Grade 1 Mathematics.doc

8/16/2019 Grade 1 Mathematics.doc

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MINISTRY OF EDUCATION

REVISED CURRICULUM GUIDE

MATHEMATICS

GRADE 1

PRODUCED BY CURRICULUM DEVELOPMENT AND IMPLEMENTATION UNIT, NATIONAL CENTRE FOR EDUCATIONAL RESOURCE

DEVELOPMENT

PRINTED BY MATERIALS PRODUCTION UNIT, NCERD

September 200

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AC!NO"LEDGEMENTS

The Ministry of Education is grateful to the following persons whose

tireless work has resulted in the production of this revised MathematicsGuide for Grade 1.

Ali, Mohamed Osman t. !ohn"s #ommunity $igh chool%owman, amantha Amelia&s 'ard (rimary chool#handrapaul, Ta)ewattie Gi*son (rimary chool#hichester, +o*in %elladrum (rimary choolhanpat, Twaripersaud -akusari (rimary choolEnniss, orrette Ann Mackenie (rimary chool$arripaul, %hawase #. #ra*wood #reek (rimary chool

!aco*is, /areeda t. Anthony&s (rimary chool!aikarran0'ills, (ramawattie +ama rishna (rimary chool!ewnandan, !aiwattie Arthurville (rimary chool!ones, 2inda enior u*)ect pecialist 34O5, 6#E+2all, Eshwar 2ima ands (rimary chool2o0$ing, (aula t. idwell&s (rimary choolMckenie, #olleen 4irginia (rimary choolMckenie, !oseph enior u*)ect pecialist, 6#E+(ersaud, (ramellawattie Taymouth Manor (rimary chool(eters, %hatra) Overwinning (rimary chool

(rasad, rishna 6and enior u*)ect pecialist, 6#E++am*arose, Taramatie etley (rimary chool+amnarine, (aramdai $uist ieren (rimary choolingh, 2akewatti olly tella Maris (rimary chool

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CURRICULUM GUIDEMATHEMATICS# GRADE 1

CONTENTS

TOPIC P$%e

ets 1

6um*er #oncepts 8

Operations, +elations and (roperties 19

Geometry :;

/ractions :<

ecimal =8

(ercentage > +atio And (roportion ?@

Measurement

2ength 81

#apacity 8=

Mass 8@

Time 91

tatistics0Graphs 97

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GRADE 1

SETS, NUMBERS AND NUMERATION

TOPIC

OB&ECTIVE

CONTENT METHODS'STRATEGIES(

EVALUATION

AREAS OF

INTEGRATION

S!ILLS !NO"LEDGE ATTITUDE

Set)#

ortingorting o*)ects. ort sets of

o*)ects.'ork together. ort and

classifyo*)ects intosets.ort andclassifyo*)ectsaccording tosie, shape,

colour, teBture,use etc.

(ut o*)ects intosets that are alikeor different in someways using avariety of o*)ectsin the classroom.ort o*)ectsaccording to theircolour, sie, shape

etc.iscuss similaritiesand differences ofsorted sets..

ort sets ofo*)ects given thecriterion forsorting e.g. redo*)ects.

.

cience.Cnvestigate someof the differences *etween plantsand animals.O*servesimilarities ofhuman groups e.g.eBistence of the

family, similarroles of mem*ersof the family

Matching Matching sets of o*)ects *y pairing .

Dnderstand theconcepts of morethan, fewer thanand as many as.

olve pro*lemsfor one&s ownsatisfaction

One to onecorrespondence.#omparison of two sets ofo*)ects toshow setswhich havemore o*)ects

than, fewero*)ects than,and as manyo*)ects asanother set.

elect partnerswithin groupsusing one to onecorrespondenceusing small o*)ects.Match num*ers ofone group withthose of another

groupMatch o*)ects fromone set with thoseof another set.iscuss eachmatching and makestatements a*outeach.Match pictures onthe wall chart e.g.animals with their

Match o*)ects intwo sets in a oneto onecorrespondence.

cienceMatch animals totheir homes.Match o*)ectsused in health carewith parts of the *ody e.g.hair0 com*

teeth0tooth*rush

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TOPICOB&ECTIVE

CONTENT METHODS'

STRATEGIES( EVALUATION

AREAS OF


homes.

Eual ets Cdentifying thesame o*)ect or

o*)ects *ydifferent names.

+ecognise that aset of o*)ects can

have differentnames..

hare o*)ectswith other.

Eual sets. Cdentify and namesets of o*)ects in

different wayse.g. pupils of 2evelOne, children of2evel One, *oysand girls in 2evelOne.#all a friend *y hisFhome name andhis Fschool name.

ort sets ofo*)ects and giving

them more thanone name e.g.corks, *ottle tops.

ocial tudiesDse terms to show

the same set ofo*)ects e.g./lag of Guyana,The GoldenArrowhead.

Euivalent ets Cdentifying sets.Matching sets.

+ecogniseeuivalent sets.

Match sets usingone to onecorrespondence.Make andcomplete picturesentences.

evelop selfreliance when

doingindependentwork

A seteuivalent to

another setwill have asmany o*)ectsas the otherset. The meaningsand uses of thecomparisonsym*ols H, I.J.The concept of the empty set.

Make sets whichhave manyKfew

o*)ects.Make sets whichhave more o*)ectsthan, less o*)ectsthan, and as manyo*)ects as anotherset.Match sets usingone to onecorrespondenceand makestatements a*out

the sets.Cdentify euivalentand non0euivalentsets *y o*servingand matching.Make and complete picture sentences toshow euivalenceand non0euivalence..

#omplete pairs ofeuivalent sets.

#ards witheuality andineualitysym*ols.

H J I

#omplete picturesentences#ompare foreuivalent sets

and noneuivalentsets.

2anguage kills#onstruct

sentences usingthe followingtermsmore than, lessthan, is eual to.

(hysicalEducation/orm groups withthe same num*erof children

One moreKone Cdentifying sets. Cdentify sets with how #oncepts of Make non0 Match pairs of cience

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TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


less relationship Ordering setsaccording to sie.

one moreKoneless o*)ect andorder sets

according to sie.

determination tosucceed

one more andone less.Arrange sets in

order of sie.3ascendinganddescendingorder5.

euivalent sets *ytaking away oradding one o*)ect

and discuss whatwas done.Cntroduce the termsLone moreL, LonelessL and comparesets using theseterms.Order sets ofo*)ects accordingto sie.iscuss thesearrangements.

iscuss ascendingand descendingorder.Dse la*els tocompare two sets.

One One2ess more

sets that show onemoreKone less.

(ut given sets inascendingKdescending order of sie.

Dse functionmachines e.g.

Cn one more Out

→ than →

8 9@ <

/ield TripO*serve sets ofthings in the

environment e.g. plants that prefershades, plants thatlike a lot of light.

6um*er names +ecognisingnum*ers.escri*ing sets.Matching setsorting o*)ectsaccording toidentified properties e.g.uses of o*)ects.

+ecognise thatthe num*er ofo*)ects in a sethas a num*ername and usenum*er names todescri*e sets ofo*)ects.

Approachmathematicsactivitieswillingly.

6um*er namesone to five,ero, siB toten.

Make setseuivalent to givensets.Match pairs of setswith the samenum*er of o*)ects.tate the reasonsfor the matching.ort sets into

Match num*ercards with num*er names.

2anguage kills+epeating anddramatisingrhymes that tell of num*ers e.g.Two little cherries34ary and eBtendto cater for highernum*ers and other

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TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


groups with likeuantities e.g. allsets with

Fthreenesstogether.Assign to eachgroup a num*ername.Match num*ernames with sets.

fruits in theenvironment.5

.

6um*ersym*ols3numerals5

+ecognisingnum*er sym*ols3numerals5.

Matching picturenum*er cardswith o*)ects.TracingKcopyingKwriting num*ersym*ols3numerals5.

+ecognise andwrite the num*ersym*ols

3numerals5 for1 to ?, ;, and 8 to1;.

hare o*)ectswith each other.

6um*ersym*ols 1 to ?,;, and 8 to 1;.

Match picturenum*er cards witho*)ects.

Match given sets of o*)ects withappropriatenumerals.

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Dse sand

traysK*oBes withsand on which totrace numerals.Dse picture num*er card.

Match sets ofo*)ects withnumerals.

TraceKwritenumerals ;01;.

ArtDse numerals tomake designs e.g.

;;;;;;;;;; 111117777777777 ::::::::

cienceraw o*)ects ofthe day and nighte.g. sun, moon.stars

Guidance+ecognise people&s names assym*ols of *elonging to thehuman group.

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TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


7

TraceKcopyKwritenumerals./iB numeral )igsaws 10?, ;, 801;.

euencingnum*ers

Matching sets.'ritingnumerals.

+ecognise theseuence ofnum*ers 1101?,1807;, 7107? and complete

seuences to 7?.

+ecognise anduse patternsmeaningfully.

euence ofnum*ers ; to7?.

Arrange numeralsin order from 11to1?, 1807; and 7107?.Match sets with

appropriatenumeral cards.iscuss theseuence of thenum*ers 11to 7?.'rite the missingnumerals tocompleteseuences to 7?Dse the num*erladder.

(art of the 6um*er ladder

1 7 :

Order numeralcards from ; to7?.

#omplete

seuences to 7?

cienceiscover patternsin nature

Music

Dse rhythmic patterns in musice.g. clapping 1,71,71,7,1.

(hysicalEducationisplay rhythmicmovements indances.

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TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


= ? 8

Ordinals Dsing ordinalnum*er namesin everyday life.

Cdentify and usesome of theordinal num*ernames

Dse ordinalnum*er names intelligently insituations e.g. positions inraces.

Ordinalnum*er namesfirst to fifth,siBth to tenth

iscuss.1. (osition in

racing.7. (ositions of

pupils liningup.

:. Games to

select who was placed first,second, etc.

Arrange o*)ects ina given order froma particulardirection and state position of eacho*)ect usingordinal num*ernames.

Cdentify positionsof o*)ects, pictures, andchildren in class,etc.Cdentify the positions of the

school days of theweek usingordinal num*ernames

(lace an o*)ect ina given positione.g. fifth positionin a row from leftto right

(hysicalEducation.Dse ordinals toidentify one&s position in a line.Dse ordinals toshow order of

participation in ateam e.g. first to *at, eleventh *atsman on theteam

Odd and evennum*ers

EBamining andidentifying oddand evennum*ers.

Cdentify odd andeven num*ers to7?.

Think carefully *eforeclassifying.

Odd and evennum*ers to 7?Odd num*erse.g.1, :, ?, 9,


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TOPIC OB&ECTIVE

CONTENT METHODS'

STRATEGIES( EVALUATION AREAS OF


one set has oneo*)ect more or oneo*)ect less than the

other Cntroduce the termsLoddL and LevenL.kip count torecognise odd andeven num*er totwenty five on anum*er line in315 Twos from

ero to identifyeven num*ers

375 Twos from one

to identify oddnum*ers.

num*ers and evennum*ers witheven num*ers.

a soft clap whennaming an oddnum*er in the

seuence1,7,:,=,?,8,9,@,


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NUMBER CONCEPTS

TOPIC

OB&ECTIVE

CONTENT

METHODS'


AREAS OF

INTEGRATION


6um*er#oncepts#ountingforward inseuence

#ounting+epeatingnum*ers inseuence

+epeat theseuence ero,one, two, three totwenty0 five.

#o0operate insmall groupactivities

1, 7, :, N.., 7? - Dse o*)ects tocount

- Make and usecounting chartfrom ero to 7?.

- Dse num*erline to repeatseuence ero,one, two, threeto twenty five

#ompletenum*er seuencee.g.1, 7, 0 , =.

(oetry+epeat countingrhymes e.g.- 1, 7 *uckle

my shoe.- 7? little *lack

*irds.cienceCnvestigate patterns in naturee.g. arrangement

of veins in leaves

+epeat theseuence twentyfive, twenty four,twenty three toero

#onfidence to participate insmall groupactivities.

7?,7=,7:,N, ; - Dse o*)ects tocount *ackwards e,g.

- 7?,7=,7:,77N,;- Make and use

counting chartto count *ackwards fromtwenty five toero.

-Dse num*erline to count *ackwards fromtwenty five toero

Dse num*er ladderto count *ackwardsfrom twenty five toero.

#ompletenum*erseuences e.g.?, =, :, 0 , 1, ;

cience 6aming parts andnum*er of parts of the *odye.g. C have 1 nose. C have 7 eyes

Artraw num*erladders

(hysicalEducation#o0ordinatemovements torhythm e.g. clapand dance to thechant of num*erseuences.

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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES( EVALUATIONAREAS OF


#ounting thenum*er ofo*)ects in a set

#ounting /ind out howmany o*)ectsthere are in a set

up to 7? o*)ects

(articipatewillingly in classactivities.

#ountingo*)ects in a setup to 7?

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8

- #ounting howmany o*)ectsare in a set

-Dse o*)ects tomake sets ofgiven num*ersof o*)ects

'rite how manyo*)ects are inthese sets e.g.

Make a set withgiven num*ers of o*)ects e.g. 8 cherries,17mar*les

cience- Group living

and non >

living thing- Dse pictures

to count thenum*er ofliving andnon > livingthings in a set

Guidancenow humanrights as it relatesto a mem*er of

the family e.g. theright to education,and right to life.

2ast num*er ina count of a set

of o*)ects

Grouping #ounting

+ecognise thatthe sie of a set is

the last num*erin the count ofo*)ects in the set.

how patience insolving pro*lems

A

%

- Dse o*)ects tomake sets.

-#ount howmany o*)ectsare in the set.

- Cdentify the *igger setgiving reasons

Match numeralswith o*)ects.

:

7

Cdentify the setwith the greaternum*er ofo*)ects.

(icture tudy#ount the num*er

of o*)ects ingroups e.g.num*er of personsin the picture.

ArtMake a greetingcard using groupsof natural o*)ectse.g. trees, *irds

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TOPIC OB&ECTIVE

CONTENT METHODS'


AREAS OF


- et has :o*)ects.

-

et has =o*)ects.

- et has moreo*)ects.

#ountingforward in tens

Grouping#ounting

#ount in 1;"sfrom ten to onehundred

Appreciatemathematicalactivities

#ount in 1;&s,from ten toone hundrede.g 1;, 7;, :;, =;,N, 1;;.

Group o*)ects intens.

#ompleteseuences, e.g:;, =;, ?;, , 9; 8;, 9;, ,


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OPERATIONS, RELATIONS AND PROPERTIES

TOPIC

OB&ECTIVE

CONTENT

METHODS'

STRATEGIES

EVALUATION AREAS OF

INTEGRATIONS!ILLS !NO"LEDGE ATTITUDE

Operations,relations and properties

#om*ining sets

#ollecting#om*ining#ounting

#om*ine twosets to make atotal of up to 1;.

iscovermathematicalrelationships

6um*ercom*inationsto ? and 1;, 6um*ersentence usingLand L, LmakeLe.g

and

make

1 and 7 make :

and

make

2 $*+ 1 m$e

-

- how thecom*inationsin picture formand stating thenum*ersentence foreachcom*ination >include thecommutative

-#om*ine twosets of o*)ectsin differentways andnoting theresult

- 'rite num*ersentencesusing LandLand LmakeL toshow

com*inations- #omplete

picture andnum*ersentences

- #om*ine pairsof sets in twodifferent waysand write thenum*er

#omplete picturesentence e.g.

and

make >

'rite num*ersentences forcom*inations >

including thecommutativee.g.

P

H

: and = make 9

P

H

= and : make 9

cience#lassify for solidwaste disposal

1=


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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES

EVALUATION AREAS OF


sentence foreach

6um*er

com*inations to7?

#ollecting,

Grouping,countingCnterpreting,#ommunicating

To use the

sym*ols P, H towrite num*ersentences toshowcom*inations to atotal of 7;

'ork in groups 6um*er

com*inationsto ?, to 1;, to1? to 7; e.g.

P

H

1 P 7 H :

- Make picture

sentences toshow thesecom*inations

- #om*ine, indifferent ways,two sets to atotal of ?, 1;,1? and 7?o*)ects.

- 'rite num*er

sentencesreplacingLandL andLmakeL with

3 P 5and 3H 5signs

- +ead thenum*ersentences

- #ompletenum*er

sentences

#omplete picture

and num*ersentences e.g.#omplete picturesentences

P

H

#omplete num*ersentences8 P = H

'rite num*ersentences to showcom*inations

(icture tudy

Group o*)ects in picture accordingto properties.

%asic facts inaddition

#om*ining.Cdentifying.#omparing

Dse horiontaland verticalalgorithms toshow *asicaddition facts up

AppreciateMathematicalactivities

Additionalgorithm >vertical andhoriontal e.g.15 P

- #om*ine twosets of o*)ectsand makestatementsa*out what

Add two sets ofnum*ers 3to atotal of 7?o*)ects5 inhoriontal and

2anguage killsentenceconstructionsDserelevantKrelated

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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES

EVALUATION AREAS OF


to a total of 1@ : P 7

H ?

75

P

: P7 ?

was done.'rite num*ersentences to show

these com*inationsMake picturesentenceshoriontally andvertically and writethe correspondingnum*er sentences.- #ompare the

num*ersentences andmakestatement

a*out them

- #ompletevertical presentation

vertical presentations.

words on topice.g. add, total, puttogether

tory TellingTell stories relatedto num*ers andthe environmente.g. /ather reaped: *oulangers andthen 7 more. $ereaped ? *oulangers in all.

(artitioning aset

#om*ining setsCdentifyingdifferent sets

(artition sets toshow all thecom*inations ofsets up to 7?o*)ects and writenum*ers

sentences toshow these partitions

Make decisionswith confidence

(artition setsup to ?, 1;, 1?and 7; o*)ects

- Make two sets3in differentways5 using aset of not morethan 1; o*)ectse.g.

P

H

raw a picturesentence for each

(artition givensets and writetheir num*ersentences.

#omplete num*er

sentences for a partition.

cience.Take apartnatural thingsand reassem*lee.g. leaves, stem,and root

.

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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES

EVALUATION AREAS OF


partition- +ead the

picture

sentence andwrite theappropriatenum*er

sentence

u*tracting oneor more o*)ectsfrom up to 7?o*)ects

#ollectingo*)ects to makesets#ounting num*er of o*)ects in a set

Take away onemore o*)ect fromup to 7? o*)ectsand write num*er sentences to

show

evelop goodhealth ha*its e.g.washing handsafter activitywith o*)ects.

Take away oneor moreo*)ects fromup to 7?o*)ectse.g.

B B B B BB B B

B B B B

8 take away 7H =

Taking away agiven num*er ofo*)ects from agiven set of up to7? o*)ects and

make statementsa*out what wasdone.Make picturesentences to showLtake awayL. 'rite num*ersentences to showwhat was done.#omplete picture >num*er sentencesto show take away.

Take away someo*)ects from a setof o*)ects andstate how manyare left in the

original set.

'rite num*ersentences to showwhat was done.

Games involvingsu*traction

Agriculture.cience+eap crops, if possi*le.

cienceisposal of solidwaste

Dsing the minussign

#ollectingGroupingCnterpretingu*tracting

u*tract fromsets of up to 7?o*)ects. Dse the minus 305 sign to writenum*ersentences.

#lean up after anactivity+esent littering

u*tract fromup to 7?o*)ects usingthe minus 305sign e.g.

0

Take away a statednum*er of o*)ectsfrom a given set ofnot more than7?o*)ects.Cntroduce theminus 305 sign.Make picturesentences and write

Take away one setof o*)ects fromanother set#omplete simplesu*tractionnum*er sentences,using the L0L sign.

$ealthEducation

Tidy classroomafter activity.

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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES

EVALUATION AREAS OF


H

@ > = H =

appropriate num*er sentences for eachsu*traction

+eplaceL takingawayL with the L0Lsign.#omplete simplesu*traction num*er sentences. e.g.< > = H

? 0 H :

0 8 H :

as the inverseoperation ofaddition

#omparing#omputatingO*servingrawingManipulatingu*tracting

emonstrate therelationship *etween additionand su*tractionand write num*er sentences forthese up to 7;e.g. ? P = H < < > = H ? < > ? H =

En)oymanipulatingo*)ects.

Cnverserelationship *etweenaddition andsu*traction.e.g.? P : H @@ > ? H :@ > : H ?

B B B B

B B B 0 B B B B

B B BH B B

@ > ? H:

MakeKdisplaytwo non0euivalentsets and makestatements a*outhow the two setscan *e madeeuivalent *yeither removing theeBtra mem*ersfrom the *igger setor adding more tothe set with fewer

o*)ects.e.g.1; > ? H ?? P ? H 1;

#omplete num*ersentencesshowing theinverse operatione.g.

< > ? H

= P ? H

(hysicalEducationo opposites togiven commandse.g. run to thecommand Fwalk

OrganisedGames

/orm uneualgroups then act to

make them eual

cienceO*serve andrecord weather conditions e.g.sunny days ,rainy days

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TOPICOB&ECTIVE

CONTENTMETHODS'

STRATEGIES

EVALUATION AREAS OF


Addition in

twos and threes

Grouping

#ounting#omparingCdentifyingAdding

/orm sets of two

to show num*ersup to 7=

evelop

awareness of theneed to care *ody parts

Appreciate whatthe environment provides e.g..fruits, leisurespots, etc.

B B B B

B B P B B

H B B B B B B B B

? P : H @

#ount *y 7"s

up to 7= e.g. 7,=, 8, N,7=./orm sets oftwos e.g.QQ P QQP QQ 7 P 7 P 7 H 8.

BBB P BBB PBBB: P : P : H <

(lace children in

groups of 7"s anduse repeatedaddition to recordthe total num*er ofchildren in thegroups.

Group o*)ects insets of 7"s

raw pairs of

o*)ects.

'rite repeatedaddition statementto show these.Dse the num*erline showing )umpsin 7"s

'rite num*er

sentences torepresentrepeated addition

Dse the num*erline to showaddition in 7"s

cience.Cdentifying paired

parts of the *ody > e.g. eyes, ears.(air animalsaccording togender e,g hen0 cock cow0 *ull.

(ro*lem solving +eading to solve pro*lemsGrouping

olve simple pro*lems ofaddition and

Appreciate o*)ectin theenvironment.

olve one step pro*lem.e.g. C had 8

ramatise one step pro*lems to showaddition and

'rite num*ersentences to showthe solution to

cienceThe Environmentolve real life

1<


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TOPIC OB&ECTIVE

CONTENT METHODS'

STRATEGIES

EVALUATION AREAS OF


+egroupingAnalysing a pro*lem

su*traction. ru**er *ands.My *rothergave me :

more. $owmany ru**er *ands do Chave in allR

C had @mangoes, C ate7 of them.$ow manymangoes areyet to *eeatenR

su*traction.

Cdentify the telling

part of the pro*lemand the asking part

'rite statementswhen solving pro*lem.

simple one step pro*lems.

mathematical pro*lemsespecially within

the home andschoolenvironments.

GEOMETRY

TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


GEOMET+-orting.

#ollectingortingCdentifying

6amingiscussing.

+ecognise anddescri*esimilarities and

differencesamong differentsolids in theenvironment.

evelop selfreliance

imilarities anddifferencesamong solids

such0as0a *oB, a *all, a can, and acone e.g a *allcan *e rolled, a *oB cannot.

- ort a given set ofo*)ects 3withoutdirection5 and give

reasons for thesorting.

- 6ame the o*)ects ineach group anddescri*e them.

- Cdentify o*)ectswhich have similarfeatures e.g. o*)ectswhich can roll, slideand pile up.

- iscuss the

- tate thesimilaritiesK

- differences in

some solido*)ects

- Match o*)ectswith namesand drawings.

- Cdentifysimilaritiesand differencesin o*)ects.

- #omplete ata*le.

cience.#ollect smallsolids in the

environment.2anguage kills'rite sentences todescri*e featuresof solids.e.g This solid canslide.

7;


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TOPIC OB&ECTIVE

CONTENT METHODS'


AREAS OF


similarities anddifferences in theo*)ects.

-

Make Models ofo*)ects with straightedges

- Dsing clayKdough tomake one o*)ectwhichrollsKslidesKcan *e piled up, etc.

- Cdentifying o*)ectsin a game Fwhat amCR *y giving cluese.g. C am round C can *ounceKroll. 'hatam CR

e.g.

O*)ect /eatures

*all rollsmatches pile up *oB 0can 0

Models ofsolids

ortingArrangingMaking models.

Dse solidso*)ects to makemodels of othero*)ects.

Appreciate groupwork.

Make models ofsolids such as *oats, houses,vehicles, etc.

- (ut together solido*)ects to representother o*)ects such asvan, truck, etc.

- (resent simplescenes e.g. a *oat inthe river, a car onthe road.

(lay with *locksand say what is *eing done.

cienceCdentify thingsthat take up spacein theenvironment

(lane shapes O*serving.Cdentifying. 6aming.Making shapesrawing planeshapes

Cdentify andmake planeshapes,rectangles,circles, suaresand triangles.

evelop selfreliance.

+ecognisesuares,rectangles,circles andtriangles.

- Cdentify the flatsurfacesKfaces ofsolid shapes.

- Trace around theedges of these facesand discuss theshapes formed.

- 6ame theo*)ects from which

the shapes weremade and the shapes

made e.g.

- Cdentify all thesuares,circles,rectangles andtriangles in agiven picture.e.g.

Art and #raft

#onstructtangrams and usethem to makevarious shapesMake shapes onrectangular andcircular geo*oardsraw and nameshapes made ongeo*oards.

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TOPIC OB&ECTIVE

CONTENT METHODS'


S!ILLS !NO"LEDGE ATTITUDE match *oB > rectangle cone hat 0 circle

- Make suares,rectangles, triangles

on a geo*oard usingcoloured ru**er *ands The num*er of

circles is 1The num*er oftriangles is ?raw and nameshapes made ongeo*oard.

orting planeshapes

orting.#lassifying

+ecognise anddescri*esimilarities anddifferencesamong these plane shapes.

En)oy helpingothers

imilarities anddifferencesamong planeshapes.

- ort plane shapesand discuss thesorting in terms oftheir similarities anddifferences.

- escri*e planeshapes.

2ist differencesand similarities *etween planeshapes.

cience2ook for shapeson *uildings,.o*)ects,etc.

FRACTIONS

TOPIC

OB&ECTIVE

CONTENT METHODS'


AREAS OF


/+A#TCO6'holes

Cdentifying anddrawing wholeo*)ects.

Cdentify wholes #o operatingwith each otherin sharingo*)ects,

#oncept of awhole e.g. anorange, a *un,a child.

/ield TripO*serve wholethings in theenvironment andname them

raw o*)ects thatshow wholes03a5 a mango3*5 a cake3c5 a circle.

cience#olour thesewhole oranges ingreen

One half of a Cdentifying one +ecognise that Attend to The concept of Tear paper to show 'rite the numeral Art and #raft >

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CONTENT METHODS'


AREAS OF


whole half of a whole. when an o*)ect isdivided into twoeual parts, each

part is called onehalf 6ame thenum*er of halvesin wholes andwrite the numeralfor one half 3S5

classroomdiscussion

one half of ano*)ect. Thenumeral for

one half is S.

each piece is afraction of onewhole

/old strips of paper and othergeometric shapesinto two eual parts.hade one part andnaming it one half 'rite the numeralfor one half as 1K7

for the shaded part in each of thediagrams

3a5

3*5

#ollage.(aste halves ofo*)ects to form

patterns.

$alf of a setcontaining aneven num*er ofo*)ects

ividing setscontaining aneven num*er ofo*)ects intohalves.

+ecognise onehalf of a num*erof o*)ects

evelopconfidence inmakingdecisions.

$alf of a set of 7, =, 8, @, 1;,N,7= o*)ects.

Make two eualsets from a givenset of o*)ects noteBceeding 7=MakeKdraw picturesentences to

descri*e activitydone, e.g.

S of is

S of = is 7

how S of thenum*er of o*)ectsin each of thefollowing sets.

3a

B B B B B B

3*5

2anguage kills >Grammar.Making sentencese.g. $alf of ten isfive.

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CONTENT METHODS'


AREAS OF


3c5

uarters ofwholes

Cdentifying oneuarter of awhole

6ame thenum*er ofuarters in awhole and writethe numeral for

one uarter as U+ecognise thatone whole ismore than oneuarter and oneuarter is lessthan a whole.

Assist oneanother to dividewholes intouarters.eek to discover

for oneself.

The concept of uarter of ano*)ect.The numeralfor one uarter

is U.

/old congruent cutouts of circles,suares, andrectangles to showone uarter

ivide wholes intouarters.hade and nameone part of foureual parts as oneuarter #ut out and pasteone uarter of awhole and write thenumeral U on each.

'rite U under the picture that showsa uarter. e.g.

2anguage kills > pellinguarters half, halveswholes

cience+ecognise thatsome naturalthings are madeup of different parts e.g. theflower

tate that a whole

is more than onehalf and oneuarter and thatone half is morethan one uarter.

#omparison0

uarters andwhole.uarters anduarters.Dse thesym*olsshown tocompareI is greater than

J is less thanH is eual to

/old congruent

strips of paper intouarters.hading uartersand name them./old and cut stripsof paper intouarters.'rite numerals forwholes, twouarters, threeuarters, four

Dse the sym*ols

I, J or H tocompare thefollowing

3a5 :K= 7K= 3*5 7K= 1K7

3c5 1K= :K=

Art and #raft

Dse colours withshaded uarters tomake patterns.

Guidance+ecognise self asa part of a familyand community

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CONTENT METHODS'



uarters#omparing thesewith a whole stripand with oneanother.'riting statementsto showcomparisonse.g.

1 I :K=one is more thanone uarter

U J 7K=one uarter is lessthan two uarters

MEASUREMENT ( LENGTHOB&ECTIVES AREAS OF

INTEGRATIONTOPIC S!ILLS !NO"LEDGE ATTITUDE CONTENT METHODS'


MEAD+EME6T

2E6GT$.Grouping o*)ectsaccording tolengthsMeasuring length

#ompare o*)ectsof differentlengths

hare o*)ects#ooperate andcommunicatewith groupmem*ers.

ome o*)ectsare short andsome are long

#ompare giveno*)ects.Group o*)ectsaccording tolengths > long,

Make a picturechart usingo*)ects or pictures.2ong hort

cienceisplay la*elswith names of *ody parts e.g.hand, fingers.

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INTEGRATIONTOPIC S!ILLS !NO"LEDGE ATTITUDE CONTENT

METHODS'


short.

#lassify as long asor as short as

(icture tudyiscuss a pictureof the same aspectof theenvironment andidentify long andshort o*)ects.

Arrange o*)ectsaccording tolength Kheight

O*serving anddifferentiatingvarious lengthsof o*)ects

#omparingo*)ects *ylengthKheight.

Arrange o*)ectsin ascending ordescending orderof lengthKheight.

hare o*)ectsEn)oy helpingothers4alue o*)ects in

the environment

O*)ects havevariouslengths.

Arrange o*)ectsaccording to theirlengths Kheights inascendingKdescending

order .

Make a picturechart usingo*)ects or pictures. to show

o*)ects havevarious lengthse.g. drinking >straws, pencils,match > sticks,crayons.

6on0standardunits of length

O*servingEstimatinglengthsKheights of o*)ects.Measuring asaccurately as

possi*le.

Estimate andmeasure thelengthKheight ofo*)ects usingnon 0 standardunits

#omparelengthsKheights of o*)ects usingnon > standardunits.

evelop open0mindedness toviews of others

ome o*)ectsarelongerKhigher than others.

Estimate thenmeasure thelengthKheight ofo*)ects > 3e.g5ta*le, across chalk0 *oard, desk and

height of pupilsusing non >standard units ofmeasure > 3e.g5toothpaste *oBes,eBercise *ooks, pieces of strings #ompare num*erof standard units of measurement *etween o*)ects

#ompareestimatedmeasurements andactualmeasurementsusing non0standar

units ofmeasurementd

cienceO*serve growth of plants.

Guidance

+ecognise growthas a part of life.

$ealth Educationevelop healthha*its to facilitategrowth

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INTEGRATIONTOPIC S!ILLS !NO"LEDGE ATTITUDE CONTENT

METHODS'


measured.

tandards unitsof length

O*serving andestimatinglengthsKheights of o*)ects.Measuring asaccurately as possi*le

Estimate,measure andcompare thelengthKheight ofo*)ects usingstandard units >metre and onehalf metre.

Appreciate the *eauty of theenvironment4iew theenvironment as afield for learning#are theenvironment

ome o*)ectsarelongerKhigherthan others asdetermined *ystandard unitsof measure.

iscuss and makemetre rulersKstrips.Estimate thenmeasurelengthKheight ofo*)ects 0 >e.g. ta*letop, across chalk > *oard, desk top andheight of pupilsusing standardunits of measure,,the metre and halfmetre.#ompare num*erof metres and halfmetre with respectto o*)ectsmeasuredEstimate andmeasure lengthsand heights ofo*)ects in theenvironment.

Measure distancesin metres and half metres e.g. acrossthe classroom.+eport findings.#ompareestimatedmeasurements andactualmeasurementsusing standardunits ofmeasurement.

(hysicalEducation +unningdistancesmeasured inmetres e.g. Onehundred metrerace..

CAPACITY

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METHODS'


AREAS OF

INTEGRATIONTOPIC S!ILLS !NO"LEDGE ATTITUDE

#apacity

#omparingcapacity ofcontainers

#omparingOrdering

#omparecontainers ofdifferent sies

and shapes.

#o0operate withothers duringactivities.

+espect views ofothers

All containersdo not hold thesame amount.

The shape of acontainer doesnot alwaysdetermine itscapacity

Order containersaccording to sie.

Mark an Q onthe container thatwill hold more

water.

ay why.

cience./ield Tripescri*e an

area in termsof naturalcontainers ofwater e.g. ponds,trenches.

Estimatingcapacity of

containers usingnonstandard units

Estimating,measuring and

comparing thecapacity ofcontainers

Estimate thecapacity of

differentcontainers usingnon0standardmeasures.

howdetermination to

succeed

#apacity > Acontainer ,

compared withothers,holdsmore, less, orthe sameamount.

Arrangecontainersaccording tocapacity

Estimate the capacity ofcontainers of different

shapes and sies *ystating which containerwill hold more, less orthe same amount asanother.

Dse non0standardcontainers to measurecapacity e.g. tins, cups, *ottles.

Mark an Q onthe pictures of

two containersthat seem to holdthe sameamount.

ay why.

cience >Cnvestigate anddiscuss theuses ofcontainers e.g. *ottles forsodas, *ucketsfor water andsand.

$ealthEducation%e aware thatmedicine isstored in

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containers.how care inhandlingcontainers thatare *reaka*le.

Measuring#apacity usingstandard units

Measuring Measure thecapacity ofcontainers inlitres, S litres

Accept assistanceif necessary

Measureliuids in litresand S litres.

/ill litre containers usingthe S litre containersstating the num*er of 1K7litre containers needed tofill the litre container.

/ill containersstating theircapacity in litresand half litres

cienceMeasuringcapacity.

MEASUREMENT ( MASS

TOPICOB&ECTIVE

CONTENT METHODS'


AREAS OF


MassArrangingo*)ectsaccording totheir masses

'eighingo*)ects.Measuring.Estimating.4aluing.

+ecognise thatall o*)ects do nothave the samemass.

#ooperate ingroup activities.

ifferento*)ects havedifferent mass.

tate which of two o*)ectsis lighter or heavier.#ompare o*)ects *y theirmasses and arrange theseo*)ects from lightest toheaviest and vice versa.uggest the mass of twochildren in terms oflighterKheavier Dse a sea0saw to verifywho is the lighter orheavier of the two.

Given a varietyof o*)ects > pupils put samein order oflightest toheaviest and viceversa.

cienceMeasuringmass.

#omparingmass of o*)ects

EBploringCnterpreting#ommunicating.Measuring

Estimate,measure andcompare mass ofo*)ects.

+ecognise andacceptdifferences of persons in thehuman group.

#omparison of mass usingnon0standardmeasures.

- iscuss the uses of asimple improvised *alance and namethings that aremeasured using same.

- Estimate andcompare the mass of pairs of o*)ects thenuse the *alance toverify the estimates.

6ame which oneis heavierKlighter.

is lighter

#raftMake *alancesusing suita*lehangerscience#ollect o*)ectsin theenvironment for comparison ofmass

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CONTENT METHODS'



- iscuss the resultsand making simplestatements a*outwhat happened wheno*)ects were placedin the pans of the *alance e.g. o*)ectswith the same masscause the two pans to *alance.

is heavier (hysicalEducation%alance oneselfusing *ody parts.

tandard unitsof mass

#ommunicating.Cnterpreting.Estimating.Measuring.

Estimate,measure andcompare mass ofo*)ects inkilogram onehalf kilogram.

'illingness toco0operate withone another.

7 > one halfkilogram iseual to 1kilogram.ome itemsthat aremeasured inkilograms areflour, sugar,chicken, *eefetc.

- Manipulate packagesof 1kilogram massand S kilogram mass

- #ollect la*elsKfood packets with mass ofcontent identified inkilograms.

- iscuss the 10kilogram mass andidentify o*)ects thatmay *e lighterthanKheavier than orthe same as the 1kilogram mass.

- Estimate then use a *alance to check the

estimates.- 2ist items that are

sold in kilograms.- Dsing S kilogram

mass to *alance 1kilogram and statethe findings.

6ame threethings that aresold inkilograms.

-$ow manyS kg will *eneeded to *alance1kgR = kgR

- $ow manySkg ofsugar can *ehad from1kg ofsugarR

ocialtudies

et up a shop

corner withempty food packets andla*els showingmass ofcontents

MEASUREMENT ( TIME

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CONTENT METHODS'


AREAS OF


TCME

iscussing time

EBploring

EBplainingO*serving.

+elate time to

one&s dailyactivities.

4olunteer to

perform tasks

Time The 7=0

hour clock, 3areal clock or amodel5.- Time

childrenwake up.

- Timechildrenleave forschool.

- Timeschool

assem*les.- Time for

lunch.- Time

schooldismisses.

- Timechildrengo to *ed.AM (M 6ight,middayetc.

- iscuss activities

related to time onewakes up in themorning, has *reakfast, and leavesfor school

- iscuss activitieslinked to timeschool assem*les,recreation , lunchetc

- ismissal.- Talk a*out time for

certain dailyactivities e.g. doingmathematics, goinginto the garden

- iscuss the clock inrelation to face,hands, hours Answer uestions *ased oncontent e.g. aroundwhat time do youleave for schoolR

- emonstratemovement of theclock hands

-

#ompile a chart

showing dailyactivities andtime

Art

#ut and paste picturesshowing anactivity tomatch timetimeraw clockface in sand *oBK trayrawdifferentshapes of the

clock face

ramaK+ole(lay+ecite poems Krhymesdealing withtimeAct out events+elated to particular time

Music+hythmicmovements tomusic

cience2isten to

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CONTENT METHODS'


AREAS OF


sounds in theenvironmente.g. chirpings

of *irds,croakings offrogs.

Dsing the 7=0hour clock totell time

#ounting#ommunicating+eading aninstrument+ecordingo*servations.

+ecognise theorder and position of thenumerals on theclock face.#lassify theclock as aninstrument

measuring time.

'ork andcooperate withothers.4alue time

Dse the 7=0 hour clock to tell andshow time onthe hour e.g. C get up ataround sevenhours

- #ount in ones to 7=.- +ead numerals on

clock face as handsturn.

- how stated time onclock face andrecording same

- Tell time that has

elapsed in one hourintervals.

isplay and tellthe time shownon a clock face.

Art > rawing theclock face.

#raftMakingmodels ofclock faces

putting inhands

GamesGamesinvolving themovements ofthe hands ofthe clock e.g. 6eigh*our,neigh*our,what is thetimeR

(hysicalEducation#oordinated *odymovementschanting tick0tock, tick0tock.

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AREAS OF


The calendar asanother measureof time

iscussing+eadingCdentifyingO*serving

Cdentify thecalendar as ameans oftelling.time- 6ame the

days of theweeks andmonths of

the year.- +ead dates

of specialevents oncalendar.

Take pride in *eing a mem*erof the humangroup.Take pride in *eing regular and punctual.

A largecalendarshowing indates, days andmonths of theyear.

iscuss the calendar 0 its uses and features.- +ead the names of

days of the weekand months of theyear from calendar.

- 6ame the *irth0months of each

child,nationalholidays and theirdates orapproBimate dates.

- tate the date fortoday, yesterday andtomorrow.

#ompleteunday Tuesday Thursday aturday.

Musicing songs,dance

(oetry+eciting poems e.g.Dncle Time is

an old old man

toryTelling

2istening andretellingstories

MONEY

OB&ECTIVES

CONTENT METHODS'


AREAS OF

TOPIC S!ILLS !NO"LEDGE ATTITUDEINTEGRATION

MO6E- Cdentifying coins Cdentify and 4alue money as - #oins - iscuss the Match coins with ocial tudies

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AREAS OF

TOPIC S!ILLS !NO"LEDGE ATTITUDE INTEGRATION

(roperties ofcoins

according to their sie, shape and

colour.

descri*e coins upto 1; dollars.

helping us tomeet our needs

4iew money asimportant in providingservices for use.g. education.,transportation

havedifferent

sie,shape,colour,mass andvalue.

- #oins upto 1;dollars.

usefulness ofmoney to us.

-

Cdentify andnaming 1dollar, ? dollar and 1; dollarcoins.

- Talk a*outeach coin > itscolour, sie,shape, mass,markingsedges etc.

- +ecognise that

these coinsare used in our country

- Make picturesof the coins *y placing thecoin under a plain piece of paper andru**ing itfirmly with a pencil orcrayons.

appropriate namesto show the value

of the coins.

#OC6 4A2DE

V1 One dollar V1 V1 Two dollars

V? /ive dollars

+ole play usingmoney

Make up rhymesKsongs a*outmoney4isit shoppingcentres , marketsetcet up a play shopin the classroom.

#omparingcoins

#omparingiscussingEBamining fordifferences.

tating therelationship *etween coins0 up to 1; dollars

4alue money ifferent coinshave differentvalues. Thevalue of ? 0> one dollarscoins have thesame value of1 five dollarcoin which hasthe same value

- 0 iscuss andcomparecoins,0 theirvalue whichcan *uy mostsweets etc.

- +ecognise thatthe *iggestcoin is notnecessarily the

how fivedollarsKten dollarsin different waysusing 1 > dollarcoins,? dollar coins and1; dollar coins

Art > Dsing coinsto make patterns.

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OB&ECTIVES

CONTENT METHODS'


AREAS OF


as 1 > tendollar coin.

most valua*leone.

-

#ompare a pileof five 1 >dollar coinsand another pile of one ? >dollar coin andmakestatementsa*out values

- +epeat a*oveto show therelationship

*etween thevalue of the 1 0dollar, ? dollar and 1; 0>dollar coins.

#ompare thevalue of coins

#omparingDsingcomparisonsym*olsiscussing

#ompare thevalue of coinsusing sym*olsis less than J,is greater than I,is eual to Hup to ten dollars.

Appreciae andcare money.haring coins ingroups.

? > one dollarcoins have thesame value as1 five dollarcoin.

- iscussshoppingeBperience3i.e5 what can *e *ought withthe coins, howmuch can *e *ought etc.

- #ompare- given sets of 1

> dollar coinswith a ? >dollar coin andand makestatementsa*out thesecomparisons.

- +ecord these

Make cards withsym*ols

H I J Dsee cards andcoins to completenum*er sentence3e.g5

V1. V1 . V1.

J ? dollars

ocial tudies%udgetingThe use of moneyin the family

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CONTENT METHODS'


AREAS OF


in pictures andnum*er

sentence usingsym*ols e.g

V1 V1 J

V?

+ead thesesentences- Dse similar

activities toshow therelationship *etween thevalues of the 1dollar, ? dollar and 1; dollarcoins.

#om*iningcoins to a totalof 1; dollars orless

#ounting coins.+ecording thevalue of coins

#om*ine set ofcoins to producea total of 1; >dollars or lessand write num*er sentences toshow thesecom*inations

haring coins.haring ideasisplay goodmanners+espect therights of others.

#om*inationsof coins to atotal of 1;dollars or less.

Talk freely a*outshoppingeBperience e.gwhat item was *ought, what wasthe cost of the itemand the coins withwhich paymentwas made.- (laced priced

items in pocketchart and statethe price forthe item

#omplete pictureand num*ersentences

ocial tudies%udgeting.

(icture tudy

iscuss ashopping scene

+ole (layAct out shoppingeBperiences

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OB&ECTIVES

CONTENT METHODS'


AREAS OF


- (ay for theitem using and

naming coinsused- +ecord how

payment wasmade e,g four01 dollar coinsand one0?dollar coinwere used.

- +ead num*ersentences

- %uy two itemsof a total costof not morethan 1; dollarsand writenum*ersentences toshow the totalcost e.g.

- 1 dollar P 7dollars H :dollars.

#om*ining and partitioningcoin values

#om*ining(artitioning

evelopunderstanding ofhow to com*ineand partitioncoins whenmaking purchases

how care when purchasing *ycounting changereceived

#om*inationsand partitionsof 1 dollar, ?dollar and 1;dollar coins.

- %uy itemscosting lessthan 1; dollarsand receivechange

- iscusschangereceived.

- Dse a tendollar coin toshow two setstotalling 1;

#omplete pictureand num*ersentences.A weet

#osts = dollars (ays V1;

#hange

+ole (lay

(lay at shoppingusing differentcoins.

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CONTENT METHODS'


AREAS OF


dollars 3e.g5

V? P V? H

1; dollars

V1 V1

V1 V1 V1

V1 V1

V1 V1 V1

H 1; dollars

V1 V?

STATISTICS ( GRAPHS

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G+A($Two > row

pictographs .

Cnterpreting+eading

#omparing

Dse concretematerials, make

two > rows pictographs andread informationfrom pictographs.

'orking ingroups co0

operatively.

Two > row pictographs

e.g.

B B B B

B B B B

iscuss topics ofinterest e.g. pets,

fruits, vegeta*lesDse pictures torepresent o*)ectsMaking two > rows pictographs.+eadand compareinformation on pictograph.

Gatherinformation e.g.

favourite sodas,most liked fruits,

cience#ollect

informationhare informatione.g. things thatfloat, things thatsink

#raft0#ollages#ollect materialsfrom theenvironment to paste on *ackground to

form picture

Two 0 column *lock > graphs

#omparingArranging+eading

Dse concretematerials tomaketwo > column *lock > graphsand readinformation from *lock > graph

Assist oneanother.

Two > column *lock > graphs

#ompare two setsof different o*)ectsarrange to formtwo *lock.+ead informationfrom graph.

+ead informationfrom *lock graph.

Make a *lockgraph.

GamesK(layDse *locks tomakerepresentation ofo*)ects.

Two > column *lock > graphswhere oneo*)ectrepresentsanother o*)ect

Cnterpreting+eadingiscussing.

Make a twocolumn *lockgraph using oneo*)ects torepresent another.+eadinginformation from *locks > graphs

'ork together Two > column *lock > graphs3where oneo*)ectrepresentsanothero*)ects5 e.g. acork stands for a particularsoda, a cu*erepresents ahouse etc

iscuss preferences forsuch thing asgames, fruits,vegeta*les andflavours of sodasMaking two 0column *lockgraph to show preferences for oneof two o*)ects *y pasting coloured

Make two >columns *lock >graph where oneo*)ect representsanother o*)ect.#ompare theinformation onthe *lock > graph

TrafficEducation

now meaningsof the colours oftraffic lights

#raftMake paper plate puppets0 cut outcircles to represent

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CONTENT METHODS'



circles, suares andrectangles incolumn torepresent the

num*er of preferences.#ompare thecolumn on thegraph to find preference for eachfruit, the *etterliked.

eyes,and othershapes torepresent nose,mouth etc,

Games(lay games whereone pretends to *esomeone else orsomething e.g. ateacher, a preacher, a wildanimal etc.

(hysicalEducationCmitatemovements ofanimals

=;

Grade 1 Mathematics.doc

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