SNC-Mathematics-Grade 1

Grade 1

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 1:

Whole

numbers

1.1   Numbers 0-9

i.      Identify numbers 1-9.

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/two-digit-numbers/

 

Help students to establish one-to-one 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 0-9 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.

  • Before and after a given number.
  • Between two given numbers.

1.2 Numbers up to 100

i.      Identify 10 as a 2 - digit number.

ii.     Compare and order the numbers 0-10.

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 twenty-five 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.

  • Before and after a given number.
  • Between two given numbers.

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 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 twenty-five 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/washing-lin e-maths-activities/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 1-digit 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

  • Long, longer, longest
  • Short, shorter, shortest
  • Tall, taller, tallest
  • High, higher, highest.

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:

  • Heavy, heavier, heaviest
  • Light, lighter, lightest.

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 (2-D) 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

  1. Shapes
  2. Sizes
  3. Colors Make models of given shapes using cardboard For example, a square is different from rectangle because although both

have four sides but square has all four sides equal, while  rectangle  has opposite sides equal. https://www.education.co m/worksheets/first-grade/i dentify-continue-shape-pa tterns/

ii.     Identify the following basic shapes

  • Rectangle
  • Square
  • Circle
  • Triangle

iii.    Match similar basic shapes in

daily life.

iv.    Distinguish basic shapes by considering their attributes

(sides).

v.     Classify 2-D 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

  • Inside or outside
  • Above or below
  • Over or under
  • Far or near
  • Before or  after of a given object

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 four-point compass).

Activity:  locate  position  on a grid with  labelled  rows and columns