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,Board,Class,Subject,ChunkData,Book
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0,CBSE,Class1,Mathematics,"Making 10
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A. Write the number of dots on each bug.
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B. Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement.
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33Chapter 4.indd
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D. Play with your friend.
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Roll the dice and colour a box with the same number of dots as on the dice.
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Take turns with your friend and roll again.
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The child with more number of coloured boxes will win.
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Choose the colour and fill it in the below boxes.
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My colour
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Friend’s colour Use the dot and colour flash cards to help children gain instant recognition of numbers without counting.
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This is called subitization.
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Make more cards with dot patterns of numbers 1 to 9 in different designs and sizes as required.
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C. Identify and write the numbers formed by the arrangement of the red bindis
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Let us PlayLet us Play
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34Chapter 4.indd
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Vanishing Buttons
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Gola monkey wears his favourite shirt with four buttons.
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He went to the garden and ate too many bananas as he was fond of them.
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What do you think happened then?
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One of the buttons popped out and rolled away.
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But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one.
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| Four | Three | Two
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| --- | --- | ---
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| | ButtonsButtons | Buttons
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| One | Zero
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| --- | ---
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| Button | Buttons
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0
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Discuss the number of buttons left on the shirt at the end.
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Ask children to name objects, things around them whose number is zero.
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Let children understand that zero is also a number like one, two and other numbers.
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Discuss with children about the benefits of balanced diet and ill-effects of overeating.
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35Chapter 4.indd
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Write the number of birds sitting on the branch of the tree.
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A. How many suns do you see in the night?
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B. How many moons do you see at noon?
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Use concrete objects to demonstrate the idea of zero by reducing one object each time.
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Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom.
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Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.
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Write ‘0’Write ‘0’
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Think and TellThink and Tell
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36Chapter 4.indd
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She has lighted diyas on her birthday.
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Count and write the number of objects.
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Tenth Birthday
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It is Aastha’s tenth birthday.
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Her father prepared halwa for her.
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She is celebrating the birthday with her friends.
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Beads Laddoos Crayons Bananas Leaves
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I am 9 years old and after 1 more year, I will be 10 years old.
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So, 9 and 1 more makes 10.
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37Chapter 4.indd
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Let us DoLet us Do
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A. Count and draw beads to make a string of 10 beads.
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i. ii.
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iii.
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iv.
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B. Draw buttons to make a ten frame of buttons.
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i. ii.
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iii.
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iv.
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38Chapter 4.indd
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The Handy Five and Ten
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Follow the pattern and write the number pairs separated by the stick.
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1 and 4
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and and and and
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Let us PlayLet us Play
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Show 3 fingers.
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Your friend has to show some fingers to make it 5.
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39Chapter 4.indd
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Number Pairs of 10
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Let us play the finger game with our both hands.
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A child will show some fingers.
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The other child has to show the other fingers that are folded.
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Follow the pattern and write the number pairs in the given table.
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=
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1
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9
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= 10
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=
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=
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=
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=
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=
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=
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=
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= 40Chapter 4.indd
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Let us Play a Card GameLet us Play a Card Game
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Counting up to 20Counting up to 20
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| | 10 Ten
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| 10 and 1 is | 11 Eleven
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| 10 and 2 is | 12 Twelve
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Have a discussion to help children to understand and remember the number partitions of 5 and 10.
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For example, if the teacher says 2, the child should respond 3, when doing partitions of 5.
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Similarly, if the teacher says 4, the child should respond 6, when doing partitions of 10.
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This is the time when children start counting beyond 10.
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Draw attention towards the fact that there is always a number one more than the previous number.
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Number Cards (Sets of 0 to 10)
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Keep all cards face down.
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One child picks up a card and keeps it face up.
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The other child picks up another card and keeps it face up.
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If the pair of cards make 10 then the second student takes both the cards.
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And the turn goes back to the first student who will pick up another card.
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Simran lives in Nagpur.
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She is helping her father in packing oranges.
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A box can hold 10 oranges.
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Let us count the number of oranges.
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41Chapter 4.indd
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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
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10 and 8 is 18 Eighteen
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10 and 9 is 19 Nineteen
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10 and 10 is 20 Twenty
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42Chapter 4.indd
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Write the numbers 11–20.
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12 13 14 15 16 17 18 19 20
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14 19
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| | | 17 | |
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| --- | --- | --- | --- | ---
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| 11 | | | | 20
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| | 13 | | 18 |
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15
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12 19
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Help the children to count concrete objects up to 20 using groups of ten and units.
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Give them a handful of seeds or buttons not more than 20.
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Ask them to guess the number first, then group and count.
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How close was the guess?
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Let children reason out the basis for their guesses.
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43Chapter 4.indd
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B. Colour the tens frames to show the number.
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14 19 16
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C. Write down the numbers in sequence.
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| 1 | 3 |
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| --- | --- | ---
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| 8 | 6 |
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| 9 | | 12
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| 15
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| 20
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Count and WriteCount and Write
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A. Count and write the answers.
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44Chapter 4.indd
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D. Encircle a group of ten in the pictures and match with the number.
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16
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20
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10
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E. A group of friends while playing built some towers.
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i. Tick ü the tallest tower.
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ii.
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Which tower used the most number of blocks?
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Write the number of blocks used in it.
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iii.
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Which tower used the least number of blocks?
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Write the number of blocks used in it.
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45Chapter 4.indd 46Chapter 4.indd
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E. Let us count and write.
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i. Number of blocks ii.
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Number of white dots
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F. Join the numbers from 1 to 20.
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3
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4
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5
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6 7 8 9
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Project WorkProject Work
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A. Find out the things from your surroundings that are in the group of 10.
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For example, bindi cards having bindis in the groups of 10.
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2
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1
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20 19
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18 17 16 10 11 12 13 1415
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Is it an animal or a bird?
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B. Ask children to make their own number cards 10 to 20.
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They can use old cardboards, waste materials, etc.
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Encourage children to recognise the group of 10, while counting the objects beyond 10.
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47Chapter 4.indd",aejm104.pdf
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1,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
|
|
|