x To build a sense of spatial orientation.

x To understand spatial relationship.

x To understand the meaning of and use appropriate spatial vocabulary

Eg. Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After, Front

– Rear , More -Less, Thin – Fat and Big – Small

Introduction to shapes in real objects and its attributes

x To correlate concrete things to their shapes

x To Learn vocabulary related to nature of shapes

Eg. Shapes, round, corner, edge, surface, plain, long & short.

Introduction to basic shapes (2D)

x To know basic names of shapes like square, circle, oval, rectangle, triangle

x To observe and describe objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, pipes, bottle caps, pencil and eraser.

x To draw the border of objects and represent in 2D

(Eg. Draw rectangle with border of eraser/pencil box)

Introduction to draw straight lines

x To draw horizontal, vertical and slant lines (free hand)

x To draw /represent straight lines in various orientations

(vertical, horizontal, slant)

Differentiating,Sorting and classifying object based on shapes, locations and space

x To collect objects from the surroundings and differentiates, Sorts, classifies and describes those objects on the basis of shapes and other observable properties

Eg .Sound produced by group of students within outside the class, same done by one child (within the class and outside the class).

Observes and describes the way shapes affect movements like rolling and sliding.

x To observe objects in the environment and gets an intuitive feel for their geometrical attributes Identification of 2D shapes and 3D objects in everyday life

x To identify the basic 3D shapes such as cube, cuboid, cylinder, cylindrical, cone, conical, sphere and spherical by their names.

Introduction to properties of shapes

x To trace the 2-D outlines of 3-D objects.

x To Observe and identify these 2-D shapes viz., rectangle, square, triangle, circle by their names with 3 D objects

x To describe intuitively the properties of these 2-D shapes.

x To identify objects by blind folded and to use the vocabulary such as curve, straight line, circle, cylinder, sphere, cone, square, rectangle, triangle, circle , corner etc.

Introduction to draw different kind of lines and figures of 2D and 3D.

x Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler

x To distinguish between straightens curved lines

x To identify objects by observing their shadows

x To create shapes through paper folding, paper cutting

x To identify 2-D shapes.

x To describe the various 2-D shapes by counting their sides ,corners (vertices)and diagonals

x To make shapes on the dot- grid using straight lines and curves.

Tangram

x Create shapes using tangram pieces

x Matches the properties of 2D shapes by observing their sides and corners (Vertices)

x To tile a given region using a tile of a given shape

x Distinguishes between shapes that tile and that do not tile

constructing 3 – D objects

x To be able to draw 3-D objects.

x Describe the various 3D shapes by counting their sides, corners and diagonals

x To learn names of shapes like triangle, square, rectangle, pentagon, circle etc.,

x To recognize these shapes in the objects around them.

x Able to draw circles using objects like bangles , bottle caps etc.,

x Able to draw a 2D shapes free hand and with geometry tools.

x To identify centre, radius and diameter of a circle.

x To identify sides, diagonal, perimeter for a quadrilateral objects.

x To measure and find out the differences among different quadrilateral objects

x To understand the properties of 2D objects Creating shapes by combining different 2 –D shapes

x Uses Tangram to create different shapes.

x Able to fill space using tiles of geometrical shapes using one or two shapes

x Able to choose a tile among a given Number of tiles that can tile a given region both intuitively and experimentally.

Properties of 3 – D objects

x To create 3D objects using Clay and paper folding given nets

x To compare and differentiate 2D and 3D objects

Introduction to Symmetry

x Able to explore intuitively the reflections through mirror, ink blots, paper cutting and paper folding.

x Able to draw top view,front view and side view of simple objects.

x To observes from the surrounding and from day to day life situations and identifies symmetrical objects. Eg:

Vertical dissection of human body (externally), butterfly, petals of flowers, design of a fabric, starfish etc.

x Collects/ records symmetrical objects whenever/ wherever they see

x To draw such symmetrical objects and naming the same.

Iterative patterns in shapes

x Able to draw circles, spirals, ovals;

x To differentiate and to compares the shapes drawn.

x To explore visual examples of repeating patterns.

from 2–D Shapes

x To get the feel of

perspective while

observing drawings of

3-D objects in 2-D.

x Able to explore

intuitively rotations and

reflections of familiar

2-D shapes.

x Able to explore

intuitively symmetry in

familiar 3-D shapes like

in alphabets.

x Able to make the

shapes of cubes,

cylinders and cones

using nets especially

designed for this

purpose

Introduction to angles

x To get the feel of an

angle through

observation of objects

in their environment

and paper folding.

x To learn the names of

angles like acute,

obtuse and right angle.

x Able to identify right

angles in the

environment.

x Able to classify angles

into right, acute and

obtuse angles.

x To represent right

angle, acute angle and

obtuse angle by

drawing through

tracing.

Area and perimeter

(to be given in

activities only)

x to determine area and

perimeter of simple

geometrical figures

(such as

tangle/square using

standard units)

Introduction to Fractals

x Observes and

understands fractals

Create model of fractals

using clay, paper, glue

and match sticks

x To observe objects

and make

collection of objects

x To arrange the

collection of

objects in order by

– Matching and

– One to one

correspondence

x To count the number

of real objects in a

collection.(concrete)

x To count the

number of

objects by

representing

them in the form

of pictures(semi-

concrete)

x To make collection

of objects

corresponding to a

specific number

x To recognize

and speak

numbers from 1

to 9.

x To use numbers

from 1 to 9 in

counting and

comparison. (Real

objects and

repeated events

like

clapping/jumpingto

be used for

counting)

x To read and write

numerals from 1 to 9.

x To identify the ordinal

x To match the

ordinal numbers

with objects in

order of size

Concept of “Zero”

x To introduce the

concept of “no

objects” give the

symbol zero to

represent it.

x To approach zero

through real life

situation (such as

there are 5 papers

lying on the floor,

how many

remaining? Or there

are 5 waste papers

lying on the floor,

ask the child to put in

the garbage bin one

by one. Let the

children count and

say eg: 1 in the bin,

4 on the floor,

….finally nothing or

zero on the floor, 5

in the bin)

Introduction to

Number 10 To

know and use the

number 10

.Counting

x To count the

objects.(Eg: count the

number of books in the

bag; the child should be

able to tell the total and

ensures that the child

has counted everything

once)

x To estimate, verify and

justify the counted value.

x To be able to count the

objects, mentally &

silently;

x To be able to relate last

number counted with the

total number of objects

Numbers from 11 to 20

x To form number

sequence from 11 to 20

x To count object using

these numbers

x To group objects into a

group of 10s and single

objects

x To develop the

vocabulary of group of

tens and ones.

x To show the group of

tens and ones by

drawing

x To count the number of

tens and ones in a given

number.

x To write the numerals for

eleven to twenty.

Addition (of single digit

numbers whose sum is

less than 10) and

Subtraction of numbers

without conversion

x To write numerals for ten

and twenty

x To Compare numbers up to

20

x To get introduced to

vocabulary like total,

together, altogether etc., to

denote addition.

x To introduce subtraction as

“taking away” using real

objects.

x To understand subtraction

as cancelling using

pictures.

To use vocabulary like

difference, take away, less

etc., to denote subtraction.

x To add and subtract using

real objects and pictures.

x To add and subtract the

numbers using symbols ‘+’

and ‘-‘.

Addition and Subtraction

(up to 20)

x To add and subtract

numbers up to 20.

-using concrete, tangible

objects

-using pictures

-using numbers

x To observe and understand

the different orientation in

addition and subtraction

x To reason out the sum

values

Familiarizing numbers up to

20

x To group objects into ones,

twos, fives and tens (for

numbers till 20).

x To identify the predecessor

and successor up to20.

x To identify numbers in

between

Numbers from 21 to 49/99

x To learn numbers from 21

to 99.

x Write numerals for Twenty

– one to Ninety nine.

x To group objects into ’tens’

and ‘ones’

x To draw representation for

groups of tens and ones

To represent numbers tens

and ones through pictures.

x To group a number orally

into tens and ones

x To identify the predecessor

and successor up to 99.

x To identify numbers” in

between” Eg: 24, _ _, 26.

To skip count by twos

forward to backward up to

Ninety-nine.

x To skip count by threes

forward to backward up to

Ninety-nine [Ensure that

this part(Numbers from

21 to 49/99 is an optional,

so as to consider the

pace of the learner]

Mental Arithmetic

To add two single digits

numbers up to sum of 10

mentally

99

x To learn

numbers by

rote from 21 to

99.

Write numerals for

Twenty-one to Ninety

nine

Counting

x Group objects

in

category.(eg:

group the

names based

on alphabets)

x Count the

objects in each

category(eg:

count the

number of

number of

students name

starting “A”,

number of

students name

starting “B”…)

x To group

objects into

’tens’ and

‘ones’

x To draw

representation

for groups of

tens and ones

x To group a

number into

tens and ones

x To identify the

predecessor

and successor

up to 99.

x To identify

numbers” in

between” Eg:

24, _ _, 26.

x To skip count

by twos

forward to

backward up

to Ninety-nine.

x To skip count

by threes

forward to

backward up to

Ninety-nine

x To introduce

odd and even

numbers

Ordering

x To arrange

numbers till

hundred in

ascending and

descending

order

x To able to form

the greatest and

the smallest 2-

digit numbers

with and without

repetition of

given digits.

x To arrange

things in

sequential order.

(eg: arrange

names of the

classmates,

alphabetically).

Place value and

comparing the

numbers

x To expand a

number with

respect to place

values.

x To count and

regroup objects

into tens and

ones

x To use the

concept of place

value to compare

numbers

Ordinal and

Cardinal

numbers

x To indicate

and identify

the position of

an object in a

line

To learn ordinal

and cardinal

numbers.

Writing numbers

up to 99

x to read and write

numbers upto 99

(eg. if number is

said, the child

should be able to

write the number,

not necessarily in

words. i.e., if

teacher said 69,

the child be able

to write 69 but not

necessarily “sixty

– nine”

Reading and

writing numbers

upto 99 in words

x To read and write

numbers in words

eg: for 69 the

child should be

able to write sixty

nine

Addition &

Subtractions up to

99

x To learn addition

and subtraction

x To add and

subtract two digit

numbers

beginning from

concrete

representations

to abstract

x To add zero to

a number and

subtract zero

from a number.

x To understand

properties of

addition

through

patterns.

To be able to write

stories to describe

situations that

corresponds to the

given addition and

subtraction facts

x To be able to write

stories to describe

situations that

corresponds to the

given addition and

subtraction facts.

x To estimate and

check the

reasonableness of

answers to

addition and

subtraction

problems through

discussion.

x To be able to write

stories to describe

situations that

corresponds to the

given addition and

subtraction facts.

x To estimate and

check the

reasonableness of

answers to

addition and

subtraction

problems through

discussion

Introduction to

Multiplication and

division

x To do discussion

of situations

involving repeated

addition and

situations involving

equal sharing

x To learn activities

of making equal

groups (activity

only)

Mental Arithmetic

x To add and

subtract single

digit numbers

mentally.

to 1000

x To read and write all 3-

digit numbers.

x To expands a number

with respect to place

values

Counts in different ways –

starting from any

number

Compare Numbers

x To identify odd and

even numbers with

respect to ones place

upto 3 digit numbers

x To be able to forms

greatest and smallest

numbers using given

digits.

To be able to sort an

array of numbers into

ascending and

descending order

Ordering

x To arrange things in

different orders for a

given solution.(eg:

finding out different

ways to prove that 3

and 5 make 8, by

arranging numbers in

different orders)

Addition and

Subtraction within

1000

x Able to add and

subtract numbers by

writing them vertically

in the following two

cases: (Sum should not

exceed 1000)

– Without regrouping.

– With regrouping.

To use the place space

value in standard

algorithm of addition

and subtraction.

x Able to solve addition

and subtraction of

simple problems in

different daily life

situations presented

through pictures and

stories.

x To frame problems for

addition and

subtraction facts

x To estimate the sum of,

and difference

between, of two given

numbers

Multiplication

x Multiplies a given

number by another

number in various

ways such as:

-by drawing dots

-by re-grouping

-by repeated addition

-by using multiplication

facts

x Explains the meaning

of multiplication

x Identifies

x Able to construct the

multiplication tables of

2, 3, 4, 5 and 10

x To use an appropriate

number operation in

the life situation of the

child / in the child’s

context

To multiply two digit

numbers using

standard algorithm and

Lattice multiplication

Algorithm

Division

x Able to explain the

meaning of division

from the context of

equal grouping and

sharing.

x To understand division

as repeated

subtraction

x Able to relate division

with multiplication.

x Completes division

facts:

-by grouping

-by using multiplication

tables.

Mental Arithmetic

x Able to add and

subtract single digit

numbers and two digit

numbers mentally.

Able to double two digit

numbers mentally

(result not exceeding

two digits).

10000

x To read and write 4 –

digit numbers (including

odd and even numbers)

x To write numbers with

respect to place value

expansion.

Comparing numbers

x Able to sequence an

arbitrary array of

numbers in ascending

and descending order.

x Able to form greatest

and smallest numbers

using given digits

Addition and subtraction

within 10,000

x To add and subtract up

to four digit numbers by

writing them vertically in

the following two cases:

without grouping, with

grouping (sum should

not exceed 10,000).

Multiplication (up to 2

digit number by 2 digit

number and 3 digit

number by single digit

number)

x Able to do elementary

multiplication of 2-digit

by 2- digit and 3- digit by

single digit numbers

using lattice algorithm

and the standard

(column) algorithm

x Able to reason out the

results of operations

down on specified

numbers

x Able to write tables up to

10 × 10.

Division: up to 4 digit

number by single digit

number.

x To divide a given number

by another number in

various ways.

x To apply the four

operations to life

situations.

x To frame word problems.

x To estimate sums,

differences and products

of simple two digit

numbers to nearest tens

or hundreds.

Mental Arithmetic

x Able to add and subtract

multiple of 10 and 100,

mentally.

Complete multiplication

facts by adding partial

products, mentally (e.g, 7×6

= 5×6+2×6)

x to know numbers

beyond 1000 being used

in real life situation

Place value and

comparing numbers

x To find place value

in numbers beyond 10000.

x Able to sequence

an arbitrary array of

numbers up to five digits

in ascending and

descending orders.

x To form the

greatest and smallest

numbers using four and

five digits.

Numbers and

operations

x To appreciate the

role of place value in

addition, subtraction

and multiplication

algorithms.

x To multiply 3

digits by 2 digits

x to use informal

and standard division

algorithm

x To divide 4 digits

by 2 digits

Introduction to square

numbers

x to understand the

term square numbers

x to find out square

numbers up to 100

Factors and multiples.

x Understand the

meaning of factors and

multiples

To identify least

common multiple(LCM)

Mental Arithmetic

x Able to estimate

sums, differences,

products and quotients

up to two digits numbers

and verifies using

approximation.

Systematic ordering:

Logically find out

something based on the

condition.(Eg: the child

should be able to

investigate and find the

number of possible

routes from one location

to another on a

map/maze; find out

different words that can

be made using five

given letters;

meaningful)

x To identify the patterns in

sounds

x To make pattern through

sounds

Patterns in Colours

x To identify the patterns in

colours.

x To make pattern through

colours.

Patterns in Shapes

To identify the patterns in

shapes

x To make pattern through

shapes.

Patterns in Numbers

x To identify the patterns in

numbers. (using

elementary examples-

single digit numbers)

Patterns in body

movements

x To identify the patterns in

body movements

Iterative patterns and

processes

x To observe and collect

similar objects from

surroundings such as

flowers, leaves;

x To draw similar objects

and to compare them

x To observe and extend

patterns in sequence of

sounds. Eg: Patterns of

sounds can be extended

by tapping benches, feet,

clapping etc.

x To create patterns by

mixing sound and body

movements

Patterns in Colours

To observe and extend

patterns in sequence o

colors. Eg: Patterns of

colors can be extended by

mixing different colours.

Patterns in shapes

x To create block patterns

by stamping thumbprints,

leaf prints, vegetable

prints, etc.

x To create patterns of

shapes of

a) Regular (eg: in grid)

b) Irregular and

c) Combinations of a and b

Patterns in numbers

x To observe patterns in

different ways of splitting

numbers or combining

numbers.

Iterative patterns and

processes

x Able to draw simple

rangoli(eg:3 by 3 pulli

Kolams)

x Creates patterns

of regular irregular

shapes by

stamping (eg: by

drawing leaves,

ink blot diagrams)

x Searches for

patterns in

different ways of

combining colours

sounds, 2D and

3D shapes

x To recognize

simple symmetries

in shapes and

patterns.

To create patterns

and designs from

straight lines and

other geometrical

shapes

Patterns in

numbers

x Able to identify

patterns in the

numerals for odd

and even numbers

and in adding odd

and even

numbers.

x To identify

patterns in

multiplication with,

and dividing by

10s.

Iterative patterns

and processes

x Able to draw

complex rangoli

with

condition.(eg:draw

ing more

pullikolams,

atleast one kolam

which is a single

curve.)

x To explore number

patterns obtained

by adding different

numbers.

x To understand

through patterns

that multiplication

is repeated

addition, division

as repeated

subtraction.

x Observes shapes

sequence from

kaleidoscope

x Identifies the patterns in

a sequence of shapes

x Creates Patterns using

shapes sequence

Patterns in numbers

x Able to identify patterns

in multiplication and

division: multiples of 9.

To cast out nines from a

given number to check if

it is a multiple of nine.

Able to identify patterns

in multiplication and

division by

10s, 100s.

Patterns in Geometry

x Able to identify symmetry

in geometrical patterns

x To create patterns

using different colours

and shapes

Patterns in numbers

x To identify patterns in

square numbers and

triangular numbers

x To relate sequences of

odd numbers between

consecutive square

numbers

Patterns in Geometry

Able to make border strip

and tiling patterns.

x To make patterns of

shapes using different

number of angles/ types

of angles

To get introduced to

rotation of angles.

To find patterns by

rotating angles

To make patterns using

rotational angles

Iterative patterns

x Able to find patterns in

a collection of words

x Comparison of Objects

Using Length through

Non Standard Units.

x To distinguish between

near. far,thin, thick, longer/

taller ,shorter , high, low,

lighter, heavier, bulk

x To seriate objects by

comparing their

length and mass.

x To measure short

lengths in terms of

non- uniform units(

in the context of

‘games eg., ‘Kittipil’

‘goligundu’,

‘naadupudiaatam’

or by leaping,

jumping, etc.,)

To estimate distance,

measures length and verifies

using non uniform units

(e.g. hand span, cubit, etc.,)

(Length) through Standard

units

x To estimate and measure

lengths/distances using

uniform non-standard

units like a pen cap

/pencil, eraser, feet etc

x To appreciate the need

for standard tool for

measuring length, by

finding differences in

non-standard tools.

x To Use a ruler to

measure

lengths of

different objects

Introduction to

standard tool for

measuring (weight)

x Compare and

identifies

relationships

between two or

more objects by

their weight.

x Appreciates the

need for a simple

balance

x Compares

weights of given

objects using

simple balance

Introduction to volume (

capacity)

compares and orders

containers as per their

capacities on the basis of

perception & verifies by

pouring out,etc.,

standard units –

cm., m.,)

x Able to appreciate

the need for a

standard unit.

x To measure

length of objects in

their environment

using simple aids.

x To express

appropriate

standard units of

length by choosing

between

centimeters and

meters.

x To

understand

order of

magnitude

between cm. ,

m., and km. as

units.

x To estimate

the length of

given object in

standard units

and verifies by

measuring.

x To use a

ruler to

measure

length of

items used in

daily life.

x Able to relate

centimeter and

meter

x Appreciate the

need for

standard tool

for measuring

length, by

finding

differences in

non-standard

tools

Weight (using

non-standard)

x Able to

weigh

objects using

non-standard

Units.

x To understand

the concept of

conservation

of weight(in gm

and kg) that

applies in a

simple balance

Volume (capacity –

(using non-

standard)

x Able to measure and

compare the

capacity of different

containers in terms

of non- standard

units.

x Appreciate the need

for standard tool for

measuring volume,

by finding

differences in non-

standard tools

subtraction, conversion

and estimation of

distance)

x To understand

relationship between meter

and centimeter;

x Able to Convert

meter into centimeters and

vice versa.

x To solve problems

involving length and

distances.

Able to estimate length of

an objects in their

surrounding up to 1

meter and distance

between two given

locations in their

environment up to 100

meters

Weight (Using

standard units

Kg., gm., addition

subtraction)

x Weighs objects

using a balance

and standard

units

x Estimates the

weight of an

object and

verifies using a

balance

Volume (Using

standard units

L.,ml., addition

subtraction)

x Able to measure

volume of given

liquid using

containers marked

with standard units

x Able to estimate

the volume of a

liquid contained in

a vessel and

verifies by

measuring

Measured distance

mass and capacity

Able to apply the four

operations in solving

problems involving length,

weight and volume.

Able to relate

commonly used

larger and smaller

units of length,

weight and Volume

and converts

one to the other.

To appreciate the volume

of a solid body:

qualitatively and also by

informal measurement.

x To identify

common currency

notes and coins

x To put together

small amounts

of money

x To add and

subtract small

amounts of

money

mentally.

x To identify

currency –

notes and coins

x Puts together

amounts of

money not

exceeding Rs.

100/-

x To transact an

amount using

three to four

notes.

x To compare

the rate of

same

product but

different

prices.

x To use the

vocabulary as

more amount,

less amount,

expensive, in-

expensive

paise

x To understand

the relationship

between rupee

and paise

To add and subtract

amounts involving

rupees and paise

amounts of multiples of

10 without re-

grouping.

Making bills

x to collect

bills for

goods/ite

ms

bought

To make rate charts and

simple bills

x Able to convert

rupees to paise.

To add and subtract

simple amounts of

money in

denominations of

rupees and

paise which are

multiples of ten

using column

addition and

subtraction with

regrouping.

x To learn to use

operations to

find totals,

change, multiple

costs and unit

cost.

x Able to

estimate

roughly the total

cost.

money

x To apply four

operations in

solving

problems

involving

money.

Comparing cost

x to collect bills

of items bought

and compare costs of

same items

x to find and

reasons out for

being

expensive and

inexpensive

x to use the

vocabulary

such as

expensive,

costly, cheap,

affordable,

luxurious,

inexpensive

[Textbook

writer has to

note the usage

of these words,

such as when,

where and why

with examples

of using these

words in real

life situations]

based

on time

x To Distinguish

between events

occurring in time

using term- earlier

and later, old, new,

less time , more

time, shorter period

or longer period,

fast, slow, morning,

evening, day and

night

x To observe changes

in the position of sun

throughout the day

with time intervals

Organizes events based

on time

x Narrates the sequence

of events in a day

months

x Able to draw

time- Cyclic

events( such

as day –

night; days

of the week;

events of the

day starting

from

brushing the

teeth to

sleep)

x To get

familiar with

the days of

the week and

months of on time

x Narrates the sequence

of events in a day

the year.

x To get a

feel for

sequenc

e of

seasons.

x To be able to

sequence the

events

occurring over

longer periods

in terms of

dates/days.

Calculating time

x By using

different

containers to

measure

volume

observes and

calculates

time, by using

the terms like

quick/fast and

slow.

x To apply the

knowledge

learnt in

money and

understands

that different

modes of

transports

can be used

based on time

and money

(calendar, hours,

minutes, am, pm)

x to read a

particular day and

date

x to understand the

manufacture and

expiry date of

different products

x To read the time

correct to the

hour (both digital

and analogue).

x Tells morning, noon,

afternoon, evening,

night and midnight.

x To sequence the events

chronologically.

Iterative patterns and

processes–Time based

To draw time-Cyclic

events of a

year(Months, seasons,

festivals)

x Understands days

by week

x to use knowledge

of days of a week

finds the day in

previous or

upcoming week

x Computes

the number

of weeks in

a year

x Able to correlate

the number of days

in a year with the

number of days in

each month.

x To read clock time to the

nearest hours

and minutes.

x Able to express

time, using the

terms, ‘a.m.’ and

‘p.m.’ [Ensure

that the children

learn the

meaning of prime

meridian and

ante- meridian

from

geography/ear

th science]

x Relates to 24

hour clock with

respect to 12

hour clock

x Able to

estimate the

duration of

familiar

events.

x Able to

compute the

number of

days between

two given

dates.

x Use Calendar

(interlinking with

patterns)

x To use

addition

and

subtraction

in finding

time

intervals in

simple

cases

CON CEPTS

distance, money

and time

x Able to reason

out in solving

problems by

comparing

time, money

and distance

x Able to create

problems

integrating

time, money

and distance

x To use

fractions in the

context of units

of length, time

and money.

natural fractions

x Able to

observe items

being a part or

parts of a

whole

x Able to find the

fractional part of

a collection.

To identify the

notation of

fractions

x Use the

vocabulary

as half,

quarter,

three-

fourths,

semi, partial

and whole

x Able to Define

Fractions

x To compare

natural

fractions and

identifies

greater and

smaller

Symbolic

representation of

simple fractions

x Relating parts to

whole eg: Filling

up water in a

measured bottle

partially / fixing

up puzzles

circularly/

vertically/

horizontally in

places and

completes the

whole.

x Identifies half,

one fourth and

three- fourths of

a whole.

x Identifies the

symbols, 1⁄4 , 1⁄2 ,

3⁄4

x Explains the

meaning of 1⁄4 ,

1⁄2, 3⁄4

to appreciate

equivalence of

2/4 and 1⁄2 and of

2/2, 3/3, 4/4 and

x Finds a number

corresponding

to part of a

collection in

the form of

fractions

To Compare

different simple

fraction (1⁄2,

1⁄4, 3⁄4 etc)

x To identify the

terms like

numerator

and

denominator.

x To know types

of fractions :

Proper ,

Improper, mixed

, like, unlike,

equivalent

Equivalent

fractions

x Able to

compare like

fractions with

denominators

up to 20.

x Able to estimate

the degree of

closeness of a

fraction to

known fractions

(1⁄2 , 1⁄4, 3⁄4 etc)

Operations of

fractions

x Able to do

addition and

subtraction of

like fraction

x Able to do

multiplication of

fractions by

single digit

numbers

Relationship

between Fractions

and Decimals

x To introduce

the concept of

decimal

Able to express a

given fraction in

decimal notation

and vice versa

PROCESSING

x To collect simple

data such as Mode of

transport to School,

Favorite TV program,

favourite food items,

Numbers of brothers

and sisters etc.,

2. Organizing simple data

(shape and numbers)

x To represents and

interprets Simple

data sets(eg: in

Venn diagram)

3.Modelling

Puzzles:

x To visualize and

arrange parts in

order.(Eg: Picture of

a dog torn into

pieces like head,

legs, tail, body. The

child has to arrange

neatly and form a

complete picture of

dog, by placing

everything intact.)

Making Connections:

x To form a shape, by

connecting the

numbers in

sequence/colors.

(eg: Lot of colored

dots could be given

such that 7 red dots

for one shape, 8 blue

dots for another

shape. Now, the child

has to connect

similar colored dots

to form shape)

4.Following and Devising

Algorithms

To enable them to follow

simple and different types of

procedure[example: simple

treasure hunt games]

x Listing down all

possible things for

a given category.

(eg: listing down

all possible ways

of dressing

oneself; listing

down any pairs of

numbers that sums

to 20)

x Listing down all

possible things

for a given sub-

categories

(Eg: finding out

all the possible

ways of

dressing using

two shorts and

three shirts;

Listing down

combination of

two numbers

whose sum is

equal to 20)

x To collect data

through

measurement.

Reasoning

x To compare,

verify and justify

the lists

prepared and

ensures that the

list is complete.

(eg: the child

should be able

to answer, how

do you know

that you have

counted all the

possible ways

and ensures

that it is

counted without

repetition?)

2.Drawing inference

x Represents

data followed by

discussions

(eg. heights of

children,

months in which

birthdays of the

children in the

class)

Listing down all possible

things for a given

category, with multiple

conditions.(eg: listing

down all possible ways

of dressing

x using 2 half-

pants, 1 half-

shirt and 2 full-

shirts, if full-

shirts are not to

be worn with

half- pants;

listing down the

number of

different four-

block-high

towers that can

be built using

blue and red

blocks(with the

condition that

one color for

each block);

listing down all

possible 3-5

lettered meaning

full words that

starts with letter

‘R’)

2. Drawing simple apt

graphs

x To collect data

and represent it

in terms of

pictograph

x Choosing

appropriate

scale and unit

for display

through

pictographs

3.Drawing conclusion

from the represented

data

x To draw

conclusions

from the data

by discussing

with the

teacher

4. Modelling Map

making:

x Able to make

map of known-

areas.(Not

necessarily

scaled).Eg:

Making map of

x Listing down all

possible things for a

given category,

satisfying for

multiple conditions

that has conditions

for exclusions.

x (eg: finding out

all the possible

ways of dressing

using 4 shorts

and four shirts,

one each of

colours red,

blue, white and

black, such that

the colour of

shorts and shirt

is not the same,

building towers

with blocks of

multiple colors;

with many

different

restrictions on

how they cannot

be arranged;

listing down all

possible 3-5

lettered

meaningful

words that starts

with letter ‘R’

and shouldn’t

end with

‘M’ and ‘T’)

2. Drawing inferences

from the represented

data:

x To collect and

represent data

in the form of

bar graphs and

pie-charts

x Draws Inferences

by discussing

with the teacher

3. Modelling Route

map:

x Able to locate

short and long

paths;

x Able to find out

and check for

connectivity

between places

Listing

x Logically place

numbers in a

given condition.

(eg:the child

should be able

to solve 4 by 4

Sudoku)

2. Graphical

representation

of data

x To collect

two-

dimensional

quantitative

data

x To represent

the data in

the form of a

table To

draw a bar

graphs and

to represent

a data and

interprets it

3. Modelling

x Marking art

using

cutouts of

circles,

rectangles

and

triangles of

different

sizes

x Create

artistic

chains with

different

coloured

beads

4. Following

and Devising

Algorithms

x To enable

them to find

out easy

and difficult

ways to

solve tasks

and justify

with

reasons the

better way

(eg.

Arranging

50 books

Ordered by

number on

them in 5

rows.)