World of Numbers Kindergarten

KINDERGARTEN
TEACHING GUIDE
Complimentary Copy—Not For Sale
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CONTENTS
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Note for the teachers

Please note that pages 2–9 are same throughout the teaching guides. Pages 10 onwards the
content pertains to the relevant student’s book.
INTRODUCTION....................................................................................................................................... 2–4
• My Learning Train—Pre-Nursery, Nursery, and Kindergarten................................................... 2
• Multiple Intelligence and Learning.................................................................................................. 3
• Ideas for the Classroom..................................................................................................................... 4
GET SET GO! ON MY LEARNING TRAIN.......................................................................................... 5–10
• Activity-Based Environment—Checklist for Teachers and Coordinators.................................. 5
• Class Division/Settings for Activities............................................................................................. 7
• Activity Kit and Resource Centre..................................................................................................... 8
• Frequently Asked Questions............................................................................................................. 9
KNOW THE COURSE DESIGN AND RESOURCES.........................................................................10–11
• Resources of the Student’s Books................................................................................................... 10
• Flash cards......................................................................................................................................... 10
• Parents Activity Guide......................................................................................................................11
ACTIVITY MAP............................................................................................................................................ 12
ACTIVITY SUGGESTIONS FOR STORIES............................................................................................... 16
WEEKLY PLANNING GUIDE.................................................................................................................... 17
STORING AND MANAGING MATERIALS............................................................................................ 20
CREATING CLASSROOM RESOURCES.................................................................................................. 21
• Making ‘My Learning Train’ for the Classroom........................................................................... 21
• Stick Puppets..................................................................................................................................... 21
• Number Puppets............................................................................................................................... 22
• Number Value Puppets.................................................................................................................... 22
• Theme Boards.................................................................................................................................... 23
• Strategies to Encourage Student Participation............................................................................. 23
FLASH CARD ACTIVITIES FOR NUMBER SKILLS.............................................................................. 24
ACTIVITY BANK.......................................................................................................................................... 29
HANDMADE RESOURCES........................................................................................................................ 62
ASSESSMENT GUIDE................................................................................................................................. 63
1 1
INTRODUCTION
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My Learning Train is a complete activity-based interactive pre-primary series comprising of 18 books

across three levels—Pre-Nursery, Nursery, and Kindergarten with an inbuilt self-training programme
for teachers and a comprehensive set of tools for the learners. This series has been designed to guide the
children through their first steps of learning to make learning enjoyable though a variety of activities,
and aid cognitive and overall development through a wide range of experiences and activities.
My Learning Train – Pre-Nursery, Nursery, and Kindergarten
• World of Letters: Supported by a Stories and Reading Skills Reader and Activity Guide for Parents.
The series is based on a simple activity based programme to help the little learners understand
the sound-symbol association and develop spelling and reading skills.
• World of Numbers: Supported by practice/assessment worksheets booklet and Activity Guide
for Parents.
• World Around Me: Supported by an inbuilt comprehensive easy-to-do life skill activity list in the
books itself, practice worksheets booklet, and Activity Guide for Parents.
Components of the Series
Student’s Book Teaching Guide
• Detailed Table of Contents with • Suggestions for activity settings

activity suggestions for each • Weekly planning guide
lesson. • Activity map
• Flash cards and stickers • Detailed activity guidelines
• Practice exercises
• Parents Activity Guide
• Worksheets/Supplementary
Readers
2 1
Multiple Intelligence and Learning
Each individual has a unique combination of intelligences and needs the opportunity to develop it
through different experiences. Children have different styles, needs, and interests. They should be
given the space to perform according to their individual abilities. Development generally follows a
pattern and the stages are the same, though the rate of development varies from one child to another
even within the same age group. To help teachers facilitate the children, a large bank of activities has
been given to choose from. All activities are not mandatory.
Verbal-Lin Logica
guistic Inte l-
is the ability lligence Intellig Mathematic
to use lang e al
and vocabu
lary efficient
uage solve p nce is the a
ro bil
Multiple Intelligence either verb
ally or in w
ly, a num blems and ity to
er de
Early child riting. proble ical in a scie duce
and their unique when child
hood is the
time m
childre logically. G fic
nti
ren n iv
combinations make each language. Th rapidly acquire and re opportunity e the
ey need a w as to thin
range of ex ide recall, on, form me k
periences to visuali
learner unique. from pictur
es, songs, st
learn are no
t imm
m
se obje ories,
cts wh
free expres ories, and so edia ich
sion lve sim tely presen
and board ga , flash cards, ple pro t,
mes. blems
.
ce is
telligen
u a l- S patial In strong visual
lligence Vis ya
esthetic Inte erised b to
Bodily Kin al activity ce is a charact nd the ability ing,
is related to ph ys ic
l bodily Musical Intelligen mem o ry a
sp a ce s. Draw
ty to contro aud itor y int elligence ll y m a p is u a l
and the abili rs with this type of stro ng menta s, and v
ne characterised by a
sense of activitie spatially
motion. Le ar
using the hearing. tracing l fo r
learn faster rhythm, music, and aids are
usefu n learn
intelligence . Th ey need free arners.
Childre
mber
hands-on ap
pr oa ch
motor Children should be smart le n a greater nu
de ve lo p
to express themselv
es and he rough
experiences
to
s involve better w re engaged th
e motor skill unity to sa
skills: Larg cles to given ample opport of sense
e m us sic for s.
movement
of larg or use rhythm and mu activitie
ou t ac tio ns. Fine mot learning.
bring ab
vo lv e m ov ement which
skills in .
all muscles
involve sm
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telligen
listic In y towards
Natura it
Interpe an a ff in nimals.
reflects
rsonal In
telligen implies . plants and a h
, i. e su c
the abil
ity to
ce
l Intelligenc
e is nature benefits
understa
Intrapersona tdoors iation of
nd and
by the abili
ty The ou c
other pe perceiv te ris ed . Appre ed
op
feelings, le’s moods,
e char ac
nd the self,
needs, learners ould be includ dren
a to understa itations. It
sh
nature fe by giving ch
il
Interpers nd intentions. s, an d lim li ature
o desire ess of early in n
indicate nal intelligence ren’s awaren and e to exp
lo re
sa reflects child , dislikes, a chanc em.
to intera child’s ability in gs , lik es th
ct with their feel cates their a ro u n d
peers, a ad
nd deve ults and . It also indi
lop hea self-esteem s fe el ings and
relation pr es
ships w
ith othe y
lth ability to ex
rs as well.
rs. react to othe
1 3
Ideas for the Classroom
Children develop skills by social interaction.
Why do
children need
activities for
learning?
Small Group Large Group
Pair Working Working Team Working Working
Children learn through different kinds of experiences.
Play Sensorial and Tactile Imitation and Exploring and

Activities Practice Experimenting
Drawing, Painting, Learning through Responsibility and Citizenship and

Colouring Different Mediums Discipline Environmental
Awareness
Children learn through different resources.
Flash cards Stories and Rhymes Reading Wall
Stick puppets
s a t i p n
Picture Alphabet Frieze Pocket Train
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GET SET GO!
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ON MYAAAAA
LEARNING TRAIN
Activity Based Environment—Checklist for Teachers and Coordinators

Planning Time for Activities
My Learning Train is designed as a series for children and as a tool for teachers.
• The books and resources help teachers to create an interactive activity based learning environment.
• The Activity Guide for Parents included in the supplementary readers/worksheets facilitate the
parents to do the same at home. My Learning Train facilitate teachers in creating a student-centric
classroom.
Get Yourself Ready—Learn, Practise, Prepare, Choose, Plan, and Execute
Tick off the tasks as you complete them.
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TEAM HEADS AND TEACHERS GET READY!
ready!
1. Know the books (design and content in detail)
2. Know the tools given in the student’s books: Walk-through to understand how the
book is designed (Table of Contents and flash cards).
3. Know the Teaching Guide (TG): Details of the activities given in the ‘Contents and
Activity Guide’ pages of the student’s books are mentioned here. You can plan
accordingly. Refer to the ‘Weekly Planning Guide’ section in the TG.
4. Read the Table of Contents in detail: Choose the most suitable activities for your
children from the given activity list.
5. Include activity time: Make sure to add introductory and conclusive activities as an
essential part of the lesson planning.
6. Plan and prepare: Activities have to be planned and resources prepared well before.
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GET YOUR CLASSROOM READY!
ready!
1. Get your health and safety arrangements ready: Safety of play area, identity cards,
teaching aids, class first aid kit etc.
2. Get your activity kit ready: Have 10 cm x 10 cm card sheets and 10 cm x 20 cm card
sheets cut and ready. Refer to section ‘Activity Kit and Resource Center’ in the TG.
3. Get the Pocket Trains ready and put them at a level where the children can reach with
ease. Refer to section ‘Creating Classroom Resources’ in the TG.
4. Make pocket theme boards and use them with stick puppets to make them dynamic
and activity based.
5. Get a duty chart ready with pockets where you can put the names, and picture
puppets according to the classroom duties assigned to students. (You can follow the
instructions of making a Learning Train to make a similar duty chart.)
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6. Introduce a kindness chart in the beginning of the session. Put up names of children
who do acts of kindness. Talk about the importance of being kind.
7. Make a ‘Good Habits Bear’. Refer to section ‘Creating Classroom Resources’ in the
World Around Us TG.
8. Get the Alphabet Frieze ready. Refer to section ‘Creating Classroom Resources’ in
the World of Letters TG.
9. Pull out and number all the flash card sets from the books: Pull out from perforation
and not the binding. (Number each complete set with a number. For example, set 1:
all the flash cards will have number 1)
10. Plan and practise short simple instructions: Ask children to repeat the instruction with
the speaking fingers where they make a fist and open one finger at a time repeating
the instructions. Refer to the section ‘Class Division/Settings for Activities’ in the TG.
11. Talk about classroom rules with the children. They can be written on a chart and put
up in the class. Refer to them regularly.
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GET READY FOR THE PARENTS!
ready!
1. Send a note to the parents saying, ‘Please cover the books with a transparent sheet,
for books to be identifiable by their colours.’
2. Arrange an orientation session for parents where you explain to them why activities
are important. Demonstrate a few activities from the book in front of the parents.
Explain the importance of communication between parents and teachers.
3. Pull out the Activity Guide for Parents from the worksheets/readers booklets: Give
parents the handout at the orientation session and explain how to use them.
4. Discuss health and safety norms with parents: Request them to respond to your
queries and concerns at the earliest.
5. Hold regular Parent-Teacher Meetings (PTM) as per school schedule: A platform to

share information not only about the children but the changes required and happening
in the school system.
6. Invite the parents, with school administration’s permission, to attend a few regular
storytelling and activity lessons as participants.
7. Plan and organise a small presentation by the class for the parents in a few PTMs
during the academic sessions.
8. Burn a CD of the songs/rhymes/storytelling by the children. Give it to the parents

at the end of the year.
9. Develop and maintain students’ profiles. Collect information about their habits, etc.
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Class Division/Settings for Activities
In the classroom, teachers can interact with learners in different ways. Using the most appropriate
interactive activity is a fundamental factor in the success of any lesson. Here are five suggested
interactive strategies for various activities proposed in the book:
Children form part of a Here the learners

big group (in the shape of work in pairs
a circle/square/rectangle) at their desks/
with the teacher. The teacher activity space.
can play the tambourine,
ring a bell, or sing a song
Large Group with the students for the
Activities Pair Activities
class activity.
Children can be divided into groups of 4/6 depending on the activity,

and all the groups are to carry out the activity simultaneously. The group
starts the particular activity together and they are facilitated by the teacher.
The teacher can use colour-coded cards or cut-outs to divide the class
Small Group into groups.
Activities
Here children work by Here the class is

themselves. Teachers divided into two
should facilitate the teams for activity
Individual students. time.
Activities Team Activities
Present below are a few suggestions for helping children understand the settings in
which the activities need to be conducted.
• Plan the settings and instructions that you will tell children for each
activity beforehand. Find a
Shake
partner
• Keep the instructions short and precise. hands.
• Plan 2–3 instructions for Pre-Nursery and Nursery, and not more Stand
up.
than 4–5 instructions at a time for Kindergarten.
• Talking Hand: Instead of teachers repeating the instructions, ask
the children to listen and repeat the instructions by closing their
left fist self-facing, opening one finger at a time, and repeating the
instructions a few times before the activity.
• The Talking Hand will later be used for blending and segmenting sounds in words and counting
syllables as the children progress.
• Rhymes such as ‘Good Morning’ from the student’s book, World Around Me Kindergarten (page 2)
can be used for a pair activity where the children find a partner and say, ‘Good Morning’.
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Activity Kit and Resource Centre
A simple hands-on Activity Kit can help the teachers conduct a large number of activities. Activities
can mostly be made with 10 cm x 10 cm cards, stationery, and daily tools that are easily accessible to
teachers. The following tools have been suggested after keeping in mind the general availability of
material across regions and schools.
Essential Materials Required for the Activity Kit
Material Approx. Material Approx.

required Quantity required Quantity
Flash cards–5 different colours 100 cards Scissors 2

10 cm x 10 cm each colour
Flash cards–White 100 cards Paper cutter 1
10 cm x 20 cm
Ice cream sticks 500 Stationery—pencil, eraser, 1 each
sharpener, short scale, long
scale
Bowls Minimum 10 Poster colours and paintbrushes 1 set
per class of different thickness
Bags for storing resources As per Crayons 1 set

(Recycle and reuse as much as requirement
possible)
Flat tipped, thick sketch pens 10 each Lamination tape–Packing 2 rolls
(black, red, blue) transparent tape–5 cm width
(As they are more effective to use
than the round tipped markers)
Normal sketch pens 1 set Stapler and pins 1
Adhesive 2 refillable Hole punch 1
bottles
Small and medium sized rubber As per Drawing pins 1 set
bands requirement
Sandpaper 6 sheets Chart paper As per
requirement
Additional Resources for Resource Centre

class library with books of short stories that have bright and big illustrations wooden
letters jigsaw puzzles of capital and small case letters magnetic letters/numbers/
shapes and magnetic board slates and chalk mini-whiteboards and whiteboard
markers sandpaper letters flash cards of letters and pictures real or toy microphone
a small makeshift stage audiovisual aids picture reading charts picture puppets
letter puppets effective and interactive theme boards a print rich environment prop box
containing hats, umbrellas, and so on which can be used for dramatisation mirrors
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Resource Management
• List out all your resources and update the list regularly.
• Fill in the resource information list detailing all the resources you have created so that other
teachers can share it too. Have a digital space assigned to easily conduct activities with digital
resources to reduce use of attendance registers and paper.
• Always stock supplies in advance.
• Use even the smallest low-cost resource carefully and avoid any kind of wastage.
• Reuse and recycle everything you can.
• Have a place for everything and encourage children to keep everything in its place.
• Encourage proper handling by children of materials right from the beginning.
• Encourage active participation of students in class. Allot tasks to the children and encourage them
to take on responsibility.
Frequently Asked Questions

Q: How will we finish our syllabus if we conduct activities? What will the parents say? Activities
and experiences are an integral part of the pre-primary syllabus. It is only after children do activities
that we should guide them towards writing, following the cycle: Listening – Speaking – Reading –
Writing. Activities will manifest in skills of the learners, who will be able to show parents how and
what they have learnt. This series also includes activity suggestions for parents, which they can
conduct at home to reinforce topics taught in schools.
Q: How can activities be conducted with a large class size? Activities can be conducted in varied
settings and are designed to cater to average class sizes—very large class sizes in pre-primary must
be avoided.
Q: How can we conduct all the activities within our lesson time? Doing all the activities is not
mandatory. However, it should be noted that each activity suggested has been classroom tested and
is designed to be short as per the attention spans of the children, so they can be easily applied in the
classroom—they go hand-in-hand with the curriculum.
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KNOW THE COURSE
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Resources of the Student’s books
TABLE OF CONTENTS AND

WALK-THROUGH ACTIVITY GUIDE
Walks the teachers and parents Teachers can choose and plan
through the features of the book from this list according to the
with examples. needs of their classes.
STICKERS
Sticker activities can ASSESSMENT STICKERS
be sent home for one Can be used on worksheets
to one activity time and notebooksfor the learning
with the parents. outcomes and observations
Flash cards
Flash cards are a very important teaching and learning tool. These must be given to the children at
regular intervals.
• Remove the flash cards from the perforation near the binding as soon as the children bring the
books to school.
• Number each complete set with one number or symbol for easy identification. For example, all
the cards of the first set should be marked with the same symbol. This helps when the cards get
mixed up.
• The set of flash cards sets can be used with pair/small/large group activities.
• Use flash cards for individual activities for observation and assessment of learning.
• Start by using only 10 sets of flash cards and add as required. Use the other sets to create games
and stick puppets.
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Managing Flash Cards – Distribution and Collection
Bring 10 bowls to the class. Write the numbers 1 to 10 on the bowls with markers. Cover the numbers
written on the bowls with transparent adhesive tape. Place the flash cards according to their numbers in
bowls. Children can collect the bowls number-wise and put them back in their places after an activity.
Parents Activity Guide

A pull-out activity guide for parents is added within the World of Letters,
World of Numbers, and World Around Me readers/worksheets.
It provides detailed activity suggestions for parents to easily follow at
home to help develop their child’s skills and reinforce topics taught in
school.
Please Note: The Activity Map and the Weekly Planning Guide will
help the teacher to plan and map activities in school.
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ACTIVITY
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MAP
The following table maps the activities and the teaching guide page numbers to the pages of the
student‘s book to help teachers see the activities at a glance and plan. All activities are not mandatory
and can be done as per teacher’s convenience.
Chapter and TG Activity name / number as seen Suggested Interactive

Student’s Book page in the Table of Contents of the Strategy and approximate
page number number Student’s Book time
Number Train p. 29 Activity 1: Counting Individual activity (20 min)
(p. 1) p. 29 Activity 2: Numbers and Values Pair activity (20 min)
Count and Write p. 29 Activity 3: Numbers from 1 to 10 Small group activity (20 min)
(p. 2)
Let’s Compare p. 30 Activity 4a: Sing and Act Large group activity (10 min)
(p. 3) p. 30 Activity 4b: Many and Few Small group activity (20 min)
p. 30 Activity 5a: Obstacle Course Small group activity (20 min)
p. 30 Activity 5b: Big to Small Small group activity (20 min)
p. 31 Activity 5c: Tall and Short Large group activity (15 min)
p. 31 Activity 6a: Long and Short Individual activity (15 min)
p. 31 Activity 6b: Thin and Thick Individual activity (15 min)
p. 31 Activity 7: Up and Down Individual activity (15 min)
Big and Small p. 31 Activity 8a: Big and Small Small group activity (25 min)
(p. 4) p. 32 Activity 8b: Big and Small Toys Large group activity (10 min)
More and Less p. 32 Activity 9: More and Less Shells Small group activity (25 min)
(p. 5)
Time to listen! p. 32 Activity 10: Story Time Large group activity (30 min)
(p. 6) p. 33 Activity 11: Comparison Large group activity (20 min)
p. 33 Activity 12: Read and Draw Large group activity (25 min)
p. 33 Activity 13: Narrow and Wide Small group activity (15 min)
p. 33 Activity 14a: Circle Time Large group activity (25 min)
p. 33 Activity 14b: Big and Small Bears Individual activity (25 min)
I Can Compare! p. 34 Activity 15: Match the Pictures Small group activity (25 min)
(p. 7)
Time to Listen p. 34 Activity 16: Jack and the Large group activity (30 min)
(p. 8) Beanstalk
p. 34 Activity 17: Comparisons Pair activity (25 min)
Meet More Shapes p. 34 Activity 18: Sort the Shapes Large group activity (30 min)
(pp. 9–11) p. 35 Activity 19: Identify the Shapes Individual activity (40 min)
p. 35 Activity 20: Match the Shape Large group activity (25 min)
p. 35 Activity 21a: Fold and Find Individual activity (10 min)
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p. 36 Activity 21b: Match the Shape Small group activity (20 min)
p. 36 Activity 22: Draw with Shapes Individual activity (25 min)
p. 36 Activity 23: Sort the Shapes Small group activity (25 min)
p. 37 Activity 24a: Arranging Patterns Small group activity (25 min)
p. 37 Activity 24b: Draw the Shape Individual activity (30 min)
p. 37 Activity 25: Patterns Large group activity (25 min)
I Can Observe! p. 38 Activity 26: Missing Object Large group activity (20 min)
(p. 12) p. 38 Activity 27a: More/Less Pair activity (25 min)
p. 38 Activity 27b: Find the Partner Pair activity (25 min)
Let’s Print p. 38 Activity 28: Values from 11 to 20 Small group activity (25 min)
(pp. 14–15) p. 39 Activity 29a: Numbers with Individual activity (30 min)
Cotton Buds
p. 39 Activity 29b: Counting Large group activity (15 min)
p. 39 Activity 30–31a: Threading Individual activity (15 min)
Beads and Counting in Tens
p. 39 Activity 31b: Counting with Balls Individual activity (15 min)
p. 40 Activity 32: Bundles of Ten Individual activity (25 min)
I Can Fill! p. 40 Activity 33a: Missing Friends Small group activity (25 min)
(p. 16) p. 40 Activity 33b: Missing Numbers Large group activity (15 min)
Let’s Meet p. 40 Activity 34a: Number Line Large group activity (20 min)
Numbers 11–20 p. 41 Activity 34b: Counting 11–20 Small group activity (30 min)
(pp. 17–26)
p. 41 Activity 34c: Count the Number Individual activity (20 min)
p. 41 Activity 34d: Bingo Individual Activity (25 min)
I Can Trace and p. 42 Practice Activity: Counting 1–20 Small group activity (25 min)
Write!
(p. 27)
Numbers with p. 42 Activity 35a: Caterpillar Walk Large group activity (20 min)
Thumbprints p. 42 Activity 35b: Thumbprints Individual activity (25 min)
(p. 28)
I Can Paste and p. 43 Activity 36: Numbers 1 to 20 Small group activity (30 min)
Count!
(p. 29)
I Can Draw! p. 43 Activity 37: Find the Ducklings Small group activity (25 min)
(p. 30) p. 44 Activity 38: Missing Numbers Large group activity (20 min)
I Can Count! p. 44 Practice Activity: Numbers 1–10 Large group activity (30 min)
(p. 31)
Number Names p. 45 Activity 39: Number Names Individual activity (30 min)
(pp. 32–33)
Birthday Fun! p. 45 Practice Activity: Introducing Large group activity (30 min)
(p. 34) Numbers
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Meet More p. 45 Activity 40: Counting 21 to 30 Large group activity (30 min)
Numbers
(p. 35)
I Know More p. 46 Activity 41–42: Counting with Pair activity (20 min)
Numbers! Beads
(p. 39)
Meet More p. 46 Activity 43: Number Values Individual activity (20 min)
Numbers
(p. 38)
Let’s Compare p. 46 Activity 44: Comparing Large group activity (30 min)
Numbers Numbers
(pp. 46–48) p. 47 Activity 45: Number Names Pair activity (25 min)
Let’s Learn to Add p. 48 Activity 46: Adding 1 Individual activity (20 min)
(p. 49) p. 48 Activity 47: Adding 1 More Small group activity (25 min)
p. 48 Activity 48a: Number Line
Jumps
p. 49 Activity 48b: How Many Carrots Large group activity (20 min)
Does He Have?
Magic with the p. 49 Activity 49: And 1 More… Large group activity (30 min)
Numbers p. 50 Activity 50: Number Line Large group activity (15 min)
(pp. 50–51)
p. 50 Practice Activity: Add 2 Apples Pair activity (20 min)
p. 50 Practice Activity: Adding 2 Individual activity (20 min)
I Can Add! p. 51 Activity 51a: Adding Numbers Individual activity (20 min)
(pp. 52–54) p. 51 Activity 51b: Add the Numbers Individual activity (30 min)
Let’s Learn to p. 52 Activity 52: How Many are Left? Large group activity (30 min)
Subtract p. 52 Activity 53: Subtracting 1 Individual activity (20 min)
(pp. 56–60)
p. 53 Activity 54a: Subtraction with Individual activity (25 min)
Sticks
p. 53 Activity 54b: Subtraction Large group activity (20 min)
p. 53 Activity 54c: Number Line Large group activity (20 min)
p. 54 Activity 54d: Bowling Pair activity (15 min)
Subtracting Numbers
p. 54 Activity 54e: Subtraction Sums Individual activity (20 min)
Fun with 0 p. 54 Activity 55a: Introducing 0 Large group activity (20 min)
(p. 61) p. 55 Activity 55b: Adding 0 Individual activity (25 min)
p. 55 Activity 55c: Counting Pebbles Small group activity (15 min)
p. 56 Activity 55d: Sums Individual activity (30 min)
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Meet More p. 56 Activity 56a: Counting with Small group activity (25 min)
Numbers Beads
(pp. 63–65) p. 56 Activity 56b: Aim and Throw Large group activity (20 min)
p. 56 Activity 56c: Count the Toys Small group activity (25 min)
p. 57 Activity 56d: Numbers 1–50 Large group activity (15 min)
p. 57 Activity 56e: Arrange the Toys Large group activity (15 min)
Grandma and p. 57 Activity 57a: More Numbers Pair activity (40 min)
Grandpa p. 58 Activity 57b: Counting with Individual activity (25 min)
(pp. 66–67) Beads
More Number p. 58 Practice Activity: Number Large group activity ( 30 min)
Names Names 11–20
(pp. 68–70)
Fun with Shapes p. 59 Activity 58a: Making Figures Small group activity (20 min)
(p. 74) with Shapes
p. 59 Activity 58b: Puzzles Individual activity (20 min)
p. 59 Activity 58c: Rebuilding Shapes Individual activity (20 min)
More Additions p. 59 Practice Activity: Number Strips Small group activity (20 min)
(p. 75) p. 59 Practice Activity: Addition with Individual activity (20 min)
Number Strips
p. 60 Practice Activity: Adding the Individual activity (20 min)
Same Numbers
p. 60 Practice Activity: Number Pair activity (25 min)
Families
I Can Skip and p. 60 Activity 59: Skip Along Large group activity ( 20 min)
Count! p. 60 Activity 60: Skip a Block Individual activity (20 min)
(p. 77)
I Can Build p. 60 Activity 61a: Building Numbers Individual activity (20–25
Numbers! min)
(pp. 86–87) p. 60 Activity 61b: Number Values Small/Pair/Individual
activity (20–25 min)
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ACTIVITY SUGGESTIONS FOR STORIES
Please Note: Story time should be fun! Give the children enough opportunity to revisit and practise.
The stories can be modified/shortened/lengthened according to the abilities of the children. The stories
can be repeated in all three levels to both help the children revisit the stories to boost comprehension
and the development of verbal skills. Children must not be forced to memorise or rote learn the stories
without understanding them.
Mentioned below are the activities suggested for all the levels in both the World of Numbers and World
Around Me books. The stories can be repeated, modified, and used in all levels and activities can be
included to make them interesting.
Folk tales and story-telling: Pakistan has a large number of storytelling techniques from different
parts of the country. We have compiled below a few for you to use with different stories.
Nazm Kahani Tell a story using a rhythmic pattern. The voice modulation and rhythm
helps the children to visualise the story and help in creative imagery.
Prop Bag A cloth bag with objects, puppets, and dolls to narrate stories can be
used for some of the stories.
Story Box A cardboard box with different kinds of dupattas, dumroo, dholak,
puppets, caps, etc. can be used to create a magic box for story-telling .
Making Scrolls A scroll of paper with stories drawn on it can be rolled onto a stick
and unrolled while narrating the story.
Making a Make-Shift The staff (3–4 feet long) can have 3–4 feet strips of colourful cloth tied
Curtain on one end. The strips can be knotted together and opened when
required to make a curtain. The staff can be held horizontal and used
as a backdrop or a curtain for the children to enact plays in the class
or outdoors.
Also, this can be used as a backdrop for recitation and individual
story-telling by the children.
Dramatisation Children can be asked to re-enact a given story. Teacher to facilitate
the children.
Under the Tree Story-telling out doors under trees creates scope for children to be
close to nature, to observe small changes, feel the breeze, and simply
just be outside for a change of environment.
16 1
WEEKLY PLANNING GUIDE
Please Note: The Weekly Planning Guide is just a guide and a broad outline. It can be modified
to suit the learners pace and the classroom environment.
• The children can borrow the flash cards from Nursery for comparisons and sequencing activities.
• Flash cards are an important resource and children must be given an opportunity to use them
regularly.
Week Student’s Book Page Numbers Week Student’s Book Page Numbers
1 Page 2: Count and Write 2 Page 6: Time to Listen! (Goldilocks and

Page 3: Let’s Compare the Three Bears)
Page 4: Big and Small Page 7: I Can Compare!
Page 5: More and Less Page 9: Meet More Shapes

Flash cards: Introduce the 1 to 20 cards.
3 Page 8: Time to Listen (Jack and the 4 Page 12: I Can Observe
Beanstalk) Page 13: Popo, The Parrot (prepositions)
Page 10: I Can Match! Pages 14–15: Let’s Print (11–20)
Page 11: I Know More Shapes!
5 Page 16: I Can Fill! (1 to 10) 6 Page 19: Let’s Meet the Number 13
Page 17: Let’s Meet the Number 11 Page 20: Let’s Meet the Number 14
7 Page 22: Let’s Meet the Number 16 8 Page 25: Let’s Meet the Number 19
Page 24: Let’s Meet the Number 18 Page 27: I Can Trace and Write!
9 Page 1: Number Train: Fill in the 10 Page 35: Meet More Numbers (21 to 30)
Missing Page 36: I Know More Numbers!
Numbers from 1 to 20 (1 to 30)
Page 28: Numbers with Thumbprints Page 37: I Can Fill! (1 to 30)
Page 29: I Can Paste and Count! (1 to
20)
11 Page 31: I Can Count! 12 Page 30: I Can Draw! (10 to 1)

Number Names ( 1 to 10) reading and Sequencing—Backwards counting
recognition
Page 32: Number Names (1 to 5)
Page 34: Birthday Fun! (1 to 10)
Use appropriate activities for recording learning outcomes.
1 17
13 Page 38: Meet More Numbers 14 Page 33: Number Names (6 to 10)
(31 to 40) Recap–practice and assess the learning
Page 39: I Know More Numbers! outcomes.
(1 to 40)
Page 40: Froggy Jumps (1 to 40)
15 Page 41: Meet More Numbers 16 Page 43: Party Time! (1 to 50)
(41 to 50) Page 44: I Can Circle!
Page 42: I Know More Numbers! Page 45: I Can Fill!
(1 to 50)
17 Page 49: Let’s Learn to Add 18 Page 51: Magic with the Number 2
Page 50: Magic with the Number 1 Page 52: I Can Add!
Page 53: I Can Count and Write!
19 Page 54: I Can Add! 20 Pages 46–47: Let’s Compare Numbers

Page 55: Let’s Learn about Zero!
21 Page 48: I Can Use Signs! 22 Page 56: Let’s Learn to Subtract
23 Page 57: I Can Subtract! 24 Page 59: I Can Subtract!

Page 58: I Can Count and Cross Out! Page 60: I Can Listen and Cross Out!
Page 61: Fun with 0
25 Page 62: I Can Fill! (1 to 50) 26 Page 63: Meet More Numbers (51to 70)
Page 64: Meet More Numbers (71 to 90)
Page 65: Meet More Numbers
(91 to 100)
27 Pages 66–67: Grandma and Grandpa 28 Pages 68–70: More Number Names
Activities with making bundles of (11 to 20)
ten using sticks/card sheets strips Page 71: I Can Spot Differences!
(use the strips from the borders of the Page 72: I Can Fill!
flash cards).
29 Page 73: I Can Find! 30 Page 77: I Can Skip and Count!
Page 74: Fun with Shapes Page 78–80: I Can Fill in So Many
Page 75: More Additions Numbers! (1 to 100)
Page 76: I Can Recall! Recap 1 to 100/1 to 50 as suitable to the

learning levels.
18 1
31 Page 81: A Number Story 32 Page 83: Numbers, Numbers, Up and
(Chirpie Chip and and Her Friends) Down (Ascending and descending order)
Page 82: On time! Use the number strips and flash cards at
(Introduction to the clock) the end of the book, for the activities
33 Page 84: Before, After, In Between 34 Pages 86–87: I Can Build Numbers!
Page 85: I Can Add and Subtract! (Recap and practice)
35 Take them through the book and 36 Recap and Practice

encourage them to read words or
instructions.
37 Recap and Practice 38 Use the worksheets to record the learning

outcomes of the children.
1 19
STORING AND
AAAAA
MANAGING
AAAAA MATERIALS
Colour-Coding: Labels of various colours can be used to differentiate between the materials made
by the teacher for different subjects. For example, an orange label can be pasted on a packet carrying
material for an English activity, a purple label can be used for Maths, and a light blue label for General
Knowledge.
Number-Coding: Each packet can be given its own particular alpha-numeric code to act as a reference.
This way teachers can easily identify the resource later. For example, you can use ‘E’ to represent
English, ‘M’ for Maths, and ‘GK’ for General Knowledge. Refer to the given image below to use as
an example:
E-1 E-2
Sample (English): Picture puppets Picture puppets
A to Z (2 sets) a to z (2 sets)
Recording in a Diary: The teaching resources created and used for activities should be noted down
in the teacher’s diary to create a database which the teacher can use in future.
The following format can be used to make entries in the teacher’s diary. This will enable teachers to
reuse resources easily in future.
Activity No. Topic Date Aids Used

Activity 1 Picture puppets 26.3.2020 E1 A to Z (2 sets)
Saving, Reusing, and Modifying: If the materials are laminated and used carefully, they can be used
in the next session.
Worksheets: Worksheets should be used together with activities mentioned in the student’s books and
teaching guides to reinforce topics taught at that level. Worksheets should be regularly sent to parents
if children need to revisit the topic taught in school. This can be achieved if some of the worksheets
are pasted in the children’s notebooks.
Storing Flash Cards: Each book has been provided with a set of flash cards. This is how you can
store them:
• Number the flash cards of each book (with a permanent marker) with the roll numbers of the
children.
• Numbering the flash cards helps you to place the cards with the correct set if they get mixed up.
Give children the opportunity to read them for a day or two as reading sheets before tearing
them into flash cards.
• Get a set of transparent resealable bags to store the cards.
• You can also devise your own methods of storage as per your convenience.
20 1
CREATINGAAAAA
CLASSROOM
AAAAA
RESOURCES
Making ‘My Learning Train’ for the Classroom

The method to create the resource known as ‘My Learning Train’ for classroom usage is given below. It
must be placed where children can reach easily. The number of pockets in the train can vary according
to the space available in the classroom.
Materials Checklist:
• Four chart paper strips of dimensions 70 cm × 19 cm
• One chart paper strip of dimensions 19 cm × 20 cm
• Twenty-six 10 cm × 10 cm flash cards of different colours
• Circles of diameter 5 cm each
• Adhesive
Instructions:
1. Place the flash cards on the chart paper strips to get the spacing right.
2. Spread adhesive on three sides of the flash cards and paste them to make pockets.
3. Put them up in a single row to make the Learning Train. Refer to the image below to use as an
example:
Each flash card should

have adhesive on 3 sides
to make a pocket.
Stick Puppets
Stick puppets are a resource to be used for different activities mentioned in the ‘Activity Bank’ section
of the teaching guide. It can be used for display and also as an interactive resource for activities.
• 10 cm × 10 cm cards and 10 cm × 20 cm cards Stick puppets of star
and heart shapes placed
• Pictures relevant to each activity (fruits, toys, etc.)
in the Learning Train
• Transparent packing tape.
• Ice cream sticks
• Adhesive
• Recycled–reusable bags for storing resources.
Instructions:
1. You can write letters, words, numbers, or draw any illustration from the books on cards to make
stick puppets.
2. Paste the cards on sticks and make sets of stick puppets for the children to use. Refer to the given
image.
3. Laminate with tape if required—please note that the children will be holding the material with
the sticks.
4. Store in bags and label neatly.
1 21
5. Add the name of the set and the teacher who made it in the diary/register used for record keeping
so that all the teachers know it is there and can share, exchange, and reuse to optimise each
resource.
Please Note: For word-building exercises, letters can be written on 5 cm x 10 cm cards.
Similarly, picture cards can be made by simply enlarging pictures from the student’s books and pasting
them on 5 cm x 10 cm cards. They can be laminated for long-term use.
Number Puppets
Number puppets (stick
Stick puppets which display numbers (1, 2, 3, etc.)
puppets of numbers)
Materials Checklist (for each set): placed in the Learning Train
• Twenty 10 cm × 10 cm cards of any colour
• Adhesive
• Two 12 cm × 10 cm resealable transparent bags
• Twenty ice cream sticks
• Black, blue, and red markers
• Two 10 cm × 10 cm purple cards for labeling
Instructions:
1. Create stick puppets with numbers 1 to 20 written on the cards. Refer to the given image to use
as an example.
2. Keep them in the resealable transparent bags. Place the number puppets 1 to 10 in one bag and
11 to 20 in a second bag.
3. Write the activity numbers and the topics the puppets will be used in on purple cards. Staple each
card outside the respective bag.
Please Note: If you are making more than one set of Number Puppets for number skills, then each
set of Number Puppets should be in a different colour to help in distribution and collection.
Number Value Puppets
Stick puppets which display objects of varying quantity (2 cats, 4 smileys, etc.)
Materials Checklist (for each set): Number Value puppets
• Twenty 10 cm × 10 cm cards of any colour (stick puppets depicting
quantity of objects) placed
• Twenty ice cream sticks
in the Learning Train.
• Adhesive
• Black, blue, and red markers
• Sketch pens/stickers
• Two 12 cm × 10 cm resealable transparent bags
• Two 10 cm × 10 cm purple cards for labeling
Instructions:
1. Create stick puppets with images drawn on the cards. These images will vary in quantity (e.g. 2
cats, 4 smileys etc.) and represent number values. Refer to the given image to use as an example.
2. Keep them in resealable transparent bags. Write the activity numbers and the topics the puppets
will be used in on purple cards. Staple each card outside the respective bag.
22 1
Theme Boards
Theme boards are used to display images/scenes from stories (jungle, farm,
rooms of a house, etc.). For theme boards, chart papers of different colours
can be used to create different backgrounds as per the requirements of the
activity (for example, jungle animals drawn or pasted for an activity related
to the jungle.)
• Chart papers of 2–3 colours
• Picture and word stick puppets
Instructions:
1. Cut the chart paper to the size of the required theme board. Draw or paste images on the chart
paper as per requirement of your desired theme board, and slightly fold upwards from the bottom
to make a pocket.
2. Staple the upward fold every 2/3 inches.
3. Fix the chart paper on the board and keep adding and removing the stick puppets as per the topic
being taught in class.
Strategies to Encourage Student Participation
By making classroom activities highly interactive, teacher can promote optimal learner participation,
leading to an urge to use language both in speech and writing. The selection of strategies is left to the
discretion of the teacher. However, the following are recommended:
Structured
Dramatisation
conversation
Free Reading aloud

conversation in small groups
Activities, tasks,
Circle Time and
language games
Exploring digital Telling and retelling

resources stories, anecdotes,
and jokes
Recitation of rhymes,
poems, and making Interpreting
observations on a given pictures, sketches,
topic/theme and cartoons
Pair, group, and

individual work
1 23
FLASH CARD ACTIVITIES
AAAAA AAAAA
FOR NUMBER SKILLS
Pre-Nursery, Nursery, and Kindergarten have different sets of flash cards but teachers teaching
different grades can borrow them as required:
• To recapitulate topics taught at the level.
• To teach matching, sorting, sequencing etc.
The following are suggested ways in which flash cards can be used by the teachers to engage students.
Further details of the activities mentioned below are given in the ‘Activity Bank’ section of each TG.
Flash Cards Activity 1: Sequencing and Patterns

Nursery flash cards Sequencing and Patterns Read and Match
Print/Make reading cards
and combine them with
the flash cards.
square circle triangle
Flash Cards Activity 2: Pre-Number Concepts and Reading

Nursery flash cards Pre-Nursery
Identification and Matching of similar objects
Reading and Vocabulary Building (Kindergarten)

Make reading cards and ask the children to identify the word with the picture and match.
far on under same
Flash Cards Activity 3: Number Values and Number Names

Pre-Nursery Nursery flash cards
Count and arrange in order
24 1
Count and place the correct value Match the numbers to their value and
number names
Make number name cards
one
two
Flash Cards Activity 4: Numbers and Values—Counting in Tens and Ones

Count and arrange in order Kindergarten Flash cards
Use two sets to play snap
Count and place the correct value Now children can make bundles with the
card sheets border (1 cm x 5 cm given with
the flash cards) with the help of small
rubber bands
Use the Nursery and Kindergarten flash Match the numbers to their value and
cards to match the same values number names
eleven
Flash Cards Activity 5: Number Building/Place Values

Understanding Number Building/Number Values and Place Value
Kindergarten Flash cards Place 1 to 9 cards to
build numbers 11
onwards
1 0 1 1 1
1 25
Flash Cards Activity 6:
Use flash cards for number building and comparisons with pages 86–87 of the student’s book.
Borders around flash card sheets can Flash cards 1–9 (Front and back)
be separated into 1 cm x 5 cm strips
and used for counting activities
Flash Cards Activity 7: Addition and Subtraction

Use flash cards and counting strips for addition and subtraction.
Shift the counting strips under the number 2 and 3 add

and show that they count upto 5.
Ask the children to place the counting strips under the

far left number of the equation. Take away the number of
strips equal to the second number of the equation. Place
the sticks you pick up under the answer of the equation
that is on the far right of the equation. Children will
count the remaining sticks as the answer.

Use flash cards to see the value of numbers and place the greater and lesser than sign. They can then
flip the card over—see the number to compare and understand greater/lesser numbers.
26 1
Use flash cards for backward counting 10–1 and to explain ascending and descending order.
Flash Cards Activity 10: Numbers Strips and Numbers through 10

Please Note: You can buy a set of Montessori Number Rods made of wood for your Resource centre
and start with that for the children to actually experience 1 as small and 10 as big.
a. Arrange the number strips in order from 1 to 10. Children even in the Pre-Nursery can do this
activity to see the strips increasing from 1 to 10.
Arrange number strips 1 to 10, counting Match the strips to the number flash cards
and saying the numbers out loud
10
9
8
7
6
5
4
3
2
1
1 27
Turn the strips and arrange with the numbers
10
9
8
7
6
5
4
3
2
1
b. Use two sets of strips to match strips that are the same
..... ..... .....
..... ..... .....
c. Use the Number strips to add up to and make a number. Understand number bonds, i.e. the
different addition combinations that can add up to a number—for example, 2 + 4 = 6,
5 + 1 = 6, 3 + 3 = 6 or 7 + 1 = 8, 6 + 2 = 8, 2 + 6 = 8, 5 + 3 = 8, 3 + 5 = 8, 4 + 4 = 8.
Count how many blocks are left
to make 9.
Add the number and check if
it fits under 9. If it falls short or
extends, it is wrong.
28 1
ACTIVITY
AAAAA AAAAA
BANK
Activity 1: Counting
• One bowl (for each child)
• Ten sticks/beads (for each child)
Instructions:
1. Give each child ten sticks/beads in a bowl.
2. Demonstrate counting the sticks by arranging them from left to right one at a time.
3. Place a finger on each stick and count.
4. Let children do the same and count from 1 to 10.
Activity 2: Numbers and Values
• Number flash cards
• Value flash cards
Instructions:
1. Seat children in pairs.
2. Give each of them a set of number flash cards 1–10.
3. Tell children to arrange the number flash cards in ascending order from 1 to 10.
4. Then ask them to arrange the value flash cards in order, corresponding to the number flash cards.
5. After children have mastered the use of 1 to 10 cards, introduce the flash cards from 11 to 20.
6. Ask them to arrange the number flash cards and corresponding value flash cards in order from
1 to 20.
Note: Instruct children to keep their cards on opposite sides of the table so that the flash card sets
of the partners do not get mixed up.
7. Introduce page 1 of the student’s book. Ask children to count the numbers from 1 to 20.
Activity 3: Numbers from 1 to 10
• One bowl (per group)
• Fifty-five sticks (per group)
Instructions:
1. Seat children in groups of four.
2. Give each group fifty-five sticks in a bowl and a set of flash cards from 1 to 10.
3. Ask them to arrange the flash cards one next to the other in order from 1 to
10.
4. Tell them to arrange the corresponding number of sticks under each flash card.
5. Let children count the sticks and see which number has the least and which
has the greatest number of sticks.
6. Children can also arrange the flash cards one below the other (as shown in the picture), and the
corresponding number of sticks next to them as shown.
7. Let children complete page 2 of the student’s book independently.
1 29
Activity 4a: Sing and Act
• Rhyme given on page 3 of the student’s book
Instructions:
1. Sing the rhyme with the children and facilitate them to enact the rhyme.
Activity 4b: Many and Few
• Balls (of two different colours)
• Crayons
Instructions:
1. Seat children in groups.
2. Give each group a few balls so that there are more balls of one colour than those of the second
colour.
3. Ask them to sort the balls by colour.
4. When they have sorted the balls, point out to them that there are ‘many’ balls of one colour and
‘few’ balls of the other colour.
5. Turn to page 3 of the student’s book. Encourage children to picture read and try to tell the story.
Ask them to follow the path shown on the page with the index finger.
Activity 5a: Obstacle Course
• Cardboard boxes
• Old tyres
Instructions:
1. Place the objects in a haphazard manner to create an obstacle course.
2. Help children cross the course in small groups.
3. You can initially create an obstacle course using just one set of things, for example, placing boxes
for children to step in/out of tyres to step on.
4. As children practise and develop control over their movement, you can combine different things
to create the course.
Activity 5b: Big to Small
• Chart papers (of two/three different colours)
• Scissors
Instructions:
1. Cut-out circles of different sizes from the chart papers.
2. In class, hold up circles of various sizes and let children compare the sizes using the words ‘big’
and ‘small’.
4. Give each group a few circles. Ask children to arrange them according to their size from ‘big’ to
‘small’.
5. Ask children to count the number of circles they have.
30 1
Activity 5c: Tall and Short
• Stuffed animals (of different heights, ranging from short to tall)
Instructions:
1. Show children the stuffed animals line up according to their heights. Draw their attention to the
different heights of the stuffed animals and point out that one is ‘tall’ while the other is ‘short’.
2. Call two children of different heights in front of the class and let the others compare their heights.
Activity 6a: Long and Short
• Pencils (of different lengths)
• Play dough
• Newspapers
Instructions:
1. Show children two pencils of different lengths. Point out that one is a ‘long’ pencil and the other
is a ‘short’ pencil. This will give them a visual representation of ‘long’ and ‘short’.
2. Next, give them the play dough and tell them to form ‘long’ and ‘short’ snakes.
3. Ask them to identify which snakes are long and which ones are short.
4. You can also give them old newspapers to tear into ‘long’ and ‘short’ strips.
Activity 6b: Thin and Thick
• Play dough
• Books (of different thickness)
Instructions:
1. Show children two books of different thickness. Point out that one is ‘thick’ and the other is
‘thin’.
2. Give them play dough to form ‘thick’ and ‘thin’ snakes and ask them to identify their thickness.
Activity 7: Up and Down
• Sheet of paper
Instructions:
1. Take a sheet of paper and make a paper plane.
2. Fly the plane. As it flies, draw the attention of children to the directions of the plane ‘up’ and ‘down’.
3. Let children also make paper planes and fly them. Ask them to identify the direction as the paper
planes fly.
4. Take children to the playground and draw their attention to the directions ‘up’ and ‘down’ as
they climb up and down the slide or on a flight of stairs.
Activity 8a: Big and Small
• Bottles (of different sizes)
• Toys (of different sizes)
• Water
1 31
Instructions:
1. Show two bottles of different sizes and describe them using the words ‘big’ and ‘small’. Help the
children to fill the bottles with water. Ask them which bottle has more water in it.
2. Seat children in groups of four. Give each group a few toys and ask them to arrange them
according to their size.
3. Ask them to compare the toys using the words ‘big’ and ‘small’.
Activity 8b: Big and Small Toys
• Pairs of big and small objects (like books, water bottles, building blocks, etc.)
• Picture puppets of big whales and small snails
Instructions:
1. Make picture puppets of big whales and small snails.
2. Make children sit in a circle.
3. Hold up the puppets of the snail and the whale and sing the rhyme given on page 4 of the
student’s book.
4. Next, give an object to each child.
5. Call a child at a time to place an object in the centre of the circle. Ask the child with the similar
object to place it next to the object in the centre.
6. Ask both children to compare the sizes of the two objects.
7. Let children complete exercises on page 4 of the student’s book independently.
Activity 9: More and Less Shells
• Shells/beads/sticks
• Stick puppets of a tortoise and a snail (one set for each group)
• Number puppets (1 to 10) (one set for each group)
Instructions:
1. Make picture puppets of a tortoise and a snail for each group.
2. Seat children in groups of four and give each group a tortoise and a snail picture puppet. Give
them some shells and ask them to count them.
3. Give 1 to 10 number puppets to each group. Ask them to arrange the number puppets in order.
Let children take turns to pick up a card and place the correct number of shells next to each
puppet.
4. Ask them to compare the shells in terms of ‘more’ and ‘less’. Ask children to place the snail
puppet next to the shells that are ‘less’ and the ‘tortoise’ puppet next to the shells that are ‘more’
5. Let children complete the exercises on page 5 of the student’s book independently.
Activity 10: Story Time
Instructions:
1. Open to page 6 of the student’s book.
2. Ask children to look at the pictures and re-tell the story given on the page in their own words.
32 1
Activity 11: Comparison
• Picture puppets from the story ‘Goldilocks and the Three Bears’ of 3 chairs, 3 beds, 3 bowls in 3
different sizes (small, medium, and big), etc.
• Learning Train
Instructions:
1. Make picture puppets in sets of three different sizes (small, medium, big) as mentioned in the
story ‘Goldilocks and the Three Bears’ on page 6 of the student’s book.
2. Distribute the picture puppets. Invite one child to stand up and show their picture puppet. Ask
children with similar picture puppets to stand up.
3. Let children compare their pictures in terms of sizes. Draw their attention towards how the sizes
vary. Help them revise the concept of smallest/biggest.
4. Ask them to place the puppets together in the Learning Train.
Activity 12: Read and Draw
• Drawing sheets
• Crayons
• Pencil
• Eraser
• Story page (page 6 of the student’s book)
Instructions:
1. Once children are familiar with the story, give them drawing sheets and stationery.
2. Encourage them to draw the pictures related to the story.
Activity 13: Narrow and Wide
• Wet chalk/Poster colours and brush
Instructions:
1. Draw narrow and wide paths on the floor at least 1–2 feet long and 4–5 feet long.
2. Ask children to walk on the paths from one end to the other end without stepping on the
outlines.
3. This activity can be done in the playground as well.
Activity 14a: Circle Time
Instructions:
1. Sit with children in a circle.
2. Talk about the importance of safety rules.
3. Ask children questions such as, ‘Should we go out on our own? What should we do if we want
to use someone else’s things?’ etc.
Activity 14b: Big and Small Bears
• Play dough
1 33
Instructions:
1. Give children play dough and help them make big and small bears with it.
2. Ask them to observe the difference sizes. Reinforce words ‘big’ and ‘small’.
Activity 15: Match the Pictures
• 5 cm x 10 cm cards with pictures on them (as given on page 7 of the student’s book)
Instructions:
1. Seat children in groups. Give each group two or three sets of picture cards.
2. Ask children to arrange them as small and big.
3. Ask them to compare the pictures using complete sentences. Groups can exchange the sets and
repeat the activity.
4. Encourage them to use the words: small, smaller, smallest, big, bigger, and biggest.
5. Introduce page 7 of the student’s book and let them complete the exercise independently.
Activity 16: Jack and the Beanstalk
• Picture puppets (related to the story on page 8 of the student’s book)
Instructions:
1. Narrate the story of Jack and the Beanstalk to children using a set of the picture puppets.
2. Give children the picture puppets in groups and help them enact the story. Each group can
practice amongst themselves first and then perform in front of the class.
Activity 17: Comparisons
• Picture puppets (related to page 8 of the student’s book)
• Boxes (with labels such as tall, short, more, less, big, and small)
• Marker
Instructions:
1. Distribute the picture puppets among children.
2. Ask them to find their partners.
3. Tell them to compare the pictures using words like ‘tall’ and ‘short’, ‘more’ and ‘less’, ‘big’, and
‘small’.
4. Label six boxes as tall, short, more, less, big, small.
5. Ask children to place the puppets in the appropriate boxes.
6. Introduce page 8 of the student’s book and let children complete the exercises independently.
Encourage them to read the words shorter, taller, less, more, bigger, and smaller.
Activity 18: Sort the Shapes
• Ball
• Cube
• Cylinder
• Cone
34 1
Instructions:
1. Seat children in a circle and pass one object around without telling them the shape’s name.
Encourage children to feel its sides, corners, edges, curves, etc., and then tell them the name of
the shape.
2. Seat children in groups. Give each group a few objects and ask children to name the shape.
3. Ask children to find things around them that are similar to the given shapes.
Activity 19: Identify the Shapes
• Cut-outs of circle, triangle, square, star, rectangle, semi-circle, oval
• A3 size sheet of papers (for sorting shapes)
• Adhesive
Instructions:
1. On the sheet of paper make seven columns. Write the name of a shape in each column. Prepare
one such sheet for each group.
2. Show the various shapes cut-outs to children. Name them and write the name of each shape on
the blackboard, to familiarise children with the cut-outs.
3. Hold up the correct shapes and sing the rhymes given on page 9 of the student’s book with children.
4. Hide the cut-outs of the shapes in different places in the classroom (choose places that are easy
for children to locate). Tell children to look for the cut-outs.
5. Ask each child to count the number of cut-outs of each shape individually found. Let them name
the shapes of each cut-out.
6. Seat children in groups of four. Give each group a few shape cut-outs, adhesive, and the prepared
sheet of paper.
7. Ask them to sort the shapes and paste them in the correct columns.
Activity 20: Match the Shape
• Solid shapes (ball, cube, cylinder, cone)
• Cut-outs of flat shapes (circle, triangle, square, star, rectangle, semicircle, oval)
• Feely (Sensory) bag
Instructions:
1. Arrange the cut-outs on a table. Place the solid shapes on one side of the table.
2. Ask children to come forward and place the solid shapes on the correct cut-outs.
3. Place a solid shape in a feely bag. Let children feel it without seeing or taking it out, and name
the shape.
4. Give each child a cut-out of a circle and ask them to fold it into half to make a semicircle. Name
the shape. Write it on the blackboard for the children to see and remember.
Activity 21a: Fold and Find
• Paper cut-outs of circles (one for each child)
• Drawing sheet
• Adhesive
1 35
Instructions:
1. Distribute the cut-outs.
2. Demonstrate how children can fold the cut-outs into half to make semicircles.
3. They can paste them on a drawing sheet/scrap book.
Activity 21b: Match the Shape
• Fabrics (two or three different kinds)
• Scissors
• Adhesive
• Sheets of paper (one for each group)
Instructions:
1. Cut various shapes in pairs out of the fabrics. Paste one pair of each shape on a sheet of paper.
2. Seat children in groups of four, give each group the other pair of the shape and the sheet of paper
with the shapes pasted on them.
3. Ask them to match the shapes and paste the corresponding shapes on the given sheet of paper
next to the correct shape.
Activity 22: Draw with Shapes
• Drawing sheets
• Crayons
• Pencils
• Mini-whiteboards
• Whiteboard markers
• Newspapers
Instructions:
1. Let children practise drawing shapes on sand, mini-white boards, and newspapers.
2. Give each child a drawing sheet, pencil, and a few crayons.
3. Ask children to draw an object using the shapes they have just learnt. Children may draw a
variety of things such as a house, a robot, a scarecrow, or a rocket.
Activity 23: Sort the Shapes
• Cut-outs of circle, triangle, square, star, rectangle, semicircle, oval
• Paper envelopes
• Marker
• Crayons
Instructions:
1. Write the name of one shape on each paper envelope.
2. Seat children in groups. Give each group a few shape cut-outs.
3. Ask them to sort the shapes cut-outs.
4. Place the paper envelopes on a table.
5. Ask each child to put the shapes in the correct paper envelope.
6. Introduce page 9 of the student’s book and let children complete the exercise independently.
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Activity 24a: Arranging Patterns
• Cut-outs of different shapes
• Beads of different colours
• Three-dimensional shapes
Instructions:
1. Place the cut-outs/beads in bowls and give each group a bowl.
2. Seat children in small groups.
3. Ask children to use the cut-outs/beads to arrange in a pattern.
4. Next, they can match the cut-outs of the shapes with the corresponding three-dimensional shape.
Activity 24b: Draw the Shape
• Drawing sheets
• Crayons
• Box
Instructions:
1. Place the cut-outs of different shapes in a box. Give the children drawing sheets and crayons.
2. Ask one child at a time to pick out a shape and name it. Others will draw the named shaped and
a real-life object corresponding to it. For example, if a child says ‘circle’, the others have to draw
a circle or a ball or an orange.
3. Introduce page 10 of the student’s book and let the children complete the exercises independently.
Activity 25: Patterns
• Learning Train
• Clothes line
• Clothes pegs
Instructions:
1. Pin the cut-outs of shapes on the Learning Train pockets to create a pattern.
2. Distribute the cut-outs among children. Ask them to put the cut-outs in the Learning Train
pockets as in the pattern you have placed. Tell them to name the shapes as they place the cut-
outs in the train.
3. Put up a clothes line where children can also reach it. Using clothes pegs, pin up a few shapes on
the clothes line to create a pattern.
4. Distribute the cut-outs among children. Tell them to pin up the shapes on the clothes line
following the given pattern.
5. Instruct children to name the shapes as they put the shapes up on the clothes line.
6. Introduce page 11 of the student’s book to children and let them complete the exercise
independently.
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Activity 26: Missing Object
• Few objects (such as toys)
• Tray
Instructions:
1. Ask children to sit in a circle.
2. Place a tray with a few objects in the middle of the circle. Ask children to observe the objects.
3. Remove a few objects from the tray. Ask children to recall the missing objects.
4. Introduce page 12 of the student’s book and let children complete the ‘Spot and Circle three
Differences’ exercise.
Activity 27a: More/Less
• One pair of trays for each pair of children with things like beads, sticks, clips, crayons in unequal
quantity
Instructions:
2. Ask them to come and pick up one set of trays.
3. They can count the things in each tray and compare to count/see and say which tray has more/
less objects.
Activity 27b: Find the Partner
• Few objects that go together such as a bat and ball, toothbrush and toothpaste, etc.
• Toys
Instructions:
1. Distribute the objects (one to each child) and ask children to find the objects that go with them.
2. Next, place four similar toys and one different one on a table. Ask children to identify the odd
one out.
3. Tell children to open to page 12 of the student’s book. They can complete the remaining exercises
independently.
Activity 28: Values from 11 to 20
For each group:
• Bowls
• Poster colours
• Sponges
• Okra (ladies’ fingers)
• Blank chart paper
Instructions:
1. Seat children in groups of four. Place a bowl in the centre of each group.
2. Put a sponge in each bowl. Pour some paint on each sponge.
3. Give children two halves of an okra.
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4. Demonstrate printing with the okra. Press the cut surface of the okra on the paint-soaked sponge and
then press the paint-coated okra surface on the page. Show children how to make similar patterns for
numbers 11 to 20 on the chart paper.
5. Ask them to open page 14 of the student’s book and make okra patterns on the page independently.
Activity 29a: Numbers with Cotton Buds

• Cotton buds
• Poster colours
• Square-ruled sheets of paper
Instructions:
1. Once children have practised the printing of the number values with the ladies’ fingers, you can
give them poster colours, square-ruled sheets of paper, and cotton buds.
2. Call out a number and ask them to make the related number of cotton bud prints on the paper.
3. You can also encourage children to print patterns using their thumbprints.
Activity 29b: Counting
• Learning Train
• Number puppets
Instructions:
1. Place number puppets in order from 11 to 20 in the Learning Train pockets.
2. Give children ice cream sticks.
3. Let them count and place the corresponding number of ice cream sticks in the pockets of the
Learning Train.
Activity 30–31a: Threading Beads and Counting in Tens
For each child:
• Twenty beads in two colours (ten of each colour)
• String
Instructions:
1. Demonstrate how to string beads and count them.
2. Give each child ten beads of one colour, another ten beads of another colour, and a piece of string.
3. Ask them to count and thread ten beads of one colour.
4. Instruct them to count and string one bead at a time of the second colour.
5. When they finish threading all the twenty beads, tell them to count all the beads together.
Activity 31b: Counting with Balls
• Play dough
Instructions:
1. Give each child some play dough.
2. Tell children to form twenty balls from the play dough.
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Activity 32: Bundles of Ten
For each child:
• One bowl
• Twenty sticks
• Two rubber bands
Instructions:
1. Place twenty sticks in each bowl.
2. Give each child a bowl and two rubber bands.
3. Ask children to count and separate ten sticks from the bowl.
4. Demonstrate how to make a bundle of ten sticks and tie it with the help of rubber band.
5. Ask them to make a bundle of the sticks they have separated.
6. Tell them to place the bundle on the table. Then, ask them to place one stick at a time beside the
bundle and count from 11 to 20.
7. Once the twentieth stick is placed, ask them to count again.
8. Tell them to take a rubber band and form a second bundle.
9. The activity can also be carried out by forming a bundle of ten and then calling out a number.
Children will have to place the corresponding number of sticks next to the bundle.
Activity 33a: Missing Friends
• Number puppets (from 1 to 10)
• Learning Train
Instructions:
1. Distribute the number puppets 1 to 10 to ten children.
2. Call two alternate numbers at a time (For example, 2 and 4).
3. Ask children with those two number puppets to come in front of the class and stand, keeping
space in between them. Ask children which number is missing?
4. Then ask the child with the missing number to come and stand in between to fill the space .
Activity 33b: Missing Numbers
• Number Puppets (from 1 to 10)
• Learning Train
Instructions:
1. Place some of the number puppets in the Learning Train.
2. Hide the missing numbers in places that are easy to locate.
3. Ask children to find the missing numbers and put them in the correct places in the Learning
Train.
Activity 34a: Number Line
• Poster colours and brush
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Instructions:
1. Paint a number line up to 20 on the floor of the classroom.
2. Call the children one by one to jump on the numbers across the number line. As the child jumps
from number to number, everyone can count along.
3. Make sure everyone gets a chance to hop across the number line.
Activity 34b: Counting 11–20
• Number puppets (11 to 20)
• Pencils
• Box
• Small balls
• Sequins
• Notebooks
Instructions:
1. Put up a number puppet of the number being taught (11 to 20) written on it. Show children ten
pencils and ask them to count them with you. Add the required number of pencils (11 to 20) one
by one to them, and ask the children to count the pencils again.
2. Seat children in small groups.
3. Next, give each group a box. Give them small balls. Tell them to count and place the correct
number (11 to 20) of balls in the box as the number puppet you hold up.
4. Alternatively, give each group a packet of sequins.
5. Tell children to open their notebooks and write down the number shown on the number puppet.
6. Now help them to paste the corresponding number of sequins on the page.
Activity 34c: Count the Number
• Drawing sheet
• Crayons
Instructions:
1. Give each child a drawing sheet and some crayons.
2. Instruct them to draw a train with ten bogies. Tell them that the train has twenty wheels. Ask
them to draw fifteen girls and eleven boys in front of the train. After they finish drawing, ask
them to count the boys and girls they have drawn. Draw their attention to the fact the children
are more than the wheels of the train. Ask them how many more children are there than the
wheels?
Activity 34d: Bingo
• Bingo sheets (one per child)
• Crayons
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• Flash cards of numbers (1 to 20)
Instructions:
1. Give each child a Bingo sheet, with numbers from 1 to 20 written randomly on it.
2. Call out the numbers and let children strike off the numbers called, using a crayon.
3. Introduce the page 17 of the student’s book. Ask children to count, following the number line
and the beads.
4. Let them draw the correct number of objects and trace the number.
Practice Activity: Counting 1–20

• Number puppets (11 to 20)
• Learning Train
• Chart paper
• Scissors
• Marker
• Buttons
Instructions:
1. Distribute number puppets (from 1 to 20).
2. Ask children to put them in order from 1 to 20 in the Learning Train.
3. Cut circles from chart paper. Number the circles from 1 to 20. Make sets of circles 1 to 20, as many
as groups of four in your class.
4. Seat children in groups of four. Give each group a set of circles with numbers from 1 to 20 on them.
5. Give them some buttons.
6. Let them arrange the corresponding number of buttons on each circle.
Activity 35a: Caterpillar Walk
• Flash cards of numbers 1 to 20
Instructions:
1. Distribute flash cards of numbers 1 to 20 among the children.
2. Ask children to stand in order from 1 to 20.
3. Help them hold each other around the waist and do a short caterpillar walk.
4. Repeat the activity till all the children have had a chance to take part in the activity.
Activity 35b: Thumbprints
• Poster colours
• Sponge
• Bowls
Instructions:
2. Give each group two bowls. Place a piece of sponge in each bowl.
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3. Pour some poster colour on each sponge.
4. Open to page 28 of the student’s book.
5. Demonstrate how to make a thumbprint. Help children press their thumbs on the paint-soaked
sponge and then press their paint coated thumbs onto the page.
6. Let children make thumbprints on the tortoise shell. Tell them to colour the numbers from 1 to 20.
7. Ask them to look at the picture on the page, count the number of objects, and write the correct
number in the given blocks.
Activity 36: Numbers 1 to 20
• A3 size sheets of paper
• Chart paper
• Scissors
• Marker
• Adhesive
• Pencils
• Crayons
• Number flash cards (1–20)
Instructions:
1. For each group of children, make four columns on the sheet of paper. Draw or paste a picture of
a fruit at the top of each column.
2. Using chart paper, make five small cut-outs of the fruits drawn on the sheets of paper.
3. Seat children in small groups. Give each group cut-outs of the fruits, some adhesive, and the
sheet of paper with the columns drawn on them.
4. Ask children to sort the cut-outs of the fruits and count the number of each type that they have.
They should add up to 20
5. Ask them to paste the cut-outs in the appropriate columns of the sheet of paper.
6. Tell children to write the number of fruits they have pasted at the bottom of each column.
7. Give each group number flash cards from 1 to 20.
8. Ask them to arrange them in order, from 1 to 20.
9. Call out a few numbers. Tell children to pick up those number flash cards and place them
separately.
10. Give children the stickers relevant to the activity from the end of the book, and help them to
complete the exercise on page 29 of the student’s book.
Activity 37: Find the Ducklings
• Number flash cards (1–10)
• Chart paper
• Marker
• Scissors
• Crayons
Instructions:
1. Give children number flash cards from 1 to 10 and let them arrange them backwards from 10 to 1.
2. Draw a duck and ten ducklings on a chart paper. Number the ducklings from 1 to 10. Cut out a
duck and ten ducklings for each group.
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3. Seat children in groups. Give each group a duck and some of the ducklings.
4. Tell children that the duck has lost some of her ducklings. They have to find the ‘missing’
ducklings and arrange them in order, from 1 to 10.
5. Hide the ‘missing’ ducklings in the classroom in places that are easy to discover.
6. Let children search and find the ‘missing’ ducklings and then arrange them in order from 1 to 10.
Activity 38: Missing Numbers
• Number puppets (1–10)
• Learning Train
Instructions:
1. Give children number puppets to arrange backwards from 10 to 1.
2. Place some of the number puppets in the Learning Train.
3. Distribute the remaining number puppets to children. Ask them to put the missing number
puppets in the correct place in the Learning Train.
4. Introduce page 30 of the student’s book to children. Let them complete the exercises independently.
Practice Activity: Numbers 1–10
• Value puppets (1–10)
• Stick puppets
• Notebooks
• Buttons/counters
• Bowls
• Adhesive
• Learning Train
Instructions:
1. On the stick puppets, write the names of the numbers.
2. Sing, ‘One, two, buckle my shoe’ and hold up the correct number puppet and stick puppet while
singing the numbers.
3. Distribute the number puppets and value puppets among children.
4. Let them arrange the number puppets in the Learning Train in order from 1 to 10.
5. Ask them to arrange the value puppets in the corresponding pockets of the Learning Train.
6. Distribute the stick puppets with the number names. Let children place them in the correct
pocket of the Learning Train.
7. Seat children in groups. Give each group a bowl of buttons/counters and some adhesive.
8. Ask children to write the numbers from 1 to 10 in a column in their notebooks.
9. As they write each number, ask them to paste the corresponding number of buttons/counters in
front of each number.
10. Open to page 31 of the student’s book. Encourage children to read the number names. Let them
complete the exercise independently.
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Activity 39: Number Names
• Two sets of blank cards
• Markers
Instructions:
1. Write the names of the numbers from 1 to 10 on one set of cards.
2. Draw stars on the second set of cards to denote the values of numbers from 1 to 10.
3. Seat children in groups. Give them the cards with the number names. Let them arrange the
number names in order, from 1 to 10.
4. Give children the value cards. Let them match the number values to number names, and arrange
them in order, from 1 to 10.
5. Help children to complete pages 32–33 of the student’s book.
Activity 40: Counting 21 to 30
For each pair of children:
• One bowl
• Thirty sticks
• Three rubber bands
Instructions:
2. Place thirty sticks in each bowl.
3. Give each pair of children a bowl and three rubber bands.
4. Ask them to count and separate ten sticks from the bowl.
5. Demonstrate how to make a bundle of ten sticks with the help of a rubber band.
6. Ask them to make two bundles of ten sticks each.
7. Tell them to place the two bundles on the table. Then, ask them to
place one stick at a time beside the bundles and count from 21 to 30.
8. Once the thirtieth stick is placed, ask them to count them all again.
9. Tell them to take a rubber band and form a third bundle.
10. The activity can also be carried out for teaching numbers in tens from
31 to 40 and 41 to 50.
Practice Activity: Introducing Numbers
• Flash cards
• Chart paper
• Pencil
• Crayons
• Markers
Instructions:
1. Introduce numbers from 21 to 30 using a familiar story such as Jack and the Beanstalk.
2. On a chart paper, draw or paste a large picture of Jack. Draw a jar with twenty large beans in it.
1 45
3. Ask children if they remember the story of Jack and the Beanstalk. Invite them to re-tell the story
in their own words. It they do not remember, tell them the story briefly.
4. Hold up the picture of Jack and the jar of beans. Ask children to identify the picture.
5. Tell them to count the number of beans Jack has in the jar. Ask them how many beans Jack would
have if he got one more bean.
6. Draw one more bean in the jar and introduce the number 21. Write it on the blackboard, say
‘twenty-one’ aloud, and ask children to repeat it after you.
7. Repeat the given steps to introduce numbers 22 to 30.
Activity 41–42: Counting with Beads
• Strings (five per child)
• Beads (fifty per child)
• Bowls (one per child)
• Buttons
Instructions:
1. Place fifty beads in each bowl.
2. Give each child five strings and a bowl of beads.
3. Let children string ten beads in each string. Ask them to count as they string the beads.
4. Next, Seat children in groups of four. Give each group some buttons. Have them sort the buttons
by size or colour. Tell them to count the number of buttons they have of each type.
5. Introduce the page 39 first and then page 40 of the student’s book. Help children complete the page.
6. For activity 42, you can thread 100 beads in 10 strings (10 beads in each string) and tie them at
the windowsill and ask children to count them.
Activity 43: Number Values
• Number cards (41–50)
• Value cards (41–50)
• Learning Train
Instructions:
1. Give children the number cards and the value cards.
2. Ask them to match them.
3. Ask them to place the number cards in order from 41 to 50 in the Learning Train.
4. Ask them to place the corresponding value flash cards in the pockets of the Learning Train.
Activity 44: Comparing Numbers
• Three 15 cm × 10 cm cards
• Three ice cream sticks
• Number puppets
• Stick puppets with values of numbers
• Adhesive
• Marker
• Learning Train
46 1
Instructions:
1. Draw or paste a picture of a crocodile on one side of a 15 cm × 10 cm card. On the other side,
paste another picture of a crocodile facing the opposite way. Paste an ice cream stick to it, to
make a stick puppet of a crocodile (used to represent greater than and less than).
2. Draw or paste a picture of a monkey on a 15 cm x 10 cm card. Paste an ice-cream stick on it, to
make a stick puppet of a monkey.
3. Draw the ‘equal to’ (=) sign on a 15 cm x 10 cm flash card and paste an ice cream stick to make a
stick puppet of the ‘equal to’ sign.
4. Hold up the stick puppets of the crocodile and the monkey and tell children the story given on
page 46 of the student’s book.
5. Explain to them that the crocodile always eats up the bigger number.
6. Hold up two number puppets. Ask children to identify the bigger number. Then
ask which number the crocodile will eat.
7. Repeat it with another set of number puppets, and show children that the crocodile
always eats up the bigger number.
8. Distribute the number puppets among children. Ask them to place two numbers at
a time in the Learning Train pockets.
9. Give the crocodile puppet to a child. Ask the child to identify the number that the crocodile will
eat. Tell them to choose the correct side of the puppet and place the crocodile facing the bigger
number.
10. Repeat with another set of numbers.
11. Distribute the puppets with the value of numbers among children. Ask them to place two
puppets at a time in the Learning Train pockets.
12. Give the crocodile puppet to a child. Ask them to identify the value that the crocodile will eat.
Tell them to choose the correct side of the puppet and place the crocodile facing the puppet with
the bigger number value.
13. Repeat with another set of puppets with the number values.
14. Introduce page 46 of the student’s book and help children to complete the page.
15. Hold up the monkey and crocodile puppets. Tell children that sometimes the monkey and
the crocodile will share and eat the same number of fruits. Draw the ‘equal to’ sign (=) on the
blackboard, and tell them that the sign = is used to indicate the same number.
16. Place two number puppets of the same number in the Learning Train.
17. Hold up the puppet of the crocodile, the monkey, and the ‘equal to’ sign. Ask children to place
the correct sign in the Learning Train.
18. Introduce pages 46–48 of the student’s book and help children to complete the exercises.
Activity 45: Number Names
• Deck of cards
• Linking cubes
• Number stick puppets of 5 and 3
• Crocodile stick puppet
Instructions:
1. Seat children in pairs and give them some linking cubes.
2. Shuffle the deck of cards and give each pair a few playing cards.
3. Ask each child to pull out a card, place it face up on the table, and call out the number indicated
by the card.
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4. Tell children to build a tower using the number of linking cubes indicated in the card chosen by
them. Children are required to compare the towers saying which tower has ‘more’ linking cubes
and which has ‘less’.
5. Ask children to look at the cards and indicate the ‘smaller’
and ‘bigger’ number of the two. For example, ‘Five is
bigger than three’.
6. Place a number five value stick puppet and number
three value stick puppet in the Learning Train pocket,
leaving a space of an empty pocket in the train to place
the crocodile stick puppet towards the bigger value. Use
this activity with different number stick puppet. Refer to
the given image to use as an example.
Activity 46: Adding 1
• Sticks
• Bowls
Instructions:
2. Give each group a bowl of sticks.
3. Ask each child to place one stick on the table, then place one more beside it, and count the
number of sticks.
4. Ask children to place the sticks back in the bowl.
5. Next, instruct them to place two sticks, and then one more beside them and count the number of
sticks they have.
6. Let them add sticks in this manner, up to 10.
Activity 47: Adding 1 More
• Sticks
• Dice
• Bowls
Instructions:
3. Ask one child in each group to roll the dice.
4. Ask each child to identify the number on the dice and place the corresponding number of sticks
on the table. Then tell them to add one more stick and count the number of sticks.
Activity 48a: Number Line Jumps
• Wet chalk/poster colours
• 5 cm x 10 cm white cards
• Markers
Instructions:
1. Draw a number line on the floor using wet chalk/poster colours.
2. Use the white cards to make number cards from 1 to 8.
3. Place the number cards next to the number line on the floor.
48 1
4. Invite a child next to the number line, ask them to pick any number card they want and jump as
many times on the number line according to the number card they chose.
5. Continue the activity till all the children have had a chance to do the activity.
Activity 48b: How Many Carrots Does He Have?
• Chart paper
• Scissors
Instructions:
1. Draw a large rabbit on one half of a chart paper.
2. Draw a few carrots on the other half of the chart paper. Cut out the carrots.
3. Show the picture of the rabbit to children. Pin up the picture on the display board.
4. Tell children a story about the rabbit. For example, ‘Hoppy Rabbit lived in a burrow. One day
he was very hungry. He came out of the burrow to look for a carrot. He found a carrot. When he
picked it up, he saw another carrot nearby’.
5. Pin up a carrot next to the picture of the rabbit as you tell the story. Invite a child to come up and
pin the other carrot as the story goes on.
6. Hold up the ‘addition’ sign (+) and ask children to add the carrots: ‘One and one more, is two’.
7. As the story goes on, ask children to add the carrots.
8. Introduce page 49 of the student’s book and help them to complete the page.
Activity 49: And 1 More…
• Stuffed toy
• Feely bag
• Small toys
• Toffees
• Pictures of rides at a children’s fair and the fair itself.
• Stick puppet
Instructions:
1. Make a stick puppet with the ‘addition’ (+) sign on it. Collect a few pictures of rides at a children’s
fair and a picture of the fair itself.
2. Introduce a stuffed toy to children. Tell them a story about the stuffed toy, such as, ‘One day
Teddy went to the fair. There he climbed onto many rides’.
3. Show all the pictures but one of the fair. Ask them to count the number of rides Teddy climbed
onto. Then hold up the addition sign and tell them that Teddy climbed on one more ride. Show
them the last picture and ask them to count the number of rides, for example, ‘Four and one
more is five’.
4. Continue the story by saying, ‘Teddy played various games. He won many prizes’.
5. Place all the toys but one, in a feely bag. Let each child feel the bag and guess how many toys
Teddy won.
6. Reveal the toys and ask children to count the number of toys. Then hold up the ‘addition’ sign
and tell them that Teddy won one more toy. Show them the last toy and ask them to count the
number of toys, for example, ‘Five and one more is six’.
7. Continue the story saying, ‘Teddy bought many toffees at the fair’.
1 49
8. Place all the toffees but one, in a feely bag. Let each child feel the bag and ask them to guess how
many toffees Teddy bought.
9. Reveal the toffees and ask children to count the number of toffees. Then hold up the addition
sign and tell them that Teddy bought one more toffee. Show them the last toffee and ask them to
count the number of toffees, for example, ‘Eight and one more is nine’.
10. Call out the numbers from 1 to 9, as you write each one on the blackboard. Ask children to add
1 more and predict the next number.
11. Introduce page 50 of the student’s book and help them to complete the page.
Activity 50: Number Line
• Number Line
• Stick puppets
• Cut-outs of shapes
• Wet Chalk/poster colours
Instructions:
1. Use cut-outs of various shapes to make stick puppets.
2. Distribute the stick puppets.
3. Draw a number line on the floor using wet chalk/poster colours.
4. Ask children to begin by placing a stick puppet at number 1 on the ‘Number Line’. Tell them to
count the numbers as they jump one place at a time.
Practice Activity: Add 2 Apples
• Bowls
• Small balls
• Basket
• Apples
Instructions:
1. Tell children a story for example, ‘Little Red Riding Hood’. Tell them that she carried a basket of
apples to her grandmother’s house.
2. Place a basket on the table. Put five apples in the basket one by one and ask children to count as
each apple is placed in the basket.
3. Then show them two more apples and say ‘five apples and two more apples are’. Let them call
out the answer.
4. Next, seat children in pairs. Give each pair a bowl and some small balls.
5. Tell them to count and place three small balls in the bowl. Then ask them to add two more and
call out the total number of balls in the bowl.
Practice Activity: Adding 2
Materials Checklist
• 10 cm x 10 cm cards
• Markers
• Sticks
• Bowls
50 1
Instructions:
1. Write addition sums on the cards, for example, 3 + 2 = as shown in the given picture.
2. Seat children in groups of four. Give each group a bowl with some sticks in it.
3. Give some cards to each group.
4. Ask each child to place a card on the table and read the numbers on the card.
5. Ask children to place the correct number of sticks under each number on the
card. Let them count the total number of sticks and write the answer to the
sums.
6. Introduce pages 50–51 of the student’s book and help children to complete them.
Activity 51a: Adding Numbers
• 20 cm × 10 cm cards
• Markers
• Sticks
• Bowls
Instructions:
1. Write addition sums on the cards, for example, 3 + 4 =
3. Give some cards to each group.
4. Ask each child to place a card in front of them and read the numbers on the card.
5. Ask each child to place the correct number of sticks under each number on the
card. Let them count the sticks and write the answer to the sums.
Activity 51b: Add the Numbers
• Chart paper
• Cardboard
• Marker
• Adhesive
• Scissors
• Paper clip
• Ribbon
• Adhesive tape
• Notebooks
• Pencils
Instructions:
1. To make a Spinner Wheel, cut a chart paper into a circle. Use a pencil to divide the circle into six
sectors. Colour each sector differently and write numbers 0 to 5 on them.
2. Paste the chart paper circle on a cardboard piece. Cut the cardboard to make a Spinner Wheel.
3. Cut an arrow out of the extra cardboard. Straighten a paper clip. Push the paper clip through the
centre of the arrow and then through the centre of the spinner wheel, connecting them.
4. Fold the paper clip in, at both ends. Use some tape to fasten the clip onto the base of the Spinner
Wheel.
1 51
5. Make holes on two ends of the wheel and thread a ribbon through it, so that the wheel can be
hung on a notice board in class.
6. Put up the spinner wheel in the class.
7. Invite one child to come up and spin the arrow. When the arrow comes to a stop, ask the child to
read out the number where it has stopped.
8. Ask children to open their notebooks and write that number.
9. Invite another child to come up and spin the arrow. When the arrow comes to a stop, ask them
to read the number where it has stopped.
10. Ask children to write the number in their notebooks and add it to the previous number they had
written.
11. Give children a minute for each sum and then ask them to call out the answer.
12. Introduce pages 53–54 of the student’s book and help children to complete them.
Teacher Buzz: Practise showing of numbers on the fingers. Call out a number and ask children
to show the corresponding number of fingers. Once children are able to do so comfortably,
introduce ‘addition by counting fingers’, by helping them count using their fingers.
Ask children to read the first number in the given sums, and then hold up the corresponding
number of fingers. Then ask them to read the next number and open the corresponding number
of fingers, adding to the number of fingers already open. For example, while adding 4+3, children
should hold up four fingers. Then, they should open three more, saying ‘five, six, seven’.
Activity 52: How Many Are Left?

• Balloons
• Lollipops (one for each child)
• Adhesive tape
Instructions:
1. Tape five inflated balloons to the blackboard. Ask children to count the number of balloons on
the blackboard.
2. Burst one balloon and ask children to count the number of balloons remaining.
3. Repeat the activity. This time ask a child to burst a balloon.
4. Tape nine lollipops in a row on the blackboard. Ask children to count the number of lollipops.
5. Sing the rhyme on page 56 of the student’s book, asking the child named in the rhyme to come
and take away a lollipop.
6. Now ask children, ‘Nine less one is’. Have them count the remaining lollipops and give the answer.
7. Write a sum on the blackboard to familiarise children with the ‘subtraction’ (–) sign.
8. Repeat the activity till all the lollipops have been taken by children.
Activity 53: Subtracting 1
• Sticks
• Bowls
52 1
Instructions:
3. Ask each child to place nine sticks before them. Tell them to remove a stick and count the
remaining ones.
4. Have them express the same, saying, ‘Nine less one is eight’.
5. Have them remove another stick, and continue thus till one stick is left.
6. Introduce pages 57–58 of the student’s book. Help children to complete the pages.
Activity 54a: Subtraction with Sticks
• Sticks
• Bowl
Instructions:
1. Seat children in groups
2. Give each group a bowl with some sticks in it.
3. Ask each child to pick up ten sticks and place them in a horizontal line.
4. Call out a number and ask children to remove the corresponding number of sticks from the ten
sticks in front of them. For example, say: ‘Take away two sticks’.
5. Ask: ‘How many sticks are left?’
6. Have them answer in complete sentences, for example, ‘Ten less two is eight’.
Activity 54b: Bowling Subtraction
• Nine empty bottles or cans
• One small ball
Instructions:
1. Set up a mock bowling activity to practise subtraction.
2. Place nine empty bottles or cans on a table. Ask children to count as you place the bottles or cans
on the table.
3. Ask a child to come to the table and roll the ball down the table to topple the bottles or cans.
4. Ask children to count the number of bottles or cans that have fallen. Ask them to express the
remaining number in a sentence such as, ‘Nine less three makes six’.
5. Write the sum on the board.
6. Repeat the activity for practice.
Activity 54c: Number Line
• Number Line
• Stick puppets
Instructions:
1. Distribute the stick puppets.
2. Ask children to begin by placing a stick puppet at number 10 on the Number Line. Tell them to
call out the numbers as they jump backwards, one place at a time.
1 53
Activity 54d: Subtracting Numbers
• Bowls (for each pair of students)
• Beans (ten in each bowl)
• Picture of Jack and the Beanstalk
Instructions:
2. Give each pair of children a bowl with ten beans in it.
3. Show children a picture of ‘Jack and the Beanstalk’.
4. Tell them the story of ‘Jack and the Beanstalk’. Tell them that Jack received as many beans as they
have in their bowls.
5. Tell them to count the number of beans in their bowls.
6. Continue the story and narrate as follows: ‘On the way home Jack dropped four beans’.
7. Stop and ask them ‘Ten less four is’. Write the sum and the answer on the blackboard.
8. Let children calculate the remaining beans. Write it on the blackboard.
9. Introduce page 60 of the student’s book and help children to complete the exercise on the page.
Activity 54e: Subtraction Sums
• Markers
• Sticks
• Bowls
Instructions:
1. Write subtraction sums on the cards, for example, 6 – 4 =
2. Seat children in groups of four. Give each group some sticks in a bowl and some
cards.
4. Ask children to place the correct number of sticks under each number on the
flash card. Let them count the sticks and write the answer to the sums.
5. Introduce pages 58–59 of the student’s book and let children complete the pages independently.
Activity 55a: Introducing 0
• Three balloons
• Number dice (with numbers 0–5)
Instructions:
1. Tape three inflated balloons to the blackboard.
2. Ask children to count the number of balloons on the blackboard.
3. Burst one balloon. Ask children to count the remaining balloons.
4. Burst one more balloon and ask children to count the number of balloons left.
5. After bursting the last balloon ask them how many balloons are left.
6. Introduce the number ‘zero’. Write it on the blackboard and explain that it does not have any
value.
54 1
7. On a table, place a large number dice with numbers 0 to 5 on it. (Refer to section ‘Handmade
Resources’ of the TG.)
8. Ask a child to roll the dice and call out the number.
9. Children have to jump as many times as the value of the number called out.
10. When the number is zero, explain that they should stand still as the number has no value.
Activity 55b: Adding 0
• Chart paper
• Marker
Instructions:
1. On a chart paper draw a pot with a few flowers (not more than four) in it.
2. Show the drawing to children. Ask them to count the number of flowers.
3. Write the number of flowers on the chart paper.
4. Ask: ‘Four flowers and one more is?’
5. Write the sum 4 + 1 = 5, on the chart paper and draw one more flower.
6. Ask: ‘Five and zero is?’
7. Write the sum 5 + 0 = 5 on the chart paper and explain to children that zero added to any number
yields the same number.
Activity 55c: Counting Pebbles
• Bowls
• Water
• Pebbles
• Trays
• Picture
• Stick puppet
• Marker
Instructions:
1. Make a stick puppet with the number zero (0) on it.
2. Seat children in groups of four. Give each group a bowl with some water in it. Provide them with
ten pebbles on a tray.
3. Tell them the story, ‘The Thirsty Crow’ (done previously and also available online). Ask them
what the crow did to raise the level of water in the pitcher and drink it.
4. Show children a picture of ‘The Thirsty Crow’.
5. Tell them to count the number of pebbles on their trays.
6. Ask them to count and drop five pebbles to raise the level of water.
7. Have them observe whether the water has risen to the brim of the bowl. Then have them count
and add the remaining pebbles to the bowl of water.
8. Now ask them how many pebbles are in the bowl and how many are on the tray.
9. Draw their attention to the tray and ask them how many pebbles are an the tray. Hold up the
stick puppet, and tell them that there are zero pebbles on the tray.
1 55
Activity 55d: Sums
• Markers
• Sticks
• Bowls
Instructions:
1. Write sums with zero in them, on cards, for example, 6 + 0 = and 4 – 0 =
3. Give some cards with sums on them to each group.
5. Ask each child to place the correct number of sticks under each number on the
card. Explain that zero means that no sticks will be placed below the number.
6. Help children count the sticks and write the answer.
7. Introduce page 61 of the student’s book and help children complete the exercise
on the page.
Activity 56a: Counting with Beads
• Beads of different colours and strings
• Ready-made bead string of 100 beads
Instructions:
1. Put up the ready-made bead string of 100 beads where it is easily accessible for children to count.
2. Encourage them to think of a number and then count the corresponding number of beads.
3. Place loose beads of different colours and strings in bowls and ask children to thread the
corresponding number of beads as they count on the ready-made bead string.
Activity 56b: Aim and Throw
• Basket
• Small balls
Instructions:
1. Place one basket in front of the class.
2. Call one child at a time and give them a few balls. Tell them to aim and throw the balls into the
basket.
3. Ask the others to count the number of balls that fall into the basket.
4. Write the number on the blackboard.
5. Call forward another child and repeat the activity. Ask the others to continue counting from the
number where the previous child had stopped.
Activity 56c: Count the Toys
• Toys of different colours
• Small squares of paper
56 1
Instructions:
1. Seat children in groups of four. Give each group a number of toys of different colours and small
squares of paper.
2. Ask them to count the number of toys they have.
3. Tell them to sort the toys according to their colour.
4. Instruct them to count the number of toys they have of each colour.
5. Ask them to write down each number on a small square of paper and place a paper next to each
group of toys.
Activity 56d: Numbers 1–50
• Learning Train
Instructions:
1. Distribute number puppets (1–50) among children.
2. Ask them to place the puppets in the Learning Train in order from 1 to 50.
3. Remove some of the number puppets.
4. Distribute them among children.
5. Ask them to fill in the missing numbers.
Activity 56e: Arrange the Toys
• Toys
Instructions:
1. On a table, arrange a few toys to form a pattern.
2. Ask children to come to the table and continue the pattern.
3. Introduce page 63 of the student’s book and let them complete it.
Activity 57a: More Numbers
For each pair of children:
• Bowls
• Hundred sticks (per each pair of children)
• Ten rubber bands
• Ten 10 cm x 10 cm cards
Instructions:
1. Write the numbers in tens—10, 20, 30 till 100, on ten 10 cm × 10 cm cards.
3. Place a hundred sticks in each bowl.
4. Give each pair of children a bowl and ten rubber bands.
5. Ask children to count and separate ten sticks from the bowl.
6. Demonstrate how to make a bundle of ten sticks with the help of
a rubber band.
7. Ask them to make a bundle of the ten sticks which they have separated.
1 57
8. Ask them to count and make a second bundle of ten sticks and so on, till ten bundles are made
from the hundred sticks.
9. Ask children to bring along their bundles and sit in a circle.
10. Place the card with the number 10 in the centre of the circle.
11. Ask a child to come and place the correct number of
bundles on it.
12. Place the other cards of numbers 20, 30, till 100, in the
circle. Call on children to place the correct number of
bundles on each card.
Activity 57b: Counting with Beads
• Strings
• Beads
• Bowls
Instructions:
1. Seat children in groups of four.
2. Put ten strings and a hundred beads in each bowl. Give each group a bowl.
3. Help children to string ten beads on each string and count along, as they string the beads till 100.
4. Introduce pages 66–67 of the student’s book and help children complete the pages.
Practice Activity: Number Names 11–20
• Value puppets (11–20)
• Stick puppets
• Notebooks
• Seeds
• Bowls
• Adhesive
• Learning Train
Instructions:
1. On the stick puppets, write the names of the numbers from eleven to twenty.
2. Ask children to count from eleven to twenty, while you hold up each relevant number puppet
with the corresponding stick puppet.
3. Next, distribute the number puppets and the value puppets among children.
4. Let them arrange the number puppets in the Learning Train in order from 11 to 20.
5. Ask them to arrange the value puppets in the corresponding pockets of the Learning Train.
6. Distribute the stick puppets with the number names. Have children place them in the correct
pocket of the Learning Train.
7. Next, seat children in groups. Give each group a bowl of seeds and some adhesive.
9. Ask children to write the numbers and their names from 11 to 20 in their notebooks.
10. As they write each number, ask them to paste the corresponding number of seeds under each
number and number name.
58 1
11. Introduce pages 68–69 of the student’s book. Encourage children to read the number names. Let
them complete the pages independently.
Activity 58a: Making Figures with Shapes

• Cut-outs of shapes of different colours for each group
Instructions:
1. Give children shapes and ask them to spread them.
2. Encourage them to use the shapes to create figures/scenes.
Activity 58b: Puzzles
• 5–6 jigsaw puzzles (appropriate for the age group)
Instructions:
1. Give each child a puzzle to rebuild.
2. They can then exchange the puzzles and build them.
Activity 58c: Rebuilding Shapes
• Two shape cut-outs of different colours (cut into 3–4 pieces for each child)
Instructions:
1. Give children the pieces of the shape cut-outs to rebuild.
2. Give them pictures of the complete shape as a sample to follow, if required.
3. Ask children to look at the outlines of the pieces and to try to join the pieces to make a proper
shape.
Practice Activity: Number Strips
• Addition strips given at the end of the book
• Number cards 1 to 10 (2 sets)
Instructions:
1. Distribute the strips and demonstrate to the children how to spread the cards. Arrange them
from 1 to 10 and then 10 to 1.
2. Ask children to form pairs. Invite pairs to match the number strips to the number cards.
Practice Activity: Addition with Number Strips
• Slates and chalk/drawing sheets and pencils
• Number cards 1 to 9
Instructions:
1. Distribute the bags and demonstrate to the children how to spread the cards and arrange them
from 1 to 5.
2. Ask children to pick up the strip of 1 and add one number at a time to it.
3. They can also draw each combination.
1 59
4. Repeat the activity with the strips of 2, 3, 4, 5.
5. Introduce more number strips when children can complete this activity with ease.
Practice Activity: Adding the Same Numbers

Instructions:
1. Seat children in pairs and ask them to separate the strips from 1 to 5.
2. Ask them to match the same number strips and add them by counting the boxes on the strips.
Practice Activity: Number Families
Instructions:
1. Give each child their set of numbers strips and seat them in pairs.
2. Ask children to make the combinations with the cards. For example, 1 and 4 make 5, 2 and 3
make 5, 4 and 1 make 5, 3 and 2 make 5, etc.
3. Children can revisit the number combinations with the help of the strips and ice cream sticks.
Activity 59: Skip Along
• Number circles
• Poster colours and brushes/Wet chalk
Instructions:
1. Draw circles numbered 1 to 20 using poster colours/wet chalk on the floor.
2. Ask children to make a line and jump across the circles, skipping one circle in between.
3. They can say the number out loud while jumping.
4. Open to page 88 of the student’s book and ask students to skip a number and count.
Activity 60: Skip a Block
• Number cards with 1 to 50 written in blocks
• Card sheet counters (size: same as the blocks)
Instructions:
1. Make number cards using A4 sheets with numbers 1 to 50 written in blocks.
2. Give children counters. (Refer to section ‘Handmade Resources’ in the TG.)
3. Demonstrate how they have to cover a number with a counter and count the next number.
4. Ask them to read the numbers they can see.
Activity 61a: Building Numbers
• Pages 86–87 of the student’s book
• Number flash cards 1 to 9
60 1
Instructions:
1. Distribute the books and ask children to open to the number building pages.
2. Distribute the flash cards and ask them to arrange them in order.
3. Demonstrate how they can place the number and the value cards on the given number blocks to
build numbers.
4. They can then turn the card over and place it in the value block to see the value of the numbers.
5. You can call out numbers and ask children to build them using the flash cards and the number/
value blocks.
Activity 61b: Number Values
• Sticks
• Rubber bands
• 10 bead rods
• Loose beads
• Strings
• Bowls
Instructions:
1. Give children the sticks and rubber bands.
2. Demonstrate how they can make bundles of ten and combine them to make a number with the
bundles representing 10 and loose sticks representing ones.
3. The activity can also be done with the ten bead rods and loose beads.
4. Children can also use beads to string and show the number value.
You can also make handmade bead rods through the following steps:
• Binding wires
• Beads
• Long nose pliers
• Boxes/Packets
Instructions:
1. Cut the binding wires to the size that would fit in 10 beads and leave space for looping the wires
at the ends.
2. String the beads on the wire, and turn in the ends of the wires so that the beads do not fall off.
3. Store in boxes/packets.
1 61
HANDMADE RESOURCES
AAAAA AAAAA
How to Make Handmade Dice:
BLUE BLUE
YELLOW YELLOW
BLUE
ORANGE YELLOW
BLUE
ORANGE BLUE
YELLOW
ORANGEBLUEYELLOW
ORANGEYELLOW
ORANGE ORANGE
ORANGE ORANGE2 ORANGE2 ORANGE 2 ORANGE ORANGE

2 2 2
BLUE
BLUE
BLUE
BLUE
BLUE
BLUE
or
4 4 4 4 4 4
RED RED
GREEN GREEN
RED
PINK PINK
GREEN
RED
RED REDRED RED
GREEN
PINK 1 GREEN
REDGREEN
PINK 1 PINK
RED PINK
1 RED 1 RED 1 1
Step 1 Step 2 Step 3 Step 4 Step 5
• Small rectangular cardboard box (e.g. a box in which toothpaste is bought)
• Six card sheets of various colours
• Scissors
• Adhesive
• Sketch pen
• Lamination tape
Instructions:
1. Step 1: Cut the box into two halves in such a way that three sides of the box are equal in size to
the base of the box, and the remaining side is one and a half times longer than the base.
2. Step 2: Turn the longer side downwards, covering the open side of the box. Paste it to make a cube.
3. Step 3: Cut the coloured card sheets in squares equal in size to the sides of the cube.
4. Step 4: Paste them on the 6 sides of the cube and leave to dry.
5. Step 5: Draw the values or write the numbers 1 to 6 on the sides of the cube.
6. Laminate and use it in required activities.
How to Make Handmade Counters:
Counters are small circular disks used during activities in the student’s books. These enable the
students to indicate that they recognize certain words/images/symbols on pages.
• Card sheets of four colours or small lids from old bottles
Instructions:
1. Cut the card sheets into small counters which children can use.
2. You can also cover the top of lids from old bottles with coloured card sheets to make counters.
62 1
ASSESSMENT GUIDE
Assessment at this level is usually informal and a continuous part of teaching and learning.
Various tools and activities can be used to observe and record the progress of children. No formal
testing is recommended at this level.
Assessment helps:
• to improve or modify learner’s experience according to their needs;
• to change the pace and planning of the lessons/syllabus to suit the learning levels of the
learners;
• to help the teacher and parents understand the needs of the learners.
How to record/gather information for assessment:
• Learning levels can be gauged through observation. An observation checklist can be used to
identify the student’s progress and gap areas in each topic. The feedback gathered can aid in
the designing of remedial/reinforcement activities. A sample observation checklist has been
given on the next page. Teachers can modify it to suit their needs.
• Portfolios of children’s work (worksheets, drawings, and so on) should be maintained to track
their progress. Parents and children can revisit the portfolios as and when required.
• An anecdotal record (record of an incident that has a significant impact on the development of
a child) can be maintained.
The student’s books have the following child-friendly logos to assess the learning levels of
children:
Exceeds learning expectations. Is moving towards the learning
Can work independently all expectations. Can work
the time. independently sometimes.
Meets learning expectations. Needs nurturing and care. Needs

Can work independently most adult support most of the time.
of the time.
Criteria to decide informal assessment pattern:

• The number of children in each class should be taken into consideration.
• Learning objectives should be commensurate with the time available and the activities planned
towards achieving those objectives.
• Learning levels of children should lead the curriculum and not vice versa.
1 63
Sample Observation Checklist*
Name: ........................................................................... Class: ................................
Suggested Category
Emotional and Social Development

Adapts to the new class and friends
Follows classroom rules
Enjoys group activities
Makes new friends
Feels emotionally secure
Identifies self
Language Development
Expresses needs in English
Expresses needs in the first language
Listens and follows directions
Recites rhymes
Matches same letters and pictures
Listens and repeats
Can use crayons to write
Can read and recognise the letters taught in the last four
weeks and associate pictures and sounds with the letters
Can write the letters taught in the last four weeks
Fine Motor Development
Holds crayons/pencil with ease
Draws vertical and horizontal lines
Colours within outlines
Enjoys fine motor skill activities
Can paste shapes within outlines
Can open and close the bag independently
Large Motor Development
Catches and throws a ball
Walks in a line
Has control while running, walking, and so on
Jumps in and out of circles
Plays independently in groups
Has coordinated muscle control
Number Skills
Can match the same objects
64 1
Can compare and sort objects according to:
• big and small
• long and short
• tall and short
Can match objects and pictures
Can count on fingers from 1 to 5
Can identify and name different shapes
World Around Me
Can name their school and class
Can express feelings: happy/sad
Recognises the colours: yellow, blue, and so on
Takes care of personal belongings
Can express personal needs and uses the washroom
independently
Comes to school on time
Respects common property and follows class rules
* Note: Indicators and their interpretations can vary and can be determined according to the
topics/areas of development of the children.
1 65
NOTES
66 1

World of Numbers Kindergarten

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What is the purpose of the teaching guide?

What is the purpose of the teaching guide?

What are some ways teachers can assess student progress?

What are some ways teachers can assess student progress?

KINDERGARTEN

Note for the teachers

My Learning Train is a complete activity-based interactive pre-primary series comprising of 18 books

Components of the Series

Student’s Book Teaching Guide

• Detailed Table of Contents with • Suggestions for activity settings

Children learn through different kinds of experiences.

Play Sensorial and Tactile Imitation and Exploring and

Drawing, Painting, Learning through Responsibility and Citizenship and

Flash cards Stories and Rhymes Reading Wall

Picture Alphabet Frieze Pocket Train

Activity Based Environment—Checklist for Teachers and Coordinators

1. Know the books (design and content in detail)

5. Hold regular Parent-Teacher Meetings (PTM) as per school schedule: A platform to

8. Burn a CD of the songs/rhymes/storytelling by the children. Give it to the parents

Children form part of a Here the learners

Children can be divided into groups of 4/6 depending on the activity,

Here children work by Here the class is

Material Approx. Material Approx.

Flash cards–5 different colours 100 cards Scissors 2

Bags for storing resources As per Crayons 1 set

Additional Resources for Resource Centre

Frequently Asked Questions

Resources of the Student’s books

TABLE OF CONTENTS AND

Parents Activity Guide

Chapter and TG Activity name / number as seen Suggested Interactive

1 Page 2: Count and Write 2 Page 6: Time to Listen! (Goldilocks and

Page 4: Big and Small Page 7: I Can Compare!

Page 5: More and Less Page 9: Meet More Shapes

11 Page 31: I Can Count! 12 Page 30: I Can Draw! (10 to 1)

Use appropriate activities for recording learning outcomes.

Use appropriate activities for recording learning outcomes.

19 Page 54: I Can Add! 20 Pages 46–47: Let’s Compare Numbers

Use appropriate activities for recording learning outcomes.

23 Page 57: I Can Subtract! 24 Page 59: I Can Subtract!

Use appropriate activities for recording learning outcomes.

Use appropriate activities for recording learning outcomes.

Page 76: I Can Recall! Recap 1 to 100/1 to 50 as suitable to the

Use appropriate activities for recording learning outcomes.

35 Take them through the book and 36 Recap and Practice

37 Recap and Practice 38 Use the worksheets to record the learning

Activity No. Topic Date Aids Used

Making ‘My Learning Train’ for the Classroom

Each flash card should

Free Reading aloud

Exploring digital Telling and retelling

Pair, group, and

Flash Cards Activity 1: Sequencing and Patterns

Flash Cards Activity 2: Pre-Number Concepts and Reading

Reading and Vocabulary Building (Kindergarten)

Flash Cards Activity 3: Number Values and Number Names

Flash Cards Activity 4: Numbers and Values—Counting in Tens and Ones

Use two sets to play snap