Grade 1
Unit 
Contents and Scope 
SLOs 
Suggested Activities/ web links 
Unit 1: Whole numbers 
1.1 Numbers 09 
i. Identify numbers 19. 
Students should be motivated to count everything around them, like chairs, books, windows etc. Teacher should read aloud local stories and songs which involve numbers like
https://www.education.com/ resources/twodigitnumbers/
Help students to establish onetoone correspondence by moving, touching or pointing to objects as they say number words.
Connect number names, numerals and quantities including zero, initially up to 10 and 100 using number stories 
ii. Identify 0 as a number. 

iii. Read numbers up to 9 in numerals and in words. 

iv. Write numbers up to 9 in numerals and in words. 

v. Count objects up to 9 and represent in numbers. 

vi. Match numbers 09 with objects. 

vii. Count backwards from 9. 

viii. Arrange numbers in ascending and descending order (up to 9). 

ix. Identify which number (up to 9) comes.


1.2 Numbers up to 100 
i. Identify 10 as a 2  digit number. 

ii. Compare and order the numbers 010. 

iii. Read numbers up to 99. 

iv. Write numbers up to 99. 

v. Count forward and backward up to 99. 

vi. Recognise the place value of a specific digit in a 2  digit numbers (tens and ones). 

vii. Identify the place value of the specific digit in a 2  digit number. 

viii. Decompose a number up to 99 to identify the value of a number in ten’s and one’s place. 

ix. Compare 1  digit and 2  digit numbers. 
Note: In case of student with disabilities activities will be adapted according to the requirements of the child.
Unit 
Contents and Scope 
SLOs 
Suggested Activities/ web links 
Unit 1: Whole numbers 
1.2 Numbers up to 100 
x. Order the set of numbers from 0 to 99 in ascending and descending order. 
Activity 1: Decompose a number 49 in tens and ones.
Activity 2: Are the number 19 and 91 the same or different?
Number stories in math http://www.mathcats.com/ explore/numberstories.ht ml
Use base  10 blocks or groups of ten beads as 10 and hundred beads as 100 to develop students’ understanding of numbers.
Children’s currency can also be used for this purpose. Develop different representations of the same number by decomposing and composing, for example 25 as twentyfive ones; one ten and fifteen ones; and two tens and five ones. Teacher should help students to recognize 25 as 25 ones; one ten and fifteen ones; and two tens and five ones. 
xi. Identify which number (up to 99) comes.


xii. Count in tens and recognize 100 as a 3  digit numbers. 

xiii. Identify and write missing numbers in a sequence from 1 to 100. 

xiv. Count and write numbers of objects in a given set. 

xv. Identify the position of objects using ordinal numbers such as first, second, …, tenth, including representations 1st, 2nd, …,10th through pictures. 

1.3 Comparing and ordering 
i. Compare two or more groups of objects in terms of numbers. 

ii. Match objects having one to one correspondence. 

iii. Identify the number of objects in two groups to show “more than” and “less than”. 
Unit 
Contents and Scope 
SLOs 
Suggested Activities/ web links 
Unit 2: Number operations 
2.1. Addition (without carrying) 
i. Compare numbers from 1 to 20 to identify “how much more” one is from another. 
Activity 1: Decompose a number 49 in tens and ones.
Activity 2: Are the number 19 and 91 the same or different?
Number stories in math http://www.mathcats.com/ex plore/numberstories.html Use base10 blocks or groups of ten beads as 10 and hundred beads as 100 to develop students’ understanding of numbers. Children’s currency can also be used for this purpose. Develop different representations of the same number by decomposing and composing, for example 25 as twentyfive ones; one ten and fifteen ones; and two tens and five ones. Teacher should help students to recognize 25 as 25 ones; one ten and fifteen ones; and two tens and five ones. Pegs and washing line could be a useful resource to teach addition or subtraction facts. It can also help students to translate their thinking from concrete operation to symbolic notations.https://earlyimpa ctlearning.com/washinglin emathsactivities/Activity: Complete the sentence such as 9?= 7 Use beads, marbles, wooden blocks or any other suitable objects to convey the concept of addition and subtraction in real life. http://www.softschools.co m/math/subtraction/pictur e_subtraction_worksheets/ picture_subtraction_works heets.html 
ii. Recognise and use symbols of addition “+” and equality” =”. 

iii. Add two 1  digit numbers sum up to 9. 

iv. Add a 2  digit numbers to a 1  digit number. 

v. Add a 2  digit number to 10s. 

vi. Add two, 2  digit numbers. 

vii. Recognize the use of symbol to represent an unknown such as ? + 4=7, 3+ 4=?, 4 + ? = 7 (include questions that sum up to 20). 

viii. Add numbers (up to 20) by mental calculations. 

ix. Construct addition sentence from given number stories. 

2.2. Subtraction (without borrowing) 
i. Compare numbers from 1 20 and find “how many less”. 

ii. Recognise subtraction as a difference and take away, and use the symbol ““. 

iii. Subtract 1digit number from 1  digit number. 

iv. Subtract 1  digit number from 2  digit number. 

v. Subtract tens from 2  digit number. 

vi. Subtract 2  digit number from 2  digit number (Which result in positive). 

vii. Recognise the use of symbol to represent an unknown such as 9? =7, 9 – 7 =?. 

viii. Subtract the numbers (up to 20) 

ix. Construct subtraction sentences from given number stories. 
Unit 
Contents and Scope 
SLOs 
Suggested Activities/ web links 
Unit 3: Measure ment: Length and Mass 
3.1. Comparison of objects 
i. Compare the heights/lengths of two or more objects using the following terms

Students should be given experiences of comparing the attributes of two objects by looking at, touching of directing aligning them side by side. They can use their hands and feet for comparison. Teacher should use language as large shoe, deep container etc.
Engage students in dummy currency transactions.
Teachers should encourage students to make their own notes and coins using card boards and do the transactions in the situations design by the teachers. For example, Teacher can ask students to pick four notes from a pile of mixed10, 20 and 50 rupees notes and ask to figure out what total money they could have.
For teaching analog and digital clock, teachers should use clocks made up of card boards along with real clocks. Also, calendar could be used to teach number of days in a week and number of months in a year. 
ii. Compare the masses of two or more objects using the terms:


Unit 4: Money 
4.1. Pakistani currency 
i. Identify Pakistani currency coins (Rs 1, 2, 5 and 10). 

ii. Identify Pakistani currency notes (Rs 10, 20, 50 and 100). 

4.2. Equivalent sets of money 
i. Match a group of coins/notes to an equivalent group of different denominations. 

ii. Add and subtract money using the prices of objects (transactions) (e.g.toys). 

4.3. Comparing money 
i. Recognise money change (up to 100) to its equivalents/denominations. 

ii. Determine if enough money is available to make a purchase (up to 100). 

iii. Add different combinations of coins/notes (to make sum up to 100). 

Unit 5: Time 
5.1. Time 
i. Recognize the hour and minute hands of an analog clock. 

ii. Read and tell time in hours from the analog clock for example 2 o’clock. 

iii. Read and tell time in hours from the digital clock. 

5.2. Date 
i. Name in order days of the week. 

ii. Identify which day comes after/before a particular day. 

iii. Name (orally) the Solar months of the year. 

iv. Name (orally) the Islamic months of the year. 
Unit 
Contents and Scope 
SLOs 
Suggested Activities/ web links 
Unit 6: Geometry 
6.1. Two Dimensional (2D) Shapes 
i. Recognise and identify shapes of similar objects in the daily life. 
There could be a lot of activities, i.e. a clock is a circle, egg is an oval, pizza slice is a triangle, TV is a rectangle. Activities could include “eye spy” and outside/playground activity where students observe objects in nature that fit into the categories—tire of a car is a circle, signboards are square or rectangle, cricket grounds/tracks are circle etc.
Make/complete patterns according to following attributes
have four sides but square has all four sides equal, while rectangle has opposite sides equal. https://www.education.co m/worksheets/firstgrade/i dentifycontinueshapepa tterns/ 
ii. Identify the following basic shapes


iii. Match similar basic shapes in daily life. 

iv. Distinguish basic shapes by considering their attributes (sides). 

v. Classify 2D shapes according to number of sides and corners. 



6.2. Patterns 
i. Identify the next shape in the patterns with 2 or 3 elements. 


ii. Extend a given pattern of 2 or 3 elements. 

6.3. Position 
i. Identify whether an object is placed

Describe the relative location/position of the objects or people using positional language from the picture stories. Activity: use a map and describe points in relation to one another using the fourpoint compass). Activity: locate position on a grid with labelled rows and columns 