CLASS - I - NIMS Dubai · Shri Pankaj Bhanwani Material Production Group: ... - Songs on Nature /Plants/ Drama ... Syllabus Matrix English Short Literature:

CLASS - I

UNIT–4

PLANTS

Central Board of Secondary Educa� on

Acknowledgements

Advisory Conceptual Framework

Shri Vineet Joshi Shri G. BalasubramanianChairman, CBSE Former Director (Academics), CBSE

Ms. Chitralekha Ms. Abha AdamsGurumurthy Director (Academics),CBSE Consultant, Step-by-Step School, Noida

Dr. Sadhana Parashar Dr. Sadhana Parashar Head (Innovations & Research),CBSE Head (Innovations & Research),CBSE

Ideators

Dr. Indu Khetrapal Ms. Rupa Chakravorty Dr. N. K. Sehgal

Ms. Jaishree Srivastava Ms. Anita Sharma Dr. Anju Srivastava

Dr. Uma Chaudhary Dr. Kamla Menon Ms. Meenu Goswami

Ms. Anuradha Sen Ms. Geeta Varshney Dr. Rajesh Hassija

Ms. Urmila Chowdhary Mrs. Sarita Manuja Ms. Anita Makkar

Mathematics

Dr. K.P. ChindaShri J.C. NijhawanMs. Rashmi KathuriaMs. Reemu Verma

Science

Ms. Charu MainiMs. S. AnjumMs. Meenambika MenonMs. Novita ChopraMs. Nita RastogiMs. Pooja Sareen

History

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

English

Ms. Gayatri KhannaMs. Renu AnandMs. P. RajeshwaryMs. Neelima SharmaMs. Neha Sharma

Geography

Ms. Deepa KapoorMs. Bharti Dave

Ms. Bhagirathi

Political Science

Ms. Sharmila BakshiMs. Archana SoniMs. Srilekha

Economics

Ms. Mridula PantShri Pankaj Bhanwani

Material Production Group: Classes I-V

Ms. Savinder Kaur RoopraiMs. Deepti VermaMs. Monika ThakurMs Ruba ChakrabortyMs. Nandita MathurMs. Seema ChowdharyShri Bijo ThomasMs. Anuradha Mathur

Co-ordinators :Ms. Sugandh SharmaEducation Offi cer (Com.)

Dr. Srijata DasEducation Offi cer (Science & Maths)

Sh. R. P. SharmaConsultant

Shri Al Hilal AhmedAsstt. Education Offi cer

Material Production Group: Classes VI-VIIIMs. Dipinder Kaur

Ms. Sonia Jain

Ms. Guneet Ohri

Ms. Seema Rawat

Dr. Meena Dhami

Mrs. N Vidya

Material Production Groups : Classes IX - X

Preface

The Curriculum ini� ated by Central Board of Secondary Educa� on–Interna� onal (CBSE-i) is a progressive step in making the educa� onal content and methodology more sensi� ve and responsive to the global needs. It signifi es the emergence of a fresh thought process in impar� ng a curriculum which would restore the independence of the learner to pursue the learning process in harmony with the exis� ng personal, social and cultural ethos.

The Central Board of Secondary Educa� on has been providing support to the academic needs of the learners worldwide. It has about 11000 schools affi liated to it and over 130 schools situated in more than 20 countries. The Board has always been conscious of the varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning process to the physical, geographical, social and cultural environment in which they are engaged. The Interna� onal Curriculum being designed by CBSE-i , has been visualized and developed with these requirements in view.

The nucleus of the en� re process of construc� ng the curricular structure is the learner. The objec� ve of the curriculum is to nurture the independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build on values, beliefs and tradi� onal wisdom, make the necessary modifi ca� ons, improvisa� ons and addi� ons wherever and whenever necessary. The core of the Interna� onal Curriculum is to respond to this delicate balance, necessary between tradi� onal wisdom and progressive thoughts.

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

The CBSE-i aims to carry forward the basic strength of the Indian system of educa� on while promo� ng cri� cal and crea� ve thinking skills, eff ec� ve communica� on skills, interpersonal and collabora� ve skills along with informa� on and media skills. There is an inbuilt fl exibility in the curriculum, as it provides a founda� on and an extension curriculum, in all subject areas to cater to the diff erent pace of learners.

The CBSE-i plans to introduce the curriculum in a phased manner at diff erent levels in schools affi liated to CBSE at the interna� onal level and subsequently, if desired, to introduce it to other affi liated schools who meet the requirements of this curriculum. The focus is to ensure that the learner is stress-free and commi� ed to ac� ve learning. The learner would be evaluated on a con� nuous and comprehensive basis consequent to the mutual interac� ons between the teacher and the learner. There are some non-evalua� ve components in the curriculum which would be commented upon by the teachers and the school. The objec� ve of this part or the core of the curriculum is to scaff old the learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspec� ves, SEWA (Social Empowerment through Work and Ac� on), Life Skills and Research would be the cons� tuents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holis� c growth and learning curve.

The Interna� onal Curriculum has been designed keeping in view the founda� ons of the Na� onal Curricular Framework (NCF 2005) and the experience gathered by the Board over the last seven decades in impar� ng eff ec� ve learning to millions of learners, many of whom are now global ci� zens.

The Board does not interpret this development as an alterna� ve to other curricula exis� ng at the interna� onal level, but as an exercise in providing the much needed Indian leadership for global educa� on at the school level. The Interna� onal Curriculum would evolve on its own, building on learning experiences inside the classroom over a period of � me. The Board while addressing the issues of empowerment with the help of the schools’ administering this system strongly recommends that prac� cing teachers become skillful learners on their own and also transfer their learning experiences to their peers through the interac� ve pla� orms provided by the Board.

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana Parashar, Head (Innova� ons and Research) CBSE alongwith other Educa� on Offi cers involved in the development and implementa� on of this material.

The CBSE-i website will enable all stakeholders to par� cipate in this ini� a� ve through the discussion forums provided on the portal. Any further sugges� ons are welcome.

Vineet JoshiChairman

Central Board of Secondary Educa� on

PlantsContents

English - Literature : Short Story, Naming Words and Genders

Blends words ‘th’ words 1

Environmental Education - Main Part of Plant, Kinds of Plant

Use and Care of Plants 5

Mathematics - Subtrac� on as “Take Away”

Single and Two Digit Subtrac� on without Regrouping

Subtrac� on of Two Digit Number with Regrouping

Subtrac� on with Abacus 10

Performing Arts - Songs and Plays on Nature / Plants 14

Visual Arts - Origami and Monoprints 16

Physical Education: Movement Awareness 18

Lesson Plan

English

- Naming Words and Genders............................................................... 20

- Blend Words ‘th’ Words..................................................................... 23

Environmental Educa� on

- Main parts of a plant........................................................................... 25

- Kinds of Plants.................................................................................... 28

- Uses of plants and plant care............................................................. 30

Mathema� cs

- Single and Two Digit Subtrac� on Without Regrouping....................... 32

- Subtrac� on of Two Digit Numbers with Regrouping and abacus........ 37

Performing Arts

- Songs on Nature /Plants/ Drama................................................................ 42

Visual Arts

- Origami Grass, Trees, Flower, Flower Monoprints to make a Gree� ng Card............................................................................................. 43

Physical Educ� on

- Card - 7 Animal walk ....................................................................................... 45

- Card - 8 Introducing ball handling ................................................................ 47

Assessment ..................................................................................... 49

- Assessment Rubrics for English .................................................................... 50

- Assessment Rubrics for Environmental Education ...................................... 51

- Assessment Rubrics for Mathematics .......................................................... 53

Teacher Resource Material ............................................................. 54

Worksheets....................................................................................... 57

- English................................................................................................. 58 - 67

- Environmental Educa� on..................................................................... 68 - 88

- Mathema� cs...................................................................................... 89 - 107

Visual Arts

Environmental Education

Physical Education

Mathematics Performing Arts

PLANTSSyllabus Matrix

English

Short Literature: Short Story

Naming Words and Genders

Blend Words ‘th’ Words

Main Parts of a Plant

Kinds of Plants

Uses of Plants and Plant Care

Subtrac� on as “Take Away”

Single and Two Digit Subtrac� on without

Regrouping

Subtrac� on of Two Digit Numbers with

Regrouping

Subtrac� on with Abacus

Songs and Plays on Nature / Plants

Origami and Monoprints Movement Awareness

1

Skills

Listening Listen to and comprehend the story,’Grow Apple Grow’ read by the teacher (Fill in the blanks, � ck the correct answer,etc.).

Listen to and respond to ques� ons.

Speaking Use the new words from the story (eg. petals, blossom, etc.) in sentences.

Reading Read the story with clarity and fl uency.

Wri� ng Crea� ve Wri� ng - write a few simple sentences on My Plant (see Ac� vity 1).

Mul� ple Naturalis� c / IntrapersonalIntelligences

English

General Objectives• To follow oral instruc� ons.

• To develop and use new vocabulary.

• To develop and apply skills and strategies for reading process.

• To men� on the naming words individually.

Specifi c Objectives• To read with proper intona� on and expression.

• To read simple text for informa� on and pleasure.

• To use the new vocabulary in sentences of their own.

• To iden� fy nouns and their genders.

• To know the sound of ‘th’ words.

Dura� on: 4 hrs Literature: Short Story

2

Skills

Listening Listen to the story ‘Jack’s Garden’ and answer the ques� ons asked by the teacher.

Listen to the explana� on regarding gender of nouns.

Speaking Share with your friends the brief of the story and men� on all the naming words used within the story.

- Look around and men� on a few things you fi nd in your surroundings.

- Pair up (one boy and one girl) and share nouns (name of persons, animals) as per their genders with the class.

- Share informa� on from day to day life about the feminine genders of people and animals.

Reading Read an extract from the story and list down all the names you come across while reading.

Read all the sentences in the worksheet and fi nd out if the underlined word in each given sentence is a noun or not.

Read the fl ash cards containing the masculine and feminine genders of nouns.

Learning The students will be able to :Outcomes - Read and listen for informa� on and pleasure.

- Read simple sentences with the help of pictures and understand them.

- Learn new words through listening.

- Learn to read and spell new words from the story, thus enhancing both reading and wri� ng skills.

Dura� on: 6 hrs (b) Naming Words and Genders

3

Wri� ng Circle the naming words from a given pair of words containing one noun and one other part of speech. Select any fi ve names out of the list of circled nouns and use them into sentences.

Write down the feminine names for given masculine genders.

Mul� ple Logical / Spa� al / Interpersonal.Intelligences

Learning The students will be able to :Outcomes - Develop understanding about Nouns.

- Iden� fy the naming words in a given para.

- Know the masculine and feminine genders of nouns.

4

Transdisciplinary ActivitiesVisual Arts Make a collage of pictures of naming words that begin with a vowel/consonant.

Performing Compose a poem using blend words.Arts

Environmental Find out informa� on on thyme and its usage in diff erent cuisinesEduca� on

Skills

Listening Listen to the story ‘A New Apartment’ and ‘School and Homework‘ to recognize the sound of the blend word-‘th’.

Speaking Use a few ‘th’ words from the story to make your own sentences.

Reading Read the two stories aloud and lay emphasis on all the ‘th’ words used in them.

Wri� ng Recall and list down all the ‘th’ words and frame a story of your own using those words with the help of your teacher.

Ac� vi� es Refer to the lesson plan-(b) for the ac� vity Team Work.

Mul� ple Cogni� ve/InterpersonalIntelligences

Learning The students will be able to: Outcomes - possess knowledge related to blend words - Iden� fy ‘th’ words comfortably in a piece of

wri� ng.

(c) Blend Words -‘th’ Words

Dura� on: 3 hrs

Material RequiredOnline stories by Marn Frank ‘A New Apartment’ and ‘School andHomework’.

5

Environmental Education

General Objectives• To understand that plants and trees help to balance the environment.

• To gain knowledge about interdependence between human and plants.

Specifi c Objectives• To bring awareness about various plants.

• To know about the uses of plants in our life.

• Diff erent parts of a plant and important things required for their growth.

• To know how to take proper care of plants.

• To Classify plants on the basis of their physical characteris� cs.

Skills

Conceptual Observing and iden� fying the main partslearning of a plants - fl ower, stem, leaf and roots. Discuss briefl y how these parts help the main plant.

Iden� fi ca� on of diff erent fl owers, fruits and vegetables through fl ash card /slides.

Knowing diff erent parts of plants we eat through a salad ac� vity.

Signifi cance of air, land, water and sunlight for the growth of a plant through an ac� vity

Learning by Colour the main parts of a plant.

doing Digging of weeds with roots and recording observa� ons and labelling the parts of the plant on a sheet of paper. Drawing and labelling another plant on the same sheet followed by comparing it with others, i.e. a specifi c shape, pa� ern, colour of each plant.

Dura� on: 4 hrs (a) Main Parts of a Plant

6

Yummy salad ac� vity: Prepara� on of salad using diff erent parts of plants.

Observing the growth of a plant. (Germina� on ac� vity)

Observa� on Recording observa� on about parts of plant during Nature Walk.

Cut the fruit and observe the size, shape and number of seeds inside it.

Reading the book: ‘Growing Vegetable’ Soup by Lois Ehlert with parents and knowing more about plants.

Applica� on Collect the fallen leaves and fl owers from the surroundings, dry them and paste in the scrapbook/make book-mark etc.

Comparing two plants - one kept in sunlight and the other at a dark corner respec� vely.

Prepare a shopping list for a sumptuous salad.

Mul� ple Intrapersonal / Spa� al / Musical.Intelligences

Learning The students will be familiar about: Outcomes - Main parts of a plant. - Essen� al elements for the growth of a plant

sun, air, water and soil.

Skills

Conceptual Visit the nursery/ school campus and observelearning the diff erent kinds of plants. For example - trees, shrubs, grass, climber. Understanding and knowing about -

- Water and Desert plants

- Diff erent shapes of diff erent leaves and their colour.

Dura� on: 5 hrs (b) Kinds of Plants

7

Learning by List two examples of each kind of plants.doing

‘Group ac� vity’ - Trees, Shrubs, Grass and Climbers. Students will be divided into groups as trees shrubs, grass and climbers. From the box, each one shall pick up a fl ash card of a plant name according to its type/ classifi ca� on. Label the leaves pasted in the scrap book with respect to their plant kind. Decorate the classroom with cutouts of diff erent shapes of the leaves Plan a visit to the market (with parents) and buy a plant of your choice.

Observa� on Observe diff erent kinds of plants in:

• The country side

In a garden Record the observa� on in the nature journal.

Applica� on Explore and observe diff erent types of plants you see in your neighbourhood. Draw a picture crea� ng the world where only these plants exist.

Mul� ple Linguis� c / Intrapesonal / InterpersonalIntelligences

Learning The students will be able to :Outcomes - Iden� fy plants as trees, shrubs, herbs and

climbers. - Possess knowledge about water and desert

plants.

8

Skills

Conceptual Explana� on of things we get from plants.

• Classroom Discussion on what would happen if all the plants disappeared?

• Importance of plants to human beings, animals and nature

Slide show -Do’s and don’ts for plant care.

Learning by Drawing a tree on a chart paper and s� ckingdoing things we get from plants on it to make a beau� ful collage. Also write the name of the plant from which those things are obtained.

Pretending and enac� ng as a tree while experiencing given situa� ons, like - blowing of the breeze, plucking fruits, cu� ng of a tree etc.

Add more instances and elicit as much informa� on as possible from the students to enhance speaking skills.

Drawing of one’s favourite plant, label its part and write how to take care of it.

Observa� on Find the diff erent plants used as the symbol of na� onal signifi cance.For example -- Maple leaf in the fl ag of Canada

- Branches of olive tree on the UNO map, etc.

Show the BBC series by David A� enborough

Applica� on Paste the picture of things that you get from plants in your scrap book.

Visit a plant nursery and see how a gardener plants and takes care of diff erent plants.

Dura� on: 4 hrs (c) Uses of Plants and Plant Care

9

Mul� ple Logical/Experien� al/Spa� alIntelligences

Learning The students will develop understanding andOutcomes knowledge about uses and importance of plants in human life.

Material RequiredPot with a fl owering plant, fl ash cards of diff erent fruits, vegetables, fl owers (diff erent parts of a plants), Tomato (fruit), Asparagus (stem), Broccoli, (fl ower), Le� uce (leaf), Carrot (root), small pot, seeds, fl ash card of diff erent kinds of plants, pictures of common water and desert plants, variety of leaves, paper, paper, gum, medicine, cloth, perfume, oil, tea, pulses, fruit, vegetables and pictures of plants from which we get these things, chart paper, slide presenta� on on do’s and don’t for plant care, chart paper, paper plate, dried fl owers.

Life skills/SEWAVolunteer to clean up a park in your neighbourhood/school by watering the plants and removing the weeds.

Do not pluck fl owers as they provide beauty and balance to nature. Thus caring for plants. Gi� a plant on a special occasion.

Critical Thinking Interdependence between human beings, animals and plants.

Transdisciplinary ActivitiesVisual Arts Vegetable and leaf block print.

Physical Walking barefoot on grass in early morning is good for your eyes.

Educa� on

Performing Arts Songs and rhymes. Enactment of a story on plants.

10

Mathematics

General Objectives• To develop logical and cogni� ve ability.

• To prac� ce subtrac� on facts and processes.

• To appreciate the use of mathema� cs in everyday life.

• To translate the mathema� cal terms to mathema� cal opera� ons and perform simple

calcula� ons.

Specifi c Objectives• To understand subtrac� on as a “take away” process.

• To calculate the diff erence of numbers mentally.

• To explain the terms, like diff erence, less than.

• To become familiar with the mathema� cal symbols minus “–” and is equal to “=”.

Skills

Observa� on and Observe and iden� fy the removal of iden� fi ca� on objects from the given set of objects as subtrac� on of whole numbers.

Expand the vocabulary by introducing new words, like “le� /remaining/less than/ diff erence”. Learn to relate language to solve the mathema� cal problems.

Subtrac� on as opposite of addi� on.

Mental / Recognize the mathema� cal signs like “–” and “=”. Logical Connect the process of coun� ng backwards

from the greater number by subtrac� on as well as compu� ng it mentally.

(a) Subtrac� on as “Take Away”

Dura� on: 3 hrs

11

Skills

Observa� on and Subtrac� on of a single and two digit number Iden� fi ca� on without regrouping and applying the learnt concept in day to day life.

Iden� fy the situa� ons where subtrac� on is used and discuss it with the class.

Correlate the language into mathema� cal terminology.

Create word problems and use logical skills to solve them.

Mental/ Subtrac� on by coun� ng backward from bigger Logical number and with the help of place value blocks.

Mul� ple Linguis� c / Spa� al / InterpersonalIntelligences

Learning The students will be able to :Outcomes - Visualize the two numbers that have to be subtracted and solve it mentally (may be by backward coun� ng). - Compute diff erence of two digit numbers through ver� cal subtrac� on.

(b) Single and Two Digit Subtrac� on without Regrouping

Mul� ple Linguis� c/ Logical/ Spa� alIntelligences

Learning The students will be able to :Outcomes - Develop a rela� on between the language and mathema� cal terms. - Relate the terms like “take away”, “how many le� ”. - Explain subtrac� on in simpler terms.

Dura� on: 4 hrs

12

Skills

Observa� on and Relate with Abacus as a calcula� ng tool foriden� fi ca� on performing arithme� c processes.

Defi ne abacus.

Mental/ Students will be able to assimilate their previous Logical knowledge with the new one.

Mul� ple Logical / Kinesthe� c / Aesthe� c.Intelligences

Learning The students will be able to :Outcomes - Subtract with the help of an abacus.

- Verify the answer by using diff erent method of subtrac� on.

(c) Subtrac� on of Two Digit Numbers with Regrouping

Time: 2 hr (d) Subtrac� on with Abacus

s

Skills

Observa� on and Subtract two numbers by regrouping them intoIden� fi ca� on tens and ones

Mental/ Ability to take away less from more, andLogical borrowing when there is more from a lesser digit.

Mul� ple Linguis� c / Logical.Intelligences

Learning The students will be able to: Outcomes - Diff eren� ate between the value of numbers at

tens place and ones place. - Understand the signifi cance of how to borrow

in the need of shortage.

Dura� on: 4 hrs

13

Material RequiredCut outs of diff erent coloured fl owers, chart paper, beads, straws, leaves, place value blocks of base ten and ones, set of two cards with numbers wri� en on it, abacus.

Transdisciplinary Activities

Performing Solving sums with the help of rhymes.Arts

Physical Playing games related to subtrac� on.Educa� on

Visual Arts Making a collage of beau� ful fl owers.

Life skillsAppreciate the use of subtrac� on in our daily life.

14

Performing Arts

General Objectives• To understand the link between music and nature.

• To provide knowledge related to drama.

• To explain the various aspects linked to Performing Arts –beginning, middle, end, stage,

character and audience.

Specifi c Objectives• To learn the skills of coordina� on and synchroniza� on with the help of the recorded

music.

• Use voice expressively by singing songs related to plants and nature.

• To appreciate the beauty of nature /plants through songs and drama.

Skills

Learning by Showing your gra� tude towards plants through doing singing songs.

To enact a drama related to theme plants and prac� cing the following skills:

– Co-ordina� on

– Discipline

– Working as a group

Applica� on Collect informa� on regarding the material we get from plants to make musical instruments.

Enjoy the sounds produced by trees when the wind blows and in various sounds in nature such as rain and thunder.

Dura� on: 3 hrs (a) Songs and Play on Nature / Plants

15

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

Learning The students will develop the ability to:Outcomes – Link music with nature. – Sing songs related to nature. – Confi dently rehearse and perform individually/ in group.

Material RequiredSongs on plant/nature, recorded music for drama.


Visual Arts To iden� fy props, costume, mask, set related to drama.

Physical Singing rhymes with ac� on.

Educa� on

Life SkillsAppreciate music in nature (e.g. whispering Winds, sound of rain thunder).

16

Skills

Observa� on Observe various plants in the surroundings.

Learning by With the help of origami, make grass, trees doing and fl owers.

With the help of monoprin� ng, print fl owers of diff erent colours like red, orange, blue, pink and green.

Applica� on Visit a park in your neighbourhood and observe diff erent types of plants.

To know the various usages of plants.

Mul� ple Naturalis� c / Lingusi� c / Cogni� ve.Intelligences

Learning The students will able to: Outcomes - Understand and possess the knowledge of

plants. - Create grass, trees and fl ower with the help of

origami.

- Possess knowledge of diff erent forms of prin� ng.

Visual Arts

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

• To develop crea� vity and imagina� on.

Specifi c Objectives• To gain knowledge about paper folding technique / origami.

• To understand ways of prin� ng.

• To familiarize with the natural colours we get from plants.

(a) Origami and Monoprints Dura� on: 3 hrs

17


Computers and In paint brush, draw plants with the help of shapes. Colour them

Mathema� cs using spray tool.

Performing Songs on plants with ac� on.

Arts

Life SkillsAppreciate the beauty and the importance of plants in your life.

18

Physical Education General Objectives

• To be aware of the benefi ts of physical ac� vity and movements.

• To prac� se basic body movements, like walking, racing with complete coordina� on.

Specifi c Objectives• To demonstrate understanding that movement is fundamental to human body.

• To learn the basics in physical educa� on through everyday ac� vi� es.

Skills

Learning by Various skills-walking in straight line, circle jog on doing the spot

Bounce the ball on music.

Body awareness PEC-7.

Coordina� ve exercises PEC-8.

Applica� on Following direc� ons, playing relay race and various other games involving body movement.

Mul� ple Cogni� ve / Interpersonal / IntrapersonalIntelligences

Learning The students will understand: Outcomes - Various forms of physical movement. - Neuro Muscular Co-ordina� on. - The need for physical exercises with accurate

coordina� on, agility and balance.

Dura� on: 3 hrs (a) Movement Awareness

Material RequiredPhysical Educa� on Cards.


Performing Poem (hands on shoulder, hands on knees…………)

Arts

Life Skills Can we crouch our body and maintain balance ?

19

Lesson Plans

20

EnglishLesson Plan-a & b

Topic: Short Story, Naming Words and Genders

Dura� on: 4 hrs + 6 hrs

Brief descrip� on – The lesson will help the students to learn more about the topic. It will widen their perspec� ve regarding naming words and masculine and feminine genders of nouns.

Learning Objectives• To iden� fy nouns as part of speech.

• To understand that a naming word is either a name of a

place / person / animal / thing.

• To be able to comprehend that a sentence may have

more than one noun.

• To understand genders.

Material RequiredThe book ‘A Mink, A Fink, A Ska� ng Rink: What is a Noun?’ by Brian P. Cleary, ‘Jack’s Garden’ by Henry Cole, fl ashcards, circular coloured sheets, clay.

Teacher ActivityThe teacher enters the classroom and takes up the topic to check their previous knowledge. She/he asks the students to look around themselves and name a few words. The teacher reads out a story. Students with the help of the teacher iden� fy the nouns.

The teacher will arrange for small pots / glasses for each student. The students will be taken outdoors where each one will fi ll their pot with earth and sow a seed in it.

It will be placed in a sunny spot. Students will be encouraged to take care of it by watering it daily. Students will write a few sentences about their po� ed plant based on their daily observa� on.

Noun Hunt

Teacher invites the students to go on a “noun hunt” around the school. The students shall carry their notepads along with them and record diff erent nouns that they see. Going out, looking for nouns everyday an ac� vity the students will love.

T

21

Rainbow of Nouns

The teacher briefs the students about the game ‘Rainbow of Nouns’. She/he starts by saying, “Let’s make a rainbow of nouns”. The class is divided into 7 groups, each group represen� ng a diff erent colour (Red, orange, yellow, green, blue, purple, violet). The students brainstorm about things that are of respec� ve colours. The teacher encourages them to write the names on circular sheets of that specifi c colour. When the students complete the task , she/he arranges all of the coloured circles into a rainbow followed by fi xing a cloud on each end of the rainbow. On one, the students write people, on the other they write places and so on followed by students encouraging to give ideas of what to write in the people cloud, what to write in the places cloud, etc. A really colourful bulle� n board is prepared by involving the whole class in the ac� vity.

While doing this ac� vity, the teacher emphasizes on the fact that nouns have masculine and feminine gender, e.g. father- mother, boy-girl (to name a few which are easy for the students to iden� fy)

Student ActivityMagic clay

The students will be given clay to do modelling. Each one of them will design a noun of his/her own choice to depict a person/ place/thing/animal.

Hide and seek

The students shall fi nd out the hidden fl ashcards around the room with nouns on them. They fi nd one fl ashcard, read it and put it in the correct box one by one. (The boxes are labelled as people, places, things and animals.)

ReviewThe students shall circle the naming words from a given pair of words containing one noun and one other part of speech.

AssessmentThe students will read all the sentences given in the form of a worksheet and fi nd out if the underlined word in each given sentence is a noun or not.

22

Short story: Grow Apple Grow!

An apple blossom grows.

The petals fall off . A � ny apple grows.

It gets bigger and bigger. Now, it is big and red.

The apple is green.

It is also sweet and juicy.

The apple is ready to eat. The farmer will soon pluck it from the tree.

Would you like to have one?

23

EnglishLesson Plan-c

Topic: Blend Words ‘th’ Words

Dura� on: 3 hrs

Brief descrip� on – The lesson will help the students to learn more about blend words and their sounds.

Learning Objectives• To learn new words through listening.

• To learn to read and spell ‘th’ words, thus enhancing both reading and wri� ng skills.

• To be able to iden� fy ‘th’ words in a given narra� ve/extract.

Material RequiredOnline stories by Marn Frank ‘A New Apartment’ and ‘School and Homework’. The suggested stories for the blend words are- A Vaca� on and The Cowboy by Marn Frank.

Teacher ActivityThe teacher enters the classroom and starts asking the students ques� ons related to ‘sh’ and ‘ch’ blend words. She/he asks them to recall as many words as possible with these diagraphs. She/he introduces another blend word to them-’th’ words.

She/he encourages them to speak aloud the words which either begin with or have the blend ‘th’ in them.

The students are taken to IT lab and shown the on line version of the stories ‘A New Apartment’ and ‘School and Homework’ by Marn Frank helping the students to know two diff erent sounds of the combina� on ‘th’.

The students repeat the ‘th’ sound words given in the story/ies and the teacher writes all the words on the board.

The same lesson plan for ‘sh’, ‘ch’ words may be used for unit III and IV.

24

Student ActivityThe students read the two stories emphasizing on the ‘th’ sound words which they have seen online. They select a few words and use them into sentences of their.

The students frame a story using the words with ‘th’ sound and nouns own.

Team work:

The class will be divided into groups. Each group will be given 5 sets of words with le� ers wri� en on them. The students, in their groups, will arrange the le� ers to make words with ‘th’ sound. The group which fi nishes fi rst will give the ‘winning’ call.

ReviewIndividual ac� vity:

The students shall observe a given picture and name/write all the ‘th’ words used in the illustra� on.

AssessmentThe students will recall all the ‘th’ words they have learnt � ll now and shall list them down

Th words

Thin

ThirtyThread

Thumb

25

Environmental EducationLesson Plan-a

Topic: Main parts of a plant

Dura� on: 4 hrs

Brief Descpi� on: The main parts of a plant will be described from

root to shoot.

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

• Gather informa� on related to plants and their main parts.

• Understand how these parts are helpful to the main plant.

• Know about the things required by a plant for its proper growth.

Material RequiredPo� ed plant, story-Jack’s Garden by Henry Cole, fl ash cards, ingredients for salad, seeds,

small pot.

Teacher ActivityThe teacher enters the classroom with a po� ed plant. She/he starts interac� ng with the

students to involve them in the topic by asking ques� ons like -

What do you see in my hand?

Do you have a garden in your house?

Who takes care of the garden and how?

The teacher, then, reads a brief of the story Jack’s Garden by Henry Cole followed by

showing the beau� ful illustra� ons refl ected in the book which depicts what happens in

Jack’s garden a� er he plants his seeds.

To create a real atmosphere for understanding the topic, the teacher draws students

a� en� on with the statement “Come! Let’s visit Jack’s garden which he has planted. We

shall see the seeds, seedlings, buds, leaves and a complete plant. The bugs, bu� erfl ies and

birds will also accompany us to the garden. Finally, we all shall enjoy seeing the garden bloom.”

26

A� er commencing the topic with a deligh� ul introduc� on, the teacher distributes labelled fl ash cards containing names of the main parts of a plant- root, stem, fl ower, leaves, etc.

The teacher performs a salad ac� vity, through which she/he emphasizes on the fact that we eat diff erent parts of a plant in a salad, e.g. fruit, stem, fl ower, leaf and root.

Student ActivityTo apply the knowledge to real life situa� ons, the students visit a garden where they dig up a weed with its roots carefully. They paste it on a sheet of paper and label its main parts followed by drawing it.

The students bring the ingredients for a salad ac� vity and prepare it in the class with the help of the teachers. They enjoy the salad with their friends emphasizing its nutri� ve value and also on the importance that ea� ng together and sharing food are good prac� ces.

The students bring some seeds and a small pot. They plant the seeds with the help of their teacher. They observe the growth pa� ern of the plant by providing it with everything a plant requires (air, water, sunlight, soil) to grow.

ReviewThe students will colour diff erent parts of a plant in a worksheet provided by the teacher.

The salad ac� vity will be reinforced through a worksheet where the students will match the ingredients to their correct types - tomato-fruit, asparagus-stem etc.

The students bring their po� ed plant to class and make a brief presenta� on by sharing their experience about the plant and the things required for its growth.

The period will conclude with singing and enac� ng a rhyme together.

27

Tiny seeds planted just right

Not a breath of air, not a ray of light

Rain falls slowly to and fro

And now the seed begins to grow

Slowly reaching for the light

With all its energy, all its might

The little seed‛s work is almost done

To grow up tall and face the sun

AssessmentAsk the class the following ques� ons:

This word starts with an “L.” It is the a part of a plant that collects energy from sunlight. What is its name? _______________

This word starts with an “R.” It is the part of a plant that is underground and that gets water and other nutrients from the soil. What is its name? _______________

This word starts with an “S.” It is the part of a plant that provides its support. What is its name? _______________

This word starts with an “F.” It is the part of some plants that contains the seeds. It is o� en juicy and tasty. What is it? _______________

This word starts with a “T.” It is a plant that has leaves, roots, and a trunk. What is its name? _______________

A similar kind of chart will be put on the display board where each student will give an example of diff erent types of plants and their parts we eat.

28

Environmental EducationLesson Plan-b

Topic: Kinds of Plants

Dura� on: 5 hrs

Brief Descrip� on–This lesson involves awareness about diff erent types of plants and similari� es and dissimilari� es between them.


• Classify plants based on their shapes and sizes and physical characteris� cs.

• Explain unique features of a plant.

• Understand that climate and vegeta� on have a eff ect on the appearance (shape and

size) of the leaves.

• Value plant life.

Material RequiredFlash cards of diff erent plants, leaves of diff erent plants, scrap book, The Giving Tree (book/DVD).

Teacher ActivityThe teacher enters the classroom with leaves of diff erent plants and also pictures of tree, bush, shrub, etc. To retain their curiosity, S/he asks them a few ques� ons -

• How many of you have been to a place where there are plants/trees of diff erent types.

• Could you name a big or small plant?

The teacher, then, narrates a story ‘The Giving Tree’ by Shel Silverstein.

The teacher explains that there is a rela� on between diff erent types of plants and other living beings.

To create an atmosphere for learning, the teacher shows a slide presenta� on to the students, showing diff erent types of plants S/he also encourages the students to come up with their sugges� ons during the slide show.

29

A� er the introduc� on, the teacher divides the class into various groups and displays fl ash cards of trees, shrubs, herbs, etc. The groups are given names based on the fl ash card. Each group will write the name of plants, according to the fl ash card they have. For example - herbs: thyme, rosemary etc.

Student ActivityThe class which is divided into groups as trees, shrubs, herbs, etc. speaks about the characteris� cs of the name given to their respec� ve groups, e.g. the group ‘Tree’ will share informa� on related to their plant type. The groups will be given points for each correct answer.

The students collect the leaves of diff erent plants. and paste them in their scrap book. To help them remember and understand the unique feature of each plant, they label the plant name and also their plant type - shrub, herb, etc.

The students take leaves of diff erent shape and sizes. They trace them on a paper; make their cut outs; arrange them on a string and hang them in the class. They share their experiences how and from where they collected the leaves, (emphasizing on the fact that it hasn’t been plucked).

ReviewThe concept of variety in plant life will be reinforced through a worksheet where they will use diff erent colours to colour the leaves.

Assessment The students will be assessed keeping in mind the following points-

• The awareness about diff erent

shapes and sizes of leaves.

• The knowledge about various

leaf pa� erns.

• The sensi� veness towards

plants as they have life.

30

Environmental EducationLesson Plan-c

Topic: Uses of plants and Plant care

Dura� on: 4 hrs

Brief Descrip� on–This lesson involves awareness about diff erent types of plants, similari� es and dissimilari� es between them.


• Classify plants based on their physical characteris� cs.

• Understand that plants are useful to living beings in various ways.

• Know the importance of all plant types.

Material RequiredFlash cards of diff erent plants, leaves of diff erent plants, scrap book, ‘The Giving Tree’ (book / DVD)

Teacher ActivityThe teacher enters the classroom with diff erent things, e.g. paper, gum, medicine, cloth, perfume, oil, tea, pulses, fruits, vegetables. The teacher explains that these are the things we get from plants and shows the plants (illustra� on / slide / fl ash card / plant itself) from which these things are obtained to make the students aware of the things we get from plants and the various plants.

A� er making the students realize that plants are signifi cant for us, the teacher organizes a classroom interac� on based on the following point -

• What would happen if all the plants disappear ?

A� er receiving diff erent responses, the teacher further explains the importance of plants in our environment.

• Plants provide various products to humans beings.

• Plants give us fresh air (oxygen).

• Plants provide habitat for animals

• Plants beau� fy nature.

T

31

A slide on the topic - ‘Do’s and don’t for plant care’ is shown to students.

Student ActivityGroup Ac� vity

Students, in groups of six each, draw a tall tree an a chart paper followed by s� cking things we get from plants on it to make a beau� ful collage. They also write the name of the plant from which those things are obtained.

Role Enactment

Students, a� er understanding, that plants are also living beings and they also have feelings, pretend to be a tree and enact as per the given situa� ons -

• Cool breeze is blowing

• Someone cuts you

• Squirrel runs down your trunk

Students paste dried fl owers around the rim of a paper plate and in centre write “I will take care of plants by ______________”. This is used as a pledge which they read everyday and realize that it is their moral duty to take care of plants.

ReviewStudents draw their favourite plant; write its kind; how is it useful and how will they take care of it.

Assessment The students will be assessed keeping in mind the following points-

• Par� cipa� on in the class ac� vi� es.

• Knowledge about diff erent uses of plants.

32

MathematicsLesson Plan-a & b

Topic: Single and Two Digit Subtrac� on without Regrouping


Brief Descrip� on–To understand subtrac� on as take away and to subtract numbers without regrouping.


• Understand subtrac� on as take away.

• Prac� ce subtrac� on facts and process.

• Compute diff erence between two numbers by coun� ng backward from greater number

and with the help of place value blocks.

Material RequiredCutout of fl owers (5 each - rose, sunfl ower, daisy etc), beads, straws, cubes, place value blocks.

Teacher ActivityWith the help of cutouts of fruits, explain subtrac� on as “take away”. Show 5 cut outs of the fruits of the same colour/type and then asks them to take out 2 fruits and paste them on the sheet followed by the ques� on ‘how many fruits are le� with them’.

The students will be transla� ng the statements to mathema� cal terms.

For example -

Start with 5 fruits, take away 3 fruits, le� with 3 fruits.

Now 5 - 2 = 3. This is a subtrac� on sentence. ‘-’ sign is minus.

Students will be given beads/straws/cubes followed by instruc� ons.

Start with ___, take away ___, le� with ___.

The students to record the informa� on in the subtrac� on record sheet.

Teacher will begin by explaining to the class. Today, we are going to learn how to subtract. In subtrac� on, we take a part of something away - say, one teddy bear from a number of teddy bears. We have understood that when we add things together, the outcome is bigger; when we subtract things, the outcome is smaller.

33

Further, explaining addi� on and subtrac� on as opposite of each other by taking examples from nature and linking it with environmental educa� on to develop naturalis� c skills among students.

Teacher: How a tree grows? Does a tree need to add things to itself so that it can grow big?”

Student: It needs water and sun to grow.

Teacher: Does it also subtract things from itself ?

Student: Plants subtract fruits to give us food.

Student: Leaves fall

Teacher will explain that leaves fall off and give nutri� on to the soil and provide warmth to the animals that live underneath. Trees also subtract seeds and help to make new trees. Ask students “Is it good for us the way trees add and subtract?”

A� er ge� ng response from students the teacher asks, “Who is ready to see how numbers can be subtracted from each other?”

1. Lab Ac� vity

Cutouts/fl ashcard of fl owers of diff erent colours or variety. 5 cards each of rose, sunfl ower, tulip, and daisy. She/he will also display a big chart paper on display board.

She/he will distribute to each student 5 cutouts of one fl ower.

Student1:

Student2:

Student 3:

34

And so on…….

Then, She/he will ask each student to take out 3 fl owers and paste them on the chart

paper followed by the ques� on, ‘How many fl owers are le� with them’?

She will translate the statements to mathema� cal terms.

For example - You started with 5 fl owers and took away 3 and at the end le� with 2

fl owers.

So, here 5 the bigger number is minuend, 3 the number you take away is “subtrahend”

and 2 is le� at the end is the “diff erence”.

5 – 3 =2 is a subtrac� on sentence.

(–)is sign of subtrac� on it reads as ‘minus’.

The subtrac� on sentence is read as “5 minus 2 is equal to 3”.

Asks the students to admire their crea� on on the display

board and explain how a fl orist subtracts fl owers from

plants and add them to make beau� ful bouquet of

fl owers.

Teacher further gives students diff erent things (from

plants) to perform similar ac� vity and where students

have to record their observa� ons in subtrac� on record

sheet.

A� er reinforcing the concept subtrac� on as “take away”

teacher will discuss subtrac� on without regrouping

by coun� ng backward from greater number and using

place value blocks.

For example : 28 - 4 = _________________

Count backwards from 28, 27,26,25,24

2. Lab Ac� vity :

On ground or fl oor draw a number line. Give each student a subtrac� on sentence and

star� ng from greater number let them jump places backwards, according to the smaller

number and see where each one of them lands.

With the help of place value blocks:

Distribute place value blocks of base ones and tens to students and ask them to form

number 28 with them.

35

Tens2

Ones8

First subtract ones

Tens Ones

2 8

– 0 4

4 8 ones – 4 ones= 4 ones

Then, subtract tens

Tens Ones

2 8

– 0 4

2 4 2 tens – 0tens= 2 tens

Teacher to further provide the students with worksheets to prac� ce subtrac� on.

With the help of illustra� ons and situa� ons from real life teacher will take simple word problems.

To enhance mental ability of students tell them subtrac� on of tens .To make subtrac� on of tens easy think of subtrac� ng ones and placing zero at the end .

For example : 40 – 10 = 30 or 4 - 1 = 3

Student ActivityOn ground or fl oor draw a number line.

Give each student a subtrac� on sentence and star� ng from a greater number let them jump places backwards according to the smaller number and see where each one of them lands.

Students will also solve the subtrac� on problems using the place value blocks which helps them to count faster.

Worksheets based on subtrac� on.

Students will be given beads/staws/cubes followed by given instruc� ons:

Start with ___, take away ___2, le� with ___

Tens

2

Ones

4

36

Start With Take Away Le� with

school.

For example : There are ____ students in class.___ students are absent.___ students are present.

Look at the picture and make subtrac� on story.

ReviewWorksheets based on subtrac� on.

AssessmentThe students will be assessed on their ability to :

• Apply learnt concept clearly with specifi c numerical details that thoroughly explains the

topic.

• Correctly uses the mathema� cal signs and terminologies.

• Use mental maths.

WoWoWoWoWoWoooWoooooWoWoWooWoWooWoooWoooWoWoWoWoooWooooWWoWoooWWooWooWoooWooooWWoooooWWooooWWWooWooWWooWooWoWoWoWooWoWooWooWoWooWWoooWWoooWWooWoWoooWoooWWooWWoWoWWWWWooWW rrrrkrkrkrkrkrrrrrrrrrrrrrrrrrrrrrrrrrrrrkrrrrrrkrrrrrrrkrrkkkkkkkkkrkkkkkkkks

ThTTThTThThThhhhhhhTTThThThhhhTThTThhhhhhTTTThhhhhhhThhTTThThhhhhhTThThhhhhhTTThhhhhTTThhhhhhThhhTTTTThhhhhTThThhhhhhhTTThhhhhThhhhhhhhThThhTTThThThhThhhThThhhThhhhhhhhThhhhhThhhhTThhhhhhhhhhheeeeeee eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee e eeeeeeeeeeeee e e e eeeeeeeeeeeeeeeeeeeeee eeeeeeeeeeeeeeeeeeeeeeeeeee sssststtsssttssstssttssstssssstsstsssssstsssstsstsssssstssssstssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss

The students to record the informa� on in the subtrac� on record sheet.

Ask the child to make subtrac� on stories including everyday situa� on around the home/

37

MathematicsLesson Plan-c & d

Topic: Subtrac� on of Two Digit Numbers with Regrouping and abacus


Brief Descrip� on–To subtract two numbers by regrouping and apply the learnt concept in real life experiences

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

• Prac� ce subtrac� on facts and process.

• Subtract two numbers by regrouping into tens and ones.

• Compute mentally and think logically.

• Translate the language of the problem into mathema� cal form.

Material RequiredRhyme fl ash cards, leaves, so� toy could be of giraff e, clay, beads, cubes, “I Can Lick 30 Tigers Today!” by Dr. Seuss, pencils and paper for ac� vity.

Teacher ActivityTeacher will explain that we are going to subtract by regrouping into tens and ones. She/he will take 17 leaves.

T

Take away three leaves as baby giraff e (so� toy) is hungry and remaining are le� for the mama giraff e. How many leaves will mama giraff e have ?

Before taking away three leaves, regroup 17 leaves into tens and ones.

38

17

10 7 10 +4 = 14

So, 17 -3 = 14

subtract 3 from 7 (7-3=4 )

Teacher further puts forward many more prac� ce ques� ons where students will try to regroup ones and tens themselves.

Teacher will also explain subtrac� on with regrouping with the help of place value blocks

To make learning concrete:

Recites the rhyme loudly in the class and reinforce it by wri� ng on the board.

The students will take � me to observe the fl ash cards; then the teacher can provide the students with a worksheet with certain ques� ons to be solved.

The students will use diff erent colour beads.

For example:

Take 8 beads and subtract 2 red beads.

How many beads are le� in all?

Students to pick numbers from two sets of number cards and subtract them mentally.

Teacher to provide students with simple word problems and help students to write a subtrac� on story by using the given words and also fi nd the answer to the word problem.

“I can lick 30 � gers today!” by Dr. Seuss, pencils and paper for ac� vity.

Word problems in subtrac� on

The children are told to pay special a� en� on to the story so that they will be able to answer the various word problems the story implicitly contains. The exchange would start like this:

“If the cat started with 30 � gers and now has 22 � gers, how many did it send away?”

There are a number of places in the story that are tailor-made for such ques� ons as the cat reduces the number of poten� al opponents. Other ques� ons that will probably come up are: Why does the cat keep sending the � gers away? Why does it want to fi ght with the � gers?

Once the story is fi nished and the ques� ons are answered, the students will have to think of a word problem of their own. They will do this at their desks in their pre-assigned learning groups.

39

A rhyme is provided to the students where two digit subtrac� on is shown and explained, followed by a mul� ple choice worksheet.

36 32

- 22 and - 16

14 16

Look at people around you. Write a subtrac� on story about them.

Student ActivitySubtrac� on of two numbers with the help of beads/cubes/ straws by regrouping into tens and ones places.

1. Write the following rhyme on the board:

More on top?No need to stop.

More on the fl oor?Go next door,Get ten more.

Numbers the same? Zero‛s the game.

2. Do an example as shown below to demonstrate what each stanza of the rhyme means.

Example 1:

Look at the numbers in the one’s column and ask:

More on top? 3 6

No need to stop. 2 2

14

6

SuSuSSuSuuSSSSSuSuSSSSSSuSuSSSSSuSuSuSSSuSSSSSSSuSuSuSSuSSSSSSuSuSuSSSSSSSSSSSSSuSSSSSSSuSuSuSuSSSSSSSSuuSSSSSSSSSSSSuuuuuuuSSSSSSSSSSSSuSuSuuuuuSuSuSSSSSSSSSuuSuuuSSSSSSSSSSuuSuuSSSSSSSSSSuuuSuuuSSSSSSuuuSuSuuuuuSSSSuuSuuuuuSSSSSSSuSuuuuuSSSSSSSSSSuSuuSuuSSSSSSSSSSuSuuuuuSSSSSSSuuuSSSSSSuuuuSSSSSSuSuuuSSSSSSuuSuSuuSSSSSuuuuuuSSSSSSSSuSuuuuuSSSSSSSuuSuSSuuSSSSSuuuSuSSSSSSSSuuuuuSSSSuuuuSSuSuuuSSSuuSuuSSSuuubbbbbtbtbtbttbbbbbbbbbtbbbbbbbbbbtbbbbbbbtbbbbbbbbbbttbbbbbbbbbbbtttbttttbbbbbbbbbbbtttbttbbbbbbbbbbbttttbbbbbbbbtbttbbbbbbbbbtbttbbbbbtbttbtbttbtbbtbbbbttttbbbtbbtttbbbtbtbtbtbtbtbtbtbttbtbtbttttbttbttttbbtbttttttbtttbtbttbttbbbbttttbbbbbbbbbbttbbbbbbbtttbbbttbbb rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr

40

Example 3:


Numbers the same? 3 5

Zero’s the game. -1 5

2 0

5

5

0

Students to prac� se regrouping with variety of objects linking them to their real life situa� ons.

For example - Give them clay to make 16 stars and then ask to give away 5 stars to their friend. Find how many stars are le� by regrouping tens and ones.

To strengthen the concept of subtrac� on by regrouping the teacher can use worksheets.

Students to pick number from two set of number card and subtract them mentally.

ReviewWorksheets to check the students knowledge about the topic will be given.

Assessment Students will be assessed on their ability to :

• Apply learnt concept clearly with specifi c numerical details that thoroughly explains the

topic.

• Correctly uses the mathema� cal signs and terminologies.

• Use mental math.

• Solve and frame simple word problems.

Example 2:


More on the fl oor? 42

Go next door, -26

Get ten more. 16

6

41

Critical ThinkingIn a farm there are three rows of turnip plant each with 6 turnips. The farmers pulls out 12 turnips. Are there anymore le� in his farm, can you guess how many ?

42

Performing ArtsLesson Plan

Topic: Songs on Nature /Plants/ Drama

Dura� on: 3 hrs

Brief Descrip� on– Sing songs or rhymes on nature / plants .

Learning Objectives As a result of this lesson, stuents will be able to appreciate the beauty of nature/plants through songs and drama.

Material RequiredMusical Instruments.

Teacher ActivityThe teacher will organize singing ac� vity so that children can enjoy singing through play way method. The teacher will recite rhymes songs and the students will repeat a� er the teacher.

Student Activity The students will sing together rhymes and songs with instruments. Then, they will be individually asked to recite rhymes on plants, trees, fl owers, etc.

ReviewStudents performance will be reviewed on the basis of their learning and understanding of words, memory, expressions and voice quality.

T

43

Visual ArtsLesson Plan

Topic: Origami - Grass, Trees, Flower; Monoprints to make a Gree� ng Card

Dura� on: 3 hrs

Brief Descrip� on–This lesson involves enhancing of crea� ve and aesthe� c skills through origami and monoprint tecniques.

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

• Iden� fy the plants around them.

• Understand paper folding.

• Gain knowledge about diff erent forms of prin� ng.

Material RequiredAc� vity sheets, origami sheets, colours (poster colours), brushes, picture of diff erent fl owers.

Teacher ActivityThe teacher interacts with the students about the topic by showing them pictures of diff erent fl owers and asking them the name of the fl owers. The students come up with their answers, like rose, sunfl ower and lotus etc. The teacher appreciates their eff ort. Then, the teacher demonstrates how tree, fl owers and grass can be made with the help of paper folding (Origami).

T

44

The teacher explains the other ways of prin� ng (monoprin� ng). The teacher takes a sheet and with diff erent colours like red, orange, blue, pink makes some fl owers and leaves with green colour. Then She/he folds the paper towards the coloured side and opens the sheet. See the eff ect and image.

Student ActivityThe students will make tree, grass and fl owers with the help of paper folding.

Students will make a gree� ng card with monoprin� ng.

ReviewThe students will be provided with origami sheets to make trees, grass and fl owers.

Students will dis� nguish between big plant and small plants and observe various plants in their surroundings and depict it in various forms.

45

Physical EducationCard 7

Animal walk

Use these activities to:• Use arm and leg movements in diff erent combina� ons

• Use large and small body parts to move in diff erent ways

• Improve arm and leg strength

• To imitate diff erent animals and develop imagina� on.

46

Activities

Class Activities• Move like diff erent animals. For example:

• Walk like a bear (1)

• Jump like a kangroo (2)

• Move like a caterpillar (3)

• Hop like a frog (4)

• Walk like an ox (5)

• Walk like an elephant. (6)

Variations• Combine more than one ac� on: e.g. jump like a frog followed by moving like a

caterpillar.

• Use the animal ac� ons to move in and out of cones.

Equipment• Lime powder or markers.

• Cones.

Safety Measures• Keep spaced out.

• Watch out for others when moving.

Links to other subjects

English: to recite and sing poems and enact small plays• Use the animal ac� ons while singing songs like, ‘Old McDonald had a farm’

Mathematics: measurement; distinguishes between ‘’taller’, ‘shorter’• Assign an animal toy to each child in the group. One at a � me children move like the

animal to a cone or marker about 20 metres away. The children order themselves in ascending order of the height of the animals (according to children’s understanding).

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

the theme on Human Body in the NCERT Syllabus: How does my body move? What are my body parts involved in the movement?

Self Assessment• What body parts do I use when I am walking like a bear or jumping like a Kangaroo?

47

Card 8Introducing ball handling

Use these activities to:• Use arm and leg movements in diff erent combina� ons

• Use large and small body parts to move in diff erent ways

• Improve arm and leg strength

• To imitate diff erent animals and develop imagina� on.

Activities

Class Activities• Two children stand with their backs to each other.

• Pass a ball, bean bag or ring to each other turning fi rst one way then the other (clockwise and an� clockwise). (1)

48

• Pass the object to each other low down (around the knees) and high up (around the shoulders). (2)

• Pass the object to each other by passing it over head and between legs. (3)

In groups• Throw a bean bag, large or small ball upwards and catch it with both hands. (4)

• Pick up a ball using elbows, wrists or fi ngers and walk with it over a short distance. (5)

• Take it in turns to jump with a ball between knees to a marker and back. (6)

• Pass a ball around a circle of children (as in ‘pass the parcel’). (7)

Variations• Carry, handle and pick up diff erent equipment.

• Play pass the ball game to the music tune. When the music stops the player with the ball runs around the circle and back to original posi� on.

Equipment• Foam balls, balloons, large balls, small balls, bean bags, rings.

• Lime powder or markers.

Safety Measures• Keep spaced out.

• Watch out for others when moving.

Links to other subjects

English: associate meaning with visual/printed language• Show children a picture of a body part. Ask them to place a bean bag on the body part

shown in the picture.

Mathematics: numbers from 21-99• Number the balls with random numbers between 21-99. Children throw the balls around

the circle. At the end they sort the balls as greater or less than 50.

Curriculum links• Linked to the learning objec� ve no.12 in the CBSE School Health Manual and the theme

on Movement Awareness in the NCERT Syllabus: What sports equipment am I using?

Self Assessment• Did I manage to pick up a ball or bean bag with my hands, elbows and fi ngers?

49

Assessment

50

Feels delighted to share informa� on.

Class Par� cipa� on Shares views with assistance.

Does not take ini� a� ve to interact.

Possesses awareness about all kinds of naming words.

Ability to iden� fy naming words

Iden� fi es naming words in close surroundings.

Cannot iden� fy naming words even in close surroundings.

Is able to recall and men� on names out of one’s own expe-riences with their genders.

Ability to iden� fy and dis� nguish nouns according to masculine and feminine genders

Can name a few words in both their masculine and feminine genders.

Cannot diff eren� ate between masculine and feminine genders of naming words.

Has complete knowledge of blend words with their sounds

Well versed with ‘th’ words and able to add a few on one’s own.

Iden� fi es all the words with ‘th’ sound and reads them with ease.

Knowledge about previously learnt blend words

Iden� fi es ‘th’ words in a given piece of wri� ng

Diff eren� ates between the two sounds of ‘th’ words

Recalls a few blend words.

Reads ‘th’ words in a text with teacher’s help.

Is aware of only one sound of ‘th’ words.

Has minimal knowledge about blend words.

Finds diff culty when asked to iden� fy ‘th’ words in a text.

Is not confi dent about the sound of the blend word.

Assessment

EnglishThe students will be able to :

• Follow oral instruc� ons.

• Read and express fl uently and independently.

• Iden� fy the nouns from any given extract.

• Use ‘th’ words appropriately while wri� ng.

• Possess knowledge about gender of nouns.

• Achieve be� er comprehension skills.

Rubrics

Expected skills Indicators of student performance

Beginning Developing Achieved

51

Environmental Education Rubrics



Engages in class discussions and demonstrates a clear understanding of the topic.

Par� cipates in class discussions and demonstratesbasic understanding of the concept.

Par� cipates minimally in class discussions and is unable to demonstrate basic understanding of the topic.

Knowledge about parts of plants

Knowledge about diff erent kinds of plants

Possesses clarity of thought about plants and their main parts. How are they useful to the plant, e.g. Root – water to the plant.Leaf- synthesizes food.

Draws pictures that are somewhat appropriate to the context.

Needs help to express one’s ideas while drawing the pictures related to plants.

Is well aware about the things needed for the proper growth of a plant and types of plants. Shares knowledge with peer group.

Can iden� fy the types of plants and is able to name some.

Finds it diffi cult to iden� fy the types of plant.

Possesses complete knowledge about the kind of plants and their names and is a� en� ve to the minutest details.

Possess knowledge about the things required for the growth of a plant but doesn’t take ini� a� ve to apply the knowledge to real life situa� ons

Diff eren� ates between the physical features of various plants

No awareness about the essen� al things required for the growth of a plant.

Iden� fi es plants only when combined with their illustra� ons

52

Rubrics



Is unable to give examples

Has limited informa� on about the uses of plants and lacks ini� a� ve in taking care of them.

Is able to share brief informa� on related to the topic

Possesses limited knowledge about the things we get from plants.

Applies the acquired knowledge outside the classroom. Is able to cite examples from day to day life about the uses of plants. Understands the importance and interdependence among plants, animals and human beings

Things we get from plants

53

Rubrics


Requires intensive support and needs to compute basic facts of subtrac� on.

Knowledge about subtrac� on facts

Computes basic facts of subtrac� on in wri� en work but needs extra � me.

Recalls the basic facts of subtrac� on in wri� en work.

Understands the part of problem and fi nds diffi culty in solving it.

Problem solving Understands the problem but requires assistance in solving.

Uses mental maths.

Finds it diffi cult to apply the learnt concept outside the classroom.

Applica� on Observe and collect the details that adequately explain the topic.

Understands the problem, solves and further explains it well rela� ng it to day to day experiences


MathematicsThe students will be able to:

• Understand subtrac� on as “take away’ and something being ‘le� out’ as a result.

• Correlate language to mathema� cal language.

• Relate to the facts and process involved in subtrac� on.

• Verify answer by using diff erent methods like by using place value blocks or abacus.

54

Teacher Resource Material

55

Teacher Resource MaterialEnglish

Material RequiredThe book ‘A Mink, A Fink, A Ska� ng Rink: What is a Noun?’ by Brian P. Cleary, ‘Jack’s Garden’ by Henry Cole, fl ashcards, circular coloured sheets, clay.

Online stories by Marn Frank ‘A New Apartment’ and ‘School and Homework’.

Websites for Referencewww.starfall.com

www.bbc.co.uk

www.theteacherscorner.com

www.abcteach.co

Environmental EducationMaterial Required

Po� ed plant, Jack’s Garden (the book), fl ash cards, ingredients for salad, seeds, small pot.

Flash cards of diff erent plants, leaves of diff erent plants, scrap book, The Giving Tree (book/DVD).

Flash cards of diff erent plants, leaves of diff erent plants, scrap book, ‘The Giving Tree’ (book / DVD)

Websites for Referencewww.educa� on-world.com

www.enchantedlearning.com

www.Studiespot.net

MathematicsMaterial Required

Cutout of fl owers, beads, straws, cubes, place value blocks.

Rhyme fl ash cards, leaves, so� toy could be of giraff e, clay, beads, cubes, “I Can Lick 30 Tigers Today!” by Dr. Seuss, pencils and paper for ac� vity.

Websites for Referencewww.kidzworld.com

www.kidsfront.com

www.abcya.com

56

Performing ArtsMaterial Required

Musical Instruments.

Websites for Referencewww.songs4teachers.com

Visual ArtsMaterial Required

Ac� vity sheets, origami sheets, colours (poster colours), brushes, picture of diff erent fl owers.

Websites for Referencewww.colorma� ers.com/colortheory.html

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

Physical EducationMaterial Required

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

57

Worksheets

Worksheets

58

English(a & b) Naming Words and Genders

Underline all the naming words used in the following sentences:

1. The bird is sitting in a tree.

2. The king is sleeping in his castle.

3. Joe is playing with a ball.

4. Baby Anna is hungry for her milk.

5. The man is reading his book on an airplane.

6. Dad is driving to his offi ce in a car.

7. Paul is visiting his aunt in the evening.ng.

Name : ___________ Class :___________

Date : ___________ Subject :___________

59


I. Write down fi ve things that you see in your classroom.

II. Write down the names of fi ve people you know or you have read about.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Name : ___________ Class :___________

Date : ___________ Subject :___________

60

III. Write down the names of fi ve animals you have seen in real.

IV. Circle the nouns from each pair given below:

1) JOG GOD

2) DOG MEW

3) BOY BIG

4) DULL SUN

5) CAR DASH

6) FAT PIG

7) MAT PAT

8) SIP MILK

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

61

Read the following sentences and tell if the underlined words are nouns or not:

1) My backpack is heavy.

2) Paul ran fast.

3) I like to play with balloons.

4) My father is cleaning his car.

5) Frank is a good swimmer.

6) Give me an egg.

7) The player ran and caught the ball.


Name : ___________ Class :___________

Date : ___________ Subject :___________

62

Underline the nouns in the sentences. Tell whether the noun is a person, place, or thing:

1. Did you see the dog? ______________________________

2. Where did your mother go? _________________________

3. The birds are singing today. _________________________

4. He went to the shop. ______________________________

5. Do you have an extra pencil? ________________________

6. I found an old coin. _______________________________

7. Are you going with Sam? ___________________________

8. Will you hand me the paint? __________________________

9. The newspaper is over there. _________________________

10. The boy is very hungry. _____________________________

11. Sam is eating an orange. _____________________________

12. Go, wait by the tree. _______________________________

13. She broke her arm. _______________________________

14. Where is the butter? _____________________________

15. I like going to the park. ___________________________


Name : ___________ Class :___________

Date : ___________ Subject :___________

63

Read the words written inside the fi gure and colour all the nouns in red.

house

eat

cold water

food

angry


Name : ___________ Class :___________

Date : ___________ Subject :___________

64

Write the feminine gender for the following:

MASCULINE FEMININE

1. Boy ________________

2. Bull ________________

3. Cock ________________

4. Father ________________

5. Master ________________


Name : ___________ Class :___________

Date : ___________ Subject :___________

65

6. King ________________

7. Brother ________________

8. Grandfather ________________

9. Prince _______________

10. Peacock _______________

11. Man ________________

12. Uncle ________________

66

Thad has been sorting the words in his collection. Some of them have soft ‘th‛ sound as in ‘thin‛ whereas others have a hard ‘th‛ sound as in ‘the‛. Help Thad in sorting them by reading the words aloud and putting them in the right container.

Then path thick this bath

Them that math broth than

The Thin

(c) Blend Words ‘th‛ Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

67

Write words with sound “th” in each of the blank lines so that the sentences make sense.

Take a ______________________ everyday.

My _________________________ is paining.

____________________ is my favourite subject.

Too many cooks spoil the _________________.

The ____________________ is full of stones.

__________________ before you speak.

_____________ is a yellow fl ower but ___________

is a blue fl ower.

_

Blend Words ‘th‛ Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

68

Observe the picture and read the names of the main parts of the plant:

Flower

Stem

Leaf

Roots

Environmental Education(a) Parts of Plant

Name : ___________ Class :___________

Date : ___________ Subject :___________

69

Colour the picture as instructed. Flower – yellow Leaf – green Stem - brown (dark) Roots - brown (light)

Parts of Plant

Name : ___________ Class :___________

Date : ___________ Subject :___________

70

Read the names of the fl owers and observe the number of petals, colour, size and shape of each fl ower.

Marigold Rose

Daisy

Tulip Sunfl ower

Parts of a Plant - Flowers

Name : ___________ Class :___________

Date : ___________ Subject :___________

71

Read the name of the fruits. Observe their colour, size and shape.

Orange

Pomegranate

Strawberry

Pineapple

Cherries

Peach

Parts of a Plant - Fruits

Name : ___________ Class :___________

Date : ___________ Subject :___________

Do an activity at home with the same fruits. Cut them, observe the number of seeds and their sizes and fi nally enjoy the taste.

72

Read the name of the vegetables. Observe their colour, size and shape.

Cabbage

nd shape.

Caulifl ower

Turnip

Carrot RadishR di h

Parts of a Plant - Vegetables

Name : ___________ Class :___________

Date : ___________ Subject :___________

73

More vegetables

Potatoes

Spinach

Lady fi nger

Cucumber Brinjal

Onion

Bitter Gourd

74

I. Name the fruits and fi nd out if the following fruits have one, few, many or no seeds. Write the number of seeds in the given boxes.

Parts of a Plant - Fruits

Name : ___________ Class :___________

Date : ___________ Subject :___________

75

II. Some vegetables too have seeds inside them. Name two vegetables that have seeds and draw them.

1) __________________________

2) __________________________

76

Draw 2 green fruits in the

basket.

Draw 2 green vegetables

in the basket.

Draw 2 yellow fruits in the

basket.

Draw 2 yellow vegetables in the

basket.

Let‛s Draw

Name : ___________ Class :___________

Date : ___________ Subject :___________

77

Match the parts of the plants and their names.

Make your favourite salad with the vegetable.

Stem Asparagus

Flower Carrot

Leaf Tomato

Fruit Broccoli

Root Lettuce

Parts of the Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

78

Label the picture as per the given instructions:

V –vegetable L- leaves S – seed

R – root F –fl ower U – underground stem

Parts of the Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

79

Write four things required for the proper growth of a plant.

(b) Kinds of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

80

Palm

Coconut

Rose

Mint

Grapes

Pea

Coriander

Cotton

Observe the pictures and classify them as their kinds in the table shown below:

Tree Climber Shrub Herb

Kinds of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

81

I. Fill in the blanks:

1. Big and strong plants are called _____________.2. Plants that have soft stems are called______________.3. Plants that have small and hard stems are called ______.4. Plants that have weak stems and need support to grow are

called __________.

II. Use different colours to colour the following leaves:

Kinds of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

82

Observe the water and desert plants. Gather some more information:

Lotus Water lily

Cactus

The leaf of the giant water lily can support the weight of a small child. It is the largest water plant leaf in the world.

Kinds of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

83

Look at the pictures. These are the things we get from plants. Write their names in the space given below.

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

(c) Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

84

We get all the following things from plants. Colour those we eat or drink.

Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

85

Draw or paste pictures of the things we get from plants/trees.

They give us vegetables.

They give us fruits.

They give us medicines.

They give us paper.

Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

86

Write Yes or No:

We should not cut trees.

We should pluck leaves from a plant

Plants are our friends

We should not plant more trees.

Draw and Lable your favourite plant. Write its name and use.

Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

87

Identify who am I?

1) I am a shrub and I am found in many colours.R __ S __

2) I am used for making paper.B__ M__ __ O

3) I am used for making hair oil.C__ __ O __ U __

4) I am a root.C__ R__ __ T

5) I am a green vegetable. S __ I __ A __ H

Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

88

A quick brush up.....

Q1: Where do plants grow?

Ans: Plants grow in the _____.

Q2: What do plants need to grow?

Ans: Plants need _______, ______ and ________to grow.

Q3: What do we get from plants/trees?

Ans: We get fruits, vegetables, ______, ______, ______ from plants/trees.

Q4: What is the colour of leaves?

Ans: Leaves are ____________ in colour.

Q5: Which vegetable is used to make ketchup?

Ans: _________________________________________.

Q6: Write the name of the fruit which you like the most?

Ans: _________________________________________.

Q7: Name two fl owers.

Ans: _________________________________________.

Q8: Name two fruits. Which do not have seeds.

Ans: _________________________________________.

Q9: Name two vegetables that can be eaten raw.

Ans: _________________________________________.

Uses of Plants

Name : ___________ Class :___________

Date : ___________ Subject :___________

89

Fill in the missing numbers

Mathematics(a) Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

10 - 5 =

10 - 4 =

- 7 = 3

9 - = 6

- 2 = 4

90

To help students work out what the missing numbers are, they could put counters on each picture/thing then take them away.

6 - = 1

8 - = 4

8 - = 5

- 3 = 2

91

Subtract the numbers in each fl ower.

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

92

1. In a stable there are 5 horses and 2 of them ran away

2. In a beehive 6 bees lived, 2 fl ew away ?

How many horses were left? _________

How many bees are left? ____________________

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

93

3. In a nest, a bird had 7 baby birds. 3 of them fl ew away.

4. Mama dog has 3 puppies, one of the puppies went away.

How many birds are left? _____

How many puppies are left? _____________

94

Let‛s see how to fi nd ways.

Solve by following the arrows.

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

10

9

"

""

"

"

""

"

"

"

"

"

"

"

-4

-5

-3

-2

-1

-2 -1 -1

-1-2

-3

-2

-4

-4

95

The answer to each problem is given in different colours. Search for the answer in the ariplane and colour them accordingly.

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

Colouring SubtractionColouring Subtraction

96

1.

___ - ___ = ___

2.

___ - ___ = ___

-

-

I. Subtract:

II. Fill in the numbers.

14 - 4 = ___

13 - 5 = ___

10 - 4 = ___

- =

- =

- =

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

97

III. Subtract.

10 - 7 = ___

-

19 - 10 = ___

-

14 - 6 = ___

-

14 - 5 = ___

-

15 - 5 = ___

-

12 - 4 = ___

-

98

I. Write the difference.

II. Write the difference.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

15 - 7 = _____

13 - 9 = _____

19 - 10 = _____ 11 - 8 = _____

17 - 10 = _____

12 - 8 = _____

13

- 7

11

- 9

14

- 10

17

- 10

16

- 7

15

- 8

12

- 9

18

- 9

19

- 10

13

- 9

Subtraction as “Take Away”

Name : ___________ Class :___________

Date : ___________ Subject :___________

99

III. Fill in the missing numbers to complete the subtraction fact.

- 9

3

17

-

7 7

18

-

9

- 10

9

- 9

1. 2. 3. 4. 5.

100

Subtract, and then colour the bubble that matches your answer:

3 0

- 1 0

40

20

10

25

- 5

21

- 17

30

15

20

1

30

55

- 23

98

- 52

23

32

22

34

36

46

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

68

- 41

27

29

31

5 4

- 13

31

41

13

101

Match the following:

10 less than 28 a)

b)

c)

d)

e)

f)

40

27

10

23

20

18

5 less than 28

1 less than 28

10 less than 30

40 less than 50

10 less than 50

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

102

Subtract the following.

4 8

– 2 4

5 6

– 3

2 8

– 1 0

3 7

– 2 7

4 7

– 1 2

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

4 6

– 2 8

5 2

– 1 5

2 5

– 1 9

6 0

– 2 9

5 4

– 2 7

4 7

– 1 8

Subtract the following.(Borrow)

eating grains. Flew away.

How many birds are left now? __________

103

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

104

Answer Me, Colour Me!

Colour the answers in the picture using the corresponding key.

Subtraction

Name : ___________ Class :___________

Date : ___________ Subject :___________

1 = Red2 = Brown3 = Blue4 = Green5 = Purple

6 = Yellow7 = Orange8 = Grey9 = Light Blue10 = White

105

Q1. In a hospital there are 18 nurses. 8 nurses went on leave. How many nurses were left in the hospital?

Q2. In a New Year get together there were 16 fi re-fi ghters. 3 fi re-fi ghters, went on an urgent fi re drill. How many were there on New Year get together?

Word Problem

Name : ___________ Class :___________

Date : ___________ Subject :___________

106

Q3. A carpenter spreads his tools all over the room,

He had 1 hammer

8 nails

and

3 saws

While at work he used 3 nails, how many nails were left with him?

Q4. Ram has 15 pencils. Mohan has 23 pencils. How many more pencils does Mohan have?

107

Q1. There are ten red kites and twenty green kites in the sky. How many kites are there in the sky?

Q2. Rahul has 25 balloons. Rohit has 30 balloons. How many more balloons does Rohit have ?

Q3. I have 20 balls. 12 are green balls, and 5 blue balls. The rest are red balls. How many red balls do I have ?

Word Problem

Name : ___________ Class :___________

Date : ___________ Subject :___________

Documents

CLASS - I - NIMS Dubai · Shri Pankaj Bhanwani Material Production Group: ... - Songs on Nature /Plants/ Drama ... Syllabus Matrix English Short Literature: