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CBSE

Class1

English

Unit 1My Family and Me Chapter 1 Two Little Hands Let us sing Two little ears to hear any sound. One little nose to smell and breathe. One little mouth that likes to eat. New words • Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me. Sight words | one | to Two little eyes to look around. Note to the teacher Use different combinations and variations for the activity. For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap. Write sight words and new words on the board. 2Chapter 1.indd Parts of the Body Head, shoulders, knees and toes Head, shoulders, knees and toes And eyes and ears And mouth and nose Head, shoulders, knees and toes Note to the teacher As children sing, they touch the part of the body referred to. This song may be repeated till the child learns the part of the body. New ways of reciting could be thought of by the teacher. 3Chapter 1.indd Let us speak A. Repeat after the teacher Teacher: I clap with my hands. Children: I I tap with my feet. I look with my eyes. I walk with my legs. 4Chapter 1.indd B. Talk in pairs Ask your partner questions such as the ones below. Nitin: What is this? Neha: This is my nose. Neha: What are these? Nitin: These are my shoulders. Nitin: What is this? Neha: This is my mouth. Neha: What are these? Nitin: These are my ears. Nitin: What is this? Neha: This is my mouth. Neha: What are these? Nitin: These are my hands. Nitin: What are these? Neha: These are my legs. Note to the teacher Teacher demonstrates the actions and says the sentence, and children repeat after her. Then each child says one sentence in sequence, till every child in the class gets a chance to speak. 5Chapter 1.indd Match the parts of the body with their pictures. Leg Note to the teacher Using the picture, say aloud the parts of the body pointing to each one. As children repeat after you, let them also point to the corresponding body part. Head Nose Eye Ear Cheek Hand Tongue Arm Mouth Foot 6Chapter 1.indd Let us read Look at the pictures. Read the word, then read the sentence. I see with my eyes. Eyes I hear with my ears. Ears I smell with my nose. Nose I eat with my mouth. Mouth I feel with my skin. Skin 7Chapter 1.indd Let us do Washing HandsChapter 1 Two Little Hands Let us sing Two little ears to hear any sound. One little nose to smell and breathe. One little mouth that likes to eat. New words • Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me. Sight words | one | to Two little eyes to look around. Note to the teacher Use different combinations and variations for the activity. For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap. Write sight words and new words on the board. 2Chapter 1.inddNew words • Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me. Sight words | one | to Two little eyes to look around. Note to the teacher Use different combinations and variations for the activity. For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap. Write sight words and new words on the board. 2Chapter 1.inddSight words | one | to Two little eyes to look around. Note to the teacher Use different combinations and variations for the activity. For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap. Write sight words and new words on the board. 2Chapter 1.inddNote to the teacher Use different combinations and variations for the activity. For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap. Write sight words and new words on the board. 2Chapter 1.inddParts of the Body Head, shoulders, knees and toes Head, shoulders, knees and toes And eyes and ears And mouth and nose Head, shoulders, knees and toes Note to the teacher As children sing, they touch the part of the body referred to. This song may be repeated till the child learns the part of the body. New ways of reciting could be thought of by the teacher. 3Chapter 1.inddNote to the teacher As children sing, they touch the part of the body referred to. This song may be repeated till the child learns the part of the body. New ways of reciting could be thought of by the teacher. 3Chapter 1.indd

aemr101.pdf

CBSE

Class1

English

A. Repeat after the teacher Teacher: I clap with my hands. Children: I I tap with my feet. I look with my eyes. I walk with my legs. 4Chapter 1.inddB. Talk in pairs Ask your partner questions such as the ones below. Nitin: What is this? Neha: This is my nose. Neha: What are these? Nitin: These are my shoulders. Nitin: What is this? Neha: This is my mouth. Neha: What are these? Nitin: These are my ears. Nitin: What is this? Neha: This is my mouth. Neha: What are these? Nitin: These are my hands. Nitin: What are these? Neha: These are my legs. Note to the teacher Teacher demonstrates the actions and says the sentence, and children repeat after her. Then each child says one sentence in sequence, till every child in the class gets a chance to speak. 5Chapter 1.inddNote to the teacher Teacher demonstrates the actions and says the sentence, and children repeat after her. Then each child says one sentence in sequence, till every child in the class gets a chance to speak. 5Chapter 1.inddMatch the parts of the body with their pictures. Leg Note to the teacher Using the picture, say aloud the parts of the body pointing to each one. As children repeat after you, let them also point to the corresponding body part. Head Nose Eye Ear Cheek Hand Tongue Arm Mouth Foot 6Chapter 1.inddLeg Note to the teacher Using the picture, say aloud the parts of the body pointing to each one. As children repeat after you, let them also point to the corresponding body part.Note to the teacher Using the picture, say aloud the parts of the body pointing to each one. As children repeat after you, let them also point to the corresponding body part.HeadNoseEyeEarCheekHandTongueArmMouthFoot 6Chapter 1.inddLet us read Look at the pictures. Read the word, then read the sentence. I see with my eyes. Eyes I hear with my ears. Ears I smell with my nose. Nose I eat with my mouth. Mouth I feel with my skin. Skin 7Chapter 1.inddLook at the pictures. Read the word, then read the sentence. I see with my eyes. Eyes I hear with my ears. Ears I smell with my nose. Nose I eat with my mouth. Mouth I feel with my skin. Skin 7Chapter 1.inddLet us do Washing HandsMy Hand Place one palm in the centre of the box given below. With your other hand, draw an outline. Decorate the hand with colours, coloured paper bits, bindis or anything else. Now compare your drawing with your friend’s drawing. 4. Rinse your hands again. Note to the teacher Let the students listen to the instructions one by one and do accordingly.Note to the teacher Let the students listen to the instructions one by one and do accordingly.Let us do 1. Open the tap or pour water on your hands. 2. Rub soap on your hands. 3. Wash between the fingers.Let us singLet us writeAlphabet song A. Write the letters | A B C D E F G | H I J K | L M N O P | --- | --- | --- | L M N O P | Q R S T | U V W X Y Z X Y Z, Sugar on bread Next day morning, come to me We will learn the A B C Happy, happy we shall be When we know the A B CHappy, happy we shall be When we know the A B C A a B C | c | D | E | e | F Note to the teacher Before the above exercise, make letter flash cards to indicate directions when tracing the letters. Provide extra practice if necessary. 10Chapter 1.indd A. Sing the alphabet (phonics) song for these letters before you start reading the words. Let us sing You may sing it in this way: a is for ant a a ant b is for bag b b bag c is for cat c c cat d is for dog d d dog e is for egg e e egg f is for fish f f fish g is for goat g g goat h is for hut h h hut i is for ice-cube i i ice-cube j is for jug j j jug k is for kite k k kite l is for lion l l lion m is for mango m m mango 11Chapter 1.indd n is for nose n n nose o is for orange o o orange p is for parrot p p parrot q is for quilt q q quilt r is for rat r r rat s is for sun s s sun t is for table t t table u is for umbrella u u umbrella w is for well w w well v is for van v v van x is for x-ray x x x-ray y is for yarn y y yarn z is for zebra z z zebra Note to the teacher Draw attention of the children to the initial sound of each word. Help each child say the word aloud focusing on the initial sound. 12Chapter 1.indd Let us speak d Letter sounds a axe b c e bag cart egg den door ant arm bee boy cap cat ear dog elephant Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 13Chapter 1.indd Notice the initial sounds of the words in each row. Find the odd one out. 1 | | bag | ballooncap | --- | --- | --- | 2 | apple | clockant | 3 | | egg | drumdog Note to the teacher Provide regular and frequent practice of the above exercise. 14Chapter 1.indda

aemr101.pdf

CBSE

Class1

English

Chapter 2 Let us read Greetings When I meet someone, I say ‘Namaste’. Namaste! | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’. | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’. Note to the teacher Ask the children how they greet others in their mother tongue. E.g. ‘Namaskar’, ‘Vanakkam’. Familiarise children with the phrases used for greetings in English. 10:18:24 AM A. Match the pictures with the sentences. Note to the teacher Read the sentences aloud for the children. Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing. Let us write I comb my hair. I see my teacher. I eat my food. I hear the bell ring. I walk to school. I play football. 16Chapter 1.indd Let us write A. Write these letters Sing the ABC song again.Let us readGreetings When I meet someone, I say ‘Namaste’. Namaste! | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’. | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’. Note to the teacher Ask the children how they greet others in their mother tongue. E.g. ‘Namaskar’, ‘Vanakkam’. Familiarise children with the phrases used for greetings in English. 10:18:24 AM A. Match the pictures with the sentences. Note to the teacher Read the sentences aloud for the children. Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing. Let us write I comb my hair. I see my teacher. I eat my food. I hear the bell ring. I walk to school. I play football. 16Chapter 1.indd Let us write A. Write these letters Sing the ABC song again.When I meet someone, I say ‘Namaste’. Namaste! | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’. | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’. Note to the teacher Ask the children how they greet others in their mother tongue. E.g. ‘Namaskar’, ‘Vanakkam’. Familiarise children with the phrases used for greetings in English. 10:18:24 AM A. Match the pictures with the sentences. Note to the teacher Read the sentences aloud for the children. Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.A. Match the pictures with the sentences. Note to the teacher Read the sentences aloud for the children. Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.Note to the teacher Read the sentences aloud for the children. Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.Let us write I comb my hair. I see my teacher. I eat my food. I hear the bell ring. I walk to school. I play football. 16Chapter 1.inddLet us write A. Write these letters Sing the ABC song again.A. Write these lettersSing the ABC song again. G I

aemr102.pdf

CBSE

Class1

English

JK L l nMm o N PO Note to the teacher Before doing the above exercise, make letter flash cards to indicate directions when tracing the letters. 17Chapter 1.indd Let us speak i Letter sounds | f | g goat | h house j jacket fox foot iron ice gate girl hand hut jackfruit jug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.indd Let us sing Hop a Little Hop a little, jump a little, one two three. Stamp a little, skip a little, tap one knee. Dance a little, twist a little, shake your hand. Yawn a little, sleep a little, in your bed. hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep New words Note to the teacher Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you. Help the children associate actions with the words like hop, skip, jump, etc. Introduce other action words like run, walk, sit, stand and stretch. 21Chapter 1.indd Picture Talk Note to the teacher Give children enough time to observe the picture. Encourage the child to speak and answer the questions, even if they speak in their home language. Help them find English words. 22Chapter 1.indd 1. How many children are there in the picture? 2. What games are they playing? 3. Which is your favourite game? 4. Some children in the picture are not playing games. What are they doing? 23Chapter 1.indd Match the actions with the pictures They are dancing. She is jumping. He is yawning. She is hopping. They are walking. 24Chapter 1.indd Seema is running. Kumar is stretching. The dog is sleeping. Vittal is bending. The boy is skipping. 25Chapter 1.indd Let us play Hopscotch Your teacher will help you draw the picture on the floor. You have to take turns to jump and hop. Jump with one foot in each box. Start with 1. Go till you reach number 7. Then turn around and come back. If you put your foot outside the box, then you are out! When you were playing one round • Did you jump? • Did you hop? • Did you have fun? • Did you count the numbers while playing? Note to the teacher You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on. Let us write A. Look at the picture and fill in the words from the boxes dance hop skip sleep bend jump eat | s | p h | b e p | n e d 27Chapter 1.indd B. Write the missing letter to complete each word | p | n | c | t | d | g | --- | --- | --- | --- | --- | --- | t | n | st | r | b | s | sh | p | j | g | f | x 28Chapter 1.indd Let us speak n Letter sounds | k | l leaf | m mouth o owl kettle kite nine nest lion lemon mango mouse ox orange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesix Play time 1. Can you do this? 1 2 | cap | mangomouse | lion | handlamp 3 • Without using your hands turn the pages of your book one by one. • Sit with your partner. Look into each other’s eyes and see who blinks first. Let us write A. Write these letters. Sing the ABC song again. Q R TSs U u V v Ww X | | | x | --- | --- | --- | Y | Z | z Note to the teacher Before the above exercise, make letter flash cards to indicate directions when tracing the letters. 31Chapter 1.indd Let us speak s Letter sounds | p | q question mark | r rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven t Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. Provide regular and frequent practice of the above exercise. 32Chapter 1.indd A. Say the words aloud. Circle the picture with different starting sound. The first one is done for you. Play time B. Hold this page in front of a mirror. Do they look the same in the mirror? 2 3 4 | | H A | B C | --- | --- | --- | 33Chapter 1.indd | | nMmoN

aemr102.pdf

CBSE

Class1

English

Note to the teacher Before doing the above exercise, make letter flash cards to indicate directions when tracing the letters. 17Chapter 1.inddLet us speakiLetter sounds | f | g goat | h house j jacket fox foot iron ice gate girl hand hut jackfruit jug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.indd Let us singj jacket fox foot iron ice gate girl hand hut jackfruit jug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddjacket foxfoot iron ice gate girl hand hut jackfruit jug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddironice gategirl hand hut jackfruit jug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddhand hutjackfruitjug fish inkpot Note to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddNote to the teacher Draw attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddLet us singHop a Little Hop a little, jump a little, one two three. Stamp a little, skip a little, tap one knee. Dance a little, twist a little, shake your hand. Yawn a little, sleep a little, in your bed. hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep New words Note to the teacher Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you. Help the children associate actions with the words like hop, skip, jump, etc. Introduce other action words like run, walk, sit, stand and stretch. 21Chapter 1.inddDance a little, twist a little, shake your hand. Yawn a little, sleep a little, in your bed. hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep New words Note to the teacher Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you. Help the children associate actions with the words like hop, skip, jump, etc. Introduce other action words like run, walk, sit, stand and stretch. 21Chapter 1.inddNew words Note to the teacher Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you. Help the children associate actions with the words like hop, skip, jump, etc. Introduce other action words like run, walk, sit, stand and stretch. 21Chapter 1.inddNote to the teacher Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you. Help the children associate actions with the words like hop, skip, jump, etc. Introduce other action words like run, walk, sit, stand and stretch. 21Chapter 1.inddPicture Talk Note to the teacher Give children enough time to observe the picture. Encourage the child to speak and answer the questions, even if they speak in their home language. Help them find English words. 22Chapter 1.indd 1. How many children are there in the picture? 2. What games are they playing? 3. Which is your favourite game? 4. Some children in the picture are not playing games. What are they doing? 23Chapter 1.inddNote to the teacher Give children enough time to observe the picture. Encourage the child to speak and answer the questions, even if they speak in their home language. Help them find English words. 22Chapter 1.indd 1. How many children are there in the picture? 2. What games are they playing? 3. Which is your favourite game? 4. Some children in the picture are not playing games. What are they doing? 23Chapter 1.inddMatch the actions with the pictures They are dancing. She is jumping. He is yawning. She is hopping. They are walking. 24Chapter 1.indd Seema is running. Kumar is stretching. The dog is sleeping. Vittal is bending. The boy is skipping. 25Chapter 1.indd

aemr102.pdf

CBSE

Class1

English

Hopscotch Your teacher will help you draw the picture on the floor. You have to take turns to jump and hop. Jump with one foot in each box. Start with 1. Go till you reach number 7. Then turn around and come back. If you put your foot outside the box, then you are out! When you were playing one round • Did you jump? • Did you hop? • Did you have fun? • Did you count the numbers while playing? Note to the teacher You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on.Note to the teacher You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on.Let us write A. Look at the picture and fill in the words from the boxes dance hop skip sleep bend jump eat | s | p h | b e p | n e d 27Chapter 1.inddA. Look at the picture and fill in the words from the boxes dance hop skip sleep bend jump eat | s | p h | b e p | n e d 27Chapter 1.inddB. Write the missing letter to complete each word | p | n | c | t | d | g | --- | --- | --- | --- | --- | --- | t | n | st | r | b | s | sh | p | j | g | f | x 28Chapter 1.inddLet us speaknLetter sounds | k | l leaf | m mouth o owl kettle kite nine nest lion lemon mango mouse ox orange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixo owl kettle kite nine nest lion lemon mango mouse ox orange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixowl kettlekite nine nest lion lemon mango mouse ox orange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixninenest lionlemon mango mouse ox orange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixmango mouseoxorange key nose Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixNote to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. 29Chapter 1.indd A. Notice the initial sounds of the words in each row. Find the odd one out. nest ninesixPlay time 1. Can you do this? 1 2 | cap | mangomouse | lion | handlamp 3 • Without using your hands turn the pages of your book one by one. • Sit with your partner. Look into each other’s eyes and see who blinks first. Let us write A. Write these letters. Sing the ABC song again.Let us write A. Write these letters. Sing the ABC song again.A. Write these letters. Sing the ABC song again.Q R TSsU u V v Ww X | | | x | --- | --- | --- | Y | Z | uV v Ww X | | | x | --- | --- | --- | Y | Z | vWw X | | | x | --- | --- | --- | Y | Z | z Note to the teacher Before the above exercise, make letter flash cards to indicate directions when tracing the letters. 31Chapter 1.indd Let us speak s Letter sounds | p | q question mark | r rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven t Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. Provide regular and frequent practice of the above exercise. 32Chapter 1.indd A. Say the words aloud. Circle the picture with different starting sound. The first one is done for you. Play time B. Hold this page in front of a mirror. Do they look the same in the mirror? 2 3 4 | | H A | B C | --- | --- | --- | 33Chapter 1.indd | | Let us speaksLetter sounds | p | q question mark | r rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven t Note to the teacher Draw the attention of the children to the initial sound of each word given above. Help them say the words aloud focusing on the initial sound. Provide regular and frequent practice of the above exercise. 32Chapter 1.indd A. Say the words aloud. Circle the picture with different starting sound. The first one is done for you.

aemr102.pdf

CBSE

Class1

English

Play time B. Hold this page in front of a mirror. Do they look the same in the mirror? 2 3 4 | | H A | B C | --- | --- | --- | 33Chapter 1.indd | | Picture Talk 1. Can you identify the family members in this picture? 2. What are they doing? 3. How do you help your family? 4. What did you like the most in this picture? Note to the teacher Encourage the children to observe the picture carefully. Ask them to speak about their family. Support them to find English words. 35Chapter 1.indd Mother, mother Will you play with me? Yes, I shall, yes, I shall We are a family! Father, father Will you eat with me? Yes, I shall, yes, I shall We are a family! Brother, sister Will you dance with me? Yes, I shall, yes, I shall We are a family! Let us singMother, mother Will you play with me? Yes, I shall, yes, I shallWe are a family! Father, father Will you eat with me? Yes, I shall, yes, I shallWe are a family! Brother, sister Will you dance with me? Yes, I shall, yes, I shallWe are a family!Let us singMy Family Grandmother, grandmother, Will you sing with me? Yes, I shall, yes, I shall We are a family! Grandfather, grandfather, Will you read with me? Yes, I shall, yes, I shall We are a family! Let us readWe are a family! Grandfather, grandfather, Will you read with me? Yes, I shall, yes, I shallWe are a family!Let us readThe Sparrow Family Mama and Papa sparrow were making a nest. They found a safe place. The little nest was soon ready. It was soft and warm. Sight words and | they | them New words nest | sparrow | egg | grandmother |grandfather| aunt | uncle | cousin | mother | father Mama sparrow laid three small eggs. One day the eggs broke open. Three little heads popped out. Papa sparrow brought food for them. Grandmother and Grandfather sparrow, Aunt and Uncle sparrow, cousins and friends all came to meet the baby sparrows. The baby sparrows grew bigger and bigger. One day, the baby sparrows hopped out of the nest. They flew up into the big blue sky. Note to the teacher Reinforce the names of family members in English. Explain that there can be various kinds of families. 38Chapter 1.indd Let us speak 1. Who are there in your family? 2. How do you help each other? 3. What are the names of your grandparents (both paternal and maternal)? 4. Which bird do you see around your house? 5. If you were the baby sparrow, where would you go flying? 6. What do you think the baby sparrows saw from the sky? What do you call the following members in your mother tongue? Family members | Mother | Grandmother | Father | Grandfather | Elder Brother | Aunt | Elder Sister | Uncle Note to the teacher As the child names the bird, write it down on the board. Let the children be familiar with these birds. Later, a picture bird chart may be prepared as a group activity and displayed in the class. Let us draw A. Draw a picture of your family in the box given. You may include any interesting thing about your family like pets, your plants, trees in your garden, or any other thing. Now tell your class about what you have drawn. Note to the teacher Encourage children to speak freely. Help them find words in English if they feel stuck. Guide them to speak good things about their family, the unique members of their family like dogs, cats, cows, goats, and so on. Instill the fact that we love our family. 40Chapter 1.indd Let us do food fox foot feather The word ‘father’ begins with ‘f’ sound. Read the following words that begin with ‘f’ sound. The word ‘mother’ begins with ‘m’ sound. Read the following words that begin with ‘m’ sound. five flag mouse man moon mask | | monkey | mouth | --- | --- | --- | 41Chapter 1.indd | | A. Read the words in the box • Tick the words that begin with f. • Circle the words that begin with m. fish sister fan mug face eye milk map mat finger B. Write the words Father Mother Sister Brother 42Chapter 1.inddLet us speak 1. Who are there in your family? 2. How do you help each other? 3. What are the names of your grandparents (both paternal and maternal)? 4. Which bird do you see around your house? 5. If you were the baby sparrow, where would you go flying? 6. What do you think the baby sparrows saw from the sky? What do you call the following members in your mother tongue? Family members | Mother | Grandmother | Father | Grandfather | Elder Brother | Aunt | Elder Sister | Uncle Note to the teacher As the child names the bird, write it down on the board. Let the children be familiar with these birds. Later, a picture bird chart may be prepared as a group activity and displayed in the class.

aemr102.pdf

CBSE

Class1

English

Unit 2Life Around Us Chapter 1 Let us speak Picture Time 1. What do you see in this picture? 2. Can you name these animals? 3. Do you know the names of each animal in English? 4. Where have you seen them? 5. Are there any birds in the picture? 6. Can you name them? 7. Can you see the snakes? How many are there? 8. What is the monkey doing? Once I caught a fish alive. Fun with Numbers Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again. 48Chapter 2.indd Let us speak • Have you seen a fish? • Where did you see it? • What was its colour? Let us draw Join the letters in the correct alphabetical order to complete the picture and then colour it. Note to the teacher Help children follow the correct alphabetical order. Five little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Four little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Five Little Monkeys Three little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Two little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! One little monkey jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Now, no more monkeys jumping on a tree, Each of them is holding his knee! each | is | and one | two | three | four | five| little | fell | bumped | holding | Sight words New words 51Chapter 2.indd 1. Circle the word “little” in the poem wherever you find it. 2. Notice the rhyming words— five-alive, tree-knee in the two songs you have read. Make rhyming words for Ten by using letters from the help box. 3. Do you know any other number rhyme? Ask your parents or elders at home. It could be in any language. Share it in class. Let us do h p m d | en | en | en | en 52Chapter 2.indd 4. Match the animals with their names Lion Monkey Fish Elephant Frog Rabbit 53Chapter 2.inddChapter 1 Let us speak Picture Time 1. What do you see in this picture? 2. Can you name these animals? 3. Do you know the names of each animal in English? 4. Where have you seen them? 5. Are there any birds in the picture? 6. Can you name them? 7. Can you see the snakes? How many are there? 8. What is the monkey doing? Once I caught a fish alive. Fun with Numbers Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again. 48Chapter 2.indd Let us speak • Have you seen a fish? • Where did you see it? • What was its colour? Let us draw Join the letters in the correct alphabetical order to complete the picture and then colour it. Note to the teacher Help children follow the correct alphabetical order. Five little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Four little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Five Little Monkeys Three little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Two little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! One little monkey jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Now, no more monkeys jumping on a tree, Each of them is holding his knee! each | is | and one | two | three | four | five| little | fell | bumped | holding | Sight words New words 51Chapter 2.indd 1. Circle the word “little” in the poem wherever you find it. 2. Notice the rhyming words— five-alive, tree-knee in the two songs you have read. Make rhyming words for Ten by using letters from the help box. 3. Do you know any other number rhyme? Ask your parents or elders at home. It could be in any language. Share it in class. Let us do h p m d | en | en | en | en 52Chapter 2.indd 4. Match the animals with their names Lion Monkey Fish Elephant Frog Rabbit 53Chapter 2.inddLet us speakPicture Time 1. What do you see in this picture? 2. Can you name these animals? 3. Do you know the names of each animal in English? 4. Where have you seen them? 5. Are there any birds in the picture? 6. Can you name them? 7. Can you see the snakes? How many are there? 8. What is the monkey doing? Once I caught a fish alive.Fun with Numbers Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again. 48Chapter 2.indd Let us speak • Have you seen a fish? • Where did you see it? • What was its colour? Let us draw Join the letters in the correct alphabetical order to complete the picture and then colour it. Note to the teacher Help children follow the correct alphabetical order. Five little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah! Four little monkeys jumping on a tree, One fell down and bumped his knee. Ah! Ah! Ah!Let us speak • Have you seen a fish? • Where did you see it? • What was its colour?

aemr103.pdf

CBSE

Class1

English

Let us readChapter 2The Cap-seller and the Monkeys 10:19:59 AM The cap-seller woke up. He saw the basket was empty! He looked around and above. The monkeys were wearing his caps. | What do you think the cap-seller would do now? | The cap-seller shook his fists at the monkeys. They also did the same. The cap-seller scratched his head. The monkeys did the same. The cap-seller had an idea! He took off his cap and threw it into the empty basket. Note to the teacher The question in the middle of the story is to give children time to reflect and guess. 55Chapter 2.indd The monkeys also did the same. The cap-seller got all his caps back and went away happily. Note to the teacher With the help of the pictures, narrate the story in simple English using voice modulation and actions. Draw the attention of the children to the details in the illustrations. Ask questions to elicit answers in English. Even if a child answers in one word like ‘cap’ instead of “This is a cap. ”, accept the answer. Ensure that the children have understood the story. After a few days, repeat the story to reinforce the usage of English words. 56Chapter 2.inddNote to the teacher The question in the middle of the story is to give children time to reflect and guess. 55Chapter 2.indd The monkeys also did the same. The cap-seller got all his caps back and went away happily.Note to the teacher With the help of the pictures, narrate the story in simple English using voice modulation and actions. Draw the attention of the children to the details in the illustrations. Ask questions to elicit answers in English. Even if a child answers in one word like ‘cap’ instead of “This is a cap. ”, accept the answer. Ensure that the children have understood the story. After a few days, repeat the story to reinforce the usage of English words. 56Chapter 2.inddLet us speakLet us write A. Answer the following questions B. What is the first sound of the words in each row? 1. Do you have a cap? What is its colour? 2. Why do you think the monkeys threw the caps in the basket? | 1 | cap | cat | coat | --- | --- | --- | --- | 2 | monkey | mango | mouse | --- | --- | --- | --- | 3 | basket | bat | ball | --- | --- | --- | --- | car | tap | can | rat | cat | hat | cow | --- | --- | --- | --- | --- | --- | --- A. Circle the words that start with the same sound in each row mat man pan mango banana mug rug 57Chapter 2.indd B. Write the numbers (1–4) next to the pictures according to the story. Note to the teacher Help children number the pictures according to the sequence of the story. Ask children to try and narrate the story in their own words in English. Even if children use non-English words, accept their answers. But ensure a smooth transition to the target language. 58Chapter 2.indd C. Let’s colour and write | | a tree | a monkey | --- | --- | --- | | a cap | a basket | --- | --- | --- | Aa | Ant | Bb | Bee | Cc | Cat | --- | --- | --- | --- | --- | --- | D. Cats, rats, ants and more! Write their names. 59Chapter 2.indd | Dd | Dog | Ee | Elephant | Ff | Fish | --- | --- | --- | --- | --- | --- | Gg | Goat | Hh | Hen | Ii | Inkpot | Jj | Jug | Kk | Kite | Ll | Lion 60Chapter 2.indd | Mm | Monkey | Nn | Nest | Oo | Owl | --- | --- | --- | --- | --- | --- | Pp | Parrot | Qq | Quill | Rr | Rat | Ss | Snake | Tt | Tiger | Uu | Uniform 61Chapter 2.indd Vv Van Ww Whale Xx X-ray Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddA. Answer the following questions

aemr104.pdf

CBSE

Class1

English

1. Do you have a cap? What is its colour? 2. Why do you think the monkeys threw the caps in the basket? | 1 | cap | cat | coat | --- | --- | --- | --- | 2 | monkey | mango | mouse | --- | --- | --- | --- | 3 | basket | bat | ball | --- | --- | --- | --- | car | tap | can | rat | cat | hat | cow | --- | --- | --- | --- | --- | --- | --- A. Circle the words that start with the same sound in each row mat man pan mango banana mug rug 57Chapter 2.inddB. Write the numbers (1–4) next to the pictures according to the story. Note to the teacher Help children number the pictures according to the sequence of the story. Ask children to try and narrate the story in their own words in English. Even if children use non-English words, accept their answers. But ensure a smooth transition to the target language. 58Chapter 2.inddNote to the teacher Help children number the pictures according to the sequence of the story. Ask children to try and narrate the story in their own words in English. Even if children use non-English words, accept their answers. But ensure a smooth transition to the target language. 58Chapter 2.inddC. Let’s colour and write | | a tree | a monkey | --- | --- | --- | | a cap | a basket | --- | --- | --- | Aa | Ant | Bb | Bee | Cc | Cat | --- | --- | --- | --- | --- | --- | D. Cats, rats, ants and more! Write their names. 59Chapter 2.indd | Dd | Dog | Ee | Elephant | Ff | Fish | --- | --- | --- | --- | --- | --- | Gg | Goat | Hh | Hen | Ii | Inkpot | Jj | Jug | Kk | Kite | Ll | Lion 60Chapter 2.indd | Mm | Monkey | Nn | Nest | Oo | Owl | --- | --- | --- | --- | --- | --- | Pp | Parrot | Qq | Quill | Rr | Rat | Ss | Snake | Tt | Tiger | Uu | Uniform 61Chapter 2.indd Vv Van Ww Whale Xx X-ray Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddVv Van Ww Whale Xx X-ray Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddLet us singButterflies Butterflies, butterflies, Up, up, up. Butterflies, butterflies, Down, down, down. Butterflies, butterflies, In, in, in. Butterflies, butterflies, Out, out, out. Would you like to replace butterflies with anything else? Try. Note to the teacher Sing the song along with actions. Let the children repeat after you and then let them sing it on their own with actions. 63Chapter 2.inddNote to the teacher Sing the song along with actions. Let the children repeat after you and then let them sing it on their own with actions. 63Chapter 2.inddA. Answer the questions Teacher: Look up! What do you see on the tree? Child: I see on the tree. Teacher: Look down! What do you see on the ground? Child: I seeon the ground. Teacher: Look up! What do you see in the sky? Child: I see in the sky.Let us speak 64Chapter 2.indd B. Say and clap Say aloud each line of both the poems, clapping for every word. For example Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up. (clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap) Roly (clap) poly (clap) Up, (clap) up, (clap) up. (clap) Roly (clap) poly (clap) Down, (clap) down, (clap) Note to the teacher For Activity A, encourage the children to speak using the given phrases. Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc. Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’. 65Chapter 2.inddB. Say and clap Say aloud each line of both the poems, clapping for every word. For example Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up. (clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap) Roly (clap) poly (clap) Up, (clap) up, (clap) up. (clap) Roly (clap) poly (clap) Down, (clap) down, (clap) Note to the teacher For Activity A, encourage the children to speak using the given phrases. Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc. Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’. 65Chapter 2.inddFor example Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up. (clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap) Roly (clap) poly (clap) Up, (clap) up, (clap) up. (clap) Roly (clap) poly (clap) Down, (clap) down, (clap) Note to the teacher For Activity A, encourage the children to speak using the given phrases. Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc. Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’. 65Chapter 2.inddNote to the teacher For Activity A, encourage the children to speak using the given phrases. Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc. Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’. 65Chapter 2.indd

aemr104.pdf

CBSE

Class1

English

Let us singChapter 3A Farm My dear grandpa had a farm E-I-E-I-O And on that farm, He had a hen E-I-E-I-O With a cluck-cluck here And a cluck-cluck there Here a cluck, there a cluck Everywhere a cluck-cluck My dear grandpa had a farm E-I-E-I-O 10:21:27 AM Colour the farm and name the animals in the farm. Use this help box. Cat | Cow | Goat | Pig | Hen | Cock | Sparrow Help box Let us do 76Chapter 2.indd Let us readCat | Cow | Goat | Pig | Hen | Cock | Sparrow Help boxLet us do 76Chapter 2.inddLet us readAnimals and Birds My name is Jaggu. I live in Nagpur. Come with me. I will tell you about the animals that live near my house. This is a dog. It lives near the gate. 77Chapter 2.indd These are cats. They jump up and down in the verandah of my house. This is a cow. It eats grass. 78Chapter 2.indd This is a rat. The rat is very small. The cat chases the rat. There is a field beside my house. There are a few snakes in it. You have to walk carefully in the field. These are monkeys. They swing and jump in the trees. 79Chapter 2.indd Now, I will also tell you about the birds I see near my house. This is a crow. It is black in colour. This is a pigeon. It is grey in colour. This is a sparrow. It is a small bird. This is a parrot. It is green and has a red beak. This is a peacock. It has many colours. I love animals and birds. New words verandah | cow | rat | sparrow | crow pigeon | snake | fields | peacock | beak Note to the teacher Talk about animals, birds, and insects that live in your surroundings. Through frequent and regular repetition, reinforce the English names of the animals, birds and insects. 80Chapter 2.indd Let us speak A. Do you know that some animals live in the jungle? Look at the pictures and say the names. ElephantLionTiger B. Say the word ‘rat’. Say it again. Notice that the last sound of the word ‘rat’ is ‘t’. Now say the words given below cap jam pen bell What is the last sound that you hear in each word given above? Note to the teacher Help children understand the concept of domestic and wild animals. Help children notice the final sounds of the words given above. 81Chapter 2.indd C. Talking in pairs Child 1: What is the colour of a parrot? Child 2: A parrot is Child 1: What is the colour of a crow? Child 2: A crow is Child 1: What is the colour of a rat? Child 2: A rat is Child 1: What is the colour of a peacock? Child 2: Oh! It has many colours. Note to the teacher The objective of the above activities is to encourage conversation and develop the child’s confidence in speaking English. Help children frame sentences using the above sentence structure. 82Chapter 2.inddNew words verandah | cow | rat | sparrow | crow pigeon | snake | fields | peacock | beak Note to the teacher Talk about animals, birds, and insects that live in your surroundings. Through frequent and regular repetition, reinforce the English names of the animals, birds and insects. 80Chapter 2.inddNote to the teacher Talk about animals, birds, and insects that live in your surroundings. Through frequent and regular repetition, reinforce the English names of the animals, birds and insects. 80Chapter 2.inddLet us speak A. Do you know that some animals live in the jungle? Look at the pictures and say the names. ElephantLionTiger B. Say the word ‘rat’. Say it again. Notice that the last sound of the word ‘rat’ is ‘t’. Now say the words given below cap jam pen bell What is the last sound that you hear in each word given above? Note to the teacher Help children understand the concept of domestic and wild animals. Help children notice the final sounds of the words given above. 81Chapter 2.indd C. Talking in pairs Child 1: What is the colour of a parrot? Child 2: A parrot is Child 1: What is the colour of a crow? Child 2: A crow is Child 1: What is the colour of a rat? Child 2: A rat is Child 1: What is the colour of a peacock? Child 2: Oh! It has many colours. Note to the teacher The objective of the above activities is to encourage conversation and develop the child’s confidence in speaking English. Help children frame sentences using the above sentence structure. 82Chapter 2.inddA. Do you know that some animals live in the jungle? Look at the pictures and say the names. ElephantLionTiger B. Say the word ‘rat’. Say it again. Notice that the last sound of the word ‘rat’ is ‘t’. Now say the words given below cap jam pen bell What is the last sound that you hear in each word given above? Note to the teacher Help children understand the concept of domestic and wild animals. Help children notice the final sounds of the words given above. 81Chapter 2.inddNote to the teacher Help children understand the concept of domestic and wild animals. Help children notice the final sounds of the words given above. 81Chapter 2.indd

aemr105.pdf

CBSE

Class1

English

Let us speak Unit 3Food Chapter 1 Fun with Pictures 10:23:46 AM Let us speak (a) What do you see in this picture? (b) Say the names of the fruits and vegetables that you see. (c) How many fruits are there in the picture? (d) Can you name the fruits that are red in colour? (e) How many vegetables are there in the picture? (f) Can you name the green vegetables? (g) Which fruits and vegetables do you like the most? (h) Why do we eat fruits and vegetables? Note to the teacher Encourage children to answer all the questions, even if they say in their home language. Help them find English names for fruits and vegetables. Names identified by children can be written on the board. 85Chapter 3.indd Fruits for all Five yellow mangoes hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One for the rabbit who lives under the tree. One for you to share with me. Note to the teacher Sing this song with different types of local fruits. Help every child answer the questions. Numbers up to give can be used for adding. Let us sing Five red apples hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One less for the rabbit who lives under the tree. One for you to share with me. 86Chapter 3.indd Let us speak (a) With whom does the tree share its fruits? (b) What do you share with your brother, sister or friends? (c) Circle the words: ‘for’ and ‘on’ in the poem. Let us do Bring one fruit to the class. Wash it well. Your teacher will cut the fruits. Your teacher will help you prepare a fruit chaat. Sit in a circle and enjoy eating it together. 87Chapter 3.indd Let us read A Visit to the Market Mini’s father is a farmer. He grows vegetables in his farm. He sells them in the market. Every Saturday, Mini goes with him to the market. Her father sells his vegetables. He takes her around the market. 88Chapter 3.indd There are many people in the market. They are buying vegetables and fruits. They are buying flowers and toys too! Mini: Look, Father! There are many colourful flowers. Father: Yes, there are. Let me tell you the names of the flowers. These are roses. These are marigolds. Those are jasmine. Mini: Yes. sometimes mother makes a string of jasmine flowers. Father: Look at the fruits here. Mini: I can see apples but what are those large fruits behind the apples? Father: Those are pineapples. Mini: What are these fruits kept on the right of the apples? Father: They are oranges. Mini: What is the name of the big green fruit kept on the left of the apples? Father: Oh! That is watermelon. Mini returns home with her father. She holds a small basket of flowers in her hand. Her father has a bag of fruits. Sight words his | he | them | her | around | there those | behind | with| these Note to the teacher You may facilitate children to take up the roles of Mini or the father and conduct role play. Help children identify various flowers available around them in the local language and English. 90Chapter 3.indd Let us speak (a) Is there a market near your house? (b) Do you go to the market? (c) With whom do you go? (d) What do you like best about the market? Let us read A. Read these aloud tomatoes potatoes onions brinjals jackfruit mangoes pineapples guava cauliflowers radish cabbages carrots peas andWe bought. oranges Note to the teacher Encourage all children to speak, help them in naming the fruits and vegetables in English. 91Chapter 3.indd 92Chapter 3.indd B. Think of words for the pictures and read aloud We had a good dinner. Note to the teacher Support children’s attempts to read the above sentences. Discuss with children that we should not waste food. | Today, my | took me to the | . | --- | --- | --- | I saw many | | there.and I liked the. My bought me an. 93Chapter 3.indd green guava orange carrot white radish Let us draw Let us write A. Draw and colour the fruits and vegetables you like. Discuss with your friends— Why do you like these fruits and vegetables? | 94Chapter 3.indd | Write the words in the space below | --- | --- | yellow mango | red apple purple brinjal | yellow banana brown potato 96Chapter 3.indd 95Chapter 3.indd B. Fill in the blanks. Two have been done for you. Are these onions? Yes, they are. These are onions. Are these potatoes?, they are not. These are Are these tomatoes? No, they are not. These are brinjals. Are these carrots?, they are. These are Are these roses?, they are not. These are Are these pumpkins?, they are not. These are Are these cauliflower?, they are. They are Are these mangoes?, they are not. These are Is this a cabbage?, it is. This is a Vegetables are good for health. We should eat them everyday. Note to the teacher Help the children read the questions first. Later, they may write the words. 97Chapter 3.indd

aemr106.pdf

CBSE

Class1

English

Fun with Pictures 10:23:46 AM Let us speak (a) What do you see in this picture? (b) Say the names of the fruits and vegetables that you see. (c) How many fruits are there in the picture? (d) Can you name the fruits that are red in colour? (e) How many vegetables are there in the picture? (f) Can you name the green vegetables? (g) Which fruits and vegetables do you like the most? (h) Why do we eat fruits and vegetables? Note to the teacher Encourage children to answer all the questions, even if they say in their home language. Help them find English names for fruits and vegetables. Names identified by children can be written on the board. 85Chapter 3.inddLet us speak (a) What do you see in this picture? (b) Say the names of the fruits and vegetables that you see. (c) How many fruits are there in the picture? (d) Can you name the fruits that are red in colour? (e) How many vegetables are there in the picture? (f) Can you name the green vegetables? (g) Which fruits and vegetables do you like the most? (h) Why do we eat fruits and vegetables? Note to the teacher Encourage children to answer all the questions, even if they say in their home language. Help them find English names for fruits and vegetables. Names identified by children can be written on the board. 85Chapter 3.indd(a) What do you see in this picture?(b) Say the names of the fruits and vegetables that you see.(c) How many fruits are there in the picture?(d) Can you name the fruits that are red in colour?(e) How many vegetables are there in the picture?(f) Can you name the green vegetables?(g) Which fruits and vegetables do you like the most?(h) Why do we eat fruits and vegetables?Note to the teacher Encourage children to answer all the questions, even if they say in their home language. Help them find English names for fruits and vegetables. Names identified by children can be written on the board. 85Chapter 3.inddFruits for all Five yellow mangoes hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One for the rabbit who lives under the tree. One for you to share with me. Note to the teacher Sing this song with different types of local fruits. Help every child answer the questions. Numbers up to give can be used for adding. Let us sing Five red apples hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One less for the rabbit who lives under the tree. One for you to share with me. 86Chapter 3.indd Let us speak (a) With whom does the tree share its fruits? (b) What do you share with your brother, sister or friends? (c) Circle the words: ‘for’ and ‘on’ in the poem. Let us do Bring one fruit to the class. Wash it well. Your teacher will cut the fruits. Your teacher will help you prepare a fruit chaat. Sit in a circle and enjoy eating it together. 87Chapter 3.indd Let us readFive yellow mangoes hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One for the rabbit who lives under the tree. One for you to share with me. Note to the teacher Sing this song with different types of local fruits. Help every child answer the questions. Numbers up to give can be used for adding.Note to the teacher Sing this song with different types of local fruits. Help every child answer the questions. Numbers up to give can be used for adding.Let us sing Five red apples hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One less for the rabbit who lives under the tree. One for you to share with me. 86Chapter 3.inddFive red apples hanging on the tree, One for the traveller who rests under the tree. One for the bird who nests on the tree. One for the squirrel who runs up the tree. One less for the rabbit who lives under the tree. One for you to share with me. 86Chapter 3.inddLet us speak (a) With whom does the tree share its fruits? (b) What do you share with your brother, sister or friends? (c) Circle the words: ‘for’ and ‘on’ in the poem. Let us do Bring one fruit to the class. Wash it well. Your teacher will cut the fruits. Your teacher will help you prepare a fruit chaat. Sit in a circle and enjoy eating it together. 87Chapter 3.indd Let us read(a) With whom does the tree share its fruits?(b) What do you share with your brother, sister or friends?(c) Circle the words: ‘for’ and ‘on’ in the poem.Let us do Bring one fruit to the class. Wash it well. Your teacher will cut the fruits. Your teacher will help you prepare a fruit chaat. Sit in a circle and enjoy eating it together. 87Chapter 3.inddLet us read

aemr106.pdf

CBSE

Class1

English

Chapter 2Let us readThe Food we Eat I have brought gobhi paratha. I have roti with sabzi. I have poori with aloo sabzi. I got idli with chutney. I got Godok.I have fruits. I have chilla in my box. Note to the teacher Encourage the children to share their food with each other whenever possible. Discuss the concept of ‘sharing’ in the context of mid–day meal. Encourage the children to express gratitude and respect for food and for the people who provide it. Discuss with children the type of food they eat. Let them say what other things they eat at home. Talk to the children about the diversity of culture and food in our country. 10:25:08 AM My mother is sick. No lunch for me. Have my Paratha Thank you! Take my chillaNote to the teacher Encourage the children to share their food with each other whenever possible. Discuss the concept of ‘sharing’ in the context of mid–day meal. Encourage the children to express gratitude and respect for food and for the people who provide it. Discuss with children the type of food they eat. Let them say what other things they eat at home. Talk to the children about the diversity of culture and food in our country. 10:25:08 AM My mother is sick. No lunch for me. Have my Paratha Thank you! Take my chillaMy mother is sick. No lunch for me. Have my Paratha Thank you! Take my chillaThank you!Take my chillaSight words from|for|them|their|they|has she|have have|thank you|share|lunch| sick| fruits|today|smilingNew wordsAnswer the questions 1. Where do you sit when you have lunch at school? 2. How do you share your food with your friends? 3. When you were hungry, did anyone share food with you?Let us read .We should say ‘thank you’ to A. Think of words for the pictures and read aloud We eat and which farmers grow. Some farmers keep. We get honey from. .Some keep We get milk from cows. We make curds and butter from the milk. Note to the teacher Help children realise that farmers work hard to give us many kinds of things to eat. Reinforce that we should not waste food. 100Chapter 3.indd (a) Name the food items you see in the picture. (b) Which is your favourite sweet? (c) Who cooks food at home? (d) Do you pick up your plate after a meal? 101Chapter 3.indd B. Match the food item to its shape 1. Say the names of the special dishes you eat at home. Draw and colour them. See what others have drawn.A. Think of words for the pictures and read aloud We eat and which farmers grow. Some farmers keep. We get honey from. .Some keep We get milk from cows. We make curds and butter from the milk. Note to the teacher Help children realise that farmers work hard to give us many kinds of things to eat. Reinforce that we should not waste food. 100Chapter 3.indd (a) Name the food items you see in the picture. (b) Which is your favourite sweet? (c) Who cooks food at home? (d) Do you pick up your plate after a meal? 101Chapter 3.inddNote to the teacher Help children realise that farmers work hard to give us many kinds of things to eat. Reinforce that we should not waste food. 100Chapter 3.indd (a) Name the food items you see in the picture. (b) Which is your favourite sweet? (c) Who cooks food at home? (d) Do you pick up your plate after a meal? 101Chapter 3.inddB. Match the food item to its shape 1. Say the names of the special dishes you eat at home. Draw and colour them. See what others have drawn.Let us doLet us draw 102Chapter 3.inddFun with Words A. Listen to the following words that your teacher will read out. Notice that they have only one syllable. Say the word and clap once. come These words have two syllables. Say each word aloud and clap for every syllable of the word. man hut food eat cat | | mat | --- | --- | go | | sit | --- | --- | --- | farmer | far | mer B. Now say these words. 103Chapter 3.indd | carrot | car | rot | --- | --- | --- | market | mar | ket | brinjal | brin | jal | mango | man | go | breakfast | break | fast | dinner | din | ner 2. Match the following images to the sentences. This cow is brown. These are four oranges. This is a purple cap. This is my lunch. This is a green jeep. 104Chapter 3.indd Let us doLet us doRiddles 1. I am a fruit My name is my colour. Who am I? Answer: 2. I am hard and brown on the outside. Soft and white inside. Who am I? Answer: 3. I am a vegetable I am pink in colour. I may also be white in colour. If you cut me, I make you cry. Who am I? Answer: 4. I am a fruit I come in green or purple. I come in a bunch. Who am I? Answer: Answers on page 118 105Chapter 3.indd1. I am a fruit My name is my colour. Who am I? Answer: 2. I am hard and brown on the outside. Soft and white inside. Who am I? Answer:Who am I?Answer: 2. I am hard and brown on the outside. Soft and white inside.Who am I? Answer:3. I am a vegetable I am pink in colour. I may also be white in colour. If you cut me, I make you cry. Who am I? Answer:Who am I?Answer:

aemr107.pdf

CBSE

Class1

English

Unit 4Seasons Chapter 1 The Four Seasons Let us sing 10:27:13 AM Monsoon clouds Are filled with rain, Make you feel Cool again. Let us speak 1. (a) What do you wear in summer? (b) What do you wear in winter? (c) Which season do you like the most? Why? Winter is cold. On sunny days, People enjoy the sun’s rays. Note to the teacher Help children answer in full sentences. Explain the cycle of seasons. 2. Look at the pictures and tell the story in your own words. 108Chapter 4.indd 1 3 Let us read Summer Brinda and her family are visiting Hyderabad. Brinda’s grandparents live there. It is hot in Hyderabad. She is wearing a cotton frock. What are Brinda’s mother, father, grandfather, grandmother and brother wearing? Note to the teacher Help children answer in complete sentences. 109Chapter 4.indd Winter Prithvi has gone to Shimla. It is cold there. What is Prithvi wearing? What things do you see in the picture? Monsoon Circle the words you see in the picture. pot sun puddle mud | boat | mat | house | roses | raindrops | cat | umbrella 110Chapter 4.indd A. Look at the pictures. Say the names of the clothes we wear. | sari | dhoti-kurta | shirt | --- | --- | --- | cap | frock | pants Let us speak salwar suit t-shirt lungi- angavastram 111Chapter 4.indd Let us do A Paper Hat Look at the pictures and make a paper hat. a d b e c f Put on your hat and have fun! Note to the teacher Take an A4 size paper. Fold the paper lengthwise. Fold it again. Open it, and bring the corners to the centre. Fold one of the lower flaps upward. Do the same with the other flap on the opposite side. The hat is ready. 112Chapter 4.indd Let us sing Pitter Patter I hear thunder, I hear thunder, Oh don’t you? Pitter patter raindrops, I am wet through. Rain Rain on the green grass, Rain on the trees, Rain on the rooftops, And rain on me. 113Chapter 4.indd Let us write Write down the words that come to your mind when you say summer, winter or monsoon. A few words have been written for you. Summer hot Winter cold holidays Spring woolen cap Monsoon new leaves colourful umbrella clouds 114Chapter 4.inddChapter 1 The Four Seasons Let us sing 10:27:13 AM Monsoon clouds Are filled with rain, Make you feel Cool again.Let us speak 1. (a) What do you wear in summer? (b) What do you wear in winter? (c) Which season do you like the most? Why? Winter is cold. On sunny days, People enjoy the sun’s rays. Note to the teacher Help children answer in full sentences. Explain the cycle of seasons. 2. Look at the pictures and tell the story in your own words. 108Chapter 4.indd 1 3Note to the teacher Help children answer in full sentences. Explain the cycle of seasons. 2. Look at the pictures and tell the story in your own words. 108Chapter 4.indd 1 3Let us readSummer Brinda and her family are visiting Hyderabad. Brinda’s grandparents live there. It is hot in Hyderabad. She is wearing a cotton frock. What are Brinda’s mother, father, grandfather, grandmother and brother wearing? Note to the teacher Help children answer in complete sentences. 109Chapter 4.inddNote to the teacher Help children answer in complete sentences. 109Chapter 4.inddWinter Prithvi has gone to Shimla. It is cold there. What is Prithvi wearing? What things do you see in the picture?Monsoon Circle the words you see in the picture. pot sun puddle mud | boat | mat | house | roses | raindrops | cat | umbrella 110Chapter 4.indd A. Look at the pictures. Say the names of the clothes we wear. | sari | dhoti-kurta | shirt | --- | --- | --- | cap | frock | pants Let us speak salwar suit t-shirt lungi- angavastram 111Chapter 4.indd Let us doA. Look at the pictures. Say the names of the clothes we wear. | sari | dhoti-kurta | shirt | --- | --- | --- | cap | frock | pants Let us speak salwar suit t-shirt lungi- angavastram 111Chapter 4.inddLet us doA Paper Hat Look at the pictures and make a paper hat. a d b e c f Put on your hat and have fun! Note to the teacher Take an A4 size paper. Fold the paper lengthwise. Fold it again. Open it, and bring the corners to the centre. Fold one of the lower flaps upward. Do the same with the other flap on the opposite side. The hat is ready. 112Chapter 4.inddNote to the teacher Take an A4 size paper. Fold the paper lengthwise. Fold it again. Open it, and bring the corners to the centre. Fold one of the lower flaps upward. Do the same with the other flap on the opposite side. The hat is ready. 112Chapter 4.inddLet us sing Pitter Patter I hear thunder, I hear thunder, Oh don’t you? Pitter patter raindrops, I am wet through. Rain Rain on the green grass, Rain on the trees, Rain on the rooftops, And rain on me. 113Chapter 4.indd Let us write Write down the words that come to your mind when you say summer, winter or monsoon. A few words have been written for you. Summer hot Winter cold holidays Spring woolen cap Monsoon new leaves colourful umbrella clouds 114Chapter 4.indd

aemr108.pdf

CBSE

Class1

English

Foreword India has a rich tradition of nurturing the holistic development of children during their most formative years. These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning. In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years. Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage. Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika. An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage. The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education. Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022. Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS. The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community. The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad. The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz. Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya. Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct. The NCF-FS, which covers Classes 1 and 2, also articulates a play-based approach to learning. According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more. This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competency-based learning system, where children’s engagement with what they do and learn becomes critical. Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children. The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner. The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations. The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books. An effort has been made to make it engaging and joyful for the child. The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities. The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts. Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities. It includes questions that will help children develop critical thinking and problemsolving abilities. Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment. It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020. NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage. I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way. I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible. I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions. As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook. Professor Dinesh PrasaD saklani Director | 27 January 2023 | National Council of Educational | New Delhi | Research and Training

aemr1ps.pdf

CBSE

Class1

English

About the Book Language is not only a medium of communication but also a vehicle for the continuous development of human beings. As per the National Education Policy (NEP) 2020, language plays an important role in promoting national development and contributes to the development of a just society. This policy has given much importance to the development of language and literacy in the education of children as these create a foundation for the learning of other subjects. NEP 2020 focusses on developing the skills of learning to learn, problem-solving, logical reasoning, critical thinking and creative thinking along with language development at the Foundational Stage. In consonance with the approach advocated by the National Curriculum Framework 2022 and for Language Education and Literacy at the Foundational Stage, children learn concepts faster in their home language. Therefore, the primary medium of instruction would optimally be the child’s home language, mother tongue or familiar language. Hence, here English is considered as second language (L2). Accordingly a communication-focused approach has been adopted in the English textbooks. The aim of this book is to enable the child to develop strong oral language skills (adequate vocabulary and oral expression skills) by the end of Foundational Stage. In addition to oral language development, written language is also being introduced to the learner in a gradual and sequential way. The textbook takes into consideration the curricular goals, competencies and learning outcomes mentioned in the NCF-FS 2022 and the syllabus developed for the Foundational Stage. Children learn through observation, imitation and collaboration. They also learn through concrete experiences, using their senses and acting upon the environment; this has been kept in mind while developing the textbook. The content included in this book is drawn from the experiences of children and is suitable for their developmental needs as it provides ample opportunities for imagination, storytelling, art, music and play. The content is also supported with art-integrated and cross-curricular based activities which makes learning fun for the child as well as reflects the life of and around the learner. Both prose and poetry are centered around the themes of self and society, toys and games, health and hygiene, cleanliness, environment, travel, culture, national identity and patriotism and the values pertaining to Global Citizenship Education (GCED). Further, the textbooks also encourage the teachers to go beyond the content and use a variety of relevant learning–teaching material depending on the context and the cognitive appropriateness of their learners. Illustrations are of primary importance and more so in a second language textbook, they are not mere add-ons to the textbooks, but are integral to it. Through this book, the learners are given ample exposure to the alphabet (both small and capital letters). Gradual progression in writing from drawing and labelling, simple words to simple phrases and then to simple sentences has been followed. Plenty of picture-stories as well as colourful and relevant illustrations support all the texts throughout the book to augment their comprehension. In addition to that, illustrations also provoke the learner’s critical thinking. An effort is made to present language-learning as a holistic process of thinking, listening, observing, speaking, reading, imagining and writing. So, a reading activity may be followed by a drawing task or an oral discussion or could be preceded by a discussion on a picture and so on. A variety of activities, tasks, songs, poems and stories help the learner comprehend and practice the concepts. These are done through various sections, like ‘Let us sing’, ‘Let us speak’, ‘Let us read’, ‘Let us draw’, and ‘Let us write’. This not only helps the learner in the process of language acquisition but also builds up their confidence level. The curricular goals (CG as mentioned in NCF-FS) have been addressed in the textbook. CG 9.1 ‘listens to and appreciates simple songs, rhymes and poems’ finds ample reflection in the action songs and engaging short poems in every unit. Young learners are encouraged to think of rhyming words, which addresses CG 9.2. Words related to familiar objects and events from day-to-day life are found in all the lessons in this textbook. This is related to CG 9.7— ‘knows and uses enough words to carry out day-to-day interactions effectively and can guess the meaning of new words by using existing vocabulary’. Further, there are exercises provided for young learners to engage in meaningful conversation, which is very important in L2. CG 9.3 rightly addresses ‘converses fluently and can hold a meaningful conversation’. One of the highlights of the book is the focus on communication in each unit, in the subsection titled ‘Let us speak’. The objective of the activities is to encourage conversation and develop the child’s confidence in speaking in English, so that the child will move progressively towards independent engagement with English language. Activities such as ‘Join the dots in alphabetical order’ is an example of an instruction that the child needs to understand to complete a given task, as indicated in CG 9.4. Interesting stories in simple language are provided in the textbook in accordance with CG 9.5 and CG 9.6 which covers comprehension and narration of stories and identification of characters. A lot of exercises related to phonological awareness have been introduced at regular intervals throughout the book, to address CG 11.1. Phonological awareness is the ability to discriminate between similar sounding words. Since a child who is phonologically aware is more likely to become a successful reader, it was important to find ways of developing this awareness through tasks given in the textbook. Most importantly, children are encouraged to have fun and play with words. One of the major recommendations of NCF-FS 2022 is the inclusion of knowledge of India. Indian values and traditions have been presented to the learner in an easily comprehensible and acceptable way. This has been achieved through aptly placed illustrations, Indian ways of greetings like ‘Namaste’ in ‘Greetings’, exposure to a variety of Indian foods from across the country in the lesson ‘Eating Together’, exposure to a variety of fruits and vegetables found in India in the lesson ‘A Visit to the Market’, and so on. Chapter 1 of Unit 1 titled ‘My Family and Me’, talks of parts of the body with an emphasis on hygiene; it also helps children to associate actions with words. Chapter 2 inculcates politeness by introducing the various ways of greeting others, including ‘Namaste’. Chapter 3 introduces young learners to the concept of family, through a story of a sparrow family, enabling them to learn words related to family members. Unit 2 titled ‘Life Around Us’, introduces children to the animals and birds in the surroundings. In Chapter 2, children learn the prepositions ‘up’ and ‘down’ through the familiar Indian folktale ‘The Cap-seller and the Monkeys’. Chapter 3 emphasises rhyming words, throught the comic strip ‘Catch me if you can’. Chapter 4 introduces young learners in the farm and around the home. Unit 3 titled ‘Food’ in Chapter 1, provides a glimpse of the variety of fruits, vegetables and flowers found in our country. Chapter 2 titled ‘The Food we Eat’ emphasises having respect for food, importance of saying a short prayer before eating meals, and addresses the diversity of food in our country. Unit 4 titled ‘Seasons’ in Chapter 1 discusses the various seasons, and the changes in temperature, items of clothing, etc. Chapter 2 has a beautiful story on the colours of the rainbow. The chapter ends with the colouring of the national flag. Multilingualism has been interwoven into the tasks and activities with specific guidelines to the teacher, wherever required. This facilitates the learner to move progressively from the home language to English. It also helps to shift from teacher-driven classroom to learner-centric classroom. This book aids in the holistic development of the learner. The chapters aim at stimulating development of socio-emotional domain of children, through poems and narratives related to their family, neighbourhood and community. Language and literacy, physical, socio-emotional, aesthetic and cognitive domains have been integrated along with the development of positive habits to create a learning impression in totality for children. Development of Annamaya, Pranamaya, Manomaya, and Vignyanmaya kosha is an ongoing process which leads to the manifestation of Anandmaya kosha. The present textbook is a step in this direction. In addition to the material provided in the textbook, teachers may also use the matter embedded in the QR code. Further, as suggested in ‘Note to the teacher’ sections given throughout the book, teachers are encouraged to use local stories, proverbs and objects in the classroom, as well as audio and video support from DIKSHA platform. The textbook is only one tool, learning needs many resources. This textbook is not the only source of learning. Children learn much more while observing the environment around them, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and travelling. Therefore, we, as teachers or parents, need to value this learning which goes beyond the textbook and try to map it with the competencies and curricular goals identified for this stage. Education of our children is seen as our collective responsibility.

aemr1ps.pdf

CBSE

Class1

Mathematics

Finding the Furry Cat!1Let us SingLet us Sing Looking, looking, looking Looking for my furry cat! on the window Are you sleeping under my bed? Are you sitting shed? Where are you my furry cat? Looking, looking, looking Looking for my furry cat! Are you inside the backpack? Are you outside the red rack? Where are you my furry cat? 1Chapter 1.indd Come, come, come Come to me my furry cat! Saw you hopping above the hat. Saw you hiding below the mat Here comes my furry cat! Come, come, come Come to me, my furry cat! Saw you scratching the bottom of my jar. Saw you playing at the top of my car. Come to me, my furry cat! Read aloud the poem. Ask children to recite and enact it. Children can look at the pictures and tell what all they see and discuss the things which are above, below, on, under, and so on with the class. Encourage them to talk about the animals that they see around them, like cats, dogs, cows, etc. 2Chapter 1.indd Look at the pictures of the poem and encircle the correct word. A. The red ball is above/ under /on the bed. B. The cat is inside/outside/on the car. C. The man is lying under/inside/on the tree. D. The cow is inside/top of/outside the house.Are you sitting shed? Where are you my furry cat? Looking, looking, looking Looking for my furry cat! Are you inside the backpack? Are you outside the red rack? Where are you my furry cat? 1Chapter 1.indd Come, come, come Come to me my furry cat! Saw you hopping above the hat. Saw you hiding below the mat Here comes my furry cat! Come, come, come Come to me, my furry cat! Saw you scratching the bottom of my jar. Saw you playing at the top of my car. Come to me, my furry cat! Read aloud the poem. Ask children to recite and enact it. Children can look at the pictures and tell what all they see and discuss the things which are above, below, on, under, and so on with the class. Encourage them to talk about the animals that they see around them, like cats, dogs, cows, etc. 2Chapter 1.indd Look at the pictures of the poem and encircle the correct word. A. The red ball is above/ under /on the bed. B. The cat is inside/outside/on the car. C. The man is lying under/inside/on the tree. D. The cow is inside/top of/outside the house.Think and AnswerThink and Answer A. Where do you put your shoes? Inside/Outside the room. B. Where do you throw the garbage? Inside/Outside the dustbin. Let us Play — Find the ThingsLet us Play — Find the Things Children can divide themselves into 2 teams. One team will hide a few things like white chalk, red ball and other items and ask the other team to find them. Children can give verbal instructions to find the things using positional words like inside/outside, far/near, above/below, etc. For example: ● Look for a white thing which is hidden near the board and under the table. ● Look for a red thing which is outside the classroom and under the tree. 3Chapter 1.indd Let us Play — Throw the Ball!Let us Play — Throw the Ball! Each child aims and throws the ball inside the basket. When the ball goes inside, other children will say IN and when it goes outside the basket, they say OUT.Let us Play — Find the ThingsLet us Play — Find the Things Children can divide themselves into 2 teams. One team will hide a few things like white chalk, red ball and other items and ask the other team to find them. Children can give verbal instructions to find the things using positional words like inside/outside, far/near, above/below, etc. For example: ● Look for a white thing which is hidden near the board and under the table. ● Look for a red thing which is outside the classroom and under the tree. 3Chapter 1.inddFor example: ● Look for a white thing which is hidden near the board and under the table. ● Look for a red thing which is outside the classroom and under the tree. 3Chapter 1.inddLet us Play — Throw the Ball!Let us Play — Throw the Ball! Each child aims and throws the ball inside the basket. When the ball goes inside, other children will say IN and when it goes outside the basket, they say OUT.

aejm101.pdf

CBSE

Class1

Mathematics

Mango TreatLet us ReadLet us Read The birds are watching a squirrel eating a mango. One bird joins. Now 2 of them are eating the mango. One more bird joins. Now 3 of them are eating the mango. One more bird joins. One more bird joins. Now 4 of them are eating the mango. Now 5 of them are eating the mango. 18Chapter 3.indd One more bird joins. One more bird joins. Now 7 of them are eating the mango. Now 6 of them are eating the mango. One more bird joins. Now 8 of them are eating the mango. One more bird joins. Now 9 birds and animals ate the mango.Let us TalkLet us Talk A. Identify the birds in the picture. B. How many animals or birds were eating the mango in the beginning? C. How many more animals or birds joined every time? D. What is 1 more than 1, 1 more than 2… up to 9? E. How many animals and birds ate the mango at the end? Talk about counting numbers as the animals join. Enact the story where all children play the role of different animals or birds and make their respective sounds. Talk about different birds or animals, their sounds and their habitats. 19Chapter 3.indd Match the number of birds with the number of fingers. 20Chapter 3.indd Match the fingers with correct number of dots (one has already been done for you). Let us Play — Mime with FingersLet us Play — Mime with Fingers Show 3 fingers to your friend. Your friend has to show 3 fingers but in a different way. Similarly, you can play for other numbers. What are the different ways of showing 4 fingers using one hand? 21Chapter 3.indd Let us Play OutsideLet us Play Outside Children can move in a circle by holding hands and singing songs. A child claps and says four. All children can make groups of four by holding hands. The left out children can count the number of children in each group. Similarly, children continue this game by saying different numbers up to 9. 22Chapter 3.indd My Drawing Day A drawing event held for children on ‘Ekta Diwas’ (31st October). Assign different objects to each child by drawing a line as shown in the picture. Discuss with children how did they find out which items are more or less or equal. Also discuss the habit of sharing objects among the group when children are more than the items or objects. Also discuss the importance of Ekta Diwas. Help them to know if they have enough material. Tick ü more or less or equal. Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.inddMatch the number of birds with the number of fingers. 20Chapter 3.inddMatch the fingers with correct number of dots (one has already been done for you).Let us Play — Mime with FingersLet us Play — Mime with Fingers Show 3 fingers to your friend. Your friend has to show 3 fingers but in a different way. Similarly, you can play for other numbers. What are the different ways of showing 4 fingers using one hand? 21Chapter 3.inddLet us Play OutsideLet us Play Outside Children can move in a circle by holding hands and singing songs. A child claps and says four. All children can make groups of four by holding hands. The left out children can count the number of children in each group. Similarly, children continue this game by saying different numbers up to 9. 22Chapter 3.indd My Drawing Day A drawing event held for children on ‘Ekta Diwas’ (31st October). Assign different objects to each child by drawing a line as shown in the picture. Discuss with children how did they find out which items are more or less or equal. Also discuss the habit of sharing objects among the group when children are more than the items or objects. Also discuss the importance of Ekta Diwas. Help them to know if they have enough material. Tick ü more or less or equal. Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.inddMy Drawing Day A drawing event held for children on ‘Ekta Diwas’ (31st October). Assign different objects to each child by drawing a line as shown in the picture. Discuss with children how did they find out which items are more or less or equal. Also discuss the habit of sharing objects among the group when children are more than the items or objects. Also discuss the importance of Ekta Diwas. Help them to know if they have enough material. Tick ü more or less or equal. Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.indd

aejm103.pdf

CBSE

Class1

Mathematics

Let us Play — Finger GameLet us Play — Finger Game A. Play this finger game with your friend. Show some fingers for example, four fingers. Your friend has to show less fingers than four. B. Ask your friend to show more than that number, more number in some other way, and less number in some other way. 24Chapter 3.indd Numbers 1, 2, 3 Go! Look at the pictures and follow the instructions. A. Draw a around the objects which are one in number in the above picture and write down 1 below. One Two B. Draw a around the objects which are two in number in the above picture and write down 2 below. C. Draw a around the objects which are three in number in the above picture and write down 3 below. Three 25Chapter 3.indd F. Draw a around the objects which are six in number in the above picture and write down 6 below. Four Five Six E. Draw a around the objects which are five in number in the above picture and write down 5 below. D. Draw a around the objects which are four in number in the above picture and write down 4 below. 26Chapter 3.indd G. Draw a around the objects which are seven in number in the above picture and write down 7 below. I. Draw a around the objects which are nine in number in the above picture and write down 9 below.Numbers 1, 2, 3 Go!Look at the pictures and follow the instructions. A. Draw a around the objects which are one in number in the above picture and write down 1 below. One Two B. Draw a around the objects which are two in number in the above picture and write down 2 below. C. Draw a around the objects which are three in number in the above picture and write down 3 below. Three 25Chapter 3.indd F. Draw a around the objects which are six in number in the above picture and write down 6 below.OneTwo B. Draw a around the objects which are two in number in the above picture and write down 2 below. C. Draw a around the objects which are three in number in the above picture and write down 3 below.Three 25Chapter 3.indd F. Draw a around the objects which are six in number in the above picture and write down 6 below.FourFiveSix E. Draw a around the objects which are five in number in the above picture and write down 5 below. D. Draw a around the objects which are four in number in the above picture and write down 4 below. 26Chapter 3.indd G. Draw a around the objects which are seven in number in the above picture and write down 7 below. I. Draw a around the objects which are nine in number in the above picture and write down 9 below.Seven H. Draw a around the objects which are eight in number in the above picture and write down 8 below.EightNine Encourage counting objects and writing numerals on sand. Ask a child to scribble numeral on the back of another child. Let the child guess which number is written. Tell the children that the group of seven stars in the above picture which can be seen in the sky every night is known as Saptarshi or Big Dipper.Count and MatchCount and MatchCount and ColourCount and Colour 3 7 5 A. Colour 8 stars. B. Colour 5 flowers. C. Colour 6 balls. 28Chapter 3.indd Join the Numbers in a Order A. Draw a path from numbers 1 to 9 in the correct order. The lines should not cross each other. i. ii. iii. 3 4 9 2 5 8 7 6 5 6 7 4 3 8 1 2 9 A naughty monkey shuffled the number cards. Write them in a correct order from the smallest to the largest 29Chapter 3.indd C. The cat has walked all over the worksheet. Write down the missing numbers. , 6,, 8 2,, 4, 5 5,,,, 9 3,,, 6, Colour the Biggest NumberColour the Biggest Number 30Chapter 3.indd A. How many yellow boxes are there? Count and write the number. B. How many jamuns are there in the given picture? C. Write the number of sheep seen in the picture. 31Chapter 3.indd D. Draw any 4 fruits. E. Which two groups together have 8 fruits? Encircle them. F. Which two groups together have 7 umbrellas? Encircle them. G. Which are less in number? Cups or Spoons? Encircle them. Project WorkProject Work Ask children to make their own number cards 1 to 9. They can use different colour papers. They can stick or draw equal number of objects on the number card. 32Chapter 3.inddA. Colour 8 stars. B. Colour 5 flowers. C. Colour 6 balls. 28Chapter 3.inddJoin the Numbers in a Order A. Draw a path from numbers 1 to 9 in the correct order. The lines should not cross each other. i. ii. iii. 3 4 9 2 5 8 7 6 5 6 7 4 3 8 1 2 9 A naughty monkey shuffled the number cards. Write them in a correct order from the smallest to the largest 29Chapter 3.indd C. The cat has walked all over the worksheet. Write down the missing numbers. , 6,, 8 2,, 4, 5 5,,,, 9 3,,, 6,

aejm103.pdf

CBSE

Class1

Mathematics

Making 10 A. Write the number of dots on each bug. B. Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement. 33Chapter 4.indd D. Play with your friend. Roll the dice and colour a box with the same number of dots as on the dice. Take turns with your friend and roll again. The child with more number of coloured boxes will win. Choose the colour and fill it in the below boxes. My colour Friend’s colour Use the dot and colour flash cards to help children gain instant recognition of numbers without counting. This is called subitization. Make more cards with dot patterns of numbers 1 to 9 in different designs and sizes as required. C. Identify and write the numbers formed by the arrangement of the red bindis Let us PlayLet us Play 34Chapter 4.indd Vanishing Buttons Gola monkey wears his favourite shirt with four buttons. He went to the garden and ate too many bananas as he was fond of them. What do you think happened then? One of the buttons popped out and rolled away. But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one. | Four | Three | Two | --- | --- | --- | | ButtonsButtons | Buttons | One | Zero | --- | --- | Button | Buttons 0 Discuss the number of buttons left on the shirt at the end. Ask children to name objects, things around them whose number is zero. Let children understand that zero is also a number like one, two and other numbers. Discuss with children about the benefits of balanced diet and ill-effects of overeating. 35Chapter 4.indd Write the number of birds sitting on the branch of the tree. A. How many suns do you see in the night? B. How many moons do you see at noon? Use concrete objects to demonstrate the idea of zero by reducing one object each time. Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom. Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0. Write ‘0’Write ‘0’ Think and TellThink and Tell 36Chapter 4.indd She has lighted diyas on her birthday. Count and write the number of objects. Tenth Birthday It is Aastha’s tenth birthday. Her father prepared halwa for her. She is celebrating the birthday with her friends. Beads Laddoos Crayons Bananas Leaves I am 9 years old and after 1 more year, I will be 10 years old. So, 9 and 1 more makes 10. 37Chapter 4.indd Let us DoLet us Do A. Count and draw beads to make a string of 10 beads. i. ii. iii. iv. B. Draw buttons to make a ten frame of buttons. i. ii. iii. iv. 38Chapter 4.indd The Handy Five and Ten Follow the pattern and write the number pairs separated by the stick. 1 and 4 and and and and Let us PlayLet us Play Show 3 fingers. Your friend has to show some fingers to make it 5. 39Chapter 4.indd Number Pairs of 10 Let us play the finger game with our both hands. A child will show some fingers. The other child has to show the other fingers that are folded. Follow the pattern and write the number pairs in the given table. = 1 9 = 10 = = = = = = = = 40Chapter 4.indd Let us Play a Card GameLet us Play a Card Game Counting up to 20Counting up to 20 | | 10 Ten | 10 and 1 is | 11 Eleven | 10 and 2 is | 12 Twelve Have a discussion to help children to understand and remember the number partitions of 5 and 10. For example, if the teacher says 2, the child should respond 3, when doing partitions of 5. Similarly, if the teacher says 4, the child should respond 6, when doing partitions of 10. This is the time when children start counting beyond 10. Draw attention towards the fact that there is always a number one more than the previous number. Number Cards (Sets of 0 to 10) Keep all cards face down. One child picks up a card and keeps it face up. The other child picks up another card and keeps it face up. If the pair of cards make 10 then the second student takes both the cards. And the turn goes back to the first student who will pick up another card. Simran lives in Nagpur. She is helping her father in packing oranges. A box can hold 10 oranges. Let us count the number of oranges. 41Chapter 4.indd 10 and 3 is 13 Thirteen 10 and 4 is 14 Fourteen 10 and 5 is 15 Fifteen 10 and 6 is 16 Sixteen 10 and 7 is 17Seventeen 10 and 8 is 18 Eighteen 10 and 9 is 19 Nineteen 10 and 10 is 20 Twenty 42Chapter 4.indd Write the numbers 11–20. 12 13 14 15 16 17 18 19 20 14 19 | | | 17 | | | --- | --- | --- | --- | --- | 11 | | | | 20 | | 13 | | 18 | 15 12 19 Help the children to count concrete objects up to 20 using groups of ten and units. Give them a handful of seeds or buttons not more than 20. Ask them to guess the number first, then group and count. How close was the guess? Let children reason out the basis for their guesses. 43Chapter 4.indd B. Colour the tens frames to show the number. 14 19 16 C. Write down the numbers in sequence. | 1 | 3 | | --- | --- | --- | 8 | 6 | | 9 | | 12 | 15 | 20 Count and WriteCount and Write A. Count and write the answers. 44Chapter 4.indd D. Encircle a group of ten in the pictures and match with the number. 16 20 10 E. A group of friends while playing built some towers. i. Tick ü the tallest tower. ii. Which tower used the most number of blocks? Write the number of blocks used in it. iii. Which tower used the least number of blocks? Write the number of blocks used in it. 45Chapter 4.indd 46Chapter 4.indd E. Let us count and write. i. Number of blocks ii. Number of white dots F. Join the numbers from 1 to 20. 3 4 5 6 7 8 9 Project WorkProject Work A. Find out the things from your surroundings that are in the group of 10. For example, bindi cards having bindis in the groups of 10. 2 1 20 19 18 17 16 10 11 12 13 1415 Is it an animal or a bird? B. Ask children to make their own number cards 10 to 20. They can use old cardboards, waste materials, etc. Encourage children to recognise the group of 10, while counting the objects beyond 10. 47Chapter 4.indd

aejm104.pdf

CBSE

Class1

Mathematics

A. Write the number of dots on each bug. B. Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement. 33Chapter 4.indd D. Play with your friend. Roll the dice and colour a box with the same number of dots as on the dice. Take turns with your friend and roll again. The child with more number of coloured boxes will win. Choose the colour and fill it in the below boxes.My colour Friend’s colour Use the dot and colour flash cards to help children gain instant recognition of numbers without counting. This is called subitization. Make more cards with dot patterns of numbers 1 to 9 in different designs and sizes as required. C. Identify and write the numbers formed by the arrangement of the red bindisLet us PlayLet us Play 34Chapter 4.indd Vanishing Buttons Gola monkey wears his favourite shirt with four buttons. He went to the garden and ate too many bananas as he was fond of them. What do you think happened then? One of the buttons popped out and rolled away. But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one. | Four | Three | Two | --- | --- | --- | | ButtonsButtons | Buttons | One | Zero | --- | --- | Button | Buttons 0 Discuss the number of buttons left on the shirt at the end. Ask children to name objects, things around them whose number is zero. Let children understand that zero is also a number like one, two and other numbers. Discuss with children about the benefits of balanced diet and ill-effects of overeating. 35Chapter 4.indd Write the number of birds sitting on the branch of the tree. A. How many suns do you see in the night? B. How many moons do you see at noon? Use concrete objects to demonstrate the idea of zero by reducing one object each time. Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom. Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.Vanishing Buttons Gola monkey wears his favourite shirt with four buttons. He went to the garden and ate too many bananas as he was fond of them. What do you think happened then? One of the buttons popped out and rolled away. But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one. | Four | Three | Two | --- | --- | --- | | ButtonsButtons | Buttons | One | Zero | --- | --- | Button | Buttons 0 Discuss the number of buttons left on the shirt at the end. Ask children to name objects, things around them whose number is zero. Let children understand that zero is also a number like one, two and other numbers. Discuss with children about the benefits of balanced diet and ill-effects of overeating. 35Chapter 4.indd Write the number of birds sitting on the branch of the tree. A. How many suns do you see in the night? B. How many moons do you see at noon? Use concrete objects to demonstrate the idea of zero by reducing one object each time. Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom. Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.Write ‘0’Write ‘0’Think and TellThink and Tell 36Chapter 4.indd She has lighted diyas on her birthday. Count and write the number of objects. Tenth Birthday It is Aastha’s tenth birthday. Her father prepared halwa for her. She is celebrating the birthday with her friends. Beads Laddoos Crayons Bananas Leaves I am 9 years old and after 1 more year, I will be 10 years old. So, 9 and 1 more makes 10. 37Chapter 4.inddTenth Birthday It is Aastha’s tenth birthday. Her father prepared halwa for her. She is celebrating the birthday with her friends. Beads Laddoos Crayons Bananas Leaves I am 9 years old and after 1 more year, I will be 10 years old. So, 9 and 1 more makes 10. 37Chapter 4.inddBeads Laddoos Crayons Bananas Leaves I am 9 years old and after 1 more year, I will be 10 years old. So, 9 and 1 more makes 10. 37Chapter 4.inddLet us DoLet us Do A. Count and draw beads to make a string of 10 beads. i. ii. iii. iv. B. Draw buttons to make a ten frame of buttons. i. ii. iii. iv. 38Chapter 4.indd The Handy Five and Ten Follow the pattern and write the number pairs separated by the stick.The Handy Five and Ten Follow the pattern and write the number pairs separated by the stick.1 and 4

aejm104.pdf

CBSE

Class1

Mathematics

How Many?Going out with Grandfather! Let children look at the picture and share what activities they do in the park. They may also discuss the number of people joining in the park, for example, how many children are playing in the first picture and how many joined them. Let children discuss or share the importance of spending time with grandparents and discuss ways of showing respect to them. 48Chapter 5.inddTell How many Altogether? Fill in the Blanks. children and 2 children altogether make children. 4 + 2 = 3 tops and 1 top altogether make tops. 3 + 1 = 3 ants and 2 ants altogether make ants. 3 + 2 = 4 pencils and 3 pencils altogether make pencils. 4 + 3 = Provide children enough opportunity to do addition with lots of concrete objects. Encourage children to find the total number of objects by combining two groups (aggregation) and also by adding more objects to an existing group of objects (augmentation). Practice work should be done with the children on both types of addition problems. 49Chapter 5.inddAdd and Draw A. How many brothers and sisters do your parents have altogether? B. How many family members do you and your friend have altogether? C. How many fingers do you have in both your hands and feet? D. How many numbers can you count on your fingers? Encourage children to understand and say the addition sentences aloud. For example, 4 children and 2 children altogether make 6 children and connect the word ‘make’ with the symbol of addition (+) and ‘altogether’ with the symbol of equal to (=). Children should be provided opportunities to work with concrete material in developing the vocabulary like ‘total’, ‘sum’, ‘altogether’, etc., before progressing towards symbolic representation or addition of numbers. 6 balls and 2 balls altogether make balls. 6 + 2 = 7 + 1 =Let us CountLet us Count 50Chapter 5.indd Count and write the total number of fingers. 4 + 3 = 3 + 2 = 5 + 3 = 4 + 0 = 4 + 4 = Let us Play— Addition with Dice!Let us Play— Addition with Dice! Take turns and roll two dice together and find the total number of dots on both the dice. Now ask your friend to roll the dice and find the total number of dots. Find out who scores more. 51Chapter 5.inddCount and write the total number of fingers. 4 + 3 = 3 + 2 = 5 + 3 = 4 + 0 = 4 + 4 =Let us Play— Addition with Dice!Let us Play— Addition with Dice! Take turns and roll two dice together and find the total number of dots on both the dice. Now ask your friend to roll the dice and find the total number of dots. Find out who scores more. 51Chapter 5.inddLet us DoLet us Do Kishore and Nitya also played the same game and here are their dots on the dice. Find out how many times Kishore won and how many times Nitya won by putting the () on their score board. A. Kishore Nitya B. C. D. E.  | Kishore | Nitya | --- | --- | and | = | 6 | and | = 5 | --- | --- | --- | --- | --- B. C. | | and | = | and | = | --- | --- | --- | --- | --- | D. | and | = | and | = | E. | | and | = | and | = | | and | = | and | = 52Chapter 5.indd Beads and String Colour the beads in the string as per the numbers given below and find the total number of coloured beads. Encourage children to play with beads’ strings. Focus on the process of addition and discuss the strategies they are using. 3 + 4 = 4 + 2 = 5 + 4 = 2 + 7 = 7 + 3 = A. B. C. D. E. 53Chapter 5.indd Hop and Find the Sum 4 + 2 = 3 + 2 = 5 + 3 = 6 + 3 = 54Chapter 5.indd Add in Your Own Way Abdul and Rihana are adding numbers in two different ways. Help them to find the sum. 2 + 3 5 + 1 2 + 3 = 5 + 1 = 3 + 3 9 + 1 3 + 3 = 9 + 1 = 55Chapter 5.inddBeads and String Colour the beads in the string as per the numbers given below and find the total number of coloured beads. Encourage children to play with beads’ strings. Focus on the process of addition and discuss the strategies they are using. 3 + 4 = 4 + 2 = 5 + 4 = 2 + 7 = 7 + 3 = A. B. C. D. E. 53Chapter 5.inddHop and Find the Sum 4 + 2 = 3 + 2 = 5 + 3 = 6 + 3 = 54Chapter 5.inddAdd in Your Own Way Abdul and Rihana are adding numbers in two different ways. Help them to find the sum. 2 + 3 5 + 1 2 + 3 = 5 + 1 = 3 + 3 9 + 1 3 + 3 = 9 + 1 = 55Chapter 5.indd

aejm105.pdf

CBSE

Class1

Mathematics

Project WorkProject Work Take ten cards 0 to 9. Arrange the cards in such a manner that their sum must be 9. There are many ways to do it. In how many ways can you do it? 56Chapter 5.indd Addition Story A. Raghav has 4 shells and Sarita has 5 shells How many shells they have altogether? B. Ranjeet has 3 marbles and Meenakshi has 6 marble How many marbles they have in total? C. There are 3 coconuts in one bag . There are coconuts in another bag. How many coconuts are there in all? Let us see what we have in our bags. Do it with your friend and write down the answers below. A. I have books in my bag and my friend has books. We both have books in all. B. I have pencils and my friend has pencils. We have pencils altogether. C. I have notebooks and my friend has notebooks. We have notebooks in total.Addition Story A. Raghav has 4 shells and Sarita has 5 shells How many shells they have altogether? B. Ranjeet has 3 marbles and Meenakshi has 6 marble How many marbles they have in total? C. There are 3 coconuts in one bag . There are coconuts in another bag. How many coconuts are there in all?Let us see what we have in our bags. Do it with your friend and write down the answers below. A. I have books in my bag and my friend has books. We both have books in all. B. I have pencils and my friend has pencils. We have pencils altogether. C. I have notebooks and my friend has notebooks. We have notebooks in total.Think and DoThink and Do 3 2 1 Write the numbers 1, 2 and 3 in the given table in a way as shown by the dotted lines so that each way adds up to 6. This activity can be conducted in pairs. Encourage children to create their own problems and questions. Also discuss in class about the world’s oldest Sun Temple, Konark, Odisha refer to the image (Page 56) of wheel in Konark Sun Chariot. 57Chapter 5.indd Five Little Children Five little children Raise your hand Here comes your stand One steps out, with a roar Now, we are four! Four little children Raise your hand Here comes your stand One steps out, near a tree Now, we are three! Three little children Raise your hand Here comes your stand One steps out, with shining shoe Now, we are two! 58Chapter 5.indd Two little children Raise your hand Here comes your stand One steps out, looking at the sun Now, remains one!Five Little Children Five little children Raise your hand Here comes your stand One steps out, with a roar Now, we are four! Four little children Raise your hand Here comes your stand One steps out, near a tree Now, we are three! Three little children Raise your hand Here comes your stand One steps out, with shining shoe Now, we are two! 58Chapter 5.indd Two little children Raise your hand Here comes your stand One steps out, looking at the sun Now, remains one!Let us TalkLet us Talk A. How many children are there in the bus at the beginning? B. How many children get down from the bus on the first stand? C. How many children are left in the bus after the first stop? D. How many children are left after the second stand? Answer the same for third, fourth and fifth stand. E. How many children are left in the bus at the end? One little child Raise your hand Here comes your stand Last steps out, having much fun Now, there are none!Project WorkProject Work Find out the number of people at your home. How many are going to school, for work and how many stay at home. 59Chapter 5.inddLet us DoLet us Do i. How Many Left? A. Fill in the blanks. 6 frogs 2 jumped away left ii. 6 − 2 = 7 − 2 = | 7 balloons | flew away | 5 left | --- | --- | --- | iii. | 9 bananas | 6 took away | left 9 − 6 = 60Chapter 5.indd B. Draw the objects that are being left and fill in the blanks. 7 − 4 = 7 − = Make your own ten dots card and hide a few dots from your friends. Ask them how many dots are hidden. C. Answer the following questions. i. ii. | 7 ladoos | 4 eaten | left | --- | --- | --- | iii. | 7 balls | took away | left | i. Manisha has 9 bananas. She ate 3 | bananas. How many bananas are left? | ii. There are 8 butterflies on the flowers. 5 butterflies | | flew away. How many butterflies are left? pots pot broke 3 − = | left 61Chapter 5.indd How many dots are hidden and how many dots are visible? | Total Dots 10 | Hidden Dots | Visible Dots | --- | --- | --- | | 0 | 10

aejm105.pdf

CBSE

Class1

Mathematics

Vegetable Farm Rumi and Shami helped each other taking out vegetables from the field. Each of them took a basket and plucked the vegetables. Let’s see how many vegetables they both took out. 64Chapter 6.indd Rumi’s Basket Shami’s Basket Both have A. 7 tomatoes and 5 tomatoes altogether make 12 tomatoes. 7 + 5 = B. 9 carrots in one basket and 4 carrots in another basket. 9 + 4 = C. 8 radishes in one basket and 8 radishes in another basket. 8 + 8 =Project WorkProject Work Plant any vegetable sapling at your home, school or nearby place. Share your experiences with your family and take care of the sapling. You may draw or take pictures of the growing sapling. 65Chapter 6.indd Beads and Mala Let us PlayLet us Play How can you add 12 and 4 on ginladi? I count 12 beads first and now I am counting 4 more. 13, 14, 15, 16 66Chapter 6.indd Show how you can add these numbers on ginladi. 13 + 4 = 13 17 + = 8 + = 13 + = 10 + = 18 14 + 5 = 6 + 8 = 5 + 7 = Hop and find the sum. 8 + 5 = 13 + 3 = 2 + 16 = 4 + 12 = 13 5 3 Add in your own way. A. Sapna has 12 coloured pencils and Gauri has 6 coloured pencils. How many pencils do they have in all? Sapna counted 12 and 6 more and got 18. 12, 1318 12 + 6 = 18 Discuss the process of addition. How do children count 12 and then further add 4? Discuss the strategies they are using. 67Chapter 6.indd Gauri did it as 10 + 8 = 18 12 + 6 10 + 2 + 6 10 + 8 = 18 Can you do it differently? Try and discuss with your teacher. B. Aman has 8 laddoos and Charanjeet brought 6 laddoos. How many ladoos are there in all? C. Sheena has 12 bangles, she got 6 more from her sister. How many bangles does she have now?Beads and MalaLet us PlayLet us Play How can you add 12 and 4 on ginladi? I count 12 beads first and now I am counting 4 more. 13, 14, 15, 16 66Chapter 6.indd Show how you can add these numbers on ginladi. 13 + 4 = 13 17 + = 8 + = 13 + = 10 + = 18 14 + 5 = 6 + 8 = 5 + 7 = Hop and find the sum. 8 + 5 = 13 + 3 = 2 + 16 = 4 + 12 = 13 5 3 Add in your own way. A. Sapna has 12 coloured pencils and Gauri has 6 coloured pencils. How many pencils do they have in all? Sapna counted 12 and 6 more and got 18. 12, 1318 12 + 6 = 18 Discuss the process of addition. How do children count 12 and then further add 4? Discuss the strategies they are using. 67Chapter 6.indd Gauri did it as 10 + 8 = 18 12 + 6 10 + 2 + 6 10 + 8 = 18 Can you do it differently? Try and discuss with your teacher. B. Aman has 8 laddoos and Charanjeet brought 6 laddoos. How many ladoos are there in all? C. Sheena has 12 bangles, she got 6 more from her sister. How many bangles does she have now?Show how you can add these numbers on ginladi. 13 + 4 = 13 17 + = 8 + = 13 + = 10 + = 18 14 + 5 = 6 + 8 = 5 + 7 =Hop and find the sum. 8 + 5 = 13 + 3 = 2 + 16 = 4 + 12 = 13 5 3Add in your own way. A. Sapna has 12 coloured pencils and Gauri has 6 coloured pencils. How many pencils do they have in all? Sapna counted 12 and 6 more and got 18. 12, 1318 12 + 6 = 18 Discuss the process of addition. How do children count 12 and then further add 4? Discuss the strategies they are using. 67Chapter 6.indd Gauri did it as 10 + 8 = 18 12 + 6 10 + 2 + 6 10 + 8 = 18 Can you do it differently? Try and discuss with your teacher. B. Aman has 8 laddoos and Charanjeet brought 6 laddoos. How many ladoos are there in all? C. Sheena has 12 bangles, she got 6 more from her sister. How many bangles does she have now?Let us DoLet us Do What would you like to bring for the picnic? Discuss with your friend. Draw the things you would like to take to the picnic and write the total number of eatables in the space provided. 68Chapter 6.indd A. B. | | 16 − 4 = | | 12 − 5 = | --- | --- | --- | --- | C. D. | | 14 − 7 = | | 16 − 6 = E. F. 15 − 5 = 15 − 0 = G. 17 − 9 = H. 13 − 3 = Subtraction Subtract with some more numbers. 15 − 9 = 6 69Chapter 6.indd Hop and Jump Anjali and Renu are playing by hopping and jumping. Anjali, I am jumping 2 steps ahead from 6.Subtraction Subtract with some more numbers. 15 − 9 = 6 69Chapter 6.inddHop and Jump Anjali and Renu are playing by hopping and jumping. Anjali, I am jumping 2 steps ahead from 6.

aejm106.pdf

CBSE

Class1

Mathematics

Lina’s Family7Lina’s Family Get Together Lina stays with her family in a village. She stays with her grandparents, parents and a brother Shanbor. Her uncles, aunts and cousins live near to their house. Lina is standing on the stool. She likes to be tall. Find out and circle the tallest member in the family. 72Chapter 7.inddLina’s family invited all the family members for a get together.Let us TalkLet us Talk A. How many members are there in Lina’s family? B. Tick the tallest member in the family. C. Draw a cap on the shortest family member. D. Who is taller than Lina’s mother but shorter than Lina’s father? E. Who is the tallest and shortest member of your family? F. Who is the tallest child in your class? G. How many children in your classroom are taller than you? 73Chapter 7.indd Lina lives in a hut-shaped house in a hilly area. Can you locate her house in the picture? Circle the correct options: A. Her house is nearest to/farthest from the shop and nearest to/farthest from the school. B. The school is nearest to/farthest from the shop and nearest to/farthest from red roof houses. C. The child is nearest to/farthest from the school bus and nearest to/farthest from the school.nearest to/farthest from red roof houses. C. The child is nearest to/farthest from the school bus and nearest to/farthest from the school.Amazing Facts This is a statue of Sardar Vallabhbhai Patel also called the Statue of Unity. It is the tallest statue in the world and is located in Gujarat, India. 74Chapter 7.inddThis is a statue of Sardar Vallabhbhai Patel also called the Statue of Unity. It is the tallest statue in the world and is located in Gujarat, India. 74Chapter 7.inddLet us Do Let us Do A. Tick ü the one which is longest. i. ii. B. Tick ü the one which is shortest. i. ii. C. Tick ü the one which is thickest. i. ii. D. Tick ü the one which is thinnest. i. ii. 75Chapter 7.indd We can also use fingers for smaller objects.It is ready. Chitra also wants to find out the length of the stick, table, pencil and notebook using her handspan. Dadi is checking the length of Chitra’s sweater by a handspan.Think and DoThink and Do Draw a stick or bamboo longer than this — Draw a rope shorter than this— 76Chapter 7.inddThink and AnswerThink and Answer A. My table is handspans long. B. My bag is handspans long. C. My classroom blackboard is handspans long. D. My Maths book is handspans long. E. My arm is handspans long. F. My friend’s arm is handspans long. Can Chitra use a handspan to find the length of all these things? Find out and circle which things around you are shorter than a handspan? Can we use fingers also to find the length of these things? 77Chapter 7.inddLet us Do Let us Do What would you choose, handspan or fingers to find the length of these objects and why? Circle your options in the table. Try to guess before finding the length of these objects. Name of the things Circle, what will you use? My guess My findings Bottle handspan or fingers Spoon handspan or fingers Pencil handspan or fingers My friend’s nose handspan or fingers Leg handspan or fingers Key handspan or fingers 78Chapter 7.indd Measure by footspan My guess of footspan My findings of footspan Distance between my seat and the door of the classroom One side of classroom Distance between the bed and washroom Distance between two walls of your roomName of the things Circle, what will you use? My guess My findings Bottle handspan or fingers Spoon handspan or fingers Pencil handspan or fingers My friend’s nose handspan or fingers Leg handspan or fingers Key handspan or fingers 78Chapter 7.inddBottle handspan or fingers Spoon handspan or fingers Pencil handspan or fingers My friend’s nose handspan or fingers Leg handspan or fingers Key handspan or fingers 78Chapter 7.inddMeasure by footspan My guess of footspan My findings of footspan Distance between my seat and the door of the classroom One side of classroom Distance between the bed and washroom Distance between two walls of your roomLet us Do Let us Do A. Tick ü the heavier object. i. ii. B. Tick ü the lighter object. i. ii. 79Chapter 7.inddLet us TalkLet us Talk A. Who is heavier between you and your friend? How will you find out? Discuss in the class. B. Find out your weight. Can you tell how and where your weight is usually checked? C. Colour the heavier object. i. ii. iii. iv. D. Colour the lighter object. i. ii. iii. iv. 80Chapter 7.indd

aejm107.pdf

CBSE

Class1

Mathematics

Fun with Numbers She packed them in boxes. Do you know how many oranges are there? 21 Twenty One 22 Twenty Two 84Chapter 8.indd Twenty Three 24 Twenty Four Twenty Five Twenty Six 27 Twenty Seven 85Chapter 8.indd 28 Twenty Eight Twenty Nine 30 Thirty Write 21 to 30 21 25 23 86Chapter 8.indd Let us count the number of flowers and the number of neem daatun. Number 31 to 50 31 Thirty One 36 Thirty Six 32 Thirty Two Thirty Seven Thirty Three Thirty Eight Thirty Four 39 Thirty Nine 35 Thirty Five 40 Forty 87Chapter 8.indd 41 Forty One Forty Six Forty Two Forty Seven 43 Forty Three Forty Eight 49 Forty Nine Forty Four 45 Forty Five 50 Fifty Let us DoLet us Do A. Pick up any number card from 1 to 50. Can you place the number card with help of the clip on ginladi at the right place? B. Write the number on the number cards placed on the ginladi. 88Chapter 8.indd Count and write the numbers. Fill up the tens frames to show the number. One has already been done for you. 29 Twenty one 41 Forty one 30 Thirty Use ginladi to talk about tens and numbers 21 to 50. Also encourage children to count backwards from any given number using ginladi or number line initially. Once they gain confidence, they can do without the ginladi. 89Chapter 8.indd Fill up the missing numbers. 34 39 42 46 Project WorkProject Work Farha said that she has packed more than fifty amazing things in her matchbox. Her friends wondered what these things could be. They had a big surprise when she opened her box. Can you collect some items and see how many a matchbox can hold? 90Chapter 8.indd Numbers from 51 – 99 Ankita is pasting mirrors on her house. Help her to find out how many mirrors she has used in the design. Count and write the numbers from 51 to 60 Count and write the numbers from 61 to 80 51 Fifty One Fifty Six 52 Fifty Two Fifty Seven Fifty Three Fifty Eight Fifty Four 59 Fifty Nine Fifty Five 60 Sixty 91Chapter 8.indd 61 Sixty One 62 Sixty Two Sixty Three Sixty Four Sixty Five Sixty Six Sixty Seven Sixty Eight Sixty Nine 70 Seventy 71 Seventy One 72 Seventy Two Seventy Three 74 Seventy Four 75 Seventy Five Seventy Six Seventy Seven 78 Seventy Eight Seventy Nine 80 Eighty 92Chapter 8.indd Count and write the numbers from 81 to 100 81 Eighty One Eighty Two 83 Eighty Three Eighty Four Eighty Five 86 Eighty Six Eighty Seven Eighty Eight 89 Eighty Nine 90 Ninety 91 Ninety One Ninety Two Ninety Three Ninety Four 95 Ninety Five Ninety Six 97 Ninety Seven Ninety Eight Ninety Nine 100 Hundred 93Chapter 8.inddDo you know how many oranges are there? 21 Twenty One 22 Twenty Two 84Chapter 8.indd Twenty Three 24 Twenty Four Twenty Five Twenty Six 27 Twenty Seven 85Chapter 8.indd 28 Twenty Eight Twenty Nine 30 Thirty21 Twenty One22 Twenty Two 84Chapter 8.inddTwenty Three24 Twenty FourTwenty FiveTwenty Six27 Twenty Seven 85Chapter 8.indd28 Twenty EightTwenty Nine30 ThirtyWrite 21 to 30 21 25 23 86Chapter 8.indd Let us count the number of flowers and the number of neem daatun. Number 31 to 50 31 Thirty One 36 Thirty Six 32 Thirty Two Thirty Seven Thirty Three Thirty Eight Thirty Four 39 Thirty Nine 35 Thirty Five 40 Forty 87Chapter 8.indd 41 Forty One Forty Six Forty Two Forty Seven 43 Forty Three Forty Eight 49 Forty Nine Forty Four 45 Forty Five 50 FiftyLet us DoLet us Do A. Pick up any number card from 1 to 50. Can you place the number card with help of the clip on ginladi at the right place? B. Write the number on the number cards placed on the ginladi. 88Chapter 8.indd Count and write the numbers. Fill up the tens frames to show the number. One has already been done for you. 29 Twenty one 41 Forty one 30 Thirty Use ginladi to talk about tens and numbers 21 to 50. Also encourage children to count backwards from any given number using ginladi or number line initially. Once they gain confidence, they can do without the ginladi. 89Chapter 8.indd Fill up the missing numbers. 34 39 42 46Project WorkProject Work Farha said that she has packed more than fifty amazing things in her matchbox. Her friends wondered what these things could be. They had a big surprise when she opened her box. Can you collect some items and see how many a matchbox can hold? 90Chapter 8.indd Numbers from 51 – 99 Ankita is pasting mirrors on her house. Help her to find out how many mirrors she has used in the design. Count and write the numbers from 51 to 60 Count and write the numbers from 61 to 80 51 Fifty One Fifty Six 52 Fifty Two Fifty Seven Fifty Three Fifty Eight Fifty Four 59 Fifty Nine Fifty Five 60 Sixty 91Chapter 8.indd 61 Sixty One 62 Sixty Two Sixty Three Sixty Four Sixty Five Sixty Six Sixty Seven Sixty Eight Sixty Nine 70 Seventy 71 Seventy One 72 Seventy Two Seventy Three 74 Seventy Four 75 Seventy Five Seventy Six Seventy Seven 78 Seventy Eight Seventy Nine 80 Eighty 92Chapter 8.indd Count and write the numbers from 81 to 10061 Sixty One62 Sixty TwoSixty ThreeSixty FourSixty FiveSixty SixSixty SevenSixty EightSixty Nine70 Seventy 71Seventy One72 Seventy TwoSeventy Three

aejm108.pdf

CBSE

Class1

Mathematics

So Many Toys Look at the picture and find the number of different toys. | Elephant s | Teddy Bears | Cars | Dolls Complete the following sentences by using more than/ less than/equal to. A. The number of dolls is the number of cars. B. The number of elephants is the number of dolls. C. The number of teddy bears is the number of elephants. D. The number of cars is the number of teddy bears. Chapter 13.indd 120Chapter 13.indd Colourful Flowers Name the colour of the flowers which you see mostly in a garden. Look at the picture of colourful flowers and write the number of flowers. | Blue flowers | Orange flowers | Red flowers | Purple flowers A. Name the colour of flowers which are least in number. B. Name the colour of the flowers which are most in number. True or False A. Number of red flowers is more than the blue flowers. B. Number of orange flowers is less than the purple flowers. Project WorkProject Work A. Make a card with a border of colourful flowers. B. Find out in your class how many children have 3 letters in their names, how many children have 4 letters in their names and how many children have more than 4 letters in their names. Chapter 13.indd 121Chapter 13.inddLook at the picture and find the number of different toys. | Elephant s | Teddy Bears | Cars | Dolls Complete the following sentences by using more than/ less than/equal to. A. The number of dolls is the number of cars. B. The number of elephants is the number of dolls. C. The number of teddy bears is the number of elephants. D. The number of cars is the number of teddy bears. Chapter 13.indd 120Chapter 13.inddColourful FlowersName the colour of the flowers which you see mostly in a garden. Look at the picture of colourful flowers and write the number of flowers. | Blue flowers | Orange flowers | Red flowers | Purple flowers A. Name the colour of flowers which are least in number.B. Name the colour of the flowers which are most in number. True or False A. Number of red flowers is more than the blue flowers. B. Number of orange flowers is less than the purple flowers.True or FalseA. Number of red flowers is more than the blue flowers.B. Number of orange flowers is less than the purple flowers.Project WorkProject Work A. Make a card with a border of colourful flowers. B. Find out in your class how many children have 3 letters in their names, how many children have 4 letters in their names and how many children have more than 4 letters in their names. Chapter 13.indd 121Chapter 13.inddPuzzles A. Kopal arranged number cards in the below image and Anaya hide them with bowls as shown. Can you recognise the numbers? You can also hide the numbers on a number card by using your hands and play this game with your friends. B. Count the number of logs. Is it 3 logs or 4 logs? C. This is how Zarina set the glasses. Help her in extending the arrangement. 122Puzzle Class 1.indd D. Find the numbers from 1 to 10. e i g h t t s f i v e h t e o t w o r x v u n i n e o e r n t t e n n s i x o w e n E. Fill the numbers from 1 to 5 in the given balls so that the sum on both sides is equal. F. Gillu’s favourite number is 8. If the answer of the asked question is 8, he becomes happy and if not, he becomes sad. Ask some questions to Gillu that has an answer 8 only. 123Puzzle Class 1.indd G. Fill, and in the boxes in such a way that any shape occurs only once in a row (horizontal) and column (standing). row row H. Take 4 different objects (each object should be 4), such as 4 buttons, 4 pebbles, 4 seeds, 4 clay balls, etc. Now place them in the given boxes in such a way that every object occurs only once in a row (horizontal) and a column (vertical standing). Can you fill them through some other ways? I. Who am I? (A mirror can help you.) | 2 5 2 5 | 7 3 7 3 | 5 2 5 2 | 3 9 3 9 124Puzzle Class 1.indd J. Who am I? i. I am between 5 and 10. I become three more when read upside down. ii. I am 3 more than 8 and 3 less than 14. iii. I am after 50 and before 54. Sum of my digits is 7. iv. I am just before 40. v. Add 5 to me and you will get 24. vi. I am just after 35. vii. Reduce 8 from me and 14 will be left. K. Six matchsticks are used to make a zero. Can you make any other number by shifting a single matchstick? L. Find out the missing piece and complete the pot.J. Who am I? i. I am between 5 and 10. I become three more when read upside down. ii. I am 3 more than 8 and 3 less than 14. iii. I am after 50 and before 54. Sum of my digits is 7. iv. I am just before 40. v. Add 5 to me and you will get 24. vi. I am just after 35. vii. Reduce 8 from me and 14 will be left. K. Six matchsticks are used to make a zero. Can you make any other number by shifting a single matchstick? L. Find out the missing piece and complete the pot.iv. I am just before 40. v. Add 5 to me and you will get 24.

aejm113.pdf

CBSE

Class1

Mathematics

ISBN 978-93-5292-505-60124 – Joyful MatheMatics Textbook for Class 1 65.00 Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Palak Printer, 6 Mohkampur, Phase II, Delhi Road, Meerut 02:52:11 PM foreword India has a rich tradition of nurturing the holistic development of children during their most formative years. These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning. In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years. Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage. Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika. An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage. The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education. Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022. Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS. The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community. The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad. The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz. Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya. Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct. The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning. According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more. This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical. Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children. The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner. The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations. The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books. An effort has been made to make it engaging and joyful for the child. The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities. The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts. Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities. It includes questions that will help children develop critical thinking and problem-solving abilities. Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment. It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020. NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage. I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way. I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible. I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions. As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook. Professor Dinesh PrasaD saklani Director | 27 January 2023 | National Council of Educational | New Delhi | Research and Training about the book The National Policy on Education 2020 has recognised the importance of developing a strong foundation of learning during the early developmental age (3–8 years) of children emphasising on foundational literacy and numeracy. In view of policy’s perspective of holistic development of children, the National Curriculum Framework for Foundational Stage (NCF-FS) has recommended curricular goals, competencies and learning outcomes aligned to the developmental domains such as physical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural and positive learning habits. As a follow-up of this, syllabus for foundational stage developed by the NCERT includes mathematics and numeracy under the cognitive domain, also emphasising upon integration of all other domains while developing learning-teaching materials for Mathematics including textbooks. The present textbook of Mathematics for Class 1, i.e., ‘Joyful Mathematics’ has been designed keeping in view the recommendations of NEP 2020, NCF-FS and Syllabus for the Foundational Stage. Though it may be assumed that a child entering Class 1 has three years intervention in the form of Balvatika 1 to 3 (age 3–6 years), yet in view of diversity in our country, there may be children who are for the first-time getting exposure of numeracy in the institutional setup at the age of 6 years. This textbook takes care of such situations. Children at this stage enjoy free play, toys and games. Therefore, plenty of opportunities are included for play and games within activities while developing various mathematical ideas like spatial understanding, handling numbers, mathematical and computational thinking, etc. This helps the child in smooth transition from concrete to pictorial and to abstract reasoning for every new concept or competence being introduced. The Joyful Mathematics for Class 1 has a lot of activities which are expected to be conducted within and outside the classroom, keeping in view the objective of experiential learning for holistic development. In all the chapters, mathematical understanding is built through playbased activities. The textbook tries to provide children a feeling that they are playing, and mathematics is being learnt, rather than forcing them to learn mathematics without any joy. The learning of languages and age-appropriate physical and mental development have been integrated with the book as learning of mathematics does not take place in isolation. The book provides suggestions to parents, teachers or other concerned like elder siblings, on having a healthy discussion with children through thought provoking questions, stories, poems, etc. Various mathematical ideas have been presented through selfexplanatory and contextual illustrations keeping in view the differential abilities among children to read words at this stage. Moreover, such pictures/illustrations also help the children in enhancing their visual and reading comprehension. The book is designed as text-cum-workbook including opportunities for children to draw pictures, colour them and write appropriately. The oral discussions with children have been included in all the chapters to help them verbalise or express their thinking process. This will also help teachers to continuously assess the learning in a non-threatening atmosphere. The thought provoking practice tasks in the form of questions and activities have been given. It is also expected that the teachers or parents will develop similar questions for the children to have more targeted skill practice. The innovative use of the textbook lies with the parents and teachers that will ensure the joyful learning of mathematics among children of Class 1. A beginning has been made to inculcate logical thinking, analytical skills, mathematical communication and 21st century skills through activities, open ended questions, exploration and discussion in the book. The chapters are framed as a beginning towards mathematical proficiency by adding conceptual understanding, procedural fluency, adaptive reasoning, and a positive attitude towards mathematics. The Joyful Mathematics for Class 1 is based on the four blocks mentioned in the NCF-FS 2022. These are — Oral Math Talk, Skills Teaching, Skill Practice and Math Games, they have been included in all the chapters. Most of them have been presented in an integrated manner. However, one can find the following chapters not only aligned to the curricular goal (CG-8) of developing mathematical understanding and abilities to recognise the world through quantities, shapes and measures but also to all other curricular goals as given in the NCF-FS 2022 and syllabus leading to holistic development: • Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’ and ‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little Children in Chapter 5 and picture stories for introduction of concepts, practice and assessment have been included like, ‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3, ‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’ in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in Chapter 10, etc. • Skills Teaching: All chapters have activities that can be done by the child all alone, in groups, or with the help of some elders (parents, teachers, and siblings). This helps the child in the development of various skills with the guided support of others. • Skill Practice: Opportunities for skill practice have been included in all the chapters in the form of Let us Do, Projects, and Practice Questions. • Math Games: Math games and activities have been interwoven in all the chapters throughout the book. The above chapters have been developed keeping in view the need for developing sensitivity towards environment, values, positive habits, cultural rootedness, and inclusive perspectives in children. Multilingual perspective is also reflected in the textbook. Engaging activities also focusing on language development are included in the entire textbook which will trigger interest in children to learn joyfully. Teachers need to understand the objective of each of the chapters and activities given, their alignment with curricular goals and competencies as included in the syllabus for the foundational stage, and accordingly make a learning plan for children including variety of activities addressing the diverse needs of children. In this learning plan, teachers need to be the active observants of learning outcomes achieved by the children and their flow towards development of identified competencies under all the curricular goals. Mapping with learning outcomes and activities given in different chapters is required on the part of teachers if we want to make our education competency-based in true letter and spirit. Activities given in this textbook are suggestive. Teachers can develop their own activities and supplement the same with local toys, games or toys created by them and other materials available in the child’s immediate environment for hands on learning with concrete material. Teachers are free to adapt, adopt and modify the activities as per their contexts and circumstances without losing the sight and aim of development of identified competencies in children at this stage. Mental challenge and engagement in thought provoking task lead to the better mathematical learning and criticality. Solving brain teasers, puzzles and riddle provide opportunities to children in addition to their routine learning. Many age appropriate puzzles have been given in the book. The child must be engaged for at least a week in finding solutions of a puzzle. There may be more than one right answer for some of the problems. Also these puzzles are given to provide joyful experiences to a child. Thus, child should not be assessed on solving these puzzles. The chapters of the book need to be supplemented by audio-video aids, e-content, material available in QR codes embedded in the book and other learning-teaching material like kits developed by the NCERT. This textbook is not the only source of learning. Children learn much more while observing environment, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and traveling. Therefore, we as teachers or parents need to value this learning by going beyond the textbook and try to map it with the competencies and curricular goals identified for this stage. The education of our children is seen as our collective responsibility. developMent teaM advisor Dinesh Prasad Saklani, Director, NCERT, New Delhi Guidance Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee) contributors Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhi reviewers Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi acadeMic coordinator Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi acknowledGeMents The National Council of Educational Research and Training (NCERT) acknowledges the valuable contributions of Anita Sharma, Principal, SD Public School; Himani Dem, Assistant Professor, Rajdhani College, University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar; Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh; Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim; Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF, DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja, JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research Foundation, Bengaluru, for participating in discussions during the book development workshops. The Council appreciates the efforts of Santosh Mishra, Artist, Aimarts, Delhi for the illustrations, design and layout of this textbook. The NCERT gratefully acknowledges the contributions of DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE, Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT. The efforts of Ilma Nasir, Editor (contractual), Publication Division, NCERT for editing this textbook are appreciated. The Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell, and Sanjeev Kumar, Copy Holder, Publication Division, NCERT. contents | Foreword | iii | About the Book | vii | 1. Finding the Furry Cat! (Pre-number Concepts) | 1 | 2. What is Long? What is Round? (Shapes) | 10 | 3. Mango Treat (Numbers 1 to 9) | 18 | 4. Making 10 (Numbers 10 to 20) | 33 | 5. How Many? (Addition and Subtraction of Single Digit Numbers) | 48 | 6. Vegetable Farm (Addition and Subtraction up to 20) | 64 | 7. Lina’s Family (Measurement) | 72 | 8. Fun with Numbers (Numbers 21 to 99) | 84 | 9. Utsav (Patterns) | 98 | 10. How do I Spend my Day? (Time) | 105 | 11. How Many Times? (Multiplication) | 111 | 12. How Much Can We Spend? (Money) | 115 | 13. So Many Toys (Data Handling) | 120 | Puzzles | 122 13Prelims.indd

aejm1ps.pdf

CBSE

Class1

Mathematics

Textbook for Class 1 65.00 Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Palak Printer, 6 Mohkampur, Phase II, Delhi Road, Meerut 02:52:11 PM foreword India has a rich tradition of nurturing the holistic development of children during their most formative years. These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning. In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years. Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage. Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika. An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage. The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education. Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022. Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS. The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community. The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad. The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz. Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya. Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct. The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning. According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more. This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical. Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children. The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner. The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations. The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books. An effort has been made to make it engaging and joyful for the child. The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities. The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts. Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities. It includes questions that will help children develop critical thinking and problem-solving abilities. Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment. It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020. NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage. I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way. I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible. I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions. As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook. Professor Dinesh PrasaD saklani Director | 27 January 2023 | National Council of Educational | New Delhi | Research and Training about the book The National Policy on Education 2020 has recognised the importance of developing a strong foundation of learning during the early developmental age (3–8 years) of children emphasising on foundational literacy and numeracy. In view of policy’s perspective of holistic development of children, the National Curriculum Framework for Foundational Stage (NCF-FS) has recommended curricular goals, competencies and learning outcomes aligned to the developmental domains such as physical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural and positive learning habits. As a follow-up of this, syllabus for foundational stage developed by the NCERT includes mathematics and numeracy under the cognitive domain, also emphasising upon integration of all other domains while developing learning-teaching materials for Mathematics including textbooks. The present textbook of Mathematics for Class 1, i.e., ‘Joyful Mathematics’ has been designed keeping in view the recommendations of NEP 2020, NCF-FS and Syllabus for the Foundational Stage. Though it may be assumed that a child entering Class 1 has three years intervention in the form of Balvatika 1 to 3 (age 3–6 years), yet in view of diversity in our country, there may be children who are for the first-time getting exposure of numeracy in the institutional setup at the age of 6 years. This textbook takes care of such situations. Children at this stage enjoy free play, toys and games. Therefore, plenty of opportunities are included for play and games within activities while developing various mathematical ideas like spatial understanding, handling numbers, mathematical and computational thinking, etc. This helps the child in smooth transition from concrete to pictorial and to abstract reasoning for every new concept or competence being introduced. The Joyful Mathematics for Class 1 has a lot of activities which are expected to be conducted within and outside the classroom, keeping in view the objective of experiential learning for holistic development. In all the chapters, mathematical understanding is built through playbased activities. The textbook tries to provide children a feeling that they are playing, and mathematics is being learnt, rather than forcing them to learn mathematics without any joy. The learning of languages and age-appropriate physical and mental development have been integrated with the book as learning of mathematics does not take place in isolation. The book provides suggestions to parents, teachers or other concerned like elder siblings, on having a healthy discussion with children through thought provoking questions, stories, poems, etc. Various mathematical ideas have been presented through selfexplanatory and contextual illustrations keeping in view the differential abilities among children to read words at this stage. Moreover, such pictures/illustrations also help the children in enhancing their visual and reading comprehension. The book is designed as text-cum-workbook including opportunities for children to draw pictures, colour them and write appropriately. The oral discussions with children have been included in all the chapters to help them verbalise or express their thinking process. This will also help teachers to continuously assess the learning in a non-threatening atmosphere. The thought provoking practice tasks in the form of questions and activities have been given. It is also expected that the teachers or parents will develop similar questions for the children to have more targeted skill practice. The innovative use of the textbook lies with the parents and teachers that will ensure the joyful learning of mathematics among children of Class 1. A beginning has been made to inculcate logical thinking, analytical skills, mathematical communication and 21st century skills through activities, open ended questions, exploration and discussion in the book. The chapters are framed as a beginning towards mathematical proficiency by adding conceptual understanding, procedural fluency, adaptive reasoning, and a positive attitude towards mathematics. The Joyful Mathematics for Class 1 is based on the four blocks mentioned in the NCF-FS 2022. These are — Oral Math Talk, Skills Teaching, Skill Practice and Math Games, they have been included in all the chapters. Most of them have been presented in an integrated manner. However, one can find the following chapters not only aligned to the curricular goal (CG-8) of developing mathematical understanding and abilities to recognise the world through quantities, shapes and measures but also to all other curricular goals as given in the NCF-FS 2022 and syllabus leading to holistic development: • Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’ and ‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little Children in Chapter 5 and picture stories for introduction of concepts, practice and assessment have been included like, ‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3, ‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’ in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in Chapter 10, etc. • Skills Teaching: All chapters have activities that can be done by the child all alone, in groups, or with the help of some elders (parents, teachers, and siblings). This helps the child in the development of various skills with the guided support of others. • Skill Practice: Opportunities for skill practice have been included in all the chapters in the form of Let us Do, Projects, and Practice Questions. • Math Games: Math games and activities have been interwoven in all the chapters throughout the book. The above chapters have been developed keeping in view the need for developing sensitivity towards environment, values, positive habits, cultural rootedness, and inclusive perspectives in children. Multilingual perspective is also reflected in the textbook. Engaging activities also focusing on language development are included in the entire textbook which will trigger interest in children to learn joyfully. Teachers need to understand the objective of each of the chapters and activities given, their alignment with curricular goals and competencies as included in the syllabus for the foundational stage, and accordingly make a learning plan for children including variety of activities addressing the diverse needs of children. In this learning plan, teachers need to be the active observants of learning outcomes achieved by the children and their flow towards development of identified competencies under all the curricular goals. Mapping with learning outcomes and activities given in different chapters is required on the part of teachers if we want to make our education competency-based in true letter and spirit. Activities given in this textbook are suggestive. Teachers can develop their own activities and supplement the same with local toys, games or toys created by them and other materials available in the child’s immediate environment for hands on learning with concrete material. Teachers are free to adapt, adopt and modify the activities as per their contexts and circumstances without losing the sight and aim of development of identified competencies in children at this stage. Mental challenge and engagement in thought provoking task lead to the better mathematical learning and criticality. Solving brain teasers, puzzles and riddle provide opportunities to children in addition to their routine learning. Many age appropriate puzzles have been given in the book. The child must be engaged for at least a week in finding solutions of a puzzle. There may be more than one right answer for some of the problems. Also these puzzles are given to provide joyful experiences to a child. Thus, child should not be assessed on solving these puzzles. The chapters of the book need to be supplemented by audio-video aids, e-content, material available in QR codes embedded in the book and other learning-teaching material like kits developed by the NCERT. This textbook is not the only source of learning. Children learn much more while observing environment, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and traveling. Therefore, we as teachers or parents need to value this learning by going beyond the textbook and try to map it with the competencies and curricular goals identified for this stage. The education of our children is seen as our collective responsibility. developMent teaM advisor Dinesh Prasad Saklani, Director, NCERT, New Delhi Guidance Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee) contributors Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhi reviewers Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi acadeMic coordinator Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi acknowledGeMents The National Council of Educational Research and Training (NCERT) acknowledges the valuable contributions of Anita Sharma, Principal, SD Public School; Himani Dem, Assistant Professor, Rajdhani College, University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar; Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh; Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim; Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF, DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja, JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research Foundation, Bengaluru, for participating in discussions during the book development workshops. The Council appreciates the efforts of Santosh Mishra, Artist, Aimarts, Delhi for the illustrations, design and layout of this textbook. The NCERT gratefully acknowledges the contributions of DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE, Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT. The efforts of Ilma Nasir, Editor (contractual), Publication Division, NCERT for editing this textbook are appreciated. The Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell, and Sanjeev Kumar, Copy Holder, Publication Division, NCERT. contents | Foreword | iii | About the Book | vii | 1. Finding the Furry Cat! (Pre-number Concepts) | 1 | 2. What is Long? What is Round? (Shapes) | 10 | 3. Mango Treat (Numbers 1 to 9) | 18 | 4. Making 10 (Numbers 10 to 20) | 33 | 5. How Many? (Addition and Subtraction of Single Digit Numbers) | 48 | 6. Vegetable Farm (Addition and Subtraction up to 20) | 64 | 7. Lina’s Family (Measurement) | 72 | 8. Fun with Numbers (Numbers 21 to 99) | 84 | 9. Utsav (Patterns) | 98 | 10. How do I Spend my Day? (Time) | 105 | 11. How Many Times? (Multiplication) | 111 | 12. How Much Can We Spend? (Money) | 115 | 13. So Many Toys (Data Handling) | 120 | Puzzles | 122 13Prelims.indd

aejm1ps.pdf

CBSE

Class1

Mathematics

foreword India has a rich tradition of nurturing the holistic development of children during their most formative years. These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning. In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years. Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage. Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika. An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage. The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education. Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022. Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS. The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community. The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad. The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz. Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya. Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct. The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning. According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more. This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical. Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children. The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner. The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations. The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books. An effort has been made to make it engaging and joyful for the child. The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities. The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts. Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities. It includes questions that will help children develop critical thinking and problem-solving abilities. Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment. It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020. NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage. I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way. I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible. I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions. As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook. Professor Dinesh PrasaD saklani Director | 27 January 2023 | National Council of Educational | New Delhi | Research and Training

aejm1ps.pdf