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9. The book should not appear to be dry and should be attractive to children in various ways. The points language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strinclusion of stories and other interesting texts for children.

10. While dealing with problems, the text books should have several situations with multiple correct solutions. Make theseveral strategies for teaching a problem.

11. The material regarding patterns should be created in a way that would allow the child to observe patterns to generapatterns.

12. The purpose is not that the children would learn known definitions and therefore never should we begConcepts and ideas generally should be arrived at from observing patterns, exploring them and then tryingThere should be no overt emphasis on remembering definitions in known standard forms in exactly the same w

13. Problem posing is an important part of doing maths. Exercises that require children to formulate and create a varietothers should be built in


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objects and repeatedevents like clapping tobe used for counting)

Reads and writesnumerals from 1 to 9.

Adds and subtracts

using real objects andpictures.(Sum/difference notexceeding 9)

Reads + and -

Adds and subtracts thenumbers using symbols'+' and '-'.

Approaches zerothrough the subtractionpattern (such as 3-1=2, 3-2=1, 3-3=0).reads and writes zero.

Numbers from (10 - 20)

Forms Numbersequence from 10 to 20.

Counts objects usingthese numbers.

Groups objects into agroup of 10s and singleobjects.

Develops the vocabularyof group of 'tens' andones.

Shows the group of

tens and ones bydrawing.

Counts the number oftens and ones in agiven number.

Writes ten to twentyusing numerals.

Pre number line.

Addition and Subtraction

Adds and subtracts twodigit numbers bydrawing representationsof tens and ones

without and withregrouping.

Adds zero to a numberand subtracts zero froma number.

Observes thecommulative property ofaddition throughpatterns.

Solves addition,subtraction problemspresented throughpictures and verbaldescription.

Describes orally thesituations thatcorrespond to the givenaddition and subtractionfacts.

Identifies addition andsubtraction from a wordproblem.

Estimates the result ofaddition and subtractionand compares the

result with anothergiven number.

Performs operationslike addition on anumberline where theresult does not exceed9.

- with regrouping.

Uses the place value instandard algorithm ofaddition and subtraction.

Solves addition andsubtraction problems in

different situationspresented throughpictures and stories.

Frames problems foraddition and subtractionfacts.

Estimates the sum of,and difference between,two given numbers notexceeding 99.Multiplication

Explains the meaning ofmultiplication (asrepeated addition).

Identifies the sign ofmultiplication.

Constructs themultiplication tables of3,4 and 10

Uses multiplication factsin situations.

Multiplies two digitnumbers using standardalgorithm and Latticemultiplication algorithm.

Division:

Explains the meaning ofdivision from context ofequal grouping andsharing.

Relates division with

Frames word prob

Estimates sums,differences and prof given numbers


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Compares numbersupto 20.

Addition andSubtraction (upto20)

Adds and subtractsnumbers up to 20.

Numbers from 21 - 99 Writes Twenty-one to

Ninety nine usingnumerals .

Groups objects intotens and ones.

Draws representationfor groups of ten andones.

Groups a number orallyinto tens and ones.

Relates situationsinvolving repeatedaddition to multiplication.

Relates situationsinvolving equal groupingto division.

Preparation forMultiplication &Division

Discussion ofsituations involvingrepeated addition andsituations involvingequal sharing.

Activities of makingequal groups.

Constructs multiplicationtables of 1, 2 and 5.

multiplication.

Completes division facts- by grouping- by usingmultiplication tables.

Mental Arithmetic

Adds two single digitnumbers mentally.

Mental Arithmetic

Adds and subtractssingle digit numbersmentally.

Adds and subtractsmultiples of ten mentally.

Mental Arithmetic

Adds and subtractssingle digit numbersand two digit numbersmentally.

Doubles two digitnumbers mentally (resultnot exceeding twodigits).

FRACTIONAL NUMBERS

Identifies half, one

fourth and three- fourthsof a whole and relates toreal life situation.

Identifies the symbols,, , .

Explains the meaning of , and .

Mental Arithmetic

Adds and subtracmultiples of 10 a100, mentally.

Completes multiplfacts by adding paproducts, mentally7x6 = 5x6+2x6).

Appreciates equivof 2/4 and 1/2; a2/2, 3/3, 4/4 and 1

Understands 0.1,

0.3, 0.4, 0.5 ..


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heavy and light objects.

Time

Distinguishes betweenevents occurring in time

using terms -earlier andlater.

Gets the qualitative feelof long & short duration,of school days v/sholidays.

Narrates the sequence ofevents in a day.

Gets familiar with thedays of the week.

Gets familiar with themonth of the year.

heavy and light objects

Time

Gets more familiar withthe days of the week and

months of the year andconcretises.

Gets a feel for cyclinenature of seasons.

Sequences the eventsoccurring over longerperiods in terms ofdates/days.

Familiarise withyesterday today andtomorrow.

Gets familiar with a 12page calendar and writesthe week days andmonths (January toDecember)

Weight

Weighs objects usingnon standard Units.

Appreciates theconservation of weight.

Volume

Measures and comparesthe capacity of differentcontainers in terms ofnon-standard units.

Appreciates theconservation of volume.

Time

Reads a calendar to finda particular day and date.

Reads the time to thenearest hour.

Sequences the eventschronologically.

an object and using a balance.

VolumeMeasures volumes of

liquid using containers

marked with standard Determines sums

differences of volu

Estimates the volua liquid containedvessel and verifiemeasuring.

Time

Computes the numweeks in a year.

Correlates the nu

of days in a year wnumber of days inmonth.

Justifies the reasthe need of a leap

Reads clock time nearest hours andminutes.

Expresses time, uthe terms, 'a.m.' an'p.m.'

Estimates and ver

the duration of famevents.

Finds approximateelapsed by (to thenearest hour) forwcounting.

Computes the num


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days between two

Data Handling (8 hrs.)

Collects, represents andinterprets simple data.


Collects data throughmeasurement.

Represents the data

followed by discussionsorting by colour andsize.

Draws inferences fromthe data at theappropriate level.


Records data using tallymarks.

Collects data and

represents in terms ofpictogram choosingappropriate scale andunit for display throughpictogram.

Draws conclusions fromthe data throughdiscussion.

Data Handling (8hrs.)

Collects data andrepresents in theof bar graphs;

Draws Inferencesthrough discussion

Patterns (14 hrs.)

Aquainly withsequences of simplepatterns found in shapesin the surroundings e.g.stamping activity usingfingers and thumb, usingfamiliar objects etc.

Completes a given sequenceof simple patterns found inshapes in the surroundings.

Patterns (13 hrs.)

Extends patterns insequence of shapes andnumbers.

Searches for patterns indifferent ways of splittinga number.

Creates block patternsby stamping thumbprints,leaf prints, vegetableprints, etc.

Creates patterns of regular2D shapes by stamping.

Patterns (8 hrs.)

Identifies simplesymmetrical shapes andpatterns.

Makes patterns anddesigns from straightlines and othergeometrical shapes.

Identifies patterns in thenumerals for odd andeven numbers and inadding odd and evennumbers.

Partitions a number indifferent ways.

Identifies patterns in hissurroundings based onshape, colour and size.

Identifies patterns inmultiplication tables.

Patterns (10 hrs.)

Identifies patternsmultiplication anddivisioneg: multiples of 9

Casts out nines frogiven number to cit is a multiple of

Identifies patterns.

Multiplies and divid10s, 100s.

Identifies geometricalpatterns based on sym


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9. The purpose is not that the children would learn known definitions and therefore never sho

explanations.Concepts and ideas generally should be arrived at from observing patterns, exploring them a

their own words.

Definitions should evolve at the end of the discussion, as students develop the clear understan

10. Children should be expected to formulate and create problems for their friends and colleagues

11. The textbook also must expect that the teachers would formulate many contextual and contex

the experience and needs of the children of her class.

12. There should be continuity of the presentation with in a chapter and across the chapters. Opp

students the feel for need of a topic, which may follow later.


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Introduction and general understanding ofperimeter using many shapes. Shapes of differentkinds with the same perimeter. Concept of area,Area of a rectangle and a square Counterexamples

to different misconcepts related toperimeter andarea.

Perimeter of a rectangle and its special case asquare. Deducing the formula of theperimeter for a rectangle and then a squarethrough pattern and generalization.

Data handling (10)

(i) What is data - choosing data to examine ahypothesis?

(ii) Collection and organisation of data examples of

organising it in tally bars and a table.(iii) Pictograph- Need for scaling in pictographsinterpretation & construction.

Addition and subtraction of decimal fractionsupto 100th place.

Comparing the observation with that for a coin.Observing strings of throws, notion of

Randomness of ungrouped data.

iv) Co

v) Qu


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i)

ii)

iii)

(Whiv)

v)

vi)

Men


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