We the Travellers-I - Class 5 Mathematics (CBSE)

Based on the current NCERT Maths Mela Grade 5 sequence. Read the idea, try the activity, then solve the practice set without looking at the answers.

1. Why this chapter matters

We the Travellers-I uses familiar Class 5 situations to make mathematics feel usable. Instead of treating maths as a list of sums, this chapter asks students to notice information, choose a method, explain the method, and check whether the answer makes sense.

The main focus is using journeys to understand distance, time, fares, routes, and number sense. This is useful in notebooks, oral questions, class activities, and competency-based school tests because teachers often ask students to explain how they know, not just write the final number.

2. Core ideas

Idea 1

Distances can be compared only when units are clear.

Method 2

A journey can be broken into smaller parts and added.

Skill 3

Tables and tickets help organise travel information.

3. Worked examples

Example 1: A bus travels 38 km in the morning and 47 km after lunch. How far did it travel?

Add the parts: 38 + 47 = 85 km. The bus travelled 85 km.

Check: The answer uses the correct operation and keeps the unit or context clear.

Example 2: Riya has Rs 100. Her ticket costs Rs 37 and snacks cost Rs 28. How much is left?

Total spent = 37 + 28 = 65. Money left = 100 - 65 = Rs 35.

Check: The answer uses the correct operation and keeps the unit or context clear.

4. Activity corner

Make a route strip from home to school. Mark every turn, approximate distance, and time taken. Then write two maths questions using your route.

Write your activity answer in three parts:

• What I observed
• What I calculated or compared
• What mathematical idea this shows

5. Common mistakes

• Mistake: Solving before reading the whole word problem Fix: Circle the data, underline the question, and then choose the operation.
• Mistake: Forgetting units such as cm, m, kg, L, minutes, or rupees Fix: Write the unit with every final answer.
• Mistake: Doing only exact calculation without checking reasonableness Fix: Use estimation or reverse operation to catch impossible answers.

6. How to write better answers

1. Write the given numbers and units first.
2. Show the operation or reasoning step.
3. Use a diagram, table, grid, or number line if it makes the answer clearer.
4. Write the final answer in a complete sentence.
5. Check the answer by estimation, reverse operation, or common sense.

7. Practice set

1. Why should distance answers include units?
2. Add 24 km, 18 km, and 9 km.
3. A shorter route takes more time than a longer route. Give one reason.
4. A child leaves at 7:25 a.m. and reaches at 8:05 a.m. Find travel time.
5. Why are tables useful in travel questions?
6. Create one travel word problem and solve it.

8. Answer key

1. Why should distance answers include units? Answer: Because 12 could mean 12 m, 12 km, or 12 steps; the unit tells what was measured.

2. Add 24 km, 18 km, and 9 km. Answer: 24 + 18 + 9 = 51 km.

3. A shorter route takes more time than a longer route. Give one reason. Answer: It may have heavy traffic, bad roads, or many stops.

4. A child leaves at 7:25 a.m. and reaches at 8:05 a.m. Find travel time. Answer: From 7:25 to 8:00 is 35 minutes and 5 more minutes makes 40 minutes.

5. Why are tables useful in travel questions? Answer: They keep distance, time, cost, and stops organised so calculations are easier.

6. Create one travel word problem and solve it. Answer: Example: Two rides cost Rs 12 and Rs 18. Total cost = Rs 30.

9. Quick revision

• Main focus: using journeys to understand distance, time, fares, routes, and number sense.
• Distances can be compared only when units are clear.
• A journey can be broken into smaller parts and added.
• Tables and tickets help organise travel information.
• Learn by doing the activity once, not by memorising only the final answers.
• Keep units clear and show steps for partial marks.