a good education system on world peace
Framing the central idea and the inquiry lines themselves has given them a lot of ownership of the unit. We are hoping the interest levels stay on the higher side up till the end!
We ended the day by having a pre unit assessment for our new unit in math: Points, Lines and Angles. The students were asked to complete sentence starters to show their prior knowledge of the topics in the unit.

5th April - Tuesday

Welcome back after a rejuvenating break!
We are getting back to our class blog from now on.. the reason being the ongoing PYP Exhibition. We had taken a break from the website due to regular updates being sent through newsletters.

By now you all might be aware of what the PYP Exhibition is all about. However here is an introduction yet again:

The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community.

As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.

Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.

The PYP exhibition has a number of key purposes:

  • for students to engage in an in-depth, collaborative inquiry
  • to provide students with an opportunity to demonstrate independence and responsibility for their own learning
  • to provide students with an opportunity to explore multiple perspectives
  • for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP
  • to provide an authentic process for assessing student understanding
  • to demonstrate how students can take action as a result of their learning
  • to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP
  • to celebrate the transition of learners from primary to middle/secondary education

Role of student
Students will:

• have an understanding of the purpose and requirements of the exhibition from the outset of the process (guidelines and planning instructions should be provided by the teacher or mentor)
• participate in selecting a real-life issue or problem for the exhibition
• develop the inquiry by helping to decide on a central idea, lines of inquiry and student questions
• collaboratively plan learning and assessment experiences; these should involve independent and collaborative work and students should be involved in all stages of the planning and staging of the exhibition
• carry out an open-ended inquiry into a real-life issue or problem
• demonstrate an understanding of the components of the PYP, in particular the IB learner profile; the students involved in the exhibition should be given an opportunity to demonstrate their learning and the development of the attributes of the IB learner profile
• demonstrate an understanding of the five essential elements—knowledge, concepts, skills, attitudes and action
• select and utilize a variety of strategies and resources to meet the outcomes of the inquiry; wherever possible, students should use a variety of source materials, such as first-hand experiences, interviews, surveys, field visits, artifacts, science investigations, working models, not just book and/or Internet research be academically honest when referring to their sources of information
• communicate effectively with teachers, peers and parents
• reflect on the components of and processes involved in the exhibition; they should keep a journal or portfolio of their planning, draft pieces of work, sketches and photographs of work in progress as well as the final product
• carry out self-assessment and peer assessment
• celebrate their learning by presenting the exhibition to the school community.

Role of teacher
Teachers will:
• have an understanding of the purpose and requirements of the exhibition from the outset of the process
• initiate, facilitate and guide the exhibition process; teachers should facilitate the process of the exhibition rather than teaching directly, with the exception of particular skills and/or knowledge that is required in order for the students to proceed with their chosen inquiry
• provide support for student inquiries, enabling students to overcome any problems encountered in the process
• Plan collaboratively with other teachers
• communicate regularly with students, parents and other participants
• act as mentors as required or appropriate
• develop essential agreements with students regarding academic honesty to ensure that they are taking responsibility for their learning and being principled in the resources they are using; mentors and parents should be informed of these agreements
• encourage students to use a balance of primary and secondary sources; help students to access information; and ensure they know how to cite sources used in research
• ensure the participation of all students by considering their interests, accommodating learning styles and needs, and by determining prior knowledge
• empower the students to feel able to take action as a result of the exhibition
• assess the exhibition process ensuring all the essential elements are included
• keep detailed records of the processes involved including ongoing reflection
• encourage and join in with students to celebrate their learning.

Role of parent/guardian
Parents/guardians will:
• have an understanding of the purpose and requirements of the exhibition
• support and encourage students and teachers throughout the process of inquiry
• be informed by reading newsletters, attending meetings, checking school websites, talking with students
• help students to access resources—people, places, media and information
• provide expert subject knowledge where applicable
• act as mentors as required or appropriate
• encourage independent inquiry and respect student ownership of the process
• have an opportunity to reflect on and give feedback on the exhibition
• celebrate with the students by attending the staging of the exhibition.

Role of Mentor

Community members, older students, parents and teachers may be invited to act as mentors.

Some examples of mentor participation include the following.

The mentor’s primary role is to act as a guide and resource in the accomplishment of specific tasks during the exhibition process. Members of the school community are invited to mentor in one or more areas of interest or expertise, for example, research, writing, or information and communication technology (ICT). They are available at different stages of the exhibition. For instance, in the early stages of the inquiry, research mentors come in two to three times a week. Mentors have a purely advisory role, and while they do not participate in the summative assessment of the exhibition, they may contribute to formative assessments regarding their area of support, as well as reflecting on the exhibition process.

The mentors are encouraged to meet the students at least three times in the beginning stages of the exhibition but may reduce their involvement over time to increase student responsibility. They are not involved in formal assessment but are encouraged to make anecdotal observations and to give feedback to the students and teachers.

Staging the exhibition
It is a requirement that the exhibition is shared with members of the wider school community. There are many formats a sharing event could take, for example, an interactive display, a performance, a debate, or a combination of formats.

The exhibition should include the following:

  • Examples of written work in a variety of formats and styles: poetry, reports, persuasive texts
  • Oral presentations, individually or in groups, to the school community
  • Uses of technology including ICT, working models, designs, science experiments
  • Performances or compositions in any medium: dance, music, drama, visual arts, film, video, mixed media.

The first day after the Spring break, the students excitedly shared their activities with the rest of the groups. It was evident that they were highly enthusiastic and optimistic about their exhibition. They also had meeting with their mentors and discussed collaboratively their further action plan.

We then used a fishbone (cause and effect) graphic organizer to brainstorm the reasons for our action and the end results. The students realized that a good education system can solve many global and local problems. This lead to wording our central idea for our unit: “Equal and wholesome education can lead to a peaceful society”

10 March, 2011

Reflection by Koumudhi Reddy - March 9th (Wednesday)

It was an awesome day!

Everyone did what they liked the best during Hobby classes. In math, we had to show percent by using manipulative and solve some questions in our note book.U.O.I was also very interesting.In English, we are doing 'Writing to inquire', so, we had to make  inquiry questions related to technology and find the answers by researching in the Library. We will preparing a report based on our research. We also watched some videos on the history of computers and how the internet works which was followed by discussions. During Art, boys and girls were grouped to make a scene with characters. Characters were made by recycling paper.Some people also got to make poster on shapes. We are all working towards making a 'Story board'.

We were all 'Inquirers' today and used our 'creativity' too!

07 March, 2011

Reflection by Abhay Daga - March 7th (Monday)

Monday was a filled with a lot of fun. We were dressed in our formal uniforms. We had many specialist classes like second language, art etc. It was very inportant because we had our pre-unit-assesment in math for Percentage.We watched many brainpop videos for our new unit on Technology!!! We continued to use the 'concentric circles' which is one of our thinking tools. In english, We learnt how to do the critical analysis of a story.

In art, we had to compete our sculpting. It was amazing! My second language was Hindi and we had to complete our assesments. At the end of of the day I stayed back for horse riding which was again a lo of fun as we learnt a new lesson.

04 March, 2011

Reflection by Ria Sardesai - March 4th (Friday)

On Friday, we did so much!! We learned about T.V.’s, and how they work. We also learned how different T.V.’s do different procedures to get the same effect. Like a LCD TV uses a back-light to produce a picture, whereas a Plasma TV uses ionized gases to produce a picture. Also we learned a bit about analogies, and how they are similar to equivalent ratios. We also discussed how our short holiday went. Most people had great holidays, including me. We discussed how movies are associated with our unit: Technology. So we watched a movie, but not just any movie, a 3-D movie! We integrated fun with work, and got an awesome result. In the end, I realized that we use all sorts of things, but we never think about how they work.

We also reviewed what we learned about phones. I found it fascinating how the antenna can search about 10 miles away from where it is, just to find a base station! It is amazing how much technology we use in our life without really realizing it. It was also interesting to find out about analogies, and how they apply to our everyday life. Well, this about wraps it up, so see you fifth graders on Monday!

- Ria Sardesai

Test post

The Fantastic Fives welcomes the IISH Grade 5 students to the world of blogging..!!!

22 February, 2011

22nd February homework

This is the homework given yesterday in the class. It is due on 24th February if tomorrow is a holiday. Otherwise it will be due on 25th (Friday)

IISH - Grade 5 - HW notes - 21st February, 2011 – Due on 24th February 21, 2011
Math: Create a story problem with fractions. It must include all four basic operations - addition, subtraction, multiplication and division. Use the previous math worksheets for reference. Also solve the problem with the help of either pictures or manipulative (paper strips, sticks, blocks, etc.)

English: Read Chapters 5, 6 and 7 of the novel. Update your dictionary. Write a summary of the entire chapter (altogether) in your novel study notebook.

English/UOI: Etymology: Create a Crossword puzzle of at least 15-20 words. The clues must be the origin of the words. Make it as challenging as possible. Use the place at the bottom and the flip side.

UOI: Unit reflection - At least four pages – To be typed (Font: Arial, Size: 12). They will be printed in school. Comment on:
* Your "big understanding" from the unit

* Few of your discoveries

* Your inquiry process in the unit - How did you learn whatever you learnt?

* Likes and dislikes in the unit.

* What would you want to further inquire about?

* How did you use the IB Learner Profile and the attitudes in the unit? (Listed in the Scool diary)

* What action would you like to take to take as a result of your learning?
Organize you text by using topics/subtopics.
** The student folders were not sent home the previous week due to Indus Day rehearsal. They will be sent home this weekend. Reminder: Bring back the ACER trial assessments for Math and English

Websites for online crossword puzzles:

Videos watched in class:

Websites for finding word origins:

04 February, 2011

Weekend homework - February 4th

The day ended quite haphazardly today. The students were not able to complete filing their worksheets. They will complete the same on Monday and the parents may send feedback on Tuesday.

Also, many students were unable to write the homework in their diaries. To avoid any confusion, kindly use this as reference:

Weekend homework:

Math: Worksheets given

UOI: Read the notes given on Egyptian, Aztec and Greek civilization. This will help in the 'Fun Quiz' at the end of the unit.

English: Use the facts you have gathered so far on Roman Civilization and write the 'Story of Rome' (a narrative passage). Include the events (As many as possible) that occured in Rome. Write this in your writing note book. Make a flow chart of events before the passage.

Spell test: Revise word # 46 to #90 - for Monday (List already given last week):

46. lawyer

47. daughter

48. fought

49. stalk

50. laughter

51. planet

52. arithmetic

53. number

54. gymnastics

55. restaurant

56. tornado

57. cereal (H)

58. plywood

59. typhoon

60. mermaid

61. widow

62. reached

63. chicken

64. church

65. ditch

66. sharks

67. selfish

68. scald

69. field

70. scheme

71. athlete

72. paradise

73. personal

74. birchbark

75. earth

76. garbage

77. mirror

78. slowly

79. scarf

80. stubborn

81. stomach

82. raccoon

83. future

84. canoe

85. dozen

86. squeezed

87. museum

88. kennel

89. freckles

90. picnicking

Extension (Optional): Make a presentation on any civilization of your choice (apart from the ones done in the class)

20 January, 2011

Websites for research on Ancient Civilizations




Aztec and Inca

11 January, 2011

January 4th to 6th - Week 1

We worked for only three days in the first week of the second term.

In UOI, we continued with the unit on civilizations. The students did Map work and located the different continents and the states of India on a world and an Indian map respectively. The students did the progressive mind maps and analyzed the meaning of a 'civilization' using the story boards. We began with the Indus Valley Civilization. Students were divided into groups based on the different aspects of a civilization: Culture, systems, inventions and discoveries and other interesting facts.

In English, we continued with story writing. The students wrote the stories for their story boards in their writing books. We also looked into direct and indirect speech and their interconversion.

In math, we first had revision for the mid term assessment. All the concepts covered in the first term were revised in the class. We then began with the unit on fractions. We had the pre unit assessment. The students were asked to estimate fractions on straight lines. They were then asked to calculate the correct answer and find the errors. We also had some extension activities.

07 January, 2011

Math homework - 7th January

As we had a break today and we have a weekend ahead, here is some math homework for the students. This will help them with the Math mid term assessment to be held on Monday. The concept of BODMAS needed some extra practice and hence more problems on this concept have been given. Part 1 and 2 needs to be done by all, part 3 and 4 are extension. All the problems can be solve in the math notebook or can be copied and printed out.


1. (740 ÷ 5) - (2 + 3)
2. 732 ÷ 6 × 1 + 4
3. (880 ÷ 5) + 5 - 2
4. (9 + 1 × 5 + 2) ÷ (8 × 1)
5. 624 ÷ 8 × 2 + 1 × 3 - 4
6. (234 ÷ 2) + (944 ÷ 8)
7.  8 + 306 ÷ 9
9. (180 ÷ 3) × (1 + 1) × 2
10. (6 + 5 × 2 + 2) ÷ (8 - 2 × 1)
11. (385 ÷ 5) - (3 + 2 + 5 × 4)
12. 868 ÷ 7 × 4 + 2 + 3
13. (5 × 2) - 4 + 3 × (660 ÷ 5)

PART 2 (For all):


1. Tyler and Christina are playing a game in which each player either wins, loses, or draws (ties) at each turn. The winner of a turn is awarded 5 points, and the loser loses 5 points. If it is a draw, 0 points are awarded. For the first eight rounds Tyler had the following results: lose, win, lose, win, win, lose, win, draw. What was Christina's point total for the rounds?

2. During an electronics experiment in your laboratory, you measure the voltage at terminal A on your newly designed circuit. You measure -12 volts. You check the same terminal after making a small change to the circuit and this time you measure -18 volts. What was the voltage difference between the two readings? 

4. Mr. Waffle is a circus clown. He starts the day with sixty-eight pieces of candy. At the end of the day he has given away 383 pieces of candy. How many more pieces of candy did he have to get, in addition to his original sixty-eight, to be able to give away that many pieces?

5. Tasha finished the first draft of her history essay. The teacher said it had to be at least six hundred words long. She counted the words in her draft and found she had 369. How many more words does she need to meet the minimum word count for the assignment?

6. Courtney is very interested in cryogenics (the science of very low temperatures). With the help of her science teacher she is doing an experiment on the affect of low temperatures on bacteria. She cools one sample of bacteria to a temperature of -58°C and another to -85°C. What was the temperature difference in the two experiments?

Part 3 (Extension):
Here are a few tricky word problems. Give it a shot!

1. If 2 cds and 3 tapes cost £51, and 2 cds and 5 tapes cost £65, what is the cost of 1 tape?

2. If a shirt and tie cost £45, a shirt and jacket cost £155, and a jacket and a tie cost £120, what is the cost of the shirt?

3. If 2 cheese and tomato pizzas and one garlic bread cost £10.60, and one cheese and tomato pizza and 2 garlic breads cost £6.50, what is the total cost of 1 cheese and tomato pizza and 1 garlic bread?

4. 8 bolts and 6 nuts weigh 138 grams. 3 bolts and 5 nuts weigh 71 grams. Work out the weight of the following:-

(a) 4 bolts and 3 nuts

(b) 11 bolts and 11 nuts

(c) 3 bolts and 3 nuts

(d) 1 bolt
5. The numbers ½ , x, y, ¾ are in increasing order of size. The difference between successive numbers in this list are all the same. What is the value of y?

6. The last part of a telephone number has four digits, e.g.

7814 1487 2103 2772

The last part of the telephone number can start with any digit apart from zero.

The other three digits can be any number. How many four digit numbers are there?

7. If 100 dice show a total score of 361, what is the total of the 100 numbers which are hidden underneath each of these dice?

8. A train leaves London at 11 am and travels at a speed of 60km/hr to Reading, which is 60km from London. Another train leaves Reading at 11:30 am on the same day, and travels on a parallel track towards London at the same speed of 60km/hr. At what time do the trains pass each other?

9. In a directory of names of members of a club, 25 names are listed on each page, beginning with page 1. On what page is the 730th name listed?

10. Find the cost of 1 1/4 kg of carrots at £1.88 per kg.

PART 4 (Extension):