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CLASS - I

UNIT-9

Seasons & Festivals

Central Board of Secondary Educa� on

The CBSE-International is grateful for permission to reproduce and/or translate

copyright material used in this publication. Acknowledgements have been

included wherever appropriate and sources from where the material may be

taken are duly mentioned. In case any thing has been missed out, the Board will

be pleased to rectify the error at the earliest possible opportunity.

All Rights of these documents are reserved. No part of this publication may be

reproduced, printed or transmitted in any form without the prior permission of

the CBSE-i. This material is meant for the use of schools who are a part of the

CBSE-International only.

PrefaceThe Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the educational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thought process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with the existing personal, social and cultural ethos.

The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about 11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being designed by CBSE-i, has been visualized and developed with these requirements in view.

The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build on values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenever necessary.

The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements.

The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt fl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace of learners.

The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducing it to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learning curve.

The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005) and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of whom are now global citizens.

The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the Board.

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana Parashar, Head (Innovations and Research) CBSE along with other Education Offi cers involved in the development and implementation of this material.

The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided on the portal. Any further suggestions are welcome.

Vineet JoshiChairman

Acknowledgements

IdeatorsMs. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh HassijaMs. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa ChakravartyMs. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita ManujaMs. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema RawatDr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma Chaudhry

Material Production Group: Classes I-VDr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita MathurMs. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema ChowdharyMs. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba ChakarvartyMs. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua BhattacharyaMs. Ritu Batra Ms. Kalyani Voleti

AdvisoryShri Vineet Joshi, Chairman,CBSE

Conceptual FrameworkShri G. Balasubramanian, Former Director (Acad), CBSEMs. Abha Adams, Consultant, Step-by-Step School, Noida Dr. Sadhana Parashar, Head (I & R),CBSE

Material Production Groups: Classes VI-VIIIEnglish :Ms. Rachna PanditMs. Neha SharmaMs. Sonia JainMs. Dipinder KaurMs. Sarita Ahuja

Science :Dr. Meena DhamiMr. Saroj KumarMs. Rashmi RamsinghaneyMs. Seema kapoorMs. Priyanka SenDr. Kavita KhannaMs. Keya Gupta

Mathematics :Ms. Seema RawatMs. N. VidyaMs. Mamta GoyalMs. Chhavi Raheja

Political Science:Ms. Kanu ChopraMs. Shilpi Anand

Geography: Ms. Suparna SharmaMs. Leela Grewal

History :Ms. Leeza DuttaMs. Kalpana Pant

Coordinators: Dr. Sadhana Parashar, Head (I and R)Shri R. P. Sharma, Consultant Ms. Seema Lakra, S O

Ms. Sugandh Sharma, E O (Com)Ms. Ritu Narang, R O (Innovation)Ms. Preeti Hans, Proof Reader

Dr. Srijata Das, E O (Maths)Ms. Sindhu Saxena, R O (Tech)

Material Production Groups: Classes IX - XMathematics :Dr. K.P. Chinda Mr. J.C. NijhawanMs. Rashmi KathuriaMs. Reemu Verma

Geography: Ms. Deepa Kapoor Ms. Bharti Dave Ms. Bhagirathi Ms. Archana SagarMs. Manjari Rattan

Science :Ms. Charu MainiMs. S. AnjumMs. Meenambika MenonMs. Novita ChopraMs. Neeta RastogiMs. Pooja Sareen

Political Science:Ms Sharmila BakshiMs. Archana SoniMs. Srilekha

History :Ms. Jayshree SrivastavaMs. M. BoseMs. A. VenkatachalamMs. Smita Bhattacharya

Economics:Ms. Mridula PantMr. Pankaj BhanwaniMs. Ambica Gulati

English :Ms. Renu AnandMs. Gayatri KhannaMs. P. RajeshwaryMs. Neha SharmaMs. Sarabjit KaurMs. Ruchika Sachdev

Dr. Rashmi Sethi, E O (Science)Shri Al Hilal Ahmed, AEO

Seasons & Festivals

Contents

English 1

Describing Words

Dolch Words (List - 4)

Environmental Education 5 Changes in the Weather

Seasons

Fes� vals

Na� onal fes� vals

Mathematics 11

Division as equal sharing

Numbers � ll 300

Performing Arts 15

Fes� val/Regional songs and dance

Visual Arts 17

Invita� on cards ; Draw scenes of diff erent seasons

Physical Education 19

Basics of Safety Rules

Lesson Plan

English

Describing Words ............................................................................................. 22

Dolch Words (List-4) ......................................................................................... 24

Environmental Educa� on

Changes in the Weather..................................................................................... 26

Seasons ............................................................................................................. 29

Festivals ............................................................................................................ 31

National Festivals .................................................................................................. 33

Mathema� cs

Division as equal sharing................................................................................. 35

Numbers � ll 300.............................................................................................. 40

Performing Arts

Fes� val / Regional Songs and Dance ............................................................... 45

Visual Arts

Draw scenes of seasons and fes� vals.............................................................. 46

Physical Educa� on

Card - 17 .......................................................................................................... 48

Card - 18 .......................................................................................................... 50

Assessment ........................................................................................... 52

Rubrics for English .......................................................................................... 53

Rubrics for Environmental Educa� on ............................................................. 54

Rubrics for Mathema� cs ................................................................................ 56

Teacher Resource Material .................................................................. 58

Worksheets............................................................................................ 67

English..................................................................................................... 68 - 81

Environmental Educa� on....................................................................... 82 - 90

Mathema� cs........................................................................................... 91 - 108

VISUAL ARTS

PERFORMING ARTS

SEASON AND FESTIVALSYLLABUS MATRIX

English

Describing Words

Dolch words

Environmental Education

Changes inWeather

Seasons

Na� onal Fes� vals Fes� vals

MATHEMATICS

Division as Equal Sharing

Numbers Till 300

Fes� val/Regional Songs and Dance

Invita� on Cards

Illustra� ons Scenes of Diff erent Seasons

PHYSICAL EDUCATION

Basics of Safety Rules

1

Skills

Listening Sharpen listening skills during ac� vity sessions.

Pick out the use of diff erent describing words.

Comprehend the use of describing words for diff erent nouns.

Listen to the story and iden� fy the describing words used in it.

Speaking Encourage verbal interac� on in class through individual and group speaking.

Enable appropriate use of the describing words while describing a person or a thing.

Share individual quali� es of a person or a thing.

Reading Recognize the presence and use of describing words in sentences.

Yummy me !

Comprehend the colour, shape, size of a thing / things.

English

General Objectives• To develop and apply skills and strategies for achieving reading skills.

• To diff eren� ate between le� ers, words, and sentences in a text.

Specifi c Objectives• To understand the concept and correct use of describing words.

• To recognise, analyse, understand the presence and use of describing words in a sentence structure.

Dura� on: 3 hours a) Describing Words

2

Wri� ng Write a simple poem using describing words.

Describe Yourself.

Write a few sentences about a fes� val.

Let’s Solve the Mystery, (Refer to Lesson Plan a)

Mul� ple Logical / Naturalis� c / Intrapersonal /Intelligences Interpersonal

Learning The students will be able to :Outcomes - Recognize and use describing words

appropriately.

- Develop new vocabulary through appropriate use of describing words in their wri� ng skills and while speaking.

3

Skills

Listening Pick out dolch words from the given sentences.

Speaking Read aloud the dolch words used in a paragraph/story.

Encourage verbal interac� on in class through individual and group speaking.

Individual ac� vity

Iden� fy sight words and use them appropriately in a sentence.

Reading Read the given sentence and iden� fy the dolch words in used in it.

Read the given newspaper ar� cle and fi nd the dolch words in it.

Wri� ng Use the given dolch words while framing a story.

Iden� fy the dolch words and dis� nguish them as ac� on/posi� on/describing words.

Group Ac� vity

Frame a story on the topic ‘Seasons and Fes� vals’ and ensure that all the dolch/sight words are used in the narra� ve.

Dura� on: 3 hours b) Dolch Words

4

Transdisciplinary ActivitiesVisual Arts Draw the dresses we wear during diff erent seasons and

fes� vals. (to create a be� er awareness of colours)

Performing Arts Frame a rhyme on your favourite season/fes� val using describing words.

ICT Make a word document on the computer and save all the learnt sight words for future use emphasizing on the need to save paper.

Life Skills/SEWA

Respect and celebrate various fes� vals of diff erent cultures.

Mul� ple Logical / Naturalis� c / Intrapersonal /Intelligences Interpersonal

Learning The students will be able to :Outcomes - Recognize the dolch words while reading/ wri� ng them.

- Recognize and read the dolch words in a sentence.

- Enhance the skills of reading and wri� ng.

5

Skills

Conceptual Share informa� on on diff erent weather condi� onsLearning that keep on changing and analyze the

environmental changes.

Recita� on of poems to enhance the under standing of students.

“Every kind of Weather is Wonderful.”

“Mr. Sun.”

Observa� on Elaborate and discuss various weather condi� ons through a PowerPoint Presenta� on.

Watch the weather forecast on the television and read it next day in class.

Discuss daily weather condi� ons.

Environmental Education

General Objectives• To develop an understanding about physical changes that take place in nature with

the change of seasons such as weather, temperature, vegeta� on, etc. based on real life experiences, the physical and cultural aspects of life.

• To nurture curiosity and awareness related to the change in weather condi� ons as a natural phenomena.

Specifi c Objectives• To develop an understanding of the diff erent weather condi� ons in diff erent seasons

by recognising them by their names-eg. Summer/Winter/Moonsoon. Familiarise the students with both physical and environmental changes which aff ects weather.

• To acquaint with the weather condi� ons of various seasons and change in types of clothing and ea� ng habits accordingly.

• To explore and acquire knowledge about diff erent fes� vals celebrated during diff erent seasons and their signifi cance, importance, role and the mode of celebra� on of various fes� vals.

a) Changes in Weather Dura� on: 3 hours

6

Skills

Conceptual Create an awareness about diff erent kinds ofLearning seasons. Seasons

Importance and iden� fi ca� on of diff erent seasons.

Observa� on Through a PowerPoint Presenta� on show how seasons are diff erent from each other.

Show pictures and fl ashcards related to diff erent seasons to facilitate a discussion.

Learning by Collage making : Depic� ng diff erent kinds ofDoing weather with cut outs and pictures Lemonade Party:

Draw and decorate a snowman.

Make natural colours using fl owers.

Learning by Calendar Ac� vity Doing Understand various weather condi� ons.

A Wind Chime can be shown to show how a breeze or wind produces diff erent sounds

Explain the diff erence between wind and breeze.

Applica� on How is the weather today ? (Worksheet).

Potrayal of weather for a house scene.

Oh my! What will be the weather?

Mul� ple Linguis� c / Logical / Interpersonal /Intelligences Kinesthe� c

Learning The students will develop an understanding of the

Outcomes weather condi� ons by naming them considering the physical changes and analysing the environmental changes.

b) Seasons Dura� on: 3 hours

7

Applica� on Group Ac� vity

Make diff erent sounds related to diff erent seasons. eg. sound of the rain, howling of wind etc.

Fashion Show

Dress up to show how diff erent clothes worn according to the diff erent seasons.

Mul� ple Linguis� c / Interpersonal / Kinesthe� c Intelligences

Learning The students will know the importance of

Outcomes the occurrence of various seasons in diff erent months.

O

8

Skills

Conceptual Create awareness about various fes� vals Learning that occur during diff erent seasons and their

associa� ons with the season.

Share informa� on on ‘Why we celebrate diff erent fes� vals ?’.

Observa� on Show pictures and fl ashcards related to diff erent fes� vals to facilitate the discussion.

Learning by Make Paper StreamersDoing Collect informa� on on the fes� val and emphasise

on the gaeity with which it is celebrated in the family and neighbourhood.

Poem: “All I want for Christmas”

Applica� on Dress/Show and Tell

Dress up in the tradi� onal a� re that is worn during the fes� val and talk about the same.

Mul� ple Linguis� c / Logical / Interpersonal Intelligences

Learning The students will know the importance of :Outcomes - The origin and signifi cance of diff erent fes� vals

during the year.

- Fes� vals of diff erent religions and communi� es which conveys the message of love, harmony and brotherhood amongst all. e.g. Eid, Diwali, Christmas etc.

c) Fes� vals Dura� on: 3 hours

9

Skills

Conceptual Share informa� on about Na� onal Fes� vals andLearning their signifi cance through a PowerPoint

Presenta� on.

Discuss the importance of the Na� onal Flag and the Na� onal Fes� vals of diff erent countries.

Observa� on Observe and iden� fy prominent na� onal heroes of various countries.

Learning by Flag Ac� vity

Doing Make a fl ag using paper and glue.

Decorate the Class and School with handmade fl ags.

Make a scroll of rules and regula� ons for the class and display them.

Read the stories of real life heroes who sacrifi ced their lives for the country.

Fancy Dress

Dress up as your favourite Na� onal hero.

Applica� on Collect informa� on on various fes� vals through diff erent means of communica� on - the newspaper, magazines, television and the Internet.

Mul� ple Linguis� c / Logical / Interpersonal / Kinesthe� cIntelligences

Learning The students will develop the ability to:Outcomes - Understand the importance of celebra� ng

various Na� onal Fes� vals.

- Appreciate the Na� onal Fes� vals that are celebrated by the people of a na� on.

d) Na� onal Fes� vals Dura� on: 3 hours

10

Material RequiredColoured scrap books, A4 size sheets, crayons, calendar, cutouts of clouds, the sun, wind, an umbrella and snowfl akes, metal caps of bo� les, strings, s� cks, cutouts of elements related to diff erent weather condi� ons, white cra� paper to make scrolls, orange, green, white, construc� on papers for tearing pas� ng ac� vity, video/images related to diff erent fes� vals and seasons, water, lemon, sugar and ice for making lemonade.

Transdisciplinary ActivitiesPerforming Arts Sing and put up a performance on The Winter Song, The

Summer Song, The Rain Song, the Christmas Song or a poem.Learn and sing a patrio� c song.

Mathema� cs The Concept of shapes: Use rectangles and circles to design a School Flag.

Life Skills/SEWA

Organising a community lunch as a part of the fes� ve celebra� ons.

11

Skills

Observa� on and Observe the ac� vi� es which involves sharing andIden� fi ca� on equal sharing at home, in school and during the

fes� ve � me.

Logical and Interpret the logic behind the decrease in theMental share as the number of members increase. Form equal groups in 2’s, 3’s, 5’s and so on.

Teaching Division through a story and role play.

Fun Ac� vity

Musical grouping where students have to divide themselve in groups and move according to the given number un� l the music stops.

Applica� on Apply the knowledge of equal sharing specially during birthday celebra� ons and the fes� ve � me.

Form equal groups during play � me in the school and at home and learn to divide and share.

Mathematics

General Objectives• To understand the concept of sharing equally.

• To understand division as sharing equally.

• To appreciate the signifi cance of sharing in real life.

Specifi c Objectives• To comprehend and diff eren� ate between sharing and equal sharing.

• To enhance logical reasoning and ability to form equal groups with the given numbers or things.

• To understand division as equal distribu� on.

• To form appropriate groups of 2’s, 3’s, 5’s and so on out of a given number.

a) Division as Equal SharingDura� on: 3 hours

12

Transdisciplinary Activities

Performing Arts Musical Grouping

The students divide themselves in groups according to a given number when the music stops.

Visual Arts Make streamers using pa� erns and shapes in a given sequen� al order.

Life Skills/SEWA

Appreciate the signifi cance of sharing at the � me of fes� vals, special occasions and in real life.

Refer to ac� vity “Every one is welcome”

Visualize and relate the concept of the division of a year into seasons, months, weeks and days.

Mul� ple Spa� al / Linguis� c / Kinesthe� c / Naturalis� c Intelligences

Learning The students will develop the ability to:Outcomes - Understand the ordering of numbers and relate it

with any kind of sequence.

- Relate the concept of equal sharing as division and its signifi cance in real life.

- Arrange the given number into diff erent groups (2’s, 3’s, 5’s and so on) and apply the concept learnt outside the classroom.

13

Mathematics

General Objectives• To iden� fy and comprehend the concept of coun� ng � ll 300.

• To realize that numerals have names as well as values.

• To relate the place with the place value of a par� cular digit of a numeral.

Specifi c Objectives• To write in sequence numerals upto 300.

• To develop competency to put numerals in an order (ascending or descending).

• To correlate numerals with corresponding number names.

• To inculcate the ability to iden� fy the place of a digit in a numeral and its corresponding place value.

• To count, recognise and represent number names up to 300 and extend the concept further.

• To develop the ability to assimilate the concept of ones, tens and hundreds.

Skills

Observa� on and Coun� ng with help of place value blocks.

Iden� fi ca� on Learn and use the new words in the book.

“Chipper Kids: Coun� ng in the Crazy Garden” By Margare� e Burne� e.

Logical and Solve mathema� cal puzzles. Mental Placing fl ash cards in an ascending or descending

order.

Reason out the concept of Value in terms of big or small.

Develop analy� cal reasoning for placing the numbers in a sequen� al manner as desired (Forward / Backward).

b) Numbers � ll 300 Dura� on: 3 hours

14

Applica� on Board ac� vity related to numerals and the number names to be performed.

Number Expander Ac� vity - to show the diff erent ways of renaming a number.

Apply the knowledge of number sequence into everyday situa� ons.

Correlate numerals with number names.

Develop the skill to apply the knowledge to move forward/backward a desired numeral or an iden� fi ed numeral.

Mul� ple Spa� al / Linguis� c / Kinesthe� c / Naturalis� cIntelligences

Learning The students will be able to :Outcomes - Develop the sequen� al ability to read and write

numbers forwards and backwards.

- Develop the ability to iden� fy the place of a digit in a numeral and its corresponding place value.

- Compare and follow an order for the numbers using related vocabulary and symbols.


Physical Educa� on Sing number rhymes and play the game of musical chairs.

Visual Arts Make a number tape upto 300 by coun� ng in 10’s.

Life Skills/SEWA

To realize and visualize the signifi cance of pu� ng numbers in order.

To use the concept of loca� ng numbers in reference books while working in the library and other signifi cant places.

15

Performing Arts

General Objectives• To develop the ability to add crea� vity to music.

• To know about the music and dance forms of diff erent regions and countries.

Specifi c Objectives• To develop the ability to listen and appreciate a wide variety of music.

• To iden� fy diff erent moods in a folk song and in a dance form.

• To develop mul� cultural awareness through songs and dances.

Skills

Learning by Name and perform folk or tradi� onal dancesDoing from other regions or countries.

Sing and play simple songs from various cultures.

Applica� on Organize a solo or a group performance to celebrate a fes� val or a special day in the School on recorded music.

Mul� ple Interpersonal / Kinesthe� c Intelligences

Learning The students will develop an awareness aboutOutcomes special dance forms of diff erent lands and the

songs sung during various celebra� ons.

Dura� on: 1 hour 30 mnts.Fes� val/Regional songs and dance

16


Visual Arts Draw and colour the costumes worn in diff erent dance forms.

Physical Educa� on In groups, perform various locomotor movements. Play a song and let each group perform their own steps and moves but in unison.

Life Skills/SEWA

Visit an orphanage on a fes� val and share gi� s and sweets.

Material RequiredA CD or Video of dance forms of diff erent countries, pictures and images of famous

17

Visual Arts

General Objectives• To promote intellectual and aesthe� c growth.

• To develop crea� vity and imagina� on.

Specifi c Objectives• To make invita� on cards for diff erent fes� vals and occasions.

• To create and draw scenes using the basic principles of design.

• To develop the ability to express details from memory onto paper.

Skills

Observa� on Observe the illustra� on of fes� vals and how they are celebrated.

Learning by Make invita� on cards for diff erent occasions Doing like Christmas, Peace day, Earth day, Mother’s

day, Birthday and so on.

Draw scenes of diff erent seasons: Winter, Rainy and Spring Season.

Applica� on Iden� fy Seasons and Fes� vals through their symbolic illustra� ons.

Mul� ple Intrapersonal / Naturalis� c / Cogni� veIntelligences

Learning The students will be able to :Outcomes - Follow instruc� ons to make a card.

- Display crea� vity by adding details to their work.

Invita� on cards ; Draw scenes of diff erent seasons

Dura� on: 1 hour 30 mnts.

18


ICT Draw scenes showcasing the Na� onal fes� vals of the country.

Mathema� cs Count and write the number of fes� vals which you celebrate. Also men� on the dura� on of the celebra� ons (in days).

Performing Arts Put up a performance on any regional song of another country.

Life Skills/SEWA

Appreciate the beauty and the importance of fes� vals and seasons in our life.

19

Skills

Learning by Explain and demonstrate various safety rules.Doing Visit a local dispensary. Make a fi rst-aid kit.

Kicking a ball (PEC-17).

Responding to commands (PEC-18).

Applica� on Construct safety signs and use them in the play ground as ground rules while playing.

Mul� ple Interpersonal / Intrapersonal / Spa� alIntelligences

Learning The students will be able to incorporate safetyOutcomes rules in their daily rou� ne of work, e.g. crossing

the road only a� er looking to the le� and right, climbing stairs properly, not running in the corridors, etc.

Physical EducationGeneral Objectives

• To help prevent mishaps and avoid errant behaviour that may lead to accidents.

• To promote a basic understanding of why accidents that happen during the fes� ve season and simple fi rst aid � ps.

Specifi c Objectives• To understand and prac� ce basic safety rules at all � mes.

• To develop awareness about people who should be contacted during / in case of an emergency.

Basics of Safety Rules Dura� on: 2 hours 30 mnts.

20

Material RequiredPhysical Educa� on Cards, PEC kit.


Environmental Iden� fy fes� vals where special precau� ons and

Educa� on measures have to be adopted at all � mes.

Performing Arts Poem (Red light red light what do you say…………) To be read aloud and enacted in class.

Life Skills/SEWA

Importance of following rules to avoid accidents.

21

Lesson Plans

22

EnglishLesson Plan-a

Topic: Describing Words

Dura� on – 3 hours

Brief Descrip� on: This lesson involves awareness about words which describe a noun or a pronoun.

Learning ObjectivesAs a result of this lesson, students will be able to:

• Iden� fy describing words in a narra� ve form.

• Create a chart of describing words.

• Describe a person/thing using appropriate describing words.

Material RequiredThe book “Go Away Big, Green Monster” by Ed Emberley, chart paper, colours, ac� vity sheets, chocolates, cookies, bananas, potato chips, popcorns, lemons, lemon juice, plain yogurt, mystery bags.

Teacher ActivityEnter the classroom and greet the students in a diff erent manner. Call out each and every student by his/her name combined with a describing word that begins with the same le� er as the fi rst le� er of the name of the student - sober Shrey; friendly Farhan; playful Paul; energe� c Ena, etc.

Further explain the concept by saying that a � tle has been given to all the students by using the word that best describes each one of them. Ask the students to look around and remember words to describe each of the things they see. Give them a few minutes and invite the students to share their thoughts. The expected responses can be:-

red bag; naughty boy; beau� ful board; tasty food; big cupboard; round table.

If the students come up with similar responses, take the topic a li� le further by explaining that all colours; shapes and sizes; all words that express about how things taste (i.e. sweet, salty, and sour) and the characteris� cs of a person are describing words.

T

23

Show the book ‘Go Away Big, Green Monster’ by Ed Emberley to the class. Ask the students which words in the � tle are describing words (big, greener). Read the story twice; fi rst, the students listen to the story and then try to again iden� fy the describing words.

Write on the board or on a large chart paper categorizing the describing words such as the colour, shape, size, etc.

Give examples or show illustra� ons, e.g.: My monster is pink and hairy. Give examples un� l everyone understands and the concept is clear to them. Ask the students to create their own illustra� on and write 3-4 sentences using describing words. Let them do their work individually.

Student ActivityYummy Me

A� er being introduced to the concept of adjec� ves, relate the topic with various foods i.e. chocolate with sweet, chips with salty, lemon with sour. Let the students taste each food item and describe how it tastes and group it accordingly.

Lets Solve The Mystery

Distribute fi ve mystery bags to the students randomly. Ask each of the fi ve students to place one hand in the bag and feel the objects. Allow them to touch the objects, shake the bag, etc. but not look at the contents. Let the students write as many adjec� ves as they can to describe the unknown objects. A� er they have wri� en adjec� ves for the objects, they share it with the class. The students try to name the objects. Display the objects in the bag on a table. Discuss the fact that adjec� ves can help us fi gure out what the objects are according to their appearance, texture, etc.

Review

Students will be provided with worksheets based on describing words.

AssessmentStudents will be assessed on their performance of day-to-day ac� vi� es, their promptness in carrying the assigned work and clarity of thought based on the topic.

24

EnglishLesson Plan-b

Topic: Dolch Words (List-4)


Brief Descrip� on: The lesson aims to familiarize the students with commonly used words in English language to help them gain the necessary skills required to read confi dently. Dolch words are ‘service words’ or ‘sight words.’

Learning ObjectivesAs a result of this lesson, the students will be able to:

• Recognise and read dolch words.

• Confi dently apply the words in everyday communica� on.

Material Required A chart with dolch words, fl ash cards of dolch words.

Teacher ActivityMake a pile of dolch word fl ash cards. Take a few fl ash cards and arrange them to form a sentence.(A few words done earlier can be added to make appropriate sentences.) Read the sentence to the students. Remove one of the dolch words from the sentence and put it back in the pile (Make the pile smaller in the beginning to make the ac� vity easier). Give the pile of fl ash cards to a student and ask him/her to fi nd the correct card from the pile to place back in the sentence. Re-read the sentence and then ask the students to read it.

Recapitulate all the dolch words. (Refer to the previous Units - 5, 6, 7).

Student ActivityDivide the class in groups of 3-4 students each.

Arrange the fl ashcards to form a sentence, leaving one card out. Read the incomplete sentence to the groups.

Now provide each group with 2-5 cards. Let the groups choose the correct card to complete the sentence.

Re-read the sentence with the card chosen and check whether it makes sense or not.

Provide the group with all or a part of the pile of fl ashcards. Allow them to create their own sentences using the cards.

25

Ask them to glue their completed sentence at the bo� om of a piece of construc� on paper and draw a picture that relates their sentence on the top.

Frame a story on the topic ‘Seasons and Fes� vals’. Ensure that all the dolch/sight words are used in the narra� ve.

Encourage the studetns to make an inves� ga� on booklet of their own in which they enter the new sight word learnt each day.

Review Discuss the most eff ec� ve and eco-friendly means of celebra� ng a fes� val without pollu� ng and damaging the environment.

Dolch List 4

big now very ride

went long an into

are no over just

come came your blue

if ask its red

26

Environmental EducationLesson Plan-a

Topic: Changes in the Weather


Brief Descrip� on: This lesson involves understanding of diff erent weather condi� ons

that keeps on changing and analyzing environmental changes.

Learning Objectives As a result of the lesson, the students will be able to:

• Develop familiarity with diff erent weather condi� ons.

• List the main features of every weather.

• Explain the weather condi� ons by discussing them considering physical and environmental changes.

Material Required Coloured scrap notebook, A-4 size sheets, colours, a calendar, cutouts of the clouds, sun, wind, an umbrella and snow fl akes. Metal caps of bo� les, strings, a s� ck and cutouts of elements related to diff erent weather condi� ons. A Powerpoint Presenta� on to show diff erent weather condi� ons.

TeacherActivityIntroduce the concept of weather with the help of a discussion followed by showing a powerpoint presenta� on to help students understand various weather condi� ons.

• When the sun shines brightly, we feel the sun’s warm rays. Hence it is a sunny day.

• When the wind is strong, it makes a loud sound. Therefore it is a windy day.

• If there is a snowfall, it is a cold day.

• When we see grey clouds in the sky and the sun doesn’t shine brightly, it is a cloudy day.

• When it rains, it becomes a rainy day.

Weather Report

Ask the students about the weather forecast they watched on the television and enquire if the predic� ons were correct. Allot du� es to the students to give weather updates daily in the class as a morning forecast for the day.

27

Student Activity Weather Observa� on

Take the students out in the open and ask them ‘How is the weather today? Let them feel the weather; observe the various factors that aff ect the weather like the sun; clouds, etc. and give the weather report accordingly.

Calendar Ac� vity

Students make a 30/31 days calendar and display it on the no� ce board. To show the daily weather they paste cutouts. For example: If the weather is sunny, students will paste the cutout of a sun; if the weather is cloudy, students will paste a cutout of a cloud or the cutout of snow fl akes on a snowy day and so on.

Each day the student who delivers the morning message regarding the (weather report) pastes the cutout in the correct column day wise. Students observe the weather for a few days and understand that the weather does not stay the same and changes everyday.

Make a Wind Chime

Collect some metal bo� le bo� le caps; � e two each on both ends of a thick thread. Fix them on a s� ck. Hang an open in window of the classroom. This will help students to understand that when there is a so� breeze, the sound is low and when it makes a loud sound, the day is a windy one as the breeze is strong.

ReviewPortray the weather for a scene of a house

Provide students with A4 sheet with a house drawn on it. The students decide on the weather condi� ons they would like to portray to complete the scene, i.e. a sunny day, a rainy day, a snowy day or a cloudy day.

To reinforce the concept of weather condi� ons, students recite the poem “Every Kind of Weather is Wonderful” with ac� ons.

Oh my! What will be the weather?

For this ac� vity, set aside a weather area on a fl annel board where students will change the elements according to the weather. Students will be divided in groups. Each group will get an opportunity to put together elements on a fl annel board. A par� cular group will sing: Oh My! What will be the weather? (at least thrice).

The teacher will reply for example: Rainy

Then the students of that group will run and put coutouts or pictures of the clouds and rain drops on the fl annel board to depict the weather.

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Weather Report

Encourage the students to watch the weather report on the television and check if the predic� on was correct or not.

Match diff erent words (associated with weather) with the pictures.

Assessment Write the correct weather condi� ons for the following.

1. If the sun shines brightly, it is a __________________________________ day.

2. If there are snow fl akes, it is a ____________________________________ day.

3. If it rains, it is a _______________________________________________ day.

4. If grey clouds appear in the sky and the sun doesn’t shine brightly, it is a_____day.

5. If the wind blows strongly, it is a __________________________________ day.

29

Environmental EducationLesson Plan-b

Topic: Seasons


Learning Objectives As a result of this lesson, the students will be able to:

• Analyse how seasons are diff erent from each other.

• Explain about food, clothing and weather condi� ons according to diff erent seasons.

• Understand the pa� ern and the changes that come with each season.

• List the occurrence of various seasons in diff erent months.

• Inves� gate and relate to the eff ects of seasonal change.

Material RequiredA chart on diff erent seasons, a Powerpoint Presenta� on on seasons, lemons, sugar, salt, a squeezer, disposable glasses and spoons, decora� on material, fl ashcards of seasons.

Teacher ActivityDiscuss and introduce the concept of seasons through everyday experiences. Evoke responses from students. Ask the students to brainstorm facts about various seasons. For each season, they will be asked about the months when it would in that par� cular season occurs, what the weather is like and what ac� vi� es they would to do in that par� cular season. Use a Powerpoint Presenta� on to facilitate a discussion in the class.

Recapitulate the topic by showing pictures and fl ashcards related to diff erent seasons and then ask the students to fi nd the diff erence amongst the pictures. Elaborate on the seasons, food, clothing and general weather condi� ons during each season using diff erent techniques of discussion.

Show a Video related to monsoon. Divide the students into two groups. Let each group discuss and share their viewpoints on the vital points of the video.

Student Activity

Collage making

Bring pictures of food and samples of various fabrics we use during diff erent seasons. Make a collage and label the pictures.

T

30

Kitchene� e Ac� vity

Prepare lemonade in the class for the students to enjoy and relish. Also elaborate why diff erent food is consumed during diff erent seasons.

This is followed by a fun ac� vity wherein the students make and decorate a snowman using diff erent kinds material.

Learn and recite the poem “Seasons” together.

Fashion Show

Organize a fashion show is in class where in students dress up according to diff erent seasons and showcase their clothes.

ReviewWorksheet:

a. Iden� fy and write the names of the diff erent seasons.

b. Associate diff erent words with seasons and write them in appropriate columns.

c. Draw pictures of seasons and write the names of the months in which we experience them.

AssessmentAssess the students based on their responses to the following ques� ons.

a. Name all the seasons.

b. What happens in the spring season?

c. What is the weather like during the rainy season?

d. Which is your favourite season and why?

31

Environmental EducationLesson Plan-c

Topic: Fes� vals


Brief Descrip� on : This lesson creates an awareness about the various fes� vals that occur during diff erent seasons.

Learning Objectives As a result of the lesson, the students will be able to:

• Develop an awareness about the occurrence of various fes� vals during diff erent seasons.

• Discuss about the origin and signifi cance of diff erent fes� vals during the year.

• Develop tolerance for fes� vals of diff erent religions and communi� es. Appreciate the message of love, harmony and brotherhood.

• Par� cipate ac� vely in celebra� ons related to diff erent fes� vals.

Material RequiredPictures/images related to diff erent fes� vals, a Santa puppet, construc� on paper, candles, earthen lamps and decora� on material.

Teacher Activity Discuss the various fes� vals to widen the students’ perspec� ve about diff erent cultures and religions.

Discuss local neighbourhood events that are celebrated eg New Year Celebra� ons, weddings, birthdays, etc.

Student Activity

Decorate the classrooms and display boards based on the given theme.

Make gree� ng cards to wish one another on a fes� val. Bring a special home sweet made

during a specifi c fes� val and share with others.

Show and Tell

The students par� cipate in a show and discuss how they dress up in tradi� onal a� re Worn during a specifi c fes� val. They can either use fl ash cards or carry things of relevance related to the fes� val.

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Review Poem: “Christmas”

Dress me up

Organise a hurdle race. The student dress up as they cross the hurdles. Whey they reach the fi nish line, they end up dressed up as Santa Claus.

Write a wish on a paper and paste on the socks (picture provided) hoping Santa that will fulfi ll it.

Collect informa� on on the fes� vals that are celebrated at home and all the ac� vi� es which are part of the celebra� ons.

Draw a picture of your favourite fes� val. Write a few lines on what and why you like the fes� val the most.

AssessmentAsk the students a few ques� ons based on the fes� vals, e.g.

• Which fes� val is celebrated on 25th December every year?

• When is Good Friday celebrated ? (Include fes� vals of each country for enhancing students knowledge)

33

Environmental EducationLesson Plan-d

Topic: Na� onal Fes� vals


Brief Descrip� on : This lesson deals with various Na� onal and Interna� onal Fes� vals and

their signifi cance.

Learning Objectives

As a result of the lesson, the students will be able to:

• Acquaint and understand the na� onal fes� vals and their mode of celebra� ons.

• Understand the signifi cance of Na� onal fes� vals that are celebrated by the people of

a na� on.

• Explore and s� mulate imagina� on, vocabulary, their aesthe� c sense and interpersonal

skills.

Material Required

White construc� on paper, s� cks, glue, calligraphy pens, ivory sheet, pictures of things

and events relate to fes� vals.

Teacher Activity

Na� onal Flag

Show the students images / pictures of the Na� onal fl ag of the country and other

countries. Ask them to observe the colours , shape and size of the fl ags carefully. Explain

the signifi cance of the fl ag and the colours used in the fl ags.

Through a PowerPoint Presenta� on, show the photographs of the great leaders of the

country. Discuss how each one contributed and sacrifi ced their lives for the country.

Organize an event where students dress up as their favourite leader and share facts about

the leader’s life.

Scrolls on Rules and Regula� ons:

Divide the students into groups and ask them to make scrolls. Encourage them to think and formulate rules to maintain discipline in the class. A� er comple� ng the work the students display their work in the class.

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Variety of fl owers in a bouquet

Organise a fl ower arrangement Ikebana show in the school on the occasion of any Na� onal Fes� val.

Special Assembly

Students conduct the morning assembly to celebrate a Na� onal Fes� val. They enact scenes to arouse patrio� sm among the students.

AssessmentStudents will be assessed on their knowledge and understanding of the Na� onal Fes� vals.

35

MathematicsLesson Plan-a

Topic: Division as equal sharing


Learning ObjectivesAs a result of this lesson, the students will be able to :

• Diff eren� ate between sharing and equal sharing.

• Understand division as equal sharing.

• Form equal groups with a given number or things.

• Appreciate the signifi cance of sharing in real life.

Material Required

A costume of Santa Claus, bells, a sack, candies, gi� s, yellow and white slips, sketch pens,

balloons, cups and beads, cookies, paper plates.

Teacher ActivityTo make the students understand the concept of equal sharing, conduct the following ac� vi� es.

Ac� vity -1

Dress up in a Santa Claus cap (and some other accessories as available) and enter the class with a sack of gi� s and candies, ringing the bell and singing the jingle- Jingle Bells... .

The number of gi� s in the sack = No. of children x 2

The number of candies = No. of children x 4.

Take out the candies from the sack and ask the students to keep on coun� ng the candies – one, two, three... and so on. Once the students have counted the total number of candies, give one candy to each student � ll all candies have been distributed.

Elicit responsed to the following:

How many total candies are there?

How many students are there in the class?

How many candies did each student get?

36

Has everyone got an equal number of candies?

The teacher emphasizes on equal distribu� on.

Now take out the gi� s from the sack and once again the students keep on coun� ng the gi� s – one, two, three... and so on. Once they have counted the total number of gi� s they, give a gi� to each student � ll all the gi� s have been distributed.

Ask -

How many gi� s are there in total?

How many gi� s has each one got ?

Has everyone got an equal number of gi� s ?

Give worksheets to the students and help them do it.

Ac� vity - 2

Prepare the following slips. (The number of the slips need to be modifi ed according to the number of students in the class.)

Ask the students to pick up one slip. Now call out names of the object or thing and the students holding that par� cular slip/card stand up. For example: the slip on the sun and snow. Tell them to stand in two diff erent corners of the classroom. Announce them as the group leaders. The Sun - which indicates the Summer Season and Snow – which indicates the Winter Season. The other students are asked to observe the picture on their slip and then join their respec� ve leaders. Once the students have joined their groups ask them to match the colour of their slips with those of the others in the groups. Further clarify and jus� fy the reason for the same.

Hand over balloons to the group leaders. Distribute the number of balloons in such a way that the group leader of ‘Sun’ gets the No. of balloons equal to the No. of students in the group x 4 ; and the group leader ‘Snow’ gets the No. of balloons which equal to the No. of students in the group x 5 .

Ask the groups to count the total number of balloons they have got. Instruct the group leaders to keep on giving a balloon to each student � ll all the balloons have been distributed.

Ask separately the groups the following ques� ons:

• How many balloons are there ?

• How many members are there in your group ?

Sun (yellow)

Ice cream (white) Fire (yellow) Soup (white)

Snow (white) coke (yellow)

37

• How many balloons did each member get ?

• Has every member got an equal number of balloons ?

Now ask the en� re class the same ques� ons.

Has every one got an equal number of balloons? Obviously the students would answer “NO”.

The teacher further asks – Why?

The Sun group says – All of us have 4 balloons each.

The Snow group says – All of us have 5 balloons each.

Further inquire how can the whole class have an equal number of balloons. The students give their sugges� ons. The teacher sums up by telling them that if the members of the Snow group returns one balloon then everybody in the class will have an equal number of balloons, i.e. 4.

Elaborate and explain the concept of division as equal distribu� on.

Extend the ac� vity by using diff erent things and objects to emphasise upon the word ‘equal’.

Give 20 beads and some cups to the students and ask them to carry on the ac� vity by following the instruc� ons.

• Put 2 beads in each cup. How many cups have been used?

• Put 4 beads in each cup. How many cups are used?

• Put 5 beads in each cup. How many cups have been used?

• Put 10 beads in each cup. How many cups are used?

Ac� vity - 3

Divide the clock face into three parts so that the total sum of the numbers in each part is the same.

Give hints such as:

38

Add all the numbers that are marked in one part.

Randomly add other numbers and try to make the total same.

( Solu� on )

Ac� vity - 4

Narrate the following story.

It was winter � me and Mama goat made 8 cookies. She gave them to her two kids. Each of them was excited to get 4 cookies each to eat. But all of a sudden the door bell rang. Two friends of their’s came in. Mama asked them to share the cookies with them. The kids thought over and gave two–cookies each to them. Now all four of them had two cookies each. As they were about to eat the door bell rang once again and four more friends entered. Mama again told them to share the cookies with them too. The kids thought over again and everyone gave one each of their cookie to the other. Now everyone had one cookie each and they all sat quietly and enjoyed their share and thanked mama for the delicious cookies.

A� er telling the story divide the class into groups.

Give 24 cookies to each group and give them two paper plates. Ask them to distribute the cookies in two plates. The students arrange the cookies in two plates. A� er they have arranged the cookies in the plates, encourage responses as to how many cookies are there in each plate. The students answer 12. Write the number on the board.

24 cookies 2 plates 12 each

“STORY TIME”, FOLLOWED BY ROLE PLAY“STORY TIME”, FOLLOWED BY ROLE PLAY””““

39

Now, give 2 more paper plates and ask them to rearrange the same number of cookies i.e. 24 in 4 paper plates.

Again ask how many cookies are there in each plate. The students answer 6. Write the following fi gures on the board.


Con� nue � ll each group has 12 plates and 2 cookies on each plate in a manner similar to the one as men� oned.




Tell the students to observe the chart carefully. Further conclude by explaining that the share of cookies decreases as the number of members increases.

To make learning fun the following ac� vity can also be performed with the students:

The students form a circle. Play music and the students move in a circle. When the music stops, say a number. The students immediately form groups according to the given number. The students those who will be le� out of the group, join the teacher in saying the numbers and playing the music.

Review Worksheets can be given to the students to enhance their learning.

AssessmentStudents are assessed on how they relate equal sharing with division and dividing numbers or things in equal groups.

40

MathematicsLesson Plan-b

Topic: Numbers � ll 300

Dura� on – 3 Hours

Learning Objectives As a result of this lesson, the students will be able to :

• Read and write numbers � ll hundred and beyond.

• Relate the place with the place value of a par� cular digit of a numeral.

Material RequiredFlashcards of numbers, abacus and blocks.

Teacher ActivitySince the students have previous knowledge of 3 digit numbers, the teacher will ask certain ques� ons to reach the ‘Topic’.

Teacher: How many seasons do we experience?

Students (randomly): 2, 3, 4 ….

Teacher: Let’s name them.

Students (randomly): Summer, spring, fall, winter.

Teacher: Right, so we have four seasons. Do you think they follow an order?

Students: Yes, we think so.

Teacher: If we start with the month of January, the order will be {Writes on the board)

Winter Spring Summer Fall

Similarly, numbers also appear in an order.

For example: 2 will always come a� er 1 and before 3.

Relate it with coun� ng, start from 192 to 200 and the sequence to be followed a� er 200 such as:

41

200, 201, 202, 203, 204 …

249, 250, 251, 252, 253…

Make use of the place value blocks on the base of hundreds, tens and ones to explain the coun� ng of numbers a� er 200.

Teacher: How many group of ten objects each are there?

Students: None.

Teacher: How many objects are alone?

Students: One.

Teacher: How many objects are in a group of hundred?

Answer: There are 100 objects each in the group for hundred.

Teacher: Which number is it?

Students: 201

(Also refer to the lesson plan on numbers in Unit 2, Unit 5 and Unit 8).

To enhance the sequencing of numbers, prepare paper slips from numbers 252 to 300 (depending upon the number of students in the class). Put all the slips in a bowl. Now ask

As shown in the diagram on the le� , a group consists of 100 single objects together makes it one hundred.

Two groups having a 100 objects in each make 200 objects altogether.

Thus, 200 objects + one single object = 200+1=201

42

Further relate it to place and the place value of numbers.

Teacher : If in the number 146, 1 is replaced with 2, what is the place and place value of 2?

Student : 2 is at the hundreds place and its place value is 200 (2 hundreds)

Teacher : In the number 230, what is at the hundreds, tens and ones place?

Student : 2 is at the hundreds place, 3 is at the tens place and 0 is at the ones place.

Teacher : What is the diff erence between 230 and 213? (According to the places of numbers).

Student : In the number 213, 2 is at the hundreds place, 1 is at the tens place and 3 is at the ones place.

Complete by expanding the number 230 also + then func� oning the diff erence make the statement complete.

Number Expander

A number expander is a simple aid made of paper which can show various ways of renaming a number.

the students to pick up the slips so that each student gets a slip with a number wri� en on it. Call out the fi rst number 252 and then the student with the next number will stand up and read out his/her number. This will con� nue � ll all the numbers are called out and each student has said his/her number.

Based on the previous knowledge of the students, write a few number names and the numerals on the board.(number names up to 200) Then ask the students to come individually and replace the number 1 at the

hundreds place with 2. The students are asked to replace the number names also. A� er this ac� vity, write a few numerals with incorrect number names on the board and ask the students to correct them to test their understanding.

146 One hundred forty six 257 One hundred fi � y seven289 Two hundred eighty nine

230 Two hundred thirty146 One hundred forty six

43

Show the students how to fold the expander: the shaded rectangles are folded in half with a ‘valley fold’ and then a ‘mountain fold’ is used to put the shaded rectangle behind the white rectangle on its le� .

Students enjoy the challenge of folding the paper correctly - somewhat like a fan. Help them to fold (shaded rectangles are folded in half with a ‘valley fold’ and then a ‘mountain fold’ is used to put the shaded rectangle behind the white rectangle on its le� ). For example, in the photo below, the ‘ones’ rectangle is folded in half (with a valley fold) and then behind the digit 3 which is on its le� .

Here is a fully open blank number expander with 3 blank place value columns .

The number 236 has been wri� en in the blank place value columns. This shows 236 = 2 hundreds + 3 tens + 6 ones

This shows 236 = 2 hundreds + 36 ones

This shows 236 = 23 tens + 6 ones

This shows 236 = 236 ones

This is a ‘closed’ number expander showing 236.

Below are some pictures of a number expander with 3 place value columns, showing various ways of ‘expanding’ (or renaming) 236.

44

Ask the students to write their own three-digit whole number into the 3 blank rectangles.

Ask them to fold and unfold at various places to make as many diff erent expansions as they can.

Revise the complete coun� ng of numbers from 1 to 300 .

Student ActivityForm the given number with the help of place value blocks.

Read and write coun� ng the numerals � ll 300.

Divide the class into 3 or 4 groups (depending upon the class size) with 10 students in each group. Then ask the students to stand according to their height (shorter ones in front and taller ones at the back). Facilitate if two students are of the same height.

The students in the group will be asked to regroup themselves in the correct order of numbers (forward coun� ng).

The same ac� vity can be performed for backward coun� ng.

Randomly distribute fl ash cards to the students:

265 273 270 266 272 268 274 269 271 267

Flash cards arranged in order (forward coun� ng).

265 266 267 268 269 270 271 272 273 274

ReviewWorksheets will be given to the students.

AssessmentStudents will be assessed on their ability to count, read and write numbers � ll 200 and beyond; and how effi ciently they use place value blocks to form a two digit number.

45

Performing ArtsLesson Plan-a

Topic: Fes� val / Regional songs and dance

Dura� on – 1 hour 30 mnts.

Brief Descrip� on: To impart knowledge about the culture and fes� vals of a country, a

brief insight in the history of the country and informa� on about special forms of music

including songs on fes� vals and dance that represent the country.

Learning Objectives

As a result of this lesson, the students will be able to know about folk songs and dances of

various countries and appreciate them.

Material Required

Musical Instruments

Teacher Activity

Discuss briefl y the history of the country’s culture and fes� vals and sing songs on the

fes� vals. Teach the students basic dance forms or folk dances of the country. Show the

students CDs or Videos to show various kinds of dance forms.

Student Activity

Students will observe the folk dances and listen to songs sung that are based on

fes� vals. They will learn a song and perform on it.

Review

Students will be assessed on the basis of their knowledge about songs and rhymes based

on fes� vals and dance steps associated with them.

46

Visual ArtsLesson Plan

Topic: Draw scenes of seasons and fes� vals

Dura� on – 1 hour 30 mnts.

Brief Descrip� on: This lesson involves an awareness and illustra� ng Seasons and Fes� vals on paper.

Learning Objectives

As a result of this lesson, the students will be able to:

• Illustrate diff erent fes� vals and seasons.

• Acquire knowledge about the diff erent forms of art.

• Develop crea� vity and imagina� on.

Material Required

Ac� vity sheets, scrap books, colours, fl ash cards of diff erent seasons like the Summer, Winter, Rainy and Autumn Season.

Teacher Activity

Interact with the students about the topic by showing them the pictures of some fes� vals. Demonstrate how to draw the scenes of diff erent seasons using the principles of designs.

47

Student ActivityThe students will make invita� on cards for diff erent celebra� ons like Christmas, Peace day, Earth day and Mother’s day.

Draw a scene of any season like the winter season, rainy season, etc. as per your choice.

ReviewStudents will be provided material to make cards.

AssessmentStudent will be able to iden� fy seasons and fes� vals through symbols and varied images.

48

Physical EducationCard 17

Kicking a ball

Use these activities to:• Kick a sta� onary ball

• Kick a moving ball

• Use and name diff erent parts of the foot

• Improve dynamic balance.

Activities

Class Activities• Move anywhere in the space provided. On command, touch the diff erent parts of the

foot: heels, toes, the top of foot, bo� om of the foot, inside and outside of the foot.

49

In groups• Kick a sta� onary ball (large) using: (1)

• Right foot

• Le� foot.

• Dribble (tap) a large ball using: (2)

• Right foot

• Le� foot.

• Kick a ball to a large target e.g., a wall. (3)

Variations• Ask children to kick and dribble the ball using diff erent parts of their feet e.g. top of

foot and their toes.

• Take a smaller sized ball.

Equipment• Large lightweight balls.

• Markers or lime powder.

• Cones or other large targets.

Safety measures• Keep spaced out.

• Kick in one direc� on only.

• Take care when chasing loose balls.

Links to other subjects

English: use of vocabulary and prepositions• Name, say and point to diff erent parts of the foot, e.g. heel, top of foot. Ask children

to put their foot ‘up’ in the space, ‘behind them’ etc.

Mathematics: measurement• Kick the ball and let it stop moving. Ask children to measure the distance travelled by

the ball using non uniform units e.g. using strides.

Curriculum links• Linked to the learning objec� ve No. 20 in the CBSE School Health Manual and the

Theme on Human Body in the NCERT Syllabus: Which body parts are involved in the movement?

Self assessment• Which is my strong (best) foot? What can it help me acheive?

50

Card 18Ringmaster

Use these activities to:• Develop imagina� on and imita� on.

• Use diff erent combina� ons of your legs.

• Improve arm and leg strength.

• Move in diff erent ways.

Activities

Class Activities• The teacher (ringmaster) stands in the middle of a circle of children. The ringmaster

calls out the name of an animal. All the children imitate the movements of the stated

animal using contradictary adjec� ve (words), so that children have to think about

the movements that they might use. For example ‘earthworm’. Children might crawl,

bending and stretching as they move. Use animals that involve children in moving at

51

a high, low and medium levels. At the end of the game the ringmaster says ‘parade’.

All the animals fall in line, walking by imita� ng an animal of their choice or an animal

chosen by the teacher.

Variations• Ask children to provide examples of animals.

• Pair the children, one in front of the other. The child behind copies the ac� ons of their

partner.

• Imitate diff erent modes of transport.

Equipment• Lime powder or markers.

Safety measures• Look out for others.

• Be within the given space.

Links to other subjects

English: to become visually familiar with words• Instead of calling the names of animals iden� fy them using sounds or show children a

picture of the animal with its name.

Mathematics: measurement• Observe and describe the movements of the animals. For example, ‘crawling’, ‘sliding’,

‘rolling’.

Curriculum links• Linked to the learning objec� ve nos. 10 and 13 in the CBSE School Health Manual and

the Theme on Human Body in the NCERT Syllabus: How does my body move? Which

of my body parts are involved in the movement?

Self assessment• Which animal did I enjoy imita� ng the most?

52

Assessment

53

AssessmentEnglish

By the end of this unit, the students will be able to:• Iden� fy describing words.

• Independently frame sentences using describing words.

• Successfully use describing words in everyday conversa� on to describe the world around them.

• Enhance their ability to use the language precisely.

SentenceStructure/Fluency

Word Choice

Word List

The student is able

to :

Frame sentences that are well-constructed but at � mes unable to provide correct describing words.

The student is able

to :

Frame sentences without suitable describing words.

The student is able

to :

Frame well constructed sentences with appropriate describing words.

Use vivid describing words accurately.

Create and use a word list that includes a variety of adjec� ves for diff erent nouns independently.

Add appropriate details independently.

Use describing words that communicate about the noun/pronoun.

Create and use a word list that includes various adjec� ves for diff erent nouns with guidance.

Add descrip� ve details at � mes.

Use limited vocabulary related to describing words.

Rarely use a word list that includes a variety of adjec� ves for diff erent nouns.

Add descrip� ve details with guidance and support.

Rubrics for the unit

Expected Indicators of student’s performance

Learning Outcomes Beginning Developing Achieved

54

Changes in weathercondi� on

Knowledge about Seasons

The student is able

to :

Understand and list the changes in weather condi� ons but cannot relate with its features.

Discuss about diff erent seasons but is unaware of the changes that occur with the change in season.

The student is able

to :

Iden� fy the diff erent weather condi� ons and the changes that occur.

Name the seasons and iden� fy things related to them.

The student is able

to :

Create a link between weather condi� ons and the changes occuring due to the change in weather.

Predict the changes that will occur with the change in weather.

Iden� fy diff erent seasons and names of the season comfortably with the given hints, e.g. sound of lightning and thunder-rainy season; summer season co� on clothes.

Environmental EducationBy the end of this unit, the students will be able to :

• Understand diff erent weather condi� ons in diff erent seasons.

• Correlate the change in lifestyle and ea� ng habits during various seasons through explora� on, observa� on and hands-on ac� vi� es.

• Acquire knowledge about diff erent kinds of na� onal and religious fes� vals, their signifi cance and mode of celebra� on.

• Successfully use describing words in everyday speech to describe the world around them.

• Enhance the ability to use language precisely.




55

Fes� vals and Na� onal fes� vals

Analyze and predict about the origin and signifi cance of diff erent fes� vals during the year.Appreciate and understand the importance of na� onal fes� vals and value the spirit of unity refl ected through them.

Classify diff erent fes� vals that occur with the change in season.

Tell the signifi cance of Na� onal Fes� vals of ones own country.

Awareness about diff erent fes� vals.and names the na� onal fes� vals.

56

The student is able

to :

Understand the concept of equal distribu� on and its applica� on in a larger group.

Division as equal sharing

The student is able

to :

Understand the concepts of distribu� on and equal distribu� on.

The student is able

to :

Understand the distribu� on concept but has diffi culty in applying the equal distribu� on concept.

Understand the concept thoroughly and apply it outside the classroom and explain it with suitable examples.

Relate equal distribu� on with division.

Relate equal distribu� on and division with guidance.


MathematicsTopic - Division

By the end of the unit, the students will be able to :• Understand and apply the concept of distribu� on and its equal sharing in rou� ne

life.

• Analyse and comprehend groups formed in 2’s 3’s 5’s and so on.

• Know that division means sharing equally and also realise the signifi cance of sharing.



57

MathematicsTopic - Numbers till 300

By the end of this unit, the students will be able to :• Understand the en� re concept of pu� ng numbers in a sequen� al order.

• Correlate the numeral with corresponding number names.

• Develop the ap� tude of pu� ng numbers in the desired order.

• Apply the concept in everyday situa� ons which demand the use of the same.


The student is able

to :

Count correctly up to 300 and beyond.

Write and compare whole numbers both in order and randomly.

Knowledge of numbers � ll 300

Iden� fy the numerals at the ones, tens and hundreds place.

Relate the number names with the numeral.

Knowledge of place value.

The student is able

to :

Count in a sequen� al order but fi nds it diffi cult when the numeral at the tens place changes.

Read, write and compare whole numbers in a numerical order but needs � me and support.

The student is able

to :

Count only in a sequen� al order.

Read, write and put in order specifi ed numbers with support.

Iden� fy correctly even when the posi� on of numbers are changed.

Relate the number name and the numeral correctly.

Represent whole numbers using place-value concepts and expanded nota� on.

Iden� fy the place of numerals though may get confused when zero is at the ones or tens place.

Read the number, though may fi nd diffi culty in rela� ng it with the number name at � mes.

Par� ally understand the concept of place value.

Iden� fy the place of numerals only at ones and tens place.

Relate the number name with the numeral with guidance.

Tell the place value of numerals appropriately.



58

Teacher Resource Material

59

Teacher Resource MaterialEnglish

Material RequiredChart paper, ac� vity sheets, chocolates, cookies, bananas, potato chips, popcorn, lemon, lemon juice, plain yogurt, mystery bags, chart of dolch words, fl ash cards of dolch words.

Book: “Go Away Big, Green Monster” by Ed Emberley

Websiteswww.starfall.com

www.bbc.co.uk

www.theteacherscorner.com

www.abcteach.co

Dolch List 4

big now very ride

went long an into

are no over just

come came your blue

if ask its red

Environmental EducationMaterial Required

A Coloured scrap book, A4 size sheets, colours, a calendar, cutouts of clouds, sun and wind; an umbrella and snow fl akes, metal caps of bo� les, string, s� ck, cutouts of elements related to diff erent weather condi� ons. A Power Point Presenta� on to show diff erent weather condi� ons, chart of diff erent seasons, lemon, sugar, salt, squeezer, disposable glasses and spoons, decora� on material, fl ashcards/ pictures, images related to diff erent fes� vals. a Santa puppet, construc� on paper, candles, earthen lamps, decora� on material, s� cks, glue, calligraphy pens, ivory sheet, pictures of things and events related to fes� vals.

Websiteswww.educa� on-world.com

www.enchantedlearning.com

60

PoemsEvery Kind of Weather is Wonderful

I would like to watch the way the wind can spin a weather vane

I like to wear my big blue boots to splash with in the rain

I like to ride my bright red sledge on cold snowy days.

I like to feel the sun‛s warm rays when I swim in the ocean waves

Windy, rainy, snowy and sunny;

Every kind of weather is wonderful and fun

Mr. Sun

Oh! Mr. Sun, Mr. Golden Sun

Please shine down on me

Oh! Mr. Sun, Mr. Golden sun

Hiding behind the trees

These little children are asking you

Please come out so they can play with you

Oh! Mr. Sun, Mr. Golden sun

Please shine down upon me !!

61

Seasons

(To the tune of “Here we go around the mulberry bush”)

Here we go around the year again,

The year again, the year again.

Here we go around the year again,

To greet different seasons.

Wintertime is time for snow.

To the south, the birds will go.

It‛s too cold for plants to grow

Because it is the winter.

Here we go around the year again…

In springtime, days grow warm.

On the plants, the new buds form.

Bees and bugs come out in swarms

Because spring is here.


In summertime, the days are hot.

Ice cold drinks I drink a lot!

At the beach, I‛ve got a spot

Because it is summer time.


Autumn is here, the air is cool.

62

Days are short, it‛s back to school.

Raking leaves is now the rule

Because it is autumn.

It’s raining

It‛s raining its pouring,

I think someone is snoring.

She went to bed and bumped her head,

And couldn‛t get up in the morning.

I hear thunder

I hear thunder

Oh! Don‛t you, Oh! Don‛t you.

Pitter Patter raindrops, pitter patter raindrops,

I‛m wet all through, so are you.

I see the blue sky,

Up on high.

See the sun is shining, see the sun is shining,

You‛re quite dry, so am I.

63

It’s Hot

I‛m feeling hot today (2)

Let‛s have a cold drink.

I‛m feeling hot today

(Children give their own ideas on how to keep cool)

Swimming in the Swimming Pool

Swimming, swimming, in the swimming pool,

Hot day, cold day in the swimming pool.

Front stroke, back stroke, fancy dive too,

Wouldn‛t you like to join me too?

Jingle bells

Jingle Bells, Jingle Bells

Jingle all the way,

Oh! what fun, it is to ride

In a one-horse open sleigh

Dashing through the snow

In a one-horse open sleigh

Over the fields we go,

Laughing all the way,

Bells on bobtails ring,

Making spirits bright

oh! What fun it is to laugh and sing

A sleighing song tonight.

64

All I want for Christmas

All I want for Christmas is (my two front teeth) (2)

And then I’ll wish you merry Christmas

All I want for Christmas is (a big tight hug) (3)


All I want for Christmas is (a little puppy dog-woof)(3)


All I want for Christmas is (some yummy, yummy pudding)


Rudolf the Red-nosed reindeer

Rudolf the red nosed reindeer

Had a very shiny nose

And if you ever saw it

You would even say it glows

All the other reindeers

Used to laugh and call it names

They never let poor Rudolf

Join in any reindeer games.

MathematicsMaterial Required

A costume of Santa Claus, a bell, sack, candies, gi� s, yellow and white slips, sketch pens, balloons, cups and beads, cookies, paper plates.

Books

My Big Book of Reading and Sums/ Brown Watson, England

Scholas� c Success with Math Workbook, Level 1&2/ Scholas� c Inc., New York

65

Fun with Franklin : Math Ac� vity Book/Scholis� c Inc., New York

Developing Numeracy – numbers and the number system / A&C Black, London

Math and Language arts, Grade 1&2/ Learning Horizons, USA

Websiteswww.teachersdomain.org (video clip on sharing)

www.tutorvista.com (dividing into equal groups)

www.teachers.tv/videos/division-sharing-copy-food

www.math.about.com

www.ixl.com/math/grade/fi rst/

www.aaastudy.com/grade1.htm

1. Sun (yellow) 1. Snow (white)

2. ice cream (white) 2. fi re (yellow)

3. coke (yellow) 3. soup (white)

Flash cards(To aid be� er Comprehension)

66

4. ice cubes (yellow) 4. muffl ers ( white )

5. fan (yellow) 5. leather jacket (white)

Performing ArtsMaterial Required

Musical Instruments, CDs of songs and dance, pictures of famous ar� sts.

Websiteswww.songs4teachers.com

Visual ArtsMaterial Required

Ac� vity sheets, scrap book, fl ash cards of diff erent seasons like Summer, Winter, Rainy and Autumn Season.

Websites www.colorma� ers.com/colortheory.html

www.winsornewton.com/colour.../prac� cal-applica� ons-of-colour-theory/

Physical EducationMaterial Required

Physical Educa� on Cards (PEC) and PEC Kit.

67

Worksheets

68

I. Underline the describing words in the given sentences.

1. The bird is cute.

2. That is a big cat.

3. The fat cat naps.

4. That bug is red.

5. I see a small lion.

6. That silly dog plays in the van.

7. Mom is tall.

8. The green frog ran away.

9. That owl is smart.

10. The path is smooth.

English(a) Describing Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

69

I. Use suitable describing words from the word bank for thepictures given below.

little, funny, green, sweet, cold, blue,

wet, slow, brown, sweet, fast, happy.

Describing Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

71

I. Write a Poem

First, make a list of festivals your friends celebrateThen, write words that describe each festival and wordsthat rhyme with the words you chose. Now, choose your favourite festival and write a poem, on a separate sheet ofpaper.

Name : ___________ Class: ___________

Date : ___________ Subject: ___________

Describing Words

Festivals

Describing words

Rhyming words

72

COLOURS AROUND MELets read.Observe that colours are also used to describe things.

APPLE (red) ORANGE (orange) BANANA (yellow)

BRINJAL (purple) CABBAGE (green) ONION (pink)]

BLUEBERRY (blue) MILK (white) POTATO (brown)

LEAVES (green) SUN (yellow) DRESS (pink)

Name : ___________ Class :___________

Date : ___________ Subject :___________

Describing Words

73

I. Identify the following fruits and vegetables. Write their names and its colours.

Name : ___________ Class :___________

Date : ___________ Subject :___________

Describing Words

74

I. Write as many words as you can that describe the things in the picture.p

Name : ___________ Class :___________

Date : ___________ Subject :___________

Describing Words

75

I. Write the describing and the naming words from the sentence in the space given below.

Example :

The rose is red.

The Word ‘red‛ tells us more about the naming word rose.

1. Atul is a tall boy.

The word ____ tells more about the naming word _____.

2. Anu has long hair.


3. This is a round table.


Name : ___________ Class :___________

Date : ___________ Subject :___________

Describing Words

76

II. Circle the naming words and underline the describing words.

Example:

1. It is a bright day.

2. He is drinking a hot cup of tea.

3. He is wearing a clean shirt.

4. This woman lives in a big house.

5. The mouse is a small animal.

6. This apple is very tasty.

day.

77

I. Choose the word from the box and fi ll in the blanks given below:

bright smart cold hot red

long hard green sweet yellow

1. _________ sun. 6. __________ lemon.

2. _________ tea. 7. __________ boy.

3. _________ ice cream. 8. __________ rock.

4. _________ grass. 9. __________ pencil.

5. _________ grapes. 10. __________ apple

.

Name : ___________ Class :___________

Date : ___________ Subject :___________

Describing Words

78

II. Find out the describing words. Draw a fl ower around it.

horse

sleep

run

warm

foolish

clever

day

dry

talk

sunny

79

(b) Dolch Words

I. Make sentences with the following pairs of dolch words.

1. blue/red

_____________________________________________

_____________________________________________

2. went/ride

_____________________________________________

_____________________________________________

3. very/big

_____________________________________________

_____________________________________________

4. just/come

_____________________________________________

_____________________________________________

5. long/ride

_____________________________________________

_____________________________________________

Name : ___________ Class :___________

Date : ___________ Subject :___________

80

II. Match the words with the corresponding pictures.

ride

big

come

into

ask

blue

81

I. Read the following sentences. Fill in the blanks with the missing letters from the dolch words given below.

1. I have a b __ __ car.

2. The movie has ________ u ________ t started.

3. A giraffe has a l ___ ___ ___ neck.

4. The water in the pool seems to be ____ u ____.

5. My dog is friendly. I ___ ___ name is Bruno.

6. There is a bridge o _____________ the stream.

7. Please buy me a _________ e _________ ball.

8. What is y ___ ___ r name?

over just big your its long blue red

Dolch Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

82

I. How is the weather today? Write Yes/No in the box.

Is it sunny?

Is it windy?

Is it cloudy?

Is it raining?

Environmental Education(a) Changes in the Weather

Name : ___________ Class :___________

Date : ___________ Subject :___________

83

II. Match the pictures to the words.

Cloudy

Rainy

Windy

Sunny

84

I. Identify and write the names of the seasons.

(b) Seasons

Name : ___________ Class :___________

Date : ___________ Subject :___________

85

Seasons

I. Write the words given below in the appropriate box.

II. Describe the weather you experience in each season of the year.

1. In summer it is _________________________________

___________________________________________

2. In winter it is __________________________________

____________________________________________

3. In spring it is___________________________________

____________________________________________

4. In autumn it is_________________________________

____________________________________________

5. In rainy season it is______________________________

_____________________________________________

Summer Rainy Winter Spring Autumn

clear foggy rainy cloudy freezing showerthunder heat stormy hail icy sunny

Name : ___________ Class :___________

Date : ___________ Subject :___________

86

I. Draw symbols to represent different seasons, Write the names of months when we experience the following seasons.

SPRING

SPRING MONTHS

______________________

______________________

______________________

AUTUMN

AUTUMN MONTHS

______________________

______________________

______________________

SUMMER

SUMMER MONTHS

______________________

______________________

______________________

WINTER

WINTER MONTHS

______________________

______________________

______________________

Seasons

Name : ___________ Class :___________

Date : ___________ Subject :___________

87

(c) Festivals

I. Ho! Ho! Its Christmas time, Santa is in Town. Santa loves kids and fulfi lls their wishes. Write your wish on one of the pair of socks hanging at the fi replace.

Name : ___________ Class :___________

Date : ___________ Subject :___________

88

I. Draw a picture of your favourite festival in the box given below. Also write a few lines on what you like the most about the festival.

Festivals

Name : ___________ Class :___________

Date : ___________ Subject :___________

89

I. Paste pictures of the festivals you have seen people celebrating in your neighbourhood.

Festivals

Name : ___________ Class :___________

Date : ___________ Subject :___________

90

I. Draw and colour the National Flag of your country. Write the signifi cance of the colours in the fl ag.

Festivals

Name : ___________ Class :___________

Date : ___________ Subject :___________

91

(a) Division

Kids! Meet your favourite cartoon characters Tom andJerry!

Jerry has taken Tom‛s favourite cheese slices.

a) Count the cheese slices that Jerry has with him?

Ans _____________________________________________

Jerry can eat only 2 cheese slices at a time.

How many friends would Jerry call upon to fi nish up all the cheese slices, so that all his friends eat the equal number of slices.

Draw or paste pictures of the number of friends Jerry would call to eat the cheese slices.

Name : ___________ Class :___________

Date : ___________ Subject :___________

92

1. Encircle the bells in groups of 2‛s.

3. Encircle the trees in groups of 3‛s.

4. Encircle the gift boxes in groups of 5‛s .

5. Encircle the caps in groups of 4‛s.

2. Encircle the stars in groups of 6‛s.

Division

Name : ___________ Class :___________

Date : ___________ Subject :___________

93

I. Group the items in the box according to the different seasons.

II. Read the statements and draw the items in the boxes below.

Used in Pairs Used in winterSeason

Used in SummerSeason

Division

Name : ___________ Class :___________

Date : ___________ Subject :___________

94

I. There are 3 plates of pizzas. Each plate has a different number of pizzas.

Plate –A Plate –B Plate –C

Division

Name : ___________ Class :___________

Date : ___________ Subject :___________

Answer the questions.1. How many pizzas are there altogether?

____________________________________________2. Which plate has the maximum number of pizzas?

____________________________________________

3. How many pizzas will you transfer from plate C so that each plate has equal number of pizzas?

____________________________________________

4. Will you shift any pizzas from plate B also?

____________________________________________

95

Division - Worksheet contd.

5. Draw the pizzas on the plates given below so that each plate has the same number of pizzas.

Plate –A Plate –B Plate –C

96

1. A tailor has 25 buttons. He needs to sew an equal number of buttons on each coat. How many buttons will he put on each one of them?

2. It is Joy‛s birthday party. His birthday comes during the Summer Season. He buys 16 ice cream cones for 8 of his friends. How many cones should he give to each friend so that everyone gets an equal number of cones?

3. Rita‛s mother gave her a necklace on her birthday. Unfortunately, the necklace broke. Her mother gaves her 6 strings and asked her to put the beads equally in all the strings to make earrings.

How many beads would Rita put in each string? ___________

1 2 3 4 5 6

Division

Name : ___________ Class :___________

Date : ___________ Subject :___________

97

4. There are 12 children in a class.

5. The mechanic has removed the following wheels from the cars.

Can you tell to how many cars do these wheels belong? Encircle the correct answer.

4 6 8 5

The teacher wants to form three teams for a basket ball match. How many children will be there in each team ? Encircle the picture to form three teams.

Division - Worksheet contd.

98

I. Write numericals from 201 to 300.

201

300

(b) Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

99

II. Connect the dots in a sequential order to complete the picture.

a) Name the picture formed _________________________

b) Name the festival with which you associate the picture _______

293

290

280

287 286 283

284

282

279 278

292

291

289 288

285

281

277 276

294 275

100

I. Count by 5s‛ and colour the boxes green.

II. Count by 10s‛ and colour the boxes blue.

200 201 202 203 204 205

206 207 208 209 210 211

212 213 214 215 216 217

218 219 220 221 222 223

224 225 226 227 228 229

230 231 232 233 234 235

240 241 242 243 244 245

246 247 248 249 250 251

252 253 254 255 256 257

258 259 260 261 262 263

264 265 266 267 268 269

270 271 272 273 274 275

Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

101

III. What comes before ?

_____________________________________ 243

_____________________________________ 296

_____________________________________ 300

_____________________________________ 283

_____________________________________ 210

IV. What comes after?

290 __________________________________________

249 __________________________________________

209 __________________________________________

269 __________________________________________

216 __________________________________________

102

I. Complete the following table using backward counting.

II. Complete the series.

290 289

265

241

236 232

204 202

196200

Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

103

III. Write the number names.

1. 205

2. 212

3. 272

4. 230

5. 250

6. 216

7. 272

8. 289

9. 300

10. 199

104

I. Colour the picture which has the right numeral corresponding to the number name.

Two hundred fi ve

Two hundred sixty nine

Two hundred fi fteen

Two hundred forty four

250 205

269

215

240

296

250

244

Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

105

I. Write numerals and number names.

H T O Numeral

a) 2 hundreds 0 tens 9 ones 2 0 9

b) 2 hundreds 2 tens 1 ones _______

c) 1 hundred 1 tens 2 ones _______

d) 2 hundreds 1 tens 9 ones _______

e) 1 hundred 9 tens 9 ones _______

f) 7 tens 9 ones _______

g) 2 hundreds 0 tens 0 ones _______

Two hundred and nine

Numbers

Name : ___________ Class :___________

Date : ___________ Subject :___________

106

II. Complete the puzzle using the clues given below:

Down Across

a) Two hundred fi ve a) 267 + 2

b) Three more than 297 c) Two hundred ninety

c) Two hundred forty four d) Two hundred fourteen

d) Two less than 213 e) Two hundred ten

f) One less than 300

a)

d)

e)

1

1

b) 3

f) 2

c) 2

6

107

I. Identify the numbers. Colour the image as per the given colour code.

• 2 in hundreds place pink.• 4 in tens place yellow.• 3 in ones place green.• 7 in tens place red.

326295

248

10363

49

77 175

140

Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

108

I. Complete the number grid. Read the instructions given below and do as instructed.

• Count by 2‛s and colour the blocks red.

• Identify the numeral with the number name two hundred eighty six. Colour the box green.

• Identify any one numeral with 2 at hundreds and 2 at ones place. Colour the box blue.

• The number that comes before 289. Colour the box yellow.

• The number that has zero at tens and ones place. Colour the box pink.

• The number that comes between 295 and 297. Colour the box brown.

273 277

291

297

285

Numbers till 300

Name : ___________ Class :___________

Date : ___________ Subject :___________

class - i - nims dubai€¦ · fes val/regional songs and dance visual arts 17 ... rubrics for...

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