Class 1 Maths Sem1 TM em

MATHS MAGIC
Class - 1
Text Book Development Committee
Editorial Board
Ms. Vetriselvi. K IAS
Special Officer, English Medium Project, CSE-AP, Amaravati.
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Director - SCERT, AP, Amaravati.
Sri. D. Madhusudhana Rao MA., B.Ed.

Director - Government Textbook Press, AP, Amaravati.
Editors
Prof. S.Venkateswaran M.Sc, M.Ed., Ph.D

Retd. Director, R.I.E, Bangalore.
Prof. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Retd. Principal A.J. College of Education, Machilipatnam.
Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)

Asst. Professor, Anna University, Chennai.
Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Retd. Lecturer, Montessori Mahila College of Education, Vijayawada.
Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sr. Lecturer, St. Joseph College of Education for women, Guntur.
Sri K. V. Suryanarayana M.Sc., M.Ed.

Lecturer, DIET, Bommuru.
Sri J. Kasi Rao B.Sc., B.Ed.

Retd. Headmaster, Kavali.
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
https://amaravathiteacher.com
© Government of Andhra Pradesh, Amaravati
First Published 2020
All rights reserved
No part of this publication may be

reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Text Book Press
Amaravati
Andhra Pradesh
ii
Co-ordinators
Dr. T. V. S. Ramesh M.Sc., M.Ed., Ph.D.
Text books co-ordinator, Dept. of C&T, SCERT, AP.
Sri B. Kishore Babu M.Sc., B.Ed.

Maths Text books co-ordinator, MPUPS, K. Kothapalem, Mopidevi(M), Krishna.
Sri Ch. S. N. Murthy M.Sc., B.Ed.

MPUPS, Jayanthipuram, Jaggayyapeta(M), Krishna.
Authors
Sri Ch. S. N. Murthy SGT Sri B. Kishore Babu SGT
MPUPS, Jayanthipuram, Krishna District MPUPS, K.Kothapalem, Krishna District
Sri E. V. Maruthi Srisailam SGT Sri C. Dhanunjaya Raju SGT

MPPS, Throvagunta, Prakasam District Mpl.UPS (Girls) Kadiri, Ananthapuram District
Sri P. Rambabu SGT Sri K. Venkata Krishna SGT

MPUPS, Ramakrishnapuram, Krishna District MPUPS, Bhyravapatnam, Krishna District
Smt T. Lakshmi Bhavani SGT Sri P. Eswara Rao SGT

MPPS, Ramanathapuram, SPSR Nellore District MPUPS, Tekkali, Vizianagaram District
Sri J. Madhu SGT Sri S. Chandra Mohan Reddy SGT

MPPS, Sambaiah Kandriga, Chittoor District MPPS, Gajjalavaripalli, Ananthapuram District
Sri K. Raghu Babu SGT Sri S. Govardhana SGT

MPPS, J.N.R. Colony, Pedana, Krishna District MPPS, Kurugunta, Ananthapuram District
Sri N. Murali Krishna SGT Sri J. Ajay Kumar SGT

MPUPS, Tungalavaripalem, Krishna District MPPS, Tummaluru, Kurnool District
Sri S. Uma Gupta SGT Sri B. Vijaya Kumar SGT

MPPS, Giriprasadnagar, Visakhapatnam District MPPS, Y.P.G.Palli, Y.S.R.Kadapa District
Artist
Uttam
DTP & Designing

Star Media Services, Hyderabad Stockassortment, Vijayawada
iii
Foreword
The Government of Andhra Pradesh has unleashed a new era in school education by introducing
extensive curricular reforms from the academic year 2020-21. The Government has taken up curricular
reforms intending to enhance the learning outcomes of the children with focus on building solid foundational
learning and to build up an environment conducive for an effective teaching-learning process. To achieve
this objective, special care has been taken in designing the textbooks to achieve global standards.
As a part of the curricular reform, in order to support the designing of textbooks, with better
pedagogical strategies, handbooks are given to teachers with elaborate lesson plans. For the practice
of the students, workbooks are given which will reinforce the learning in the classroom. Parental
handbooks are prepared to impart awareness regarding the teaching-learning process to the parent
community. The textbooks are also designed in such a way that the initial two months will focus on the
school readiness of the children in order to create a learning environment in the school at the start of the
academic year.
Semester system is going to be implemented from this academic year for classes 1 to 5.
Mathematics textbooks have been developed in bilingual approach. In this textbook, concepts are
introduced through activities related to daily life incidents, situations, contexts and conversations. To
strengthen these concepts, whole class activity, group activity and individual activities are designed. The
lessons incorporated are also suitable for multigrade teaching. For additional information on the concepts,
QR codes are incorporated in each chapter to enable learning outside the classroom. Care has been
taken to ensure that the new textbook is calibrated with the learning requirement of the 21st century.
We are grateful to Honourable Chief Minister Sri.Y.S. Jagan Mohan Reddy for being our
source of inspiration to carry out this extensive reform in the education department. We extend our
gratitude to Dr. Audimulapu Suresh, Honourable Minister of Education for striving towards qualitative
education. Our special thanks to Sri. Budithi Rajsekhar, IAS, Principal secretary, School Education,
Sri. Vadrevu Chinaveerabhadrudu, IAS, Commissioner, School Education, Ms. Vetriselvi.K, IAS,
Special Officer for their constant motivation and guidance.
We convey our thanks to the expert team who studied curriculum from Chicago to Singapore
and recommended best practices across the globe to reach global standards. Our sincere thanks to
SCERT of Kerala, Tamilnadu, Karnataka and Haryana in designing the textbooks. We also thank our
textbook writers, editors, artists and layout designers for their contribution in the development of this
textbook. We invite constructive feedback from the teachers and parents in the further refinement of the
textbook.
Dr. B. Pratap Reddy
Director
SCERT – Andhra Pradesh
iv
eTT+<äTe÷≥
Ä+Á<ÛÁä |ü<X˚ Ÿ Á|üuTÑÛ ‘·«+ 2020`21 $<ë´ dü+e‘·‡s¡+ qT+&ç bÕsƒX¡ Ê\ $<ë´ Á|üD≤[ø£˝À $düÔ è‘· dü+düÿs¡D\qT
Á|üy˚X¯ô|≥º&É+ <ë«sê qeX¯ø±ìøÏ Hê+~ |ü*øÏ+~. |ü{ÏwüºyÓTÆq |ü⁄Hê~ nø£åsêdü´‘·qT ì]à+#˚+<äT≈£î M\T>± nuÛÑ´düq
|ò*ü ‘ê\T ô|+bı+~+#˚˝≤ HêDýÓTqÆ uÀ<ÛHä êuÛ´Ñ düq $<ÛëHêìï nqTdü]+#ê*. Bìì Á|üu≤Û ee+‘·+>± neT\T #˚jT· &É+
ø√dü+ $<ë´ Á|üD≤[ø£ dü+düÿs¡D˝À uÛ≤>∑+>± q÷‘·q bÕsƒ¡´ |ü⁄düÔø±\qT s¡÷bı+<ësTT.
$<ë´ dü+düÿs¡D\˝À eTTqTô|qï&É÷ ˝Òì $<Û+ä >± bÕsƒ´¡ |ü⁄düøÔ ±\ s¡÷|üø\£ Œq‘√bÕ≥T HêDýÓTqÆ uÀ<ÛHä êeP´Vü‰\T
neT\T |üs¡#˚+<äT≈£î M\T>± ñbÕ<Ûë´j·TT\ ø√dü+ bÕsƒ¡´Á|üD≤[ø£\T, ø£s¡B|æø£\T s¡÷bı+<ësTT. u≤\\T nuÛ≤´dü+
#˚ùd+<äT≈£î M\T>± esYÿãTø˘\T s¡÷bı+<ësTT. Ç$ u≤\\T ‘·s>¡ ‹∑ >∑~˝À H˚sT¡ Ã≈£îqï n+XÊ\qT |ü⁄q:X¯Ãs¡D #˚dTü ≈£îH˚+<äT≈£î
<√Vü≤<ä|&ü ‘É êsTT. bÕsƒX¡ Ê\˝À neT\e⁄‘·Tqï q÷‘·q uÀ<ÛHä êuÛ´Ñ düq eP´Vü‰\qT ne>∑‘+· #˚dTü ≈£îH˚+<äT≈£î ‘·*<¢ +ä Á&ÉT\
ø√dü+ ≈£L&Ü ˇø£ ø£s¡B|æø£ s¡÷bı+~+#ê+. $<ë´ dü+e‘·‡s¡+ ÁbÕs¡+uÛÑ+˝À yÓTT<ä{Ï ¬s+&ÉT HÓ\\ bÕ≥T u≤\\qT
bÕsƒX¡ Ê\≈£î dü+dæ<+∆ä #˚ùd ø±s¡´Áø£e÷\qT s¡÷bı+~+∫ neT\T #˚jT· &É+ »s¡T>∑T‘·T+~. Ç~ u≤\\T nuÛ´Ñ düq yê‘êes¡D≤ìøÏ
n\yê≥T|ü&˚˝≤ #˚düTÔ+~.
á $<ë´dü+e‘·‡s¡+ qT+&ç 1 ` 5 ‘·s>¡ ‘∑ T· \˝À ôd$Twüsº Y $<ÛëHêìï Á|üyX˚ ô¯ |&ÉT‘·THêï+. >∑D‘Ï · bÕsƒ´¡ |ü⁄düøÔ ±\qT
~«uÛ≤cÕ $<Ûëq+˝À eTTÁ~düTÔHêï+. ì‘·´J$‘· düìïy˚XÊ\T, dü+<äsê“¤\T, |ü]dæú‘·T\T, dü+uÛ≤wüD\≈£î dü+ã+~Û+∫q
ø£è‘ê´\ Ä<Ûës¡+>± á bÕsƒ¡´|ü⁄düÔø£+˝À uÛ≤eq\qT Á|üy˚X¯ô|{≤º+. uÛ≤eq\qT ã˝Àù|‘·+ #˚j·T&ÜìøÏ M\T>± e´øÏÔ>∑‘·,
»≥Tº, yÓTT‘·Ô+ ‘·s¡>∑‹ ø£è‘ê´\T s¡÷bı+<ësTT. bÕsƒê´+XÊ\T ãVüQfi¯ ‘·s¡>∑‹ uÀ<Ûäq≈£î nqT≈£L\+>± neT] ñ+&É&É+
á bÕsƒ´¡ |ü⁄düøÔ +£ Á|ü‘´˚ ø£‘.· n<äq|ü⁄ düe÷#ês¡+ ø√dü+ Á|ü‹ n<Ûë´j·T+˝À ≈£L´. ÄsY. ø√&é\qT nqTdü+<Ûëì+#ês. 21e
X¯‘ê_› HÓ’|ü⁄D≤´\qT ô|+bı+~+#˚+<äT≈£î nqT>∑TDyÓTÆq uÀ<Ûäq »]π>˝≤ q÷‘·q bÕsƒ¡´ |ü⁄düÔø±\T s¡÷bı+<ësTT.
bÕsƒX¡ Ê\ $<ë´ dü+düÿs¡D\T #˚|fü +ºÒ <äT≈£î ìs¡+‘·s+¡ dü÷Œ¤]ìÔ dü÷Ô eTT+<äT≈£î q&ç|+æ ∫q >ös¡e˙j·T eTTKéT+Á‹
es¡T´\T l yÓ’.j·Tdt. »>∑Hé yÓ÷Vü≤Hé ¬s&ç¶ >±]øÏ Vü≤è<äj·T|üPs¡«ø£ <Ûäqýê<ë\T. >∑TD≤‘·àø£ $<ä´qT n+~+#˚+<äT≈£î
ìs¡+‘·s¡+ ø£èwæ #˚düTÔqï e÷q´ eT+Á‹es¡T´\T &Üˆˆ Ä~eT÷\|ü⁄ düTπswt >±]øÏ qeTdüÿ è‘·T\T. ‘·eT neT÷\ýÓTÆq
dü÷#·q\T, dü\Vü‰\‘√ bÕsƒ¡´|ü⁄düÔø£ s¡÷|üø£\Œq˝À ~XÊìπs›X¯+ #˚dqæ l ãT&ç‹ sê»X‚KsY IAS, bÕsƒ¡XÊ\ $<ä´ Á|ü<Ûëq
ø±s¡´<ä]Ù >±]øÏ, l yêÁ&˚e⁄ ∫qMs¡uÛÑÁ<äT&ÉT IAS ø£MTwüqsY, bÕsƒ¡XÊ\ $<ä´ >±]øÏ, Ä+>∑¢ e÷<ÛäéT Á|ü‘˚´ø£ n~Ûø±]DÏ
¬ø. yÓÁ{Ïôd*« IAS >±]øÏ <Ûäqýê<ë\T.
n+‘·sê®rj·T Á|üe÷D≤\‘√ ≈£L&çq bÕsƒê´+XÊ\T s¡÷bı+~+#˚+<äT≈£î>±qT dæ+>∑|üPsY qT+&ç ∫ø±>√ es¡≈£î
$<ë´ Á|üD≤[ø£\qT n<Ûä´j·Tq+ #˚dæq bÕsƒ¡´|ü⁄düÔø£ s¡#·sTT‘·\≈£î <Ûäqýê<ë\T. ‘·eT neT÷´\yÓTÆq dü\Vü‰*∫Ãq πøs¡fi¯,
‘·$Tfi¯Hê&ÉT, ø£sêï≥ø£, Vü≤]j·÷D sêÅcÕº\ $<ë´ |ü]XÀ<Ûäq πø+Á<ë\≈£î <Ûäqýê<ë\T. bÕsƒ¡´|ü⁄düÔø£ s¡÷|üø£\Œq˝À $X‚wü
ø£èwæ #˚dæq s¡#·sTT‘·\T, dü+bÕ<ä≈£î\T, ∫Á‘·ø±s¡T\T &ç.{Ï.|æ. ˝Ò`ne⁄{Ÿ &çC…’ì+>¥ yês¡+<ä]ø° Á|ü‘˚´ø£ <Ûäqýê<ë\T. á
bÕsƒ¡´|ü⁄düÔø£+ô|’ ñbÕ<Ûë´j·TT\T, ‘·*¢<ä+Á&ÉT\ qT+&ç ìsêàD≤‘·àø£ dü÷#·q\T, dü\Vü‰\T kÕ«>∑‹düTÔHêï+.
&Ü. _. Á|ü‘ê|t¬s&ç¶
dü+#ê\≈£î\T
sêh $<ë´|ü]XÀ<Ûqä •ø£Då ≤ dü+dü,ú Ä+Á<ÛÁä |ü<X˚ Ÿ
v
Instructions to Teachers
 The new text books designed for class 1 to 5 are in accordance with the recommendations
of NCF – 2005, RTE – 2009.
 Use the face sheet placed at the beginning of every lesson as the basis for interacting
with the children to encourage, speak and motivate them to listen. Prepare and organize
some more activities similar to the activities given in the text book for every concept.
 The lessons are designed based on the classwise expected learning outcomes and the
concepts like number system, shapes, length, capacity, weight and time etc., are arranged
in a spiral approach.
 The text book contains two important components under headings like – Try these and
Exercise. The questions under the component ‘Try these’, will be direct and simple.
Similarly the ‘Exercise’ component contains mixed questionnaire of 2 or 3 concepts.
 The teacher should read and understand every concept in the text book before going for
teaching. Also they should conduct the ‘individual’, ‘group’ and ‘whole class’ activities
in the class room. Teacher should use the hand book designed for this purpose.
 Teacher should prepare and use teaching learning material related to the activities of the
text book by using available resources, to make the children understand the concepts.
 Teacher should provide required practice activities to teach children different concepts
keeping in mind the academic standards of the subject.
 Work book is also provided along with the textbook. The 90 minutes duration of a period
should be divided for the practice of the children as follows,
♦ 45 minutes for practising the concepts of text book.
♦ 45 minutes for practising the sums of work book.

 New text book is designed with exercises and activities. In such a way that the pupil will be
able to understand the concept of Two digit numbers, Number bonds up to 20, Ordinal
numbers, Counting in terms of 10 up to 100, Writing numbers in words and the ability to add
and subtract numbers. In this process locally available objects like pebbles, seeds, sticks,
beads etc must be used.
vi
ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
 NCF - 2005, RTE - 2009 Á|ü‹bÕ<äq\ Ä<Ûës¡+>± 1-5 ‘·s¡>∑‘·T\≈£î q÷‘·q >∑DÏ‘· bÕsƒ¡´|ü⁄düÔø±\T s¡÷bı+<ësTT.
 Á|ü‹ bÕsƒ¡+ ˇø£ düìïy˚X¯ ∫Á‘·+‘√ ÁbÕs¡+uÛÑeTe⁄‘·T+~. Bìì |æ\¢\T e÷{≤¢&˚+<äT≈£î, #·]Ã+#˚+<äT≈£î, $H˚+<äT≈£î
Áb˛‘ê‡Væ≤+#ê*. bÕsƒ¡´|ü⁄düÔø£+˝À Ç∫Ãq ø£è‘ê´\‘√ u≤≥T, Á|ü‹ uÛ≤eq≈£î ñbÕ<Ûë´j·TT&ÉT n<äq+>± q÷‘·q ø£è‘ê´\T
s¡÷bı+~+#·Tø√yê*.
 ‘·s>¡ ‹∑ øÏ ìπs•› +∫q nuÛ´Ñ düq |ò*ü ‘ê\T kÕ~Û+#˚+<äT≈£î M\T>± bÕsƒê´+XÊ\T s¡÷bı+<ësTT. dü+U≤´ eédü,ú Äø±sê\T,
bı&Ée⁄, |ü]e÷D+, ãs¡Te⁄, düeTj·T+ yÓTT<ä˝…’q uÛ≤eq\ Ä<Ûës¡+>± dü]Œ˝≤ø±s¡ |ü<ä∆‹˝À bÕsƒê´+XÊ\ neT]ø£
»]–+~.
 á bÕsƒ´¡ |ü⁄düøÔ +£ ˝À Á|üjT· ‹ï+#·+&ç, nuÛ≤´dü+ nH˚ 2 Á|ü<ëÛ q o]¸ø\£ THêïsTT. Á|üjT· ‹ï+#·+&ç o]¸ø˝£ À Ç∫Ãq düeTdü´\T
dü÷{Ï>±, düT\uÛ+Ñ >± ñ+{≤sTT. nuÛ≤´dü+ o]¸ø˝£ À Ç∫Ãq düeTdü´\T 2 ˝Ò<ë 3 uÛ≤eq\qT ø£\T|ü⁄ø=ì ñ+{≤sTT.
 ‘·s¡>∑‹ >∑~˝À uÀ~Û+#˚+<äT≈£î eTT+<äT>± Á|ü‹ ñbÕ<Ûë´j·TT&ÉT bÕsƒ¡´|ü⁄düÔø£+˝Àì Á|ü‹ uÛ≤eqqT ≈£åîDí+>± #·~$ ns¡ú+
#˚düTø√yê*. e´øÏÔ>∑‘·, »≥Tº, yÓTT‘·Ô+ ‘·s¡>∑‹ ø£è‘ê´\qT ìs¡«Væ≤+#ê*. Bì ø√dü+ ñbÕ<Ûë´j·T ø£s¡B|æø£qT
ñ|üj÷Ó –+#·Tø√yê*.
 kÕúìø£+>± <=]πø kÕeTÁ–ì ñ|üjÓ÷–+∫ ñbÕ<Ûë´j·TT&ÉT uÀ<Ûäq #˚j·÷*. Bìe\q |æ\¢\T uÛ≤eq\qT düT\uÛÑ+>±
ns¡+ú #˚dTü ø√>∑\T>∑T‘ês¡T.
 $_Ûqï uÛ≤eq\qT ns¡ú+ #˚düT≈£îH˚+<äT≈£î M\T>± ñbÕ<Ûë´j·TT&ÉT $<ë´Á|üe÷D≤\qT <äèwæº˝À ñ+#·T≈£îì $_Ûqï
ø£è‘ê´\qT s¡÷bı+~+#ê*. yê{Ïô|’ |æ\¢\≈£î •ø£åD Çyê«*.
 bÕsƒ¡´|ü⁄düÔø£+‘√ bÕ≥T esYÿãTø˘ ≈£L&Ü Çe«ã&ÉT‘·T+~. 90 ìˆˆ\ düeTj·÷ìï uÀ<Ûäq≈£î, nuÛ≤´kÕìøÏ M\T>±
$uÛõÑ +#·Tø√yê*.
♦ 45 ìˆˆ\ bÕsƒ¡´|ü⁄düÔø£+˝À nuÛ≤´kÕ\T #˚j·÷*
♦ 45 ìˆˆ\ esYÿãTø˘˝À nuÛ≤´kÕ\T #˚j·÷*.

 q÷‘·q bÕsƒ¡´|ü⁄düÔø±\T nH˚ø£ nuÛ≤´kÕ\T, ø£è‘ê´\‘√ s¡÷bı+<ësTT. M{Ï <ë«sê $<ë´s¡Tú\T ¬s+&ÉT n+¬ø\ dü+K´\T,
20 es¡≈£î >∑\ dü+U≤´ |ü{°º\T, |ü<äT\˝À e+<ä es¡≈£î ˝…øÏÿ+#·&É+, n+¬ø\qT nø£åsê\˝À sêj·T&É+, ≈£L&É&É+,
rdæy˚j·T&É+ yÓTT<ä˝…’q uÛ≤eq\T |æ\¢\T H˚s¡TÃø=H˚˝≤ ø£è‘ê´\THêïsTT. M{Ïì H˚s¡TÃø√e&É+ ø√dü+, sêfi¯ófl, –+»\T,
|ü⁄\¢\T, |üPdü\T yÓTT<ä˝…’q$ ñ|üjÓ÷–+#·Tø√yê*.
vii
Our National Anthem | C≤rj·T ^‘·+
Jana-gana-mana-adhinayaka jaya he »q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!
Panjaba-Sindhu-Gujarata-Maratha |ü+C≤ã, dæ+<ÛTä , >∑T»sê‘·, eTsêsƒê,
Dravida-Utkala-Banga Á<ë$&É, ñ‘·ÿfi¯, e+>±!
Vindhya-Himachala-Yamuna-Ganga $+<Û´ä , Væ≤e÷#·\, j·TeTTHê, >∑+>±!
uchchala-jaladhi-taranga ñ#·Ã\ »\~Û ‘·s+¡ >±!
Tava Subha name jage, ‘·e X¯óuÛHÑ êy˚T C≤π>!
tave subha asisa mage, ‘·e X¯óuÛÑ Ä•wü e÷"π>
gahe tava jaya-gatha. >±ùV≤ ‘·e »j·T>±<∏ë!
Jana-gana-mangala-dayaka jaya he »q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
Bharata-bhagya-vidhata. uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
Jaya he, Jaya he, Jaya he, »j·TùV≤! »j·TùV≤! »j·TùV≤!
jaya jaya jaya jaya he. »j·T »j·T »j·T »j·TùV≤!!
- Rabindranath Tagore - s¡M+Á<äHê<∏é sƒê>∑÷sY
Pledge | Á|ü‹»„
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
uÛ≤s¡‘<· X˚ +¯ Hê e÷‘·èuÛ÷Ñ $T. uÛ≤s¡rj·TT\+<äs÷¡ Hê dü¨<äsT¡ \T.
H˚qT Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯ yês¡dü‘·« dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+.
BìøÏ ns¡Ω‘· bı+<ä&Üì¬ø’ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*<¢ +ä Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä\› +<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT eTsê´<ä>± q&ÉT#·Tø=+{≤qT.
»+‘·Te⁄\|ü≥¢ <äjT· ‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚j÷Ó _Ûeè<äT˝∆ Ò Hê Äq+<ëìøÏ eT÷˝+.
- ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄
viii
Learning Outcomes
1. NUMBERS (0-9) • Count objects up to 20.
Pupils will be able to • Separate similar things from a given group, count
• Count things in groups. them and write the numbers in symbols up to 99.
• Compare the objects. • Identify the equal numbers.
• Count objects up to 9. • Say before, between and after number of a given
• Separate similar things from the group, count number.
them and write the symbols up to 9. • Identify the bigger and smaller numbers from the
• Identify the equal numbers, before, between given numbers.
and after numbers. • Identify the patterns in terms of 10’s up to 100.
• Identify the bigger and smaller numbers.
2. ADDITION(0-9) 6. MEASUREMENTS
Pupils will be able to Pupils will be able to
• Say the number which is one more than the • Identify the non standard units of measurements.
given number (after number). • Compare the objects heavier- lighter, more - less.
• Do additions whose sum is less than or equal to 9. • Estimate length, weight and volume.
• Do additions vertically and horizontally.
7. TIME
• Identify and use the symbol of addition ‘ + ’.
Pupils will be able to
3. SUBTRACTION (0-9) • Identify the Morning, Afternoon, Evening, Night.
8. PATTERNS
• Say the number which is one less than the given
number (before number).
• Identify the Patterns (Shapes).
• Do subtraction up to 9 ( not regrouping).
• Identify the Growing Patterns (Shapes).
• Do subtractions vertically and horizontally.
• Identify and use the symbol of Subtraction ‘ - ’. 9. HOW MANY ?
4. MONEY
• Do additions up to a total of 20.
• Do additions vertically and horizontally .
• Identify paise and rupees(coins and notes).
• Do subtraction up to 9 ( not regrouping).
• Apply money to buy things.
• Do subtractions vertically and horizontally .
• Able to tendering up to 20 Rupees.
• Identify the equal numbers, before, between and
5. NUMBERS (10-99) after numbers.
Pupils will be able to • Identify the bigger and smaller numbers.
• Count things in groups. • Identify the numbers in terms of 10’s from 10 —100.
• Compare the objects.
ix
nuÛÑ´düq |òü*‘ê\T
1. n+¬ø\T (0-9) • edüTÔ düeT÷Vü‰\qT b˛\TÃ‘ê&ÉT.
$<ë´]ú • 20 es¡≈î£ edüTe Ô ⁄\qT ˝…øÿÏ kÕÔ&TÉ .
• düeT÷Vü≤+˝Àì edüTe Ô ⁄\qT ˝…øÿÏ kÕÔ&TÉ . • ˇπø s¡øy£ TÓ qÆ edüTeÔ ⁄\qT y˚sT¡ #˚kÕÔ&TÉ , yê{Ïì
• edüTe Ô ⁄\qT, düeT÷Vü‰\qT b˛\TÃ‘ê&ÉT. ˝…øÿÏ kÕÔ&TÉ , yê{Ïì dü+K´>± sêkÕÔ&TÉ .
• 9 es¡≈î£ edüTe Ô ⁄\qT ˝…øÿÏ kÕÔ&TÉ . • düe÷q dü+K´\qT >∑T]ÔkÕÔ&TÉ .
• ˇπø s¡øy£ TÓ qÆ edüTeÔ ⁄\qT y˚sT¡ #˚kÕÔ&TÉ , yê{Ïì ˝…øÿÏ kÕÔ&TÉ , • eTT+<äT eT<Û´ä ‘·sT¡ yê‘· dü+K´\qT >∑T]ÔkÕÔ&TÉ .
9 es¡≈î£ dü+K´\˝À sêkÕÔ&TÉ . • ô|<ä,› ∫qï dü+K´\qT >∑T]ÔkÕÔ&TÉ .
• eTT+<äT, eT<Û´ä , ‘·sT¡ yê‘· dü+K´\qT >∑T]ÔkÕÔ&TÉ . • 100 es¡≈î£ 10 \˝À dü+K´\qT >∑T]ÔkÕÔ&TÉ .
• ô|<ä,› ∫qï dü+K´\qT >∑T]ÔkÕÔ&TÉ . 6. ø=\‘·\T
$<ë´]ú
2. ≈£L&çø£
• nÁ|üe÷DÏø£ ø=\‘·\T >∑T]ÔkÕÔ&TÉ .
$<ë´]ú
• ãs¡TyÓq’ - ‘˚*ø¬ q’ - m≈£îÿe - ‘·≈î£ ÿe\qT
• Ç∫Ãq n+¬øøÏ ˇø£{Ï ø£\T|ü>± e#·TÃ dü+K´ #ÓãT‘ê&ÉT.
ne>±Vü≤q #˚dTü ≈£î+{≤&ÉT.
• n+¬ø\ yÓTT‘·+Ô 9 e#·TÃ ≈£L&çø\ £ T #˚kÕÔ&TÉ .
• bı&Ée⁄, ãs¡Te⁄, |ü]e÷D≤\qT n+#·Hê y˚kÕÔ&TÉ .
• ì\Te⁄, n&ÉT¶ ≈£L&çø\ £ T #˚kÕÔ&TÉ .
• ªGμ >∑Ts¡TqÔ T >∑T]ÔkÕÔ&TÉ . 7. ø±\+
$<ë´]ú
3.rdæy‘˚ ·
• s√E˝À ñ<äjT· +, eT<Ûë´Vü≤ï+, kÕj·T+Á‘·+,
$<ë´]ú
sêÁ‹ düeTj·÷\qT >∑T]ÔkÕÔ&TÉ .
• Ç∫Ãq n+¬ø ø£Hêï ˇø£ n+¬ø ‘·≈î£ ÿe >∑\ n+¬øqT
‘Ó\T|ü⁄‘ê&ÉT. 8.Áø£e÷qT>∑‘ê\T
• 9 ˝À|ü⁄ n+¬ø\‘√ rdæy‘ ˚ \· T #˚kÕÔ&TÉ . $<ë´]ú
• ì\Te⁄, n&ÉT¶ rdæy‘ ˚ \· T #˚kÕÔ&TÉ . • Äø±sê\ Áø£e÷qT>∑‘ê\qT >∑T]ÔkÕÔ&TÉ .
• ª-μ qT >∑T]ÔkÕÔ&TÉ , ñ|üj÷Ó >±ìï >∑T]ÔkÕÔ&TÉ . • Äø±sê\ ô|]π> Áø£e÷\qT >∑T]ÔkÕÔ&TÉ .
4. &ÉãT“ 9. mìï?
$<ë´]ú $<ë´]ú
• ô|d’ \
ü T, s¡÷bÕj·T\qT >∑T]ÔkÕÔ&TÉ . • yÓTT‘·+Ô 20 e#˚Ã ≈£L&çø\ £ T #˚kÕÔ&TÉ .
• edüTe Ô ⁄\ ø=qT>√\T˝À &ÉãT“ $ìjÓ÷>±ìï • ì\Te⁄, n&ÉT¶ ≈£L&çø\ £ T #˚kÕÔ&TÉ .
‘Ó\TdüT≈£î+{≤&ÉT. • 9 es¡≈î£ rdæy‘ ˚ \· T #˚kÕÔ&TÉ .
• 20 s¡÷bÕj·T\ es¡≈£î ∫\¢s¡ Ç#˚Ã $<ÛëHêìï • ì\Te⁄, n&ÉT¶ rdæy‘ ˚ \· T #˚kÕÔ&TÉ .
‘Ó\TdüT≈£î+{≤&ÉT. • düe÷q dü+K´\T >∑T]ÔkÕÔ&TÉ .
• eTT+<äT, eT<Û´ä , ‘·sT¡ yê‘· dü+K´\T sêj·T>∑\&ÉT.
5. dü+K´\T
• ∫qï, ô|<ä› dü+K´\qT >∑T]ÔkÕÔ&TÉ .
$<ë´]ú
• 100 es¡≈î£ 10 \˝À dü+K´\qT >∑T]ÔkÕÔ&TÉ .
• düeT÷Vü‰\˝Àì edüTe
Ô ⁄\qT ˝…øÿÏ kÕÔ&TÉ .
Maths Magic
>∑DÏ‘·+‘√ >∑eTà‘·TÔ
Class (‘·s¡>∑‹)
-1
Semester (ôd$TdüºsY) - 1
Lesson No. Lesson Name Month Pages

bÕsƒ¡+ dü+K´ bÕsƒ¡+ ù|s¡T HÓ\ ù|J\T
1. Numbers (0-9) August 2-59

n+¬ø\T (0`9) Ä>∑wüßº
2. Addition September 60-73

≈£L&çø£ ôdô|º+ãs¡T
Teacher corner Student corner
CHAPTER
Numbers (0-9) 1
Teacher note: Narrate the story. Get your pupils to observe and speak about the
picture. Let them identify the things as per instructions.
1. What do you observe in the picture? 2. What are the children doing?
3. Do you see the teddy bear? 4. How many butterflies are there?
5. How many boys are there? 6. How many balls are there?
7. How many birds are there? 8. Are the leaves more than flowers?
9. How many flower pots are there? 10. Where are the monkeys?
2 Class -1 Maths Magic

1
3
Mandal Parishad
Rhyme
Primary School
Sun in the sky- one, one, one.

Hands to man- two, two, two.
Colours in the flag- three, three, three.
Legs to cow- four, four, four.
Fingers to hand- five, five, five.
Faces of dice- six, six, six.
Days in a week- seven, seven, seven.
Legs of octopus- eight, eight, eight.
Gems are nine, Gems are nine- nine, nine, nine.
One To One
Match the following based on the number of objects.

5
Look at the picture given below. Count each thing.
ONE - 1 Tell the number of things of each type.
How many?
Count and Read.
One One One

One dot One
balloon rupee finger
Note: Ask your students to observe the different objects

in the picture. Help them count and tell the number of
each type of objects.

7
Count the beads in each box. Read and write the number using dots in each box.
One One One One

One One One One
One In
RULE :
Change from number name to
number
Out
How many tails

do animals
have?

9
TWO - 2
Look at the picture given below. Count each thing. Tell the number of things of
each type.
How many?
Count and Read.
Two Two Two

Two dots Two
balloons rupees fingers

11
Look and Count.
1
2
1
Two Two Two Two

Two Two Two Two
What are the organs Two
that are two in In
number in our body?
RULE :
Change from number name to
number
Out

1
2
1
13
THREE - 3
each type.
How many?
Count and Read.
Three Three Three Three

Three
balloons dots rupees fingers


15
Look and Count.
1
1 3
2
1 3
1 2
3
1

3 In
How many colours RULE :

are there in the Change from number to
National flag? number name
Out

1
1 3
2
1 3
1 2
3
1
17
FOUR - 4
each type.
How many?
Count and Read.
Four Four Four Four

balloons dots rupees fingers Four


19
Look and Count.
2 3
4 4
2
1
1 4
1
Count the beads in each box. Read and write the number using dots in each
Four Four Four

Four Four Four

2 3
4 4
2
1
1 4
1
21
FIVE - 5
each type.
How many?
Count and Read.
Five Five Five Five

balloons dots rupees fingers Five


23
Look and Count.
1 3
5 1 5
3 2
2
4
5
1 5
1
2
Count the beads in each box. Read and write the number using dots in each
Five Five Five

Five Five Five

1 3
5 1 5
3 2
2
4
5
1 5
1
2
25
Match the following.
Match the following.
FIVE
5
THREE
3
FOUR
1
ONE
2
TWO
4

5
27
Numbers 6 TO 9
each type.
Get your pupils to observe above picture.

1. What do you observe in the picture?
2. How many children are there?
3. How many mangoes are there?
4. How many ants are there?
Note: Ask some more questions by using the picture.

29
SIX - 6
each type.
How many? Count and Read.
Six Six Six

Six
balloons dots rupees


31
Look and Count.
2
3
6 2 6
2 3
3 4
6
1 6
2
2
Six Six Six

Six Six Six

2
3
6 2 6
2 3
3 4
6
1 6
2
2
33
SEVEN - 7
each type.
How many?
Count and Read.
Seven Seven Seven

Seven


35
Look and Count.
3
4
7 2
7
2 3
6
5
7 7
2
1
Seven Seven Seven

Seven Seven Seven

3
4
7 2
7
2 3
6
5
7 7
2
1
37
EIGHT - 8 Tell the number of things of each type.
Count and Read.

How many?
Eight Eight Eight

Eight


39
Look and Count.
3 4
8 3 8
2 4
4
5
2 8 8
3
2
Eight Eight Eight

Eight Eight Eight

3 4
8 3 8
2 4
4
5
2 8 8
3
2
41
NINE - 9 Tell the number of things of each type.
How many? Count and Read.
Nine Nine Nine

Nine


43
Look and Count.
5 3
9 2
9
2
6
3
5
3 9 9
3
4
Nine Nine Nine

Nine Nine Nine

5 3
9 2
9
2
6
3
5
3 9 9
3
4
45
Count the objects and write the correct number in the .

7
47
Circle the correct number.
1 3 5
9 2 4
6 2 5
3 1 7
6 7 3
9 4 2
6 8 5 3
7 4 2

1 3 5
9 2 4
6 2 5
3 1 7
6 7 3
9 4 2
6 8 5 3
7 4 2
49
ZERO "0"
Four little ducks are swimming 4

in the pond.
One little duck went away. 3

How many ducks are there?
One more duck went away.

How many ducks are there? 2
Another duck went away.

How many ducks are there? 1
The last duck also went away.

How many ducks are there?
0
There are no ducks in the pond.

There are ‘0’ ducks.

4
51
Number strip
Bujji is counting the tiles in a row. You also count each colour of the tile. Tell the number
of black colour and white colour tiles in each row.
Observe the number strip.
Frog is at point “0”

53
Before – Between – After
1. Tell the names of animals.
2. What is your favourite animal?
3. Which animal is before the donkey?
4. Which animal is after the donkey?
5. Which animal is between the dog and the donkey?
6. What is the number of the bogie in which the donkey is found?
7. Which bogie is before the bogie number 4?
8. Which bogie is after the bogie number 4?
9. Tell the number in between 6 and 8.
10. Which number lies between 7 and 9?
Note: Let your pupils to observe the above picture. Ask questions
to understand the concept “before – between – after”.

55
Observe the number strip.
Before
0 1 2 3 4 5 6 7 8 9
3 comes before 4
After
5 comes after 4
Between
4 is between 3 and 5
Try this
Circle the number before 6
Circle the number before 5
Circle the number after 3
Circle the number after 7

57
EXERCISE
Write the numbers from 1 to 9.
1
2
Write the numbers from 9 to 1
9
8
Write the number that comes after.
a) b)
7 6
c) d)
4 3
e) 2 f) 1
What comes before and after.
a) b)
7 5
c) 3 d) 2
e) 8 f) 4

1
2
9
8
7 6
4 3
2 1
7 5
3 2
8 4
59
CHAPTER
Addition
2
Observe the above picture. Answer the following questions.

1. How many ducks are there in the pond ?
2. How many ducks are outside the pond ?
3. How many ducks are there in total?
3 and 2 make 5
1. How many red flowers are there ? Combining or
putting different
2. How many white flowers are there ?
group of things together
3. How many flowers are there in total ?
is called 'addition.'
4 and 3 make 7
1. How many girls are playing in the park?
2. How many boys are playing in the park ?
3. How many children are playing in the park in total?
2 and 4 make 6

2
61
Look at the first picture in each row. Add one bead to each and say the total.
Write it in the third box.
1 added to 3
1 added to 4
1 added to 5
1 added to 6

63
Count and write. One is done for you.
4 and 5 make 9. It is written as 4 + 5 = 9

65
Do the following sums. One example is given.
Look at the pictures in each box. Count them and write the number in the given
box. One is done for you.

67
Count and write. One is done for you.
3 + 2 + 1 = 6
2 + 3 + 2 =

3 + 2 + 1 = 6
2 + 3 + 2 =
69
Addition facts for “1”
Addition facts for “2”
Try this
1) 2)
7
5+0 5
5+2

1) 2)
7
5+0 5
5+2
71
EXERCISE
Add the two numbers and write in the space given.
Add the two numbers and write in the space given.

73

Class 1 Maths Sem1 TM em

Uploaded by

Copyright:

Available Formats

Class 1 Maths Sem1 TM em

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Class 1 Maths Sem1 TM em

Uploaded by

Copyright:

Available Formats

MATHS MAGIC

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.

Sri. D. Madhusudhana Rao MA., B.Ed.

Prof. S.Venkateswaran M.Sc, M.Ed., Ph.D

Prof. D.S.N. Sastry M.Sc., M.Ed., Ph.D.

Dr. K. N. Shoba M.A., M.Phil., Ph.D (English), M.A. (Edu.)

Dr. P. Satyanarayana Sarma M.Sc., M.Ed., M.Phil., Ph.D.

Dr. J. R. Priyadarshini M.Sc., M.Ed. M.Phil., Ph.D.

Sri K. V. Suryanarayana M.Sc., M.Ed.

Sri J. Kasi Rao B.Sc., B.Ed.

Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.

First Published 2020

All rights reserved

No part of this publication may be

This book has been printed on 70 G.S.M. SS Maplitho

Free distribution by Samagra Shiksha, Government of Andhra Pradesh

Sri B. Kishore Babu M.Sc., B.Ed.

Sri Ch. S. N. Murthy M.Sc., B.Ed.

Sri E. V. Maruthi Srisailam SGT Sri C. Dhanunjaya Raju SGT

Sri P. Rambabu SGT Sri K. Venkata Krishna SGT

Smt T. Lakshmi Bhavani SGT Sri P. Eswara Rao SGT

Sri J. Madhu SGT Sri S. Chandra Mohan Reddy SGT

Sri K. Raghu Babu SGT Sri S. Govardhana SGT

Sri N. Murali Krishna SGT Sri J. Ajay Kumar SGT

Sri S. Uma Gupta SGT Sri B. Vijaya Kumar SGT

DTP & Designing

♦ 45 minutes for practising the concepts of text book.

♦ 45 minutes for practising the sums of work book.

♦ 45 ìˆˆ\ esYÿãTø˘˝À nuÛ≤´kÕ\T #˚j·÷*.

Lesson No. Lesson Name Month Pages

1. Numbers (0-9) August 2-59

2. Addition September 60-73

Teacher corner Student corner

2 Class -1 Maths Magic

Sun in the sky- one, one, one.

4 Class -1 Maths Magic

Count and Read.

One One One

Note: Ask your students to observe the different objects

6 Class -1 Maths Magic

One One One One

How many tails

8 Class -1 Maths Magic

Count and Read.

Two Two Two

10 Class -1 Maths Magic

Two Two Two Two

12 Class -1 Maths Magic

Count and Read.

Three Three Three Three

Note: Ask your students to observe the different objects

14 Class -1 Maths Magic

Three Three Three Three

How many colours RULE :

16 Class -1 Maths Magic

Count and Read.

Four Four Four Four

Note: Ask your students to observe the different objects

18 Class -1 Maths Magic