GRADE-1 ENGLISH MEDIUM MATHEMATICS ACTIVITY BANK

GUIDANCE

Shri.M.M SINDHUR Shri.U.D HUNKUPPI

PRINCIPAL/DDPI(D) LECTURER DIET

BELAGAVI BELAGAVI

RESOURCE PERSON

Smt.jayashree a korakoppa sMT.lalita s naikodi

Govt Model school higher primary school

Kenganur tq:bailhongal kadabi tq:savadatti

Mobile no: 9686384438 Mobile no:9164227605

Government of Karnataka

District Institute of Education and training Mannur Belagavi

Govt English Medium Sections Activity Bank-2020-21

S,NO

UNIT NAME LEARNING OUTCOME INDICATORS NO.OF ACTIVITIES

PAGE NO.

1

Shapes and Space

4.Identifies position of an object such as top-bottom on-under, inside-outside near-for

5.Classifies objects into groups based on same physical attributes on like some shape,size and other deservabie properties including rolling and sliding

4.1. Identifies the position of an object as being top-bottom in relation to other objects 4.2Identifies the position of an object as being inside and outside relation to other objects 4.3.Identifies the objects that are near- far nearest and farthest 4.4.Identifies the position of an object as on and under above, below 4.5.Identifies the objects that are near- far nearest and farthest 5.1.Identifies the shapes of the given objects 5.2.Match the objects of similar shapes 5.3.Sorts objects of similar shapes and sizes 5.4.Sorts objects of similar shapes and sizes

14

1- 5

2

Numbers from One to

Nine

6. Works with number s from 1 to 9-Counts objects using numbers 1 to 9,recites and number names and counts objects up to 9 using concrete objects pictures and symbols.

6.1.counts a given collection of concrete objects as pebbles , stones ,leaves ,pencils or pictures up to 9. 6.2. Orally recites numbers from One to Nine. 6.3.Identifies the numbers One to Nine a symbol 6.4. Counts and matches objects with their symbols. 13.1. Can identify that nothing mean zero.

13.2.Can write number zero

13

6-9

3

Addition

14.A Constructs addition facts up to 9

14.1Adds two numbers (between 1-9) using concrete objects

14.2.Adds two numbers (1-9) without concrete objects i.e.

mentally or through vertical or horizontal sums.

5

9-10

4

Subtraction 14.B.Substracts number using

1to 9

14.3.Subtracts two numbers (1-9 using concrete objects) 14.4 Subtracts two numbers (1-9) without concrete object i.e, mentally or through vertical horizontal sum.

4

10-11

5

Numbers from Ten to

twenty

15.Works with number s from 1

to 20 counts objects using numbers 1 - 20 recites and number names and counts objects up to 20 using concrete objects pictures and symbols. 16.Compare numbers up to 20 and applies the same to solve daily life problem. 25.Applies addition and subtraction of numbers from 1 to 20 in solving day to day life problem.

15.1.Counts a given collection of concrete objects as pebbles stones leaves pencils or pictures up to 20 15.2. Orally recites numbers from 1-20 15.3.Identifies the numbers 1-20 as symbols and write them. 15.4.Makes groups of ten can split numbers into Ten and Ones. 16.1. Sequence numbers from 1-20 given in random order. 16.2.Compares numbers up to 20 eg: Can identify which number comes before or after anumber 25.1.Adds numbers from 1-20 without carrying over using concrete objects, mentally through vertical or horizontal addition 25.2. Subtraction of number from 1-20 in solving day to day life problem.

13

12-14

6

Time 24.Narrates the sequence of events in a day ,gets familiar with days of the week and months of the year Distinguishes between events occurring in time using in time using terms such as earlier and later

24.1 .Narrate sequence of his/her daily routine work. 24.2.Compares two events by duration as a longer time 24.3. Tells the names of days of the week in sequence shorter time 24.4. Sequencesmonths of the year in order.

6

15-16

7

Measurement

26.Compares objects as longer - shorter, heavier, lightier, taller, shorter, thicker, thinner 27.Estimates and measures short lengths using non-uniforms units like a finger, hand span,

26.1 Compares objects by length – as tall, short, taller, shorter, tallest – shortest. 26.2.Compare objects as longer shorter, heavier, lighter, taller- shorter, thicker- thinner 26.3.Compare objects on thickness as thicker-thinner, thickest – thinnest 27.1.Measures short lengths using finger span/hands pan, footstep/ Pencil length 27.2 Estimates the distance between two objects in terms of non uniform units

19 17-23

8

Numbers from Twenty-one to Fifty

9

Data Handling

36. Collects records (Using pictures/numbers) and interprets simple information by looking at visuals

36.1 Sorts and counts given collection of objects 36.2 Able to represent given collection of objects sorting and counting in the form of pictures or symbols of numberal

3 24

10 Patterns 38) Observes, extends and

creates patterns of shapes objects numbers such as 1, 2, 3, 4, 5 - - - - 1, 3, 5

38.1 Extends or identifies a given pattern of numbers 38.2.Extends or identifies a given pattern of shapes 38.3.Creates patterns of shapes

3 26-27

11

Money 37.Identifies the currency notes and coins that are used in our country and arrives at the given amount with different combinations of coins and notes

37.1Identifies the currency used in our country 37.2Makes combinations of notes and coins to arrive at the given amount 37.3.Estimates the price of objects that he/she sees in daily life

3 25-26

12 How many 35.Counts objects (using ten’s and one’s) and writes numbers upto 99

35.1.Counts numbers upto 99 using bundles of ten’s & one’s Construct numbers from the bundles of ten’s and one’s 35.2. Construct numbers from the bundles of ten’s and one’s 35.3.Names the number shown symbolically and writes the number said orally 35.4.Sequences numbers upto 99 given in random order/can identify the successor or predecesso

2 27-28

MATHEMATICS ACTIVITY BANK GRADE-1

Sl.No

Unit Learning outcome

Learning Indicator

Activities Materials needed

1

1.S

hap

es

and

Sp

ace

4.Identifies

position of

an object

such as

top-

bottom,

on-under,

inside-

outside,

near-for

4.1. Identifies the position of an object as being top-bottom in relation to other objects

Activity No.1.Teacher instructs the students to hold the pen and ask them

to touch the top of the pen and then touch the bottom of the pen

Activity No.2.Instruct the students to keep their four books on above the

other and ask them to take which book at the top ,and which is at the

bottom.

Pen

Books

4.2Identifie

s the

position of

an object

as being

inside and

outside

relation to

other

objects

Activity No.1.Teacher instructs the students to bring their bag and ask

them to pullout the book outside from the bag and then put back the book

inside the bag .

Inside outside

Book ,Bag

Activity No.2.Let’s play- Teacher draws the circle on the floor commands

the students to stand outside the circle. When teacher says inside students

should stand inside the circle ,when commands outside they should jump

outside. Teacher commands randomly (outside, Inside).The students who

make mistakes they are out of the game.

4.3.Identifi

es the

objects

that are

near- far

nearest

and

farthest

Activity No.1.Teacher shows the picture of the house, dog and cock in

distance and says the students dog is nearer to the house and cock is further

to the house .

Picture

Students

and black

board

4.4.Identifi

es the

position of

an object

as on and

under

above,

below

Activity No.1.Teacher keeps the ball on the table and keeps a bat under

the table and expliains ,Ball is on the table and ball is under the table

(on,under)

Picture

Table ,Bat

,Ball

Activity No.2.Show the picture of a face and explain Mouth is below the

nose and nose is above the mouth

Activity No.3.Teacher draws a picture of a joker .Then students should

identify the position of the objects balloon is above the head ,ball is below

the leg (above,below)

4.5.Identifi

es the

objects

that are

near- far

nearest

and

farthest

Activity No.2. Teacher calls four students to stand infront of the board in

distance and say them who is nearest to the board and who is farthest to the

board.

5.Classifies objects into groups based on same physical attributes on like

5.1.Identifi

es the

shapes of

the given

objects

Activity No.1.Teacher recites a rhyme about shapes

“I am a square , I am a square You can see me everywhere” using mobile

Activity No.2 .Provide some objects to identify the shapes which are in the

shape of circle ,square, rectangle and triangle

Match box,

Biscuit, Coin,

Bangle, Eraser

some shape,size and other deservabie properties including rolling and sliding

5.2.Match

the objects

of similar

shapes

Activity No.1.Let’s play—Teacher draws circle ,square, rectangle and

triangle on the floor and ask the students to pick out the objects and keep

them according to the shapes.

5.3.Sorts

objects of

similar

shapes and

sizes

Activity No.1.Teacher gives some pieces of papers with different shapes,

sizes and colours and asks the students to sort similar shapes, sizes and

colours.

Activity No. 2.. CAN YOU COLOUR ME? Teacher gives a piture with

shapes to colour the same shapes to same colour.

Different shaped cards

5.4.Sorts

objects of

similar

shapes and

sizes

Activity No.3.Give some object to the students ex-Ball, Pen, Pencil, Book

,Box, Marbles and ask them to slide on the slope and identify which is rolling

and which is sliding.

Ball, Pen, Pencil,

Book ,Box, Marbles

2

2.N

um

be

rs fr

om

On

e t

o N

ine

6. Works

with

numbers

from 1 to 9-

Counts

objects

using

numbers 1

to 9,recites

and number

names and

counts

objects up

to 9 using

concrete

objects

pictures and

symbols.

6.1.counts

a given

collection

of concrete

objects as

pebbles ,

stones

,leaves

,pencils or

pictures up

to 9.

Activity No.1.Teacher recites a rhyme about the numbers with action

Number One touch your tongue

Number Two touch your shoe

Number Three touch your knee

Number Four touch the floor

Number Five jump up high

Activity No.2 Give some objects to count and say

Activity No.3. Let’s play Draw a circle on the floor and ask the students to

take nine small stones and drop the stones in the circle and say to count the

stones which are inside the circle .The student who drops more stones will

be the winner.

Rhyme

Stones

6.2. Orally

recites

numbers

from One

to Nine.

Activity No.1 .Teacher recites the rhyme about the numbers

One Two buckle my shoe, Three Four shut the door, Five Six pick up the sticks , Seven Eight lay them straight, Nine Ten a good fat hen.

Activity No.2.Instruct the students to show their ten fingers and count in

sequence up to ten with folding fingers

Rhyme

Fingers

6.3.Identifi

es the

numbers

One to

Nine a

symbol

Activity No.1.Show the flash cards of the numbers and ask the students to

bring that much of objects from the box and set them in sequence

Activity No.2.Let’s play- Instruct the students to make a circle and run in

circle with saying “Fire on the mountain run run ” when teacher says 3

students should make group of three members .Who will remain they will

Stones

,Seeds

out from the game.

Activity No.3.Teacher provides some pictures to the students and ask

them to colour as much as they tell. ex; colour the 4 Apple . Colour the 3

flower.

Activity No.4.Teacher asks the students to identify the numbers in face.

6.4. Counts

and

matches

objects

with their

Activity No.1.Teacher provides some picture and number card to match

the number with picture.

symbols.

13.1. Can

identify

that

nothing

mean zero.

Activity No.1.Teacher recites a rhyme about zero students will follow.

Zero might sound like nothing to you

But he’s our hero brave and true

Looking for the numbers with a zero at the end

Counting them all over and beginning again ,Z-E-R-O zero the hero.

Activity No.2.Teacher says story about zero .through- Link

https://youtu.be/EgnFvRhptlM

Rhyme

Mobile

13.2.Can write number zero

Activity No.3.Teacher gives 5 pebble to a student and take back one by one

with counting remaining pebble 5-1=4 ,4-1=3,3-1=2,2-1=1,1-1=0.

At the last asks the student how many pebble are there in his/her hand ,if there was nothing we have to say zero.

3

14.A

Ad

dit

ion

14.A Constructs addition facts up to 9

14.1Adds

two

numbers

(between

1-9) using

concrete

objects

Activity No.1.Teacher recite a rhyme about addition 1+1=2, 2+1=3,3+1=4,

4+1=5,5+1=6,6+1=7 ,7+1=8,8+1=9,9+1=10

link - https://youtu.be/PYL4nyE7zeo

Activity No.2. Draw 2 circles on the floor and ask 2 students to stand in 1st

circle 3 students to stand in 2nd circle and say them altogether 5.

14.2.Adds

two

numbers

Activity No.1..Teacher asks the students to show their 2 finger in right hand

and 4 finger from left hand and ask them to count altogether and now 4

finger from right hand ,2 finger from left and ask them to count altogether.

(1-9)

without

concrete

objects i.e.

mentally or

through

vertical or

horizontal

sums.

4+2=6=2=4 2+4=4+2

Activity No.2. teacher ask the students to practice mentally 3 + 1=__

2=__+2=__

Write the missing numbers

__ +__=4 __ + __ = 8

Activity No.3.Provide number cards ask the students to take any 2 cards

from box and add them vertically and horizontally one number in mind one

number in finger .

4

14.B.Sustraction

14.B.Substracts

number using 1to 9

14.3.Subtra

cts two

numbers

(1-9 using

concrete

objects)

Activity No.1.Teacher sings a song with action on subtraction.

Ten little monkeys jumping on a bed

One jumped up and bumped his head

Mom call the doctor and the doctor said

No more monkeys jumping on a bed

( In the same way up to 0)

Activity No.2. Instruct the students to collect some objects like pebbles ,

marbles or seeds ask them how many are there .If there are 5,take out 3 of

the objects and tell them to count remaining objects( 5-3=2). Eg:

Activity No.3. Draw a circle on the floor and ask 5 students to stand in that

circle say 3 students to come out from the circle and ask them to count

remaining.

Rhyme

Seeds,

marbles,

biscuits.

14.4

Subtracts

two

numbers

(1-9)

without

concrete

object i.e,

mentally or

through

vertical

horizontal

sum.

Activity No.1.Teacher asks the students to take any two number cards from

the box and set them in vertical manner and subtract mentally ,after that

set the number cards in horizontal manner and subtract mentally.

5

15. Numbers from Ten to Twenty

15. Works

with numbers from 1 to 20 counts objects using numbers 1-20 recites and number names and counts objects up to 20 using concrete objects pictures and symbols.

15.1.Count

s a given

collection

of concrete

objects as

pebbles

stones

leaves

pencils or

pictures up

to 20

Activity No.1.Teacher asks the students to make a circle and sing a song on

number with her/him.

“Let’s count Ten and Twenty. Let’s count Ten to Twenty”

Eleven, Twelve, Thirteen, Fourteen

Fifteen, Sixteen, Seventeen, Eighteen,

Nineteen and Twenty……

Link:- https://youtu.be/wiGEEJLLKd8

Mobile

15.2. Orally

recites

numbers

from 1-20

Activity No.2. Collect 20 pebbles or small sticks and practice the counting.

Recite number names till 20.

Pebbles

15.3.Identif

ies the

numbers 1-

20 as

symbols

and write

them.

Activity No.1.Make two groups among the students ,give them number

cards from1 to 20 to 1st group and tell 2nd group to bring some object and

keep them according to the numbers and set them in sequence.

Number

cards

15.4.Makes

groups of

ten can

split

numbers

into Ten

and Ones.

Activity No.1.Ask the students to collect pebbles small sticks matchsticks 1

to 20 , ask the students to make a bundle of ten sticks and keep the

remaining ten sticks loose .Ask the students to give 13 sticks without

opening the bundle.

Activity No.2.Draw two boxes on the floor .Provide one red token and 10

green colour token and ask the students to keep green token in right side

box with counting 1,2,3,…….9. While counting 10 take away all 10 token

and keep red token in the left side box instead of green token.

Matchstick

s, Pebbles

Tokens

16.Compare numbers up

to 20 and applies the

same to

16.1.

Sequence

numbers

from 1-20

Activity No.1.Fishpond-game-1-20

Make fishpond with number flash cards , attach them to point pins. Take a

thread tie a magnet at one of its end, drop the magnet into the pond , pick

the number which is attached to the magnet. Read the number and arrange

Fish cards , Magnet, Point pin

solve daily life

problem.

given in

random

order.

them in a sequence.

16.2.Comp

ares

numbers

up to 20

eg: Can

identify

which

number

comes

before or

after a

number.

Activity No.1.Provide calendar to the students and ask them to open any

page and point any number up to20.Then ask them, ’Which number comes

after 15?’, ‘Which number comes before 15?’, ‘Which number is there

between 13 and 15?’ . ( also you can use number cards).

Activity No.2. Provide number card ask to take any 2 cards and ask them to

say which is bigger and smaller.

Activity No.3. Make a number board and keep it on the floor and ask the

students to drop 3-4 pebble on the board .write that number on which

pebble are present ,tell the biggest and smallest number among them.

Calendar

Number cards

for e g:-( smallest-8,biggest-20)

25.Applies addition and subtraction of numbers from 1 to 20 in solving day to day life problem.

25.1.Adds

numbers

from 1-20

without

carrying

over using

concrete

objects,

mentally

through

vertical or

horizontal

addition

Activity No.1..Students already known about addition up to 9.Now up to 20

.Give 8 marble to a student, call another student and give 3 and ask them to

count altogether . Ask them to write using tens and ones.

Activity No.2. Teacher ask the students to add numbers vertically or

horizontally.

Activity No.3.Important goal of addition is to use it in solving day to day life

problem . Ask the students to solve these problems mentally.

Eg; Ravi has & chocolates in his right and 5 chocolates in left hand . How

many chocolate s are there in his hands altogether?

Ask the students to keep 7 in mind and 5 in finger and then add 5 after

counting 7

Eg: Uma has 5 pencils .her brother gave her 2 more .How many pencil in all

does she have?

25.2.

Subtraction

of number

from 1-20

in solving

Activity No.1.. Give 15 coin to a student and ask him to give back 3 coins.

Say him to count remaining coins.

Activity No.2.Give some problems to solve without using concrete

materials.

E g:-

Coins

day to day

life

problem.

a. Suma has 8 balloons 3 of them burst. How many balloons are left?

b. Mukta has 12 sketch pens. She lose 2of them .How many sketch pens

are left?

6.

6.Ti

me

24.Narrates the sequence of events in a day ,gets familiar with days of the week and months of the year Distinguishes between events occurring in time using in time using terms such as earlier and later

24.1

.Narrate

sequence

of his/her

daily

routine

work.

Activity No.1. Teacher asks the students to stand in a circle and recite a

song with action on daily routine work.

Wake up Wake up change my clothes

Eat breakfast Eat breakfast

Time to go to school

Say Hello ,say hello

Get ready

Learn a lot

Time to eat my lunch

Play outside….

Activity No.2.Provide some picture of daily routine and ask them to classify

according to the daily routine.

Mobile

Picture

24.2.Compares two events by duration as a longer time shorter time

Activity No.1.Let’s play- Running race spoon with lemon.

Conduct a running race to the students .keep a lemon on the spoon and ask

the students to hold the spoon between the teeth .student should run with

balancing the lemon on spoon . Watch who will reach the goal earlier and

later.

Spoon and

Lemon

24.3. Tells

the names

of days of

the week

in

sequence

Activity No.1.Teacher calls 7 students among the class and give them

flash card of days of the week and recites a song of days of the week with the help of mobile. Link:- https://youtu.be/XKnRahzQike

Mobile, Flash cards

24.4.

Sequences

months of

the year in

order.

Activity No.1. Recite a song on months of the year.( with help of mobile)

January, February, March, April ,May,

June , July…….

Link: https://youtu.be/Fe9bnYRzFvk

Activity No.2. Practice the month of the year using calendar and flash

cards.

Mobile Calendar

Smt:Jayashree A Korakoppa A.M Govt Model School Kenganur Tq:Bailhongal

c Unit

Learning outcome

Learning Indicator

Activities Materials needed

7

Measuremen

t

Compares objects as longer - shorter, heavier, lightier, taller, shorter, thicker, thinner

Compares objects as longer - shorter

Activity No. 1 • Prepare the chart of pictures of different sized snakes to identify the length of snakes. • show children yarn of two lengths that represent snakes and the concept of longer and shorter • Help children say the words and make the connection between the snakes on the chart and the yarn. • Repeat the acvity with the different color yarn for caterpillars.

Yarn or woolen

or coconut leaves

Activity No. 2 • Give children dough, clay or mud with which to make earthworm and caterpillars. • Provide enough time to have free explanation with dough or clay. • Ask Children to make their own earthworms and caterpillars. • Encourage children to compare and talk about their lengths as they make them.

Mud Clay

dough

Activity No. 3

• Take ribbon roll • Cut the ribbon roll into different pieces of length. • Arrange the ribbons on the floor • Ask one pair of children to pick longer ribbon and hold in either side of your hand in distance. • Ask another pair of children to identify and pick shorter piece of ribbon and hold in either side of your hand in distance. • Ask other children to identify which is longer ribbon ? and which is shorter ribbon ? • Repeat the activity with remaining children with different lengths of ribbon.

ribbon rolls

Compares objects as longer - shorter, heavier, lighter, taller, shorter, thicker, thinner

26.1 Compares objects by length – as tall, short, taller, shorter, tallest – shortest.

Activity No. 1 • Take a ball and rope • Tie or hang a ball in the middle on the roof wherever it is possible so that teacher can touch the ball • Ask students try to touch the ball. They can’t touch it. • Ask students why you can’t touch the ball ? • Teacher responses with response of students • You are short to touch the ball • Now teacher touches the ball saying I’m tall to touch the ball • Teacher repeats the activity to have fun in the class • At the end teacher concludes I’m taller than you so I can touch the ball • You are shorter than me so you can’t touch the ball

ball and

rope

Activity No. 2

• Collect empty matchstick boxes about 20-30 pieces • Instruct children to observe activity • Keep the matchstick boxes one upon another of about 10 pieces, 8 pieces and 4 pieces each. • Ask children which one is taller? And which one is shorter? • Repeat the activity by giving match boxes or books or coins.

Waste match stick boxes

Activity No. 3

• Play an exercise game with children • Ask children to duplicate your motion (movement) as you make yourself a short tree [squat down] and a tall tree [reach as high as possible] • As you make the movements say “short”, “tall”. • Ask children to join you

Compares objects as longer - shorter, heavier, lighter, taller, shorter, thicker, thinner

26.2 Compare objects as longer shorter, heavier, lighter, taller- shorter, thicker- thinner

Activity No . 1 [ heavier – lighter] • Fill empty plastic bottles with light and heavy objects respectively • Feathers, pieces of multicoloured paper, groundnuts, glass, marbles and pebbles. • Seal the bottles with cap • Encourage children to manipulate the bottles and discuss hou some bottles are light and others are heavy.

Feathers pieces of multicolo

ured papers glass

marbles pebbles

and groundnu

ts

Activity No. 2 [ heavier – lighter]

• Deposit a few books inside a box 1 or bag 1. • Deposit more books inside a box 2 or bag 2 • Encourage children to take turns lifting the bag • Use the box or bag to carry the books to your reading corner look at them with your group • At the end of the activity encourage children to lift the box or bag once more • Surprised to see how light it is and how heavy it is !

Books bag

Activity No. 3 • Arrange a series of light and heavy objects on the floor • Feathers, pieces or tissue paper, stones, marbles, shoes, books, pens, compass box • Put on the fan if it is available or blow the air through the objects on the floor • Help them notice how the light objects move around when the fan blows air on them • Whereas the heavier objects stay o the floor Talk about heavy and light objects

Stones feathers

shoes books pens

compas picees of

tissue paper colour papers cotton

Activity No. 4

• Use a jug or pitcher to pour water to glasses • Help them notice hou the jug is heavy when it is full. • Once you heave emptied contents of the jug into drinking glasses show them how the jug is light • Help them make the same type of observations with their drinking glass • Ask them to empty glass in left hand and full glass in right hand • Ask them to identify the heavier or lighter

Jug, glasses

(papercup)

Activity No. 5

• Collect the objects available in the classroom and home • Arrange the objects according to their weight • Arrange the objects as shown below on the floor Cotton Stone Bag Book Pen Duster Feather Compass Broomstick Stick Bundle of books Book Piece of paper Bundle of paper Pencil Marker pen Full bottle Empty bottle • Ask children to take piece of chalk and circle the object which are

Cotton Stone Bag

Book Pen

Duster Broomstic

k Compass

Pencil Empty bottle

heavier objects • Ask the children to identify the heaviest of all objects • Ask the children to identify the lightest of all objects

Activity No. 6 Say the rhyme with children Is it taller, shorter ? These are two ways to look at things Is it longer, shorter ? These are two ways to look at things Stand two things up together one is Shorter, one is taller Lay two things side by side One is longer, one is shorter Is it taller, shorter ? These are two ways to look at things Is it longer or shorter ? These are two ways to look at things Stand two things up together One is shorter, one is taller Lay two things side by side One is longer, one is shorter

26.3 Compare objects on thickness as thicker-thinner, thickest – thinnest

Activity No.1 [ thicker – thinner] • Take old nail polish bottles or paint boxes and sheet of paper • Divide the class into two groups according to availability of nail polish bottles and sheet of paper • Ask them to draw thicker sides of different shapes • Ask them to draw thinner sides of shapes • Ask them to draw thinnest side of shape

Old nail polish bottles Sheet of paper of Paint boxes

Activity No. 2 [thicker – thinner] • Take old news paper available in the school • Ask children to hold the news paper turn wise • Ask them how do the felt by holding old news paper • Take only sheet of newspaper • Ask children to touch the one sheet of paper • Ask children to touch the number of sheets of news paper • Tell the difference between both by explaining thinner and thicker

Activity No. 3 [thicker – thinner] • Take old bangles of different sizes and shapes which includes thinner and thickest • Ask children to touch the different bangles to feel the thinner and thickest of all the bangles

Old bangles

Estimates and measures short lengths using non-uniforms units like a finger, hand span,

27.1 Measures

short lengths

using finger span/hands

pan, footstep/

Pencil length

Activity No. 1 • Take rangoli • Draw rectangle, circle, square, triangle shapes on the floor of different sizes • Ask children to measure short length using finger span/ hand span, footstep/ Pencil length

Rangoli

Activity No. 2 • Ask children to sleep on the floor • Let other children measure his length covered on the floor using pencils and handspan

Pencils

Activity No. 3 • Divide the class into groups • Ask the children to measure their Length of class Room using hand span or footsteps

27.2 Estimates the distance between two objects in terms of non uniform unit

Activity No. 4 [ Marbles or book activity ] • Take marbles or books or compass • Divide the class into groups according to your convenience • Give five or six marbles to them • Ask them to keep marbles in different places • Ask other students to measure between different marbles placed using pencils or footsteps • Teacher should facilitate wherever necessary

Marbles Books Compass

9 D

ata

Han

dlin

g 36 Collects records (Using pictures/numbers) and interprets simple information by looking at visuals

36.1 Sorts and

counts given

collection of objects

Activity No. 1 • Collect different objects in the class like rubber, eraser, sharper, pencils, books, compass, chocolates, chalk pieces • Gather all objects together on the floor • Ask the children to count the number of erasers, sharpeners, pencils, books, chocolates Activity No. 2 • Collect the pictures different types of vehicles like bus, car, bicycle, truck, jeep ( at least 2 to 3 pictures each) • Paste the pictures to create traffic situation • Ask the children to count the number of vehicles • Fill the chart

Rubber Erasser

Sharpener Pencils Books

Collects records and interprets

simple information by looking at visuals

36.2 Able to represent given collection of objects sorting and counting in the form of pictures or symbols of numberals

Activity No . 1 • Prepare the flash cards of pictures, symbols or numerals • Sort out on the floor • Ask children to sort out, count in the form of pictures, symbols or numerals

Any Pictures

12 M

on

ey

Identifies the

currency notes and coins that are used in

our country

and arrives at the given

amount with

different combinations of coins and notes

37.1 Identifies

the currency used in

our country

Activity No. 1 • Prepare money cards of one rupee, Five rupees, 10 rupees, 20 rupees, 50 rupees, 100 rupees • Write few questions on the back of money cards • Ex : 1. What is your name ? 2. What is the color of apple ? 3. 2 + 2 , 4. 2 X2, 5. 3-4 • Ask student to pick one money card and answer the question written on the back of card • {Note: Teacher helps the child to read the question} • If child answers correct, they earn money written on the card

Note Pictures

Coins Pictures waste

boxes to prepare

cards

37.2 Makes

combinations of

notes and coins to arrive at the given amount

Activity No. 1 [change activity] • Take notes and coins in the tray • Take 10 rupees note, ask child to give change of 10 rupees in terms of coins of 5, 2 rupees • Take 50 rupees note, ask child to give change of 50 rupees in terms of 10 rupees note, coins and 5 rupees coins • Continue activity to each child

Notes Coins

37.3 Estimates the price of objects

Activity No. 1 • Collect the simple things in the class • Tag its prices on it • Ask students to observe the price written on it

Pen Water bottle

Note book

that he/she sees in

daily life

• Keep coins and notes in tray aside • Ask childred to pick the money needed to by the things kept with prices written on tags • Ask children to pick the money kept in tray to buy any object which he/she likes

Bag Rubber Maggi packet Chips

packet

10 Patterns

38) Observes, extends

and creates

patterns of shapes/ objects

numbers such as 1,

2, 3, 4, 5 - - - - 1, 3, 5

Activity No. 1 • Take simple flash cards of numbers written on it from 1 to 50 • Arrange the flash cards sequentially from 1 to 10 • Ask one child to stand near number 1, another child near number 3 next number 5 • Children should stand according to numbers written on the black board 1, 3, 5, 7, 9 • Ask children where do next child has to stand near which number

Observes, extends or

creates patterns of

shapes, objects

numbers such as 1, 2, 3, 4, 5

38.2 Extends or identifies a given pattern of shapes

Activity No.1 • Take bindis of different shapes and sizes, ice cream sticks or rectangular shape flash cards • Stick bindis of different shapes to form pattern on the ice cream sticks on the flash card • Show the created pattern to the students

Ice cream sticks and

Bindi packets

38.3 Creates patterns of shapes

Activity No.2 • Take three or four types of bindis packets of different shapes and sizes, ice cream sticks • Divide the children into groups according to availability of bindi packets, ice cream sticks • Distribute the bindi packets and ice cream sticks • Ask them to stick bindis on the ice cream sticks to form pattern or creat pattern with guidance of teacher

bindi packets

ice -cream Sticks

13

Ho

w M

any

35 Counts objects

(using ten’s and one’s) and writes numbers upto 99

35.1 Counts

numbers upto 99

using bundles of

ten’s & one’s

Activity No. 1 • Take 10 rupees currency notes and coins • Write any number on the black board counting numbers upto 99 Ex : 89 • Ask children to pick eight 10 rupees currency notes and count it • Ask children to pick coins to make 9 rupees • Ask children total amount they have picked Continue activity with different numbers

Coins Currency

notes

Counting Numbers

35.2 Construct numbers from the

bundles of ten’s and

one’s 35.3

Names the number shown

symbolically and writes

the number said orally

35.4 Sequences numbers upto 99 given in random

order/can identify the successor or predecessor

Download the worksheets based on these learning outcomes as it is necessary to practice and drill work rather than activity

Smt:Lalita S Naikodi A.M Higher Primary School Kadabi Tq:savadatti

Note to Teachers:-

• Facilitate the students wherever necessary • Kindly if you have any queries about any activity contact below mobile number • Any suggestions further

Jayashree A Korakoppa Lalita S Naikodi Assisstant Teacher Assisstant Teacher [Science] Govt.Model School Kenganur Higher Primary School Kadabi TQ:Bailhongal,Belagavi Savadatti , Belagavi Mobile:9686384438 Mobile No : 9164227605