Joyful Mathematics

Class I
NCERT

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 Joyful
Mathematics
Class 1

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 0124 – Joyful Mathematics ISBN 978-93-5292-505-6
Textbook for Class 1

First Edition ALL RIGHTS RESERVED

 No part of this publication may be reproduced, stored in a retrieval system
May 2023 Vaishakha 1945 or transmitted, in any form or by any means, electronic, mechanical,
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means is incorrect and should be unacceptable.

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 Foreword
India has a rich tradition of nurturing the holistic development of
children during their most formative years. These traditions provide for
complementary roles for the immediate family, the extended family, the
community, and formal institutions of care and learning. In addressing
the first eight years of a child’s life, this holistic approach — which
includes the cultivation of sanskar which are passed on from generation
to generation — has a critical and positive lifelong influence on every
aspect of a child’s growth, health, behaviour, and cognitive capabilities
in the later years.
Considering the importance of the early years in a child’s lifelong
development, the National Education Policy 2020 (NEP 2020) envisioned
a 5+3+3+4 curricular and pedagogical structure as providing a much
needed focus on formal education and childcare in the country during
the first five years corresponding to ages 3-8, naming it the Foundational
Stage. Classes 1 and 2 form an integral part of this Foundational Stage,
continuing from the ages of 3-6 years, in which a child’s holistic growth
is taken care of in Balvatika. An individual’s lifelong learning, social
and emotional behaviour, and overall health depend deeply upon the
experiences gained during this critical Foundational Stage.
The Policy thus recommended developing a National Curriculum
Framework specifically for this Stage, which would comprehensively
guide the whole education system toward providing high-quality
education in children’s early years, thereby carrying this momentum
forward to the other later stages of school education. Based on the
principles and objectives enunciated under NEP 2020 — as well as
on research from a range of disciplines (including neuroscience and
early childhood education), on experiences and accumulated knowledge
from the ground, and on the aspirations and goals of our Nation — the
National Curriculum Framework for Foundational Stage (NCF-FS) was
developed and released on 22 October 2022. Subsequently, textbooks
have been developed to bring to life the curricular approach of the
NCF-FS. The textbooks attempt to connect to the children’s real life by
recognising their learning in the classroom and the significant learning
resources in the family and the community.
The approach in the NCF-FS is also resonant with the Panchkoshiya
Vikas (the development of the five sheaths of human personality) as

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 elucidated in the Taittiriya Upanishad. The NCF-FS enunciates the five
domains of learning, i.e., physical and motor; socio-emotional; cognitive;
language and literacy; and cultural and aesthetic, which map to the
Indian tradition of Panchkosh consisting of five kosh viz. Annamaya,
Pranmaya, Manomaya, Vijnanmaya and Anandmaya. Besides, it also
focuses on integrating a child’s experiences at home with the knowledge,
skills, and attitudes that would be developed within the school’s precinct.
The NCF-FS, which covers Classes 1 and 2, also articulates a play-
based approach to learning. According to this approach, books form an
essential part of the learning process; however, it is also important to
understand that books are only one among many pedagogical tools and
methods, including activities, toys, games, conversation, discussion,
and more. This marks a departure from the prevailing system of merely
learning from books to a more congenial play-way and competency-
based learning system, where children’s engagement with what they
do and learn becomes critical. Thus, the book in hand must be seen
as an instrument to promote a play-based pedagogical approach in its
entirety for this age group of children.
The present textbook attempts to provide competency-based content
in a simple, interesting, and engaging manner. The endeavour has been
to make it inclusive and progressive by breaking several stereotypes
through the presentation of text and illustrations. The child’s local
context, which includes traditions, culture, language usage, and
rootedness in India and is central to students’ holistic development,
has been reflected in the books. An effort has been made to make it
engaging and joyful for the child. The book integrates art and craft to help
children appreciate the aesthetic sense inherent in such activities. The
textbook provides children with situational awareness to understand
the underlying concepts relating to them in their own contexts. Though
light in terms of content, this textbook is rich in substance, providing
varied experiences and integrating play-way methods of learning through
toys, games, and a variety of other activities. It includes questions that
will help children develop critical thinking and problem-solving abilities.
Besides, the textbook has rich subject matter and activities to help
children develop the necessary sensitivity towards our environment.
It also provides ample scope for our States/UTs to add/adapt content
with local perspectives in the versions that they may develop as per the
recommendations of NEP 2020.
NCERT appreciates the hard work done by the committee set up to
develop the syllabus and learning-teaching material for the foundational
stage. I thank the Chairperson of this committee, Professor Shashikala
Wanjari, and all other members for completing this task in time and in
such an admirable way. I am also thankful to all the institutions and
organisations which have generously extended their help and assistance

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 in making this possible. I am especially thankful to Dr. K. Kasturirangan,
Chairperson of the National Steering Committee, and its other members,
including those of the Mandate Group, its Chairperson Professor Manjul
Bhargava, and members of the Review Committee, for their timely and
valuable suggestions.
As an organisation committed to reforming school education in Bharat
and continuously improving the quality of all learning and teaching
material that it develops, NCERT looks forward to critical comments
and suggestions from all its stakeholders to further improve upon this
textbook.

Professor Dinesh Prasad Saklani

Director
27 January 2023 National Council of Educational
New Delhi Research and Training

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 About the Book
The National Policy on Education 2020 has recognised the importance of
developing a strong foundation of learning during the early developmental
age (3–8 years) of children emphasising on foundational literacy and
numeracy. In view of policy’s perspective of holistic development of
children, the National Curriculum Framework for Foundational Stage
(NCF-FS) has recommended curricular goals, competencies and learning
outcomes aligned to the developmental domains such as physical,
socio-emotional-ethical, cognitive, language and literacy, aesthetic and
cultural and positive learning habits. As a follow-up of this, syllabus
for foundational stage developed by the NCERT includes mathematics
and numeracy under the cognitive domain, also emphasising upon
integration of all other domains while developing learning-teaching
materials for Mathematics including textbooks.
The present textbook of Mathematics for Class 1, i.e.,
‘Joyful Mathematics’ has been designed keeping in view the
recommendations of NEP 2020, NCF-FS and Syllabus for the
Foundational Stage. Though it may be assumed that a child entering
Class 1 has three years intervention in the form of Balvatika
1 to 3 (age 3–6 years), yet in view of diversity in our country, there may
be children who are for the first-time getting exposure of numeracy in
the institutional setup at the age of 6 years. This textbook takes care
of such situations.
Children at this stage enjoy free play, toys and games. Therefore,
plenty of opportunities are included for play and games within activities
while developing various mathematical ideas like spatial understanding,
handling numbers, mathematical and computational thinking, etc.
This helps the child in smooth transition from concrete to pictorial
and to abstract reasoning for every new concept or competence being
introduced.
The Joyful Mathematics for Class 1 has a lot of activities which are
expected to be conducted within and outside the classroom, keeping
in view the objective of experiential learning for holistic development.
In all the chapters, mathematical understanding is built through play-
based activities. The textbook tries to provide children a feeling that
they are playing, and mathematics is being learnt, rather than forcing
them to learn mathematics without any joy.

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 The learning of languages and age-appropriate physical and
mental development have been integrated with the book as learning
of mathematics does not take place in isolation. The book provides
suggestions to parents, teachers or other concerned like elder siblings,
on having a healthy discussion with children through thought provoking
questions, stories, poems, etc.
Various mathematical ideas have been presented through self-
explanatory and contextual illustrations keeping in view the differential
abilities among children to read words at this stage. Moreover, such
pictures/illustrations also help the children in enhancing their visual
and reading comprehension.
The book is designed as text-cum-workbook including opportunities
for children to draw pictures, colour them and write appropriately. The
oral discussions with children have been included in all the chapters
to help them verbalise or express their thinking process. This will also
help teachers to continuously assess the learning in a non-threatening
atmosphere. The thought provoking practice tasks in the form of
questions and activities have been given. It is also expected that the
teachers or parents will develop similar questions for the children to
have more targeted skill practice. The innovative use of the textbook
lies with the parents and teachers that will ensure the joyful learning
of mathematics among children of Class 1.
A beginning has been made to inculcate logical thinking, analytical
skills, mathematical communication and 21st century skills
through activities, open ended questions, exploration and discussion
in the book. The chapters are framed as a beginning towards
mathematical proficiency by adding conceptual understanding,
procedural fluency, adaptive reasoning, and a positive attitude
towards mathematics.
The Joyful Mathematics for Class 1 is based on the four blocks
mentioned in the NCF-FS 2022. These are — Oral Math Talk, Skills
Teaching, Skill Practice and Math Games, they have been included in
all the chapters. Most of them have been presented in an integrated
manner. However, one can find the following chapters not only aligned
to the curricular goal (CG-8) of developing mathematical understanding
and abilities to recognise the world through quantities, shapes and
measures but also to all other curricular goals as given in the NCF-FS
2022 and syllabus leading to holistic development:
• Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’ and
‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little
Children in Chapter 5 and picture stories for introduction of
concepts, practice and assessment have been included like,
‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3,
‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’

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 in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in
Chapter 10, etc.
• Skills Teaching: All chapters have activities that can be done
by the child all alone, in groups, or with the help of some elders
(parents, teachers, and siblings). This helps the child in the
development of various skills with the guided support of others.
• Skill Practice: Opportunities for skill practice have been
included in all the chapters in the form of Let us Do, Projects,
and Practice Questions.
• Math Games: Math games and activities have been interwoven
in all the chapters throughout the book.
The above chapters have been developed keeping in view the need
for developing sensitivity towards environment, values, positive habits,
cultural rootedness, and inclusive perspectives in children. Multilingual
perspective is also reflected in the textbook. Engaging activities also
focusing on language development are included in the entire textbook
which will trigger interest in children to learn joyfully.
Teachers need to understand the objective of each of the chapters and
activities given, their alignment with curricular goals and competencies
as included in the syllabus for the foundational stage, and accordingly
make a learning plan for children including variety of activities
addressing the diverse needs of children. In this learning plan, teachers
need to be the active observants of learning outcomes achieved by the
children and their flow towards development of identified competencies
under all the curricular goals. Mapping with learning outcomes and
activities given in different chapters is required on the part of teachers
if we want to make our education competency-based in true letter
and spirit.
Activities given in this textbook are suggestive. Teachers can develop
their own activities and supplement the same with local toys, games
or toys created by them and other materials available in the child’s
immediate environment for hands on learning with concrete material.
Teachers are free to adapt, adopt and modify the activities as per
their contexts and circumstances without losing the sight and aim of
development of identified competencies in children at this stage.
Mental challenge and engagement in thought provoking task lead to
the better mathematical learning and criticality. Solving brain teasers,
puzzles and riddle provide opportunities to children in addition to
their routine learning. Many age appropriate puzzles have been given
in the book. The child must be engaged for at least a week in finding
solutions of a puzzle. There may be more than one right answer for
some of the problems. Also these puzzles are given to provide joyful
experiences to a child. Thus, child should not be assessed on solving
these puzzles.

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 The chapters of the book need to be supplemented by audio-video
aids, e-content, material available in QR codes embedded in the book
and other learning-teaching material like kits developed by the NCERT.
This textbook is not the only source of learning. Children learn
much more while observing environment, talking to peers and elders
including grandparents, making things of their interest, watching TV,
playing with mobile, toys and games, listening stories, poems, doing
projects, visiting places of cultural importance and traveling. Therefore,
we as teachers or parents need to value this learning by going beyond
the textbook and try to map it with the competencies and curricular
goals identified for this stage. The education of our children is seen as
our collective responsibility.

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 Development Team

Advisor
Dinesh Prasad Saklani, Director, NCERT, New Delhi
Guidance
Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s
University, Mumbai (Chairperson, Syllabus and Learning-Teaching
Material Development Committee)
Suniti Sanwal, Professor and Head, Department of Elementary
Education, NCERT, New Delhi (Member Convenor, Syllabus and
Learning-Teaching Material Development Committee)
Contributors
Aastha Bhayana, Primary Teacher, MRG School, New Delhi
Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT,
New Delhi
Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi
Garima Pandey, Primary Teacher, MCD School, New Delhi
Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi
Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi
Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi
N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru
Padmapriya Shirali, Principal, Sahyadri School, Pune
Ritu Giri, Assistant Teacher, Directorate of Education, Delhi
Sapna Arora, TGT, Directorate of Education, Delhi

Reviewers
Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar
Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru
Manjul Bhargava, Member, National Steering Committee and
Chairperson, Mandate Group
Sandeep Diwakar, Subject Expert, Azim Premji Foundation
Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi

Academic Coordinator
Anup Kumar Rajput, Professor, DEE and Head, Publication Division,
NCERT, New Delhi

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 Acknowledgements
The National Council of Educational Research and Training (NCERT)
acknowledges the valuable contributions of Anita Sharma, Principal,
SD Public School; Himani Dem, Assistant Professor, Rajdhani College,
University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar;
Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh;
Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa
Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim;
Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF,
DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja,
JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research
Foundation, Bengaluru, for participating in discussions during the book
development workshops.
The Council appreciates the efforts of Santosh Mishra, Artist,
Aimarts, Delhi for the illustrations, design and layout of this
textbook. The NCERT gratefully acknowledges the contributions of
DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE,
Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT.
The efforts of Ilma Nasir, Editor (contractual), Publication
Division, NCERT for editing this textbook are appreciated. The
Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell,
and Sanjeev Kumar, Copy Holder, Publication Division, NCERT.

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 Contents

Foreword  iii
About the Book  vii

1. Finding the Furry Cat! (Pre-number Concepts) 1

2. What is Long? What is Round? (Shapes) 10

3. Mango Treat (Numbers 1 to 9) 18

4. Making 10 (Numbers 10 to 20) 33

5. How Many? (Addition and Subtraction of

Single Digit Numbers) 48

6. Vegetable Farm (Addition and Subtraction up to 20) 64

7. Lina’s Family (Measurement) 72

8. Fun with Numbers (Numbers 21 to 99) 84

9. Utsav (Patterns) 98

10. How do I Spend my Day? (Time) 105

11. How Many Times? (Multiplication) 111

12. How Much Can We Spend? (Money) 115

13. So Many Toys (Data Handling) 120

Puzzles 122

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Prelims.indd 14 31-05-2023 16:17:23
 Finding the
Furry Cat!
1
Let us Sing

Looking, looking, looking

Looking for my furry cat!

Are you sleeping under

Are you my bed?
sitting Where are you
on the my furry cat?
window
shed?

Looking, looking, looking Are you outside the

Looking for my furry cat! red rack?
Are you inside Where are you
the backpack? my furry cat?

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 Come, come, come
Come to me, my furry cat!
Saw you scratching the
bottom of my jar.
Saw you playing
at the top of my car.
Come to me,
my furry cat!

Come, come, come Saw you hiding below

Come to me my furry cat! the mat
Saw you hopping above Here comes my furry cat!
the hat.
Read aloud the poem. Ask children to recite and enact it. Children can look
at the pictures and tell what all they see and discuss the things
which are above, below, on, under, and so on with the class.
Encourage them to talk about the animals that they see around
them, like cats, dogs, cows, etc.

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 Look at the pictures of the poem and encircle the
correct word.

A. The red ball is above/ under /on the bed.

B. The cat is inside/outside/on the car.
C. The man is lying under/inside/on the tree.
D. The cow is inside/top of/outside the house.

Think and Answer

A. Where do you put your shoes? Inside/Outside the room.

B. Where do you throw the garbage? Inside/Outside the dustbin.

Let us Play — Find the Things

Children can divide themselves into 2 teams. One team will

hide a few things like white chalk, red ball and other items
and ask the other team to find them. Children can give
verbal instructions to find the things using positional words
like inside/outside, far/near, above/below, etc.
For example:
● Look for a white thing which is hidden
near the board and under the table.
● Look for a red thing which is outside
the classroom and under the tree.

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 Let us Play — Throw the Ball!

Each child aims and throws the ball inside the basket.
When the ball goes inside, other children will say IN and
when it goes outside the basket, they say OUT.

Let us Do

A. Tick ü the things which are inside.

Activity should be conducted in a manner so that all the children are

engaged, irrespective of their differential abilities. For example, a
ghungroo can be attached to the ball, and surface of the basket
can be made different from the surface outside in order to get
specific sound when the ball is in or out of the basket.

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 B. Tick ü the things which are outside.

C. Look at the picture and tick ü the correct words.

i. A boy is sitting on/under the tree.
ii. Birds are on/under the tree.

D. Draw a smile below the nose and eyebrows above the eyes.

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 E. Look at our National Flag which is also known as
tiranga. How many colours are there?

Tick ü the correct option.

i. Which colour is at the top of the tiranga?

white/saffron/green

ii. Which colour is below the white colour on the tiranga?
pink/saffron/green

iii. Which colour is above the green colour on the tiranga?
white/saffron/yellow

iv. Where is the ashoka chakra on the tiranga?
on a corner/in the middle/on a side

Discuss with children when, where and why do we hoist the

National Flag. Let the children express their feelings about the
National celebrations. Ask children to make their own tiranga and
sing the National Anthem in standing position facing the tiranga.

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 Chhuk Chhuk goes our Train!
Chhuk chhuk! Chhuk chhuk!
Goes our train.
Over the hills and down to the plains.
Chhuk chhuk! Chhuk chhuk!
Goes our train.
Bogies before my bogie,
Bogies after my bogie,
Make a chain,
Over the rivers and in the rain.
Chhuk chhuk! Chhuk chhuk!
Goes our train.

A. How many bogies are there after engine?

B. How many bogies are there before the red bogie?
C. Fill the orange colour in the bogies after the red bogie.
D. Fill the blue colour in the bogies before the red bogie.

Ask children to share experiences of their train journey. Children who

have never travelled by train may ask questions about the
journey. Let there be a discussion on ‘what a train is’. Ask
them to draw a train on the paper or they can make a train by
using waste materials like used boxes or cans.

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 Let us Play

Children will sing the rhyme and play

a game where they all will form a train
by holding each other’s shoulders.
Everyone will tell who is before and
after each child in the train.

Here goes our train,

Here goes our train
No one is before me
and Meera is after me

Suwali and Rohit are making some groups of objects.

I have put all the leaves in

I have put all the one group and chalk pieces
pebbles together. in another group.

Let the children do similar activities of sorting the objects like

seeds, leaves, beads, etc.
8

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 Let us Do

Suwali has placed all the buttons in three groups.

Why did Suwali make such groups?

Help Suwali to sort these buttons in other ways by
drawing them.

Project Work

Ask children to arrange the cupboard of the classroom. Ask them to put
objects using positional vocabulary like put two objects in the bottom
rack, one object in the top rack, etc.

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 What is Long?
2 What is Round?

Look Around!
Vidya didi asked all the children to sit in a circle.

What is long? My pencil box

is long and my
What is round? ball is round.
Look around, Look around,
look around. look around.

My legs are long and

my face is round. Look
around, look around.

Ask children to play this game in the class. Let the children name two things  —
one long and one round. Every time, they can take the name of a new thing
and avoid repetition. For long objects, children may focus on one
dimension like tall, wide, etc. For example, some may say a tumbler
is long whereas for some others, it may be round. Both views need
to be considered. Let children explain their logic of saying so.

Chapter 2.indd 10 25-05-2023 11:54:04

 Think and Do

A. Draw round objects in and long objects in .

11

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 B. Match the objects which are similar in shape.

C. Tick ü the shape which is similar to ball .

12

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 D. Tick ü the shape which is similar to cap .

E. Tick ü the shape which is similar to glass .

F. Tick ü the shape which is similar to matchbox .

Let us Do
Make a house, toy, tower, robot, bus or anything you like
using different objects in your surroundings. You can also
use notebooks, books, pencil box, water bottle, waste or old
boxes, birthday caps, funnels, etc.
Divide the children in four groups. Give one shape to each group and
ask children to bring two different used or waste objects
similar to that shape. Display all the collected things in the
classroom and let children share their things and the reason
why they choose those particular things.

13

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 Wise Grandmother

Once there was a little

lamb who was going to
meet her grandmother.
The wolf saw the lamb
and wanted to catch her.

Okay, you
Please don’t eat me now. may go.
Let me first go to my
grandmother’s place and
grow big.

The lamb told everything about the wolf to her grandmother.

The grandmother got an idea and put the lamb into a
dholak and rolled it back to her house.

Read aloud the story and ask children to enact it.

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 The dholak rolled very fast and the wolf started running
behind it.

The wolf could not catch the lamb and she

reached home safely.

Let children reason out why the dholak rolled. Arrange a

discussion about its shape and the sloppy/inclined surface
from the jungle to the lamb’s house.

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 Let us Slide
Children are playing carrom as shown below. You can also
play and see how a striker slides to reach the corner.
My striker (gotti)
rolled instead
of sliding.

A. Write ‘R’ for rolling objects and ‘S’ for sliding objects in
the given in the below picture.

B. Collect different objects from your surroundings and see if

they roll or slide.
C. Do you see things which can do both, roll and slide? If
yes, discuss in the class.
Ask children to tell about different objects in their house or
school which roll as well as slide. Also discuss which features
of the objects help them to roll or slide on a plain surface.
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 Think and Do

Find whether the following objects roll, slide or do both.

Put ü or X
Rolls as well
Object Rolls Slides
as slides

Project Work
A. Collect cardboard boxes like shoe boxes, empty food boxes, fruit boxes,
etc. Make a slit on front of the box and draw eyes, mouth and nose,
make a puppet with help of your parent or teacher and play with it.
Make puppets from your favourite stories and do a puppet show in your
classroom.
B. Make towers with different objects. Find which shape of objects make
taller and stable towers.
C. Create different shapes and objects by using clay. 17

Chapter 2.indd 17 25-05-2023 11:54:12

 Mango Treat
3

Let us Read
The birds are watching a squirrel eating a mango.

One bird joins.

Now 2 of them are eating the mango.

One more
p! bird joins.
u
dh

Now 3 of them are eating the mango.

One more One more bird joins.

bird joins.

Now 4 of them
are eating the mango.

Now 5 of them are eating the mango.

Chapter 3.indd 18 09-06-2023 14:40:46

 One more bird joins. One more bird joins.

Now 6 of them are eating the mango. Now 7 of them are eating the mango.

One more bird joins. Now 8 of them are

eating the mango.

One more bird joins.

Now 9 birds and animals ate the mango.

Let us Talk
A. Identify the birds in the picture.
B. How many animals or birds were eating the mango in the
beginning?
C. How many more animals or birds joined every time?
D. What is 1 more than 1, 1 more than 2… up to 9?
E. How many animals and birds ate the mango at the end?
Talk about counting numbers as the animals join. Enact the story where
all children play the role of different animals or birds and make
their respective sounds. Talk about different birds or animals,
their sounds and their habitats.
19

Chapter 3.indd 19 09-06-2023 14:40:48

 Match the number of birds with the number of fingers.

20

Chapter 3.indd 20 09-06-2023 14:40:49

 Match the fingers with correct number of dots (one has
already been done for you).

Let us Play — Mime with Fingers

Show 3 fingers to your friend.
Your friend has to show 3
fingers but in a different
way. Similarly, you can play
for other numbers.
  What are the different
ways of showing 4 fingers
using one hand? 21

Chapter 3.indd 21 09-06-2023 14:40:50

 Let us Play Outside

Children can move in a circle by holding hands and

singing songs. A child claps and says four. All children
can make groups of four by holding hands. The left out
children can count the number of children in each group.
Similarly, children continue this game by saying different
numbers up to 9.
22

Chapter 3.indd 22 09-06-2023 14:40:51

 My Drawing Day
A drawing event held for children on ‘Ekta Diwas’
(31st October). Assign different objects to each child by
drawing a line as shown in the picture.

Help them to know if they have enough material.

Tick ü more or less or equal.
More than the Less than Same as the
Objects number of the number number of
children of children children

Discuss with children how did they find out which items are
more or less or equal. Also discuss the habit of sharing objects
among the group when children are more than the items or
objects. Also discuss the importance of Ekta Diwas. 23

Chapter 3.indd 23 19-06-2023 11:20:06

 Let us Do

A. Tick ü the one which is more in number.

B. Tick ü the one which is less in number.

C. Tick ü the one which is less in number.

Let us Play — Finger Game

A. Play this finger game with your friend. Show some

fingers for example, four fingers. Your friend has to
show less fingers than four.
B. Ask your friend to show more than that number, more
number in some other way, and less number in some
other way.
24

Chapter 3.indd 24 09-06-2023 14:40:53

 Numbers 1, 2, 3... Go!

Look at the pictures and follow the instructions.

A. Draw a around the objects which are one in number
in the above picture and write down 1 below.

One
B. Draw a around the objects which are two in number
in the above picture and write down 2 below.

Two
C. Draw a around the objects which are three in number
in the above picture and write down 3 below.

Three

25

Chapter 3.indd 25 09-06-2023 14:40:54

 D. Draw a around the objects which are four in number
in the above picture and write down 4 below.

Four
E. Draw a around the objects which are five in number
in the above picture and write down 5 below.

Five
F. Draw a around the objects which are six in number
in the above picture and write down 6 below.

Six

26

Chapter 3.indd 26 09-06-2023 14:40:55

 G. Draw a around the objects which are seven in number
in the above picture and write down 7 below.

Seven
H. Draw a around the objects which are eight in number
in the above picture and write down 8 below.

Eight
I. Draw a around the objects which are nine in number
in the above picture and write down 9 below.

Nine

Encourage counting objects and writing numerals on sand. Ask a child

to scribble numeral on the back of another child. Let the child
guess which number is written. Tell the children that the group
of seven stars in the above picture which can be seen in the sky
every night is known as Saptarshi or Big Dipper.
27

Chapter 3.indd 27 09-06-2023 14:40:56

 Count and Match

Count and Colour

A. Colour 8 stars.

B. Colour 5 flowers.

C. Colour 6 balls.

28

Chapter 3.indd 28 09-06-2023 14:40:58

 Join the Numbers in a Order
A. Draw a path from numbers 1 to 9 in the correct order.
The lines should not cross each other.

i.

ii. iii.
1 3 4 5 6 7
9 2 5 4 3 8
8 7 6 1 2 9
B. A naughty monkey shuffled the number cards. Write
them in a correct order from the smallest to the largest.

29

Chapter 3.indd 29 09-06-2023 14:40:59

 C. The cat has walked all over the worksheet. Write down
the missing numbers.

, 5, 6, ,8

, 2, , 4, 5

5, , , ,9

3, , , 6,

Colour the Biggest Number

30

Chapter 3.indd 30 09-06-2023 14:40:59

 A. How many yellow boxes are there? Count and write
the number.

B. How many jamuns are there in the given picture?

C. Write the number of sheep seen in the picture.

31

Chapter 3.indd 31 09-06-2023 14:41:02

 D. Draw any 4 fruits.

E. Which two groups together have 8 fruits? Encircle them.

F. Which two groups together have 7 umbrellas?

Encircle them.

G. Which are less in number? Cups or Spoons?

Encircle them.

Project Work

Ask children to make their own number cards 1 to 9. They can use
different colour papers. They can stick or draw equal number of
objects on the number card.
32

Chapter 3.indd 32 09-06-2023 14:41:04

 Making 10
4

Dotty Bug and her Designs

Have you seen a ladybug?
She has dots on her body.
Have you ever noticed the
number of dots?

A. Write the number of dots on each bug.

B. Make some dot designs with

objects like tamarind seeds,
pebbles, buttons, bindis,
etc., and identify the number
of dots in each arrangement.

Chapter 4.indd 33 19-06-2023 14:04:46

 C. Identify and write the numbers formed by the arrangement
of the red bindis

Let us Play

D. Play with your friend. Roll the dice and colour a box with
the same number of dots as on the dice. Take turns with
your friend and roll again.
Choose the colour and
fill it in the below boxes.
My colour

Friend’s colour

The child with more number of coloured boxes will win.

Use the dot and colour flash cards to help children gain
instant recognition of numbers without counting. This is
called subitization. Make more cards with dot patterns of
numbers 1 to 9 in different designs and sizes as required.
34

Chapter 4.indd 34 19-06-2023 14:04:47

 Vanishing Buttons
Gola monkey wears his favourite shirt with four buttons.
He went to the garden and ate too many bananas as he was
fond of them. What do you think happened then?
One of the buttons popped out and rolled away. But he
cannot dream of giving up bananas and he keeps on losing
all the buttons one by one.

Four Three Two

Buttons Buttons Buttons

One Zero

Button 0 Buttons

Discuss the number of buttons left on the shirt at the end. Ask children
to name objects, things around them whose number is zero.
Let children understand that zero is also a number like one,
two and other numbers. Discuss with children about the
benefits of balanced diet and ill-effects of overeating.
35

Chapter 4.indd 35 19-06-2023 14:04:48

 Write the number of birds sitting on the branch of the tree.

Write ‘0’

Think and Tell

A. How many suns do you see in the night?
B. How many moons do you see at noon?
Use concrete objects to demonstrate the idea of zero by reducing one object
each time. Discuss the situations where something is absent
and its number is called as ‘zero’ like there are 0 buses in the
classroom. Also encourage children to count backwards from
5 to 0 initially and later from 9 to 0.

36

Chapter 4.indd 36 19-06-2023 14:04:49

 Tenth Birthday
It is Aastha’s tenth birthday. Her father prepared halwa for
her. She is celebrating the birthday with her friends.

I am 9 years old and after 1 more year,

I will be 10 years old.
So, 9 and 1 more makes 10.
She has lighted diyas on her birthday.
Count and write the number of objects.

Beads Laddoos Crayons Bananas Leaves

37

Chapter 4.indd 37 19-06-2023 14:04:50

 Let us Do

A. Count and draw beads to make a string of 10 beads.

i. ii.

iii. iv.

B. Draw buttons to make a ten frame of buttons.

i. ii.

iii. iv.

38

Chapter 4.indd 38 19-06-2023 14:04:51

 The Handy Five and Ten
Follow the pattern and write the number pairs separated by
the stick.

1 and __
__ 4

__ and __

__ and __

__ and __

__ and __

Let us Play

Show 3 fingers. Your friend has to

show some fingers to make it 5.

39

Chapter 4.indd 39 19-06-2023 14:04:53

 Number Pairs of 10
Let us play the finger game with our both hands. A child will
show some fingers. The other child has to show the other
fingers that are folded.
Follow the pattern and write the number pairs in the
given table.

1 9 = 10

40

Chapter 4.indd 40 19-06-2023 14:04:54

 Let us Play a Card Game

Number Cards (Sets of 0 to 10)

Keep all cards face down. One child picks up a card and
keeps it face up. The other child picks up another card and
keeps it face up. If the pair of cards make 10 then the second
student takes both the cards. And the turn goes back to the
first student who will pick up another card.

Counting up to 20
Simran lives in Nagpur. She is helping her father in packing
oranges. A box can hold 10 oranges. Let us count the number
of oranges.

10 10 Ten

10 and 1 is 11 Eleven

10 and 2 is 12 Twelve

Have a discussion to help children to understand and remember the

number partitions of 5 and 10. For example, if the teacher says 2, the
child should respond 3, when doing partitions of 5. Similarly,
if the teacher says 4, the child should respond 6, when doing
partitions of 10. This is the time when children start counting
beyond 10. Draw attention towards the fact that there is
always a number one more than the previous number.
41

Chapter 4.indd 41 19-06-2023 14:04:56

 10 and 3 is 13 Thirteen

10 and 4 is 14 Fourteen

10 and 5 is 15 Fifteen

10 and 6 is 16 Sixteen

10 and 7 is 17Seventeen

10 and 8 is 18 Eighteen

10 and 9 is 19 Nineteen

10 and 10 is 20 Twenty

42

Chapter 4.indd 42 19-06-2023 14:04:59

 Write the numbers 11–20.

11 12 13 14 15 16 17 18 19 20

14 19

17

11 20

13 18

15

12 19

Help the children to count concrete objects up to 20 using groups of ten

and units. Give them a handful of seeds or buttons not more
than 20. Ask them to guess the number first, then group and
count. How close was the guess? Let children reason out the
basis for their guesses.

43

Chapter 4.indd 43 19-06-2023 14:04:59

 Count and Write

A. Count and write the answers.

B. Colour the tens frames to show the number.

14

19

16
C. Write down the numbers in sequence.

1 3
8 6
9 12
15
20
44

Chapter 4.indd 44 19-06-2023 14:04:59

 D. Encircle a group of ten in the pictures and match with
the number.

17

16

20

10

E. A group of friends while playing built some towers.

i. Tick ü the tallest tower.

ii. 
Which tower used the most number of blocks?
Write the number of blocks used in it.
iii. 
Which tower used the least number of blocks?
Write the number of blocks used in it.
45

Chapter 4.indd 45 19-06-2023 14:05:01

 Let us Do
A. Circle the smallest number.
i. 8, 12, 6 ii. 14, 11, 19

B. Circle the biggest number.

i. 16, 19, 11 ii. 11, 17, 9
C. Find the numbers hidden under the paw.

i. , 15, 16, , 18

ii. , 12, , 14, 15

iii. 15, , , , 19

iv. 13, , 15, ,

D. Write the numbers from the biggest to the smallest.

11, 3, 16, 20, 13, 9

Let children find out their ways to decide which number is bigger.
Ask them why have they decided so. The children must
understand that 15 is bigger than 11 because it is 4 more
than 11 and similarly for other numbers up to 20.

46

Chapter 4.indd 46 19-06-2023 14:05:01

 E. Let us count and write.

i. Number of blocks ii. Number of white dots

F. Join the numbers from 1 to 20.

2 3

4
1
5
6 7 8 9
20
19 10
18
11
17
12
16
15 14 13 Is it an animal or
a bird?

Project Work
A. Find out the things from your surroundings that are in the group of 10.
For example, bindi cards having bindis in the groups of 10.
B. Ask children to make their own number cards 10 to 20. They can use old
cardboards, waste materials, etc.

Encourage children to recognise the group of 10, while counting

the objects beyond 10.

47

Chapter 4.indd 47 19-06-2023 14:05:02

 How Many?
5
Going out with Grandfather!

Let children look at the picture and share what activities they do in the
park. They may also discuss the number of people joining in the park,
for example, how many children are playing in the first picture
and how many joined them. Let children discuss or share the
importance of spending time with grandparents and discuss ways
of showing respect to them.

Chapter 5.indd 48 07-06-2023 10:49:33

 Tell How many Altogether? Fill in the Blanks.

4 children and 2 children altogether make ___ children.

4+2=

3 tops and 1 top altogether make _____ tops.

3+1=

3 ants and 2 ants altogether make _____ ants.

3+2=

4 pencils and 3 pencils altogether make ____ pencils.

4+3=

Provide children enough opportunity to do addition with lots of concrete

objects. Encourage children to find the total number of objects by
combining two groups (aggregation) and also by adding more objects
to an existing group of objects (augmentation). Practice work should
be done with the children on both types of addition problems.

49

Chapter 5.indd 49 07-06-2023 10:49:35

 Add and Draw

6 balls and 2 balls altogether make ____ balls.

6+2=

7+1=

Let us Count
A. How many brothers and sisters do your parents have
altogether?
B. How many family members do you and your friend have
altogether?
C. How many fingers do you have in both your hands and
feet?
D. How many numbers can you count on your fingers?

Encourage children to understand and say the addition sentences aloud.

For example, 4 children and 2 children altogether make 6 children and
connect the word ‘make’ with the symbol of addition (+) and ‘altogether’
with the symbol of equal to (=). Children should be provided
opportunities to work with concrete material in developing the
vocabulary like ‘total’, ‘sum’, ‘altogether’, etc., before progressing
towards symbolic representation or addition of numbers.

50

Chapter 5.indd 50 07-06-2023 10:49:36

 Count and write the total number of fingers.

4+3=

3+2=

5+3=

4+0=

4+4=

Let us Play— Addition with Dice!

Take turns and roll two dice together and

find the total number of dots on both the
dice. Now ask your friend to roll the dice
and find the total number of dots. Find out
who scores more.

51

Chapter 5.indd 51 07-06-2023 10:49:37

 Let us Do
Kishore and Nitya also played the same game and here are
their dots on the dice. Find out how many times Kishore
won and how many times Nitya won by putting the () on
their score board.
Kishore Nitya
A.

B.
C.
D.
E.
Kishore Nitya

A. and = 6 and = 5

B. and = and =

C. and = and =

D. and = and =

E. and = and =

52

Chapter 5.indd 52 07-06-2023 10:49:37

 Beads and String
Colour the beads in the string as per the numbers given below
and find the total number of coloured beads.

A. 3 + 4 =

B. 4 + 2 =

C. 5 + 4 =

D. 2 + 7 =

E. 7 + 3 =

Encourage children to play with beads’ strings. Focus on the

process of addition and discuss the strategies they are using.

53

Chapter 5.indd 53 07-06-2023 10:49:38

 Hop and Find the Sum

4+2=

3+2=

5+3=

6+3=

54

Chapter 5.indd 54 07-06-2023 10:49:39

 Add in Your Own Way
Abdul and Rihana are adding numbers in two different ways.
Help them to find the sum.

2
+3 2+3=

5
+1 5+1=

3
+3 3+3=

9
+1 9+1=

55

Chapter 5.indd 55 07-06-2023 10:49:39

 Let us Do

A. Fill up the number pairs.

7+1
1+7
8 5
5+3 2+6
3+5

6+1 1+8
1+6
7 9 3+6
5+2
2+7

Wheel in Konark Sun Chariot

B. Add and match the following.
1+4 5 4+2
6+3 6 3+4
5+2 7 3+2
0+6 9 5+4

Project Work

Take ten cards 0 to 9. + =9

Arrange the cards in such a manner
that their sum must be 9. +   + =9
There are many ways to do it. In how
56 many ways can you do it? + =9

Chapter 5.indd 56 07-06-2023 10:49:39

 Addition Story

A. Raghav has 4 shells and Sarita has 5 shells

. How many shells they have altogether?
B. Ranjeet has 3 marbles and Meenakshi has 6 marbles
. How many marbles they have in total?
C. 
There are 3 coconuts in one bag. There are 4
coconuts in another bag. How many coconuts
are there in all?

Let us see what we have in our bags.

Do it with your friend and write down the answers below.

A. I have ____ books in my bag and my friend has

____ books. We both have _________ books in all.

B. I have ____ pencils and my friend has ____ pencils. We

have _______ pencils altogether.

C. I have ____ notebooks and my friend has ____ notebooks.

We have _______ notebooks in total.

Think and Do 3

Write the numbers 1, 2 and 3 in the given 2

table in a way as shown by the dotted lines

1
so that each way adds up to 6.
This activity can be conducted in pairs. Encourage children to create
their own problems and questions. Also discuss in class about
the world’s oldest Sun Temple, Konark, Odisha refer to the
image (Page 56) of wheel in Konark Sun Chariot.

57

Chapter 5.indd 57 07-06-2023 10:49:40

 Five Little Children
Five little children
Raise your hand
Here comes your stand
One steps out, with a roar
Now, we are four!

Four little children

Raise your hand
Here comes your stand
One steps out, near a tree
Now, we are three!

Three little children

Raise your hand
Here comes your stand
One steps out,
with shining shoe
Now, we are two!

58

Chapter 5.indd 58 07-06-2023 10:49:41

 Two little children
Raise your hand
Here comes your stand
One steps out,
looking at the sun
Now, remains one!

One little child

Raise your hand
Here comes your stand
Last steps out,
having much fun
Now, there are none!

Let us Talk
A. How many children are there in the bus at the beginning?
B. How many children get down from the bus on the first
stand?
C. How many children are left in the bus after the first
stop?
D. How many children are left after the second stand?
Answer the same for third, fourth and fifth stand.
E. How many children are left in the bus at the end?

Project Work

Find out the number of people at your home. How many are going to
school, for work and how many stay at home. 59

Chapter 5.indd 59 07-06-2023 10:49:42

 Let us Do

How Many Left?

A. Fill in the blanks.
i.

6 frogs 2 jumped away ______ left

6 − 2 = ______

ii.

7 balloons ______ flew away 5 left

7 − 2 = ______

iii.

9 bananas 6 took away ____ left

9 − 6 = ______
60

Chapter 5.indd 60 07-06-2023 10:49:43

 B. Draw the objects that are being left and fill in the blanks.

i.

____ pots ____ pot broke ____ left

3 − ______ = ______

ii.

7 ladoos 4 eaten ____ left

7 − 4 = ______

iii.

7 balls ______ took away ______ left

7 − ______ = ______
C. Answer the following questions.

i. Manisha has 9 bananas . She ate 3

bananas. How many bananas are left?

ii. There are 8 butterflies on the flowers. 5 butterflies

flew away. How many butterflies are left?

61

Chapter 5.indd 61 07-06-2023 10:49:44

 Let us Do

Make your own

ten dots card
and hide a
few dots from
your friends.
Ask them how
many dots are
hidden.

How many dots are hidden and how many dots are visible?

Total Dots 10 Hidden Dots Visible Dots

0 10

Project Work
Ask children to make a frame with 8 dots. Now hide few dots using their
hands or handkerchief and see how many dots are hidden and how many
are visible. Is there any pattern in the numbers? Extend this activity for
62
other numbers. Is it possible to do this without hiding the dots?

Chapter 5.indd 62 19-06-2023 11:25:26

 Hop backwards on the number strip.

A. Jump 3 steps back from 9.

9−3=6

B. Jump 4 steps back from 7.

7−4=
Do the subtraction in your own way.

A. 8 − 2 = D. 6 − 3 =

B. 7 − 3 = E. 5 − 1 =

C. 9 − 5 = F. 4 − 2 = 63

Chapter 5.indd 63 07-06-2023 10:49:46

 Vegetable Farm
6

Rumi and Shami helped each other taking out vegetables

from the field. Each of them took a basket and plucked the
vegetables. Let’s see how many vegetables they both took out.

Chapter 6.indd 64 07-06-2023 10:56:56

 Rumi’s Basket Shami’s Basket Both have
A. 7 tomatoes and 5 tomatoes altogether make 12 tomatoes.
7 + 5 = ______

B. 9 carrots in one basket and 4 carrots in another basket.

9 + 4 = ______

C. 8 radishes in one basket and 8 radishes in another basket.

8 + 8 = _____

Project Work
Plant any vegetable sapling at your home, school or nearby place. Share
your experiences with your family and take care of the sapling. You may
draw or take pictures of the growing sapling. 65

Chapter 6.indd 65 07-06-2023 10:56:57

 Beads and Mala
Let us Play

How can you

add 12 and 4 on
ginladi?

I count 12 beads
first and now I am
counting 4 more.
13, 14, 15, 16

66

Chapter 6.indd 66 07-06-2023 10:56:58

 Show how you can add these numbers on ginladi.

13 + 4 =
13 17
14 + 5 =

6+8=

5+7=
Hop and find the sum.

8 + 5 = 13 5 + 3 =8
13 + 3 = + = 13
2 + 16 = + = 10
4 + 12 = + = 18
Add in your own way.

A. Sapna has 12 coloured pencils and Gauri has 6

coloured pencils . How many

12, 13...18
pencils do they have in all?
Sapna counted 12 and 6 more and
got 18.
12 + 6 = 18

Discuss the process of addition. How do children count 12

and then further add 4? Discuss the strategies they are
using.
67

Chapter 6.indd 67 07-06-2023 10:56:59

 Gauri did it as 10 + 8 = 18
12 + 6
10 + 2 + 6
10 + 8 = 18
Can you do it differently?
Try and discuss with your teacher.
B. Aman has 8 laddoos and
Charanjeet brought 6 laddoos.
How many ladoos are there in
all?
C. Sheena has 12 bangles, she got
6 more from her sister. How many
bangles does she have now?

Let us Do

What would you like to bring for the picnic? Discuss with
your friend. Draw the things you would like to take to the
picnic and write the total number of eatables in the space
provided.

68

Chapter 6.indd 68 07-06-2023 10:57:00

 Subtraction
Subtract with some more numbers.

15 − 9 = 6

A. B.

16 − 4 = 12 − 5 =

C. D.

14 − 7 = 16 − 6 =

E. F.
15 − 5 = 15 − 0 =

G. 17 − 9 = H. 13 − 3 =

69

Chapter 6.indd 69 07-06-2023 10:57:03

 Hop and Jump
Anjali and Renu are playing by hopping and jumping.

Anjali, I am
jumping 2 I am jumping
steps ahead 7 steps back
from 6. from 15. Oh! We both
have reached
the same place.

Let us Do
Make a number strip in the playground or at home and find
the different ways by which you can reach to the same place.
Add, Subtract and Match

8+7 12 15 − 3

9+9 15 18 − 1

10 + 2 14 17 − 2

16 + 1 17 18 − 0

11 + 3 18 16 − 2

Make similar questions and let children use their own

strategies to solve these questions.
70

Chapter 6.indd 70 07-06-2023 10:57:04

 Problem Stories
Write your answers in the boxes.
A. A potter had 9 diyas. He sold 5 diyas. Then he made
7 more diyas. How many diyas does he have
now?

B. 6 children sit in the bus at the first stop. At the second

stop, 8 more children board the bus. 7 children get down
at the third bus stop. How many children are there in the
bus at the third stop?

C. There are 18 seats in a bus. If 9 children are already sitting

in it, how many more children can sit inside the bus?
D. Kuljeet got 14 toffees in her box. She shared few toffees
with her friends. She was left with 6 toffees. How many
toffees did she share with her friends?
E. Raman got 12 bananas and ate a few of them. He is left
with 5 bananas. How many bananas did he eat?
71

Chapter 6.indd 71 07-06-2023 10:57:04

 Lina’s Family
7

Lina’s Family Get Together

Lina stays with her family in a village. She stays with her
grandparents, parents and a brother Shanbor. Her uncles,
aunts and cousins live near to their house.

Lina is standing on the stool. She likes to be tall. Find

out and circle the tallest member in the family.

Chapter 7.indd 72 07-06-2023 10:58:15

 Lina’s family invited all the family members for a get
together.

Let us Talk
A. How many members are there in Lina’s family?
B. Tick the tallest member in the family.
C. Draw a cap on the shortest family member.
D. Who is taller than Lina’s mother but shorter than Lina’s
father?
E. Who is the tallest and shortest member of your family?
F. Who is the tallest child in your class?
G. How many children in your classroom are taller than you?

73

Chapter 7.indd 73 07-06-2023 10:58:16

 Lina lives in a hut-shaped house in a hilly area. Can you
locate her house in the picture? Circle the correct options:
A. Her house is nearest to/farthest from the shop and
nearest to/farthest from the school.
B. The school is nearest to/farthest from the shop and
nearest to/farthest from red roof houses.
C. The child is nearest to/farthest from the school bus
and nearest to/farthest from the school.

Amazing Facts
This is a statue of Sardar
Vallabhbhai Patel also called
the Statue of Unity. It is the
tallest statue in the world and
is located in Gujarat, India.

74

Chapter 7.indd 74 19-06-2023 11:28:16

 Let us Do

A. Tick ü the one which is longest.

i. ii.

B. Tick ü the one which is shortest.

i. ii.

C. Tick ü the one which is thickest.

i. ii.

D. Tick ü the one which is thinnest.

i. ii.

75

Chapter 7.indd 75 07-06-2023 10:58:19

 Think and Do

Draw a stick or bamboo Draw a rope shorter

longer than this­— than this—

Dadi is checking the length of Chitra’s sweater by a

handspan.

We can also
use fingers for
It is smaller objects.
ready.

Chitra also wants to find out the length of the stick, table,
pencil and notebook using her handspan.

76

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 Think and Answer
A. My table is _________ handspans long.
B. My bag is _________ handspans long.
C. My classroom blackboard is _________ handspans long.
D. My Maths book is _________ handspans long.
E. My arm is _________ handspans long.
F. My friend’s arm is _________ handspans long.
Can Chitra use a handspan to find the length of all these
things? Find out and circle which things around you are
shorter than a handspan? Can we use fingers also to find
the length of these things?

77

Chapter 7.indd 77 07-06-2023 10:58:23

 Let us Do
What would you choose, handspan or fingers to find the
length of these objects and why? Circle your options in
the table. Try to guess before finding the length of these
objects.

Circle, what will My My

Name of the things
you use? guess findings
Bottle

handspan or fingers
Spoon

handspan or fingers
Pencil

handspan or fingers
My friend’s nose

handspan or fingers

Leg

handspan or fingers
Key

handspan or fingers
78

Chapter 7.indd 78 07-06-2023 10:58:23

 My guess of My findings
Measure by footspan
footspan of footspan

Distance between my
seat and the door of
the classroom

One side of classroom

Distance between the

bed and washroom

Distance between two

walls of your room

Let us Do

A. Tick ü the heavier object.

i. ii.

B. Tick ü the lighter object.

i. ii.

79

Chapter 7.indd 79 07-06-2023 10:58:24

 C. Colour the heavier object.
i. ii.

iii. iv.

D. Colour the lighter object.

i. ii.

iii. iv.

Let us Talk
A. Who is heavier between you and your friend? How will
you find out? Discuss in the class.
B. Find out your weight. Can you tell how and where
your weight is usually checked?
80

Chapter 7.indd 80 07-06-2023 10:58:25

 Let us Do

A. Fill the bucket with water.

i. _______ jugs of water will fill the bucket.
ii. _______ glasses of water will fill the bucket.
iii. _______ bowls of water will fill the bucket.
B. Answer the following questions.
i. How many cups of water will fill your water bottle?
_______
ii. Now fill your friend’s water bottle with the same cup.
How many cups of water will fill your friend’s bottle?
_______
iii. Which bottle holds more water? _______
iv. Try it with another bottle. Which bottle holds less
water?
C. Circle the one which holds more water.

81

Chapter 7.indd 81 07-06-2023 10:58:26

 D. Water is very useful for us.

Tick ü the amount of water you need for the given activities.

i.

For brushing the teeth A bucket full of water A mug full of water

ii.

For bathing A bucket full of water A tank

iii.

For preparing 2 glasses

A jug of water A bucket of water
of lemon water

iv.

For watering a plant A mug of water A bucket of water

82

Chapter 7.indd 82 07-06-2023 10:58:28

 Project Work

A. Discuss why is it important to take water in a bucket for bathing

instead of shower or running tap water.
B. Tear and paste colourful paper strips to make one portion of the strip
short and another longer. The strips should be of different sizes.

Shorter Longer
These are shorter These are longer

C. List things which are easier to carry and which are difficult to carry.

Easier to carry Difficult to carry

D. Get bottles, bowls and glasses of different sizes. Now see how many
glasses or bowls of water can fill the bottle. Which of these can hold
more water?

Ask children how many glasses of water they drink in a day.

Discuss and sensitise them about water getting wasted around
them, what they would do if water is left in the glass, should it be
thrown or given to the plants. Also discuss other ways of saving
water like closing the tap when not in use, reusing water, etc. 83

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 Fun with Numbers
8

Simran was putting oranges in boxes. Each box can hold 10

oranges. How many boxes would she need?

She packed them in boxes.

Do you know how many oranges are there?

21
Twenty One

22
Twenty Two

Chapter 8.indd 84 07-06-2023 11:21:49

 Twenty
Three

24
Twenty
Four

Twenty
Five

Twenty
Six

27
Twenty
Seven

85

Chapter 8.indd 85 07-06-2023 11:21:50

 28
Twenty
Eight

Twenty
Nine

30
Thirty

Write 21 to 30

21 25

23 30

22 27

86

Chapter 8.indd 86 07-06-2023 11:21:50

 Let us count the number of flowers and the number of
neem daatun.

Number 31 to 50

31 36
Thirty One Thirty Six

32
Thirty Two
Thirty Seven

Thirty
Thirty Eight
Three

39
Thirty Nine
Thirty Four

35 40
Thirty Five Forty

87

Chapter 8.indd 87 07-06-2023 11:21:53

 41 46
Forty One Forty Six

Forty Two Forty Seven

43
Forty Three
Forty Eight

49
Forty Nine
Forty Four

45 50
Forty Five Fifty

Let us Do
A. Pick up any number card from 1 to 50. Can you place
the number card with help of the clip on ginladi at the
right place?
B. Write the number on the number cards placed on the
ginladi.

4
88

Chapter 8.indd 88 07-06-2023 11:21:55

 Count and write the numbers.

Fill up the tens frames to show the number. One has

already been done for you.
29
Twenty one

41
Forty one

30
Thirty

Use ginladi to talk about tens and numbers 21 to 50. Also

encourage children to count backwards from any given
number using ginladi or number line initially. Once they
gain confidence, they can do without the ginladi. 89

Chapter 8.indd 89 07-06-2023 11:21:56

 Fill up the missing numbers.

34

39

42

46

Project Work
Farha said that she has packed more than fifty amazing things in her
matchbox. Her friends wondered what these things could be. They had
a big surprise when she opened her box.
Can you collect some items and see how many a matchbox can hold?

90

Chapter 8.indd 90 19-06-2023 15:01:11

 Numbers from 51 – 99
Ankita is pasting mirrors on her house. Help her to find out
how many mirrors she has used in the design.

Count and write the numbers from 51 to 60

51
Fifty Fifty
One Six

52
Fifty Fifty
Two Seven

Fifty Fifty
Three Eight

59
Fifty Fifty
Four Nine

60
Fifty Sixty
Five

91

Chapter 8.indd 91 07-06-2023 11:21:59

 Count and write the numbers from 61 to 80

61 71
Sixty Seventy
One One

62 72
Sixty Seventy
Two Two

Sixty Seventy
Three Three

74
Sixty Seventy
Four Four

75
Sixty Seventy
Five Five

Sixty Seventy
Six Six

Sixty Seventy
Seven Seven
78
Seventy
Sixty Eight
Eight

Sixty Seventy
Nine Nine

70 80
Seventy Eighty

92

Chapter 8.indd 92 07-06-2023 11:22:06

 Count and write the numbers from 81 to 100

81 91
Eighty Ninety
One One

Eighty Ninety
Two Two

83
Eighty Ninety
Three Three

Eighty Ninety
Four Four
95
Eighty Ninety
Five Five

86
Eighty Ninety
Six Six

97
Eighty Ninety
Seven Seven

Eighty Ninety
Eight Eight

89
Eighty Ninety
Nine Nine

90 100
Ninety Hundred

93

Chapter 8.indd 93 07-06-2023 11:22:13

 Let us Do

Tie a ginladi from one end to the other. Choose a random

number (1 to 99) card. Attach the number cards at the
appropriate place on the ginladi with a clip. Play with your
friends using other cards also.

Use ginladi to add numbers. Ask about the numbers between

any two given numbers.

94

Chapter 8.indd 94 07-06-2023 11:22:15

 Count and write the numbers.

Make a slide and ladder game by filling the missing numbers.

100 98 97 96 95 92

81 82 83 84 86 87 88 90

80 79 77 76 74 73 72 71

61 62 63 65 66 68 69

59 58 56 54 53 52 51

41 42 43 45 48 50

40 38 37 36 34 33 32 31

21 22 24 25 27 28 30

20 19 18 17 16 15 13 12 11

1 2 3 5 6 8 9

This game can be played outdoors (with a chalk draw squares with movable
sticks and ropes as ladders and slides). Some task cards can
be placed on the squares. Instructions can also be modified
like jump to a number where the digits are exchanged, skip
one number on your right and jump, etc. 95

Chapter 8.indd 95 07-06-2023 11:22:17

 Look at the Picture

Let us Talk
A. Observe and discuss what is happening in the picture.
B. What are the different things which you see in the given
picture?
C. How many houses are there?
D. How many people are there in the picture?
E. Guess how many lines are used to draw the leaves of
a tree.
F. Do you know the special name for this type of painting?
G. Which part of India is famous for ‘Warli’ painting?

96

Chapter 8.indd 96 07-06-2023 11:22:18

 Make your own warli drawing.

97

Chapter 8.indd 97 07-06-2023 11:22:19

 9 Utsav

According to the Indian calendar, the festival of Uttarayan like Makar

Sankranti, Pongal, Bihu and Lohri marks the beginning of the transition from
winters to summers. The celebration signifies the return of sunny days and
the start of the harvest season. Discuss the various local festivals
celebrated by children with their families. The picture also highlights
the main elements of each celebration and various shapes and
patterns which can be discussed with children.

Chapter 9.indd 98 07-06-2023 11:23:01

 99

Chapter 9.indd 99 07-06-2023 11:23:03

 Extend the patterns by drawing further.

A.

B.

C.

D.

E.

F.

G. H.

Encourage children to use concrete objects to make patterns.

100

Chapter 9.indd 100 07-06-2023 11:23:05

 Let us Do

Munna is very fond of

colouring. He created a pattern
by using the impression of his
thumb and fingers. You can
also create a pattern like this
by using your finger print in the
given space.

What colour should come after pink and why? Discuss.

Ask children to collect different vegetables and cut them into

slices with the help of adults. Use cut slices of these vegetables
to create a pattern of your choice.

101

Chapter 9.indd 101 19-06-2023 12:16:21

 Look at the patterns and extend them by colouring.

Complete the pattern.

102

Chapter 9.indd 102 07-06-2023 11:23:08

 Study the pattern and fill in the missing numbers.

103

Chapter 9.indd 103 07-06-2023 11:23:10

 Murthy and Vani are helping their Amma in making
kolam or rangoli. You can also help them by completing
the below kolam.

Project Work

A. C
 ollect pebbles, flowers, leaves, glasses, bowls, sticks, bangles,
coins, caps, etc., and arrange them in a pattern. Create different
patterns of jewellery, floral pot arrangements, art showpieces, etc.
B. O
 bserve and find the patterns in nature like leaves, butterfly,
animal skins (cat, dog, zebra, tiger), curtains, sarees, dupattas,
tiles, beehive, etc.
C. Collect different objects seen around and make a collage.
D. C
 reate patterns using different actions like clapping, snapping your
fingers, stamping your feet, etc.

The world around us is full of shapes. Encourage children to appreciate

the rich heritage of India through exploring beautiful patterns in
temples, mosque, church, gurudwara and monuments around
them. Also ask them to share their observations of patterns in
different art forms, movement patterns in dance forms, etc.

104

Chapter 9.indd 104 07-06-2023 11:23:10

 How do I Spend
my Day?
10

Hello friends, I am Pihu.

I am 6 years old.
Today, I will share my daily routine,
what I do from morning to night.

Look, the sun is rising in

the sky. It is morning.

I get up from bed in the morning

and have a glass of warm water.

My day starts with

yoga or exercise.

Then, I brush my
teeth and take a bath.

I eat breakfast
and get ready for
school.

Chapter 10.indd 105 07-06-2023 14:12:49

 I study and play with my classmates in the school.

The sun is high in the

sky. It is afternoon
time. I wash my hands
and have lunch with
my friends.

I come back home from school

and take rest for some time.

See, the sun is

setting. It is evening
time. I play with my
friends and then I
study.

Look there, the moon and the stars are

visible in the sky. It is night time.

I eat dinner with my family.

I read a story book and go to

sleep at night.
106

Chapter 10.indd 106 07-06-2023 14:12:50

 Let us Talk

A. What is your daily routine?

B. When do you brush your teeth?
C. When do you take a bath?

Let us Do
A. Tick ü the activities that you do in the morning.

B. Tick ü the activities or things that you do or see during

the day.

C. Tick ü the activities that you do at night.

107

Chapter 10.indd 107 07-06-2023 14:12:52

 Guess the time of the day by looking at the picture.
Discuss with your friends what you do during that time.

Let us Do
Colour the activity that usually takes longer time.
A.

B.

108

Chapter 10.indd 108 07-06-2023 14:12:53

 Seasons

Summer Spring

Monsoon Winter
Look at the above pictures and discuss the differences
among summer, winter, spring and monsoon seasons.

Match the objects with the season.

Monsoon Spring

Summer Winter

109

Chapter 10.indd 109 07-06-2023 14:12:54

 Let us Talk

A. What do you like to eat in the summer season?

B. What do you like to wear in the winter season?

Let us Do
Write the name of the seasons and match them with the
pictures.

Project Work

Ask children to draw or stick pictures of their favourite food items during
110 different seasons and local festivals which are celebrated during these
seasons.

Chapter 10.indd 110 07-06-2023 14:12:56

 How Many Times?
11

A Visit to an Amusement Park

A group of children visited an amusement park.

Wow! 2 of us can sit

on the horse. I will
sit with my friend.

The total
children are
2+2+2+2=
of us can sit on the horse swing altogether.

3 of us can sit in
a toy train. We all
will sit together.

There are 3 bogies. 3 + 3 + 3 =

Total children can sit in 3 bogies.

Chapter 11.indd 111 07-06-2023 11:24:54

 Here we are! This is
such a big wheel! 4 of us
can sit together. There
are 5 compartments.

+ + + =

Total children can sit in the swing.

After riding on the swings, children planned to eat jalebis.

Each plate of jalebi has 3 pieces. They ordered 6 plates of
jalebis.

+ + + + + =

6 times 3 is

Discuss the number of groups in each activity through questions like

how many children are there in the picture, how many children
are sitting in each compartment, total number of children on
the ride.

112

Chapter 11.indd 112 07-06-2023 11:24:56

 Travelling in the Bus
2+2+2+2+2+2+2+2+2=

9 times 2 =

Total number of people in the bus =

Some crates of water bottles are kept in the bus. Count
them.

+ + + =

4 times 5 =

Total number of bottles in the bus =

113

Chapter 11.indd 113 07-06-2023 11:24:57

 Cheenu bought some packs of erasers, pencils and apples
from the shop. Find the total of each item.
A.

2+ + + = erasers
4 times 2 =
Total number of erasers =

B.

3+ + + + = pencils
5 times 3 =
Total number of pencils =
C.

3+ + = apples

3 times 3 =
Total number of apples =

Project Work

Draw a cycle wheel. Ask your friends or find out how many cycles you
have at home. Find out the total number of wheels in all the cycles.
114

Chapter 11.indd 114 07-06-2023 11:24:58

 How Much Can
We Spend ?
12

Riya started to count the number of coins `1, `2, `5, `10 and
Sahil started to count notes of `10, `20, `50 and `100. Look at
these coins and notes, and write their denominations below.

`1

`10

Chapter 12.indd 115 09-06-2023 14:21:12

 Rahim Kaka — The Toy Seller

Let us Do

A. One ball costs `20.

Riya gives _____ coins of `5 for the ball.

Sahil gives _____ note of `10 for the ball.

B. Name the toys you can buy for `10.

C. Name the toys you can buy for `20.

D. If the cost of a car is `14 and Riya has `10 with her, how
much more money does she need to buy the car?

E. Riya and Sahil together have `30. Write the name of the
toys which they can buy.

116

Chapter 12.indd 116 09-06-2023 14:21:13

 Find the total amount and tick ü the correct option.

Let us Play

Make your own currency notes and coins of paper slips.

Play a shopping game in the classroom.

Some children will be shopkeepers and others customers.

Let them buy things using play money made by paper slips.
Encourage them to pay money in different combinations.

117

Chapter 12.indd 117 09-06-2023 14:21:14

 Fill or draw the amount in different combinations using
the given currency.

`20 `10

`13 `8

118

Chapter 12.indd 118 09-06-2023 14:21:15

 Match the same amount by drawing a line.
A.

B.

C.

Saving money is a good habit. Discuss.

Project Work

Try to make your own

gullak with a spare box at
your home with the help
of your siblings or elders.

Ask children to form different combinations for a given

amount using play money.

119

Chapter 12.indd 119 09-06-2023 14:21:16

 So Many Toys
13

Look at the picture and find the number of different

toys.

Elephant s Teddy Bears

Cars Dolls
Complete the following sentences by using more than/
less than/equal to.
A. The number of dolls is ______ the number of cars .
B. The number of elephants is ______ the number of
dolls .
C. The number of teddy bears is ______ the number of
elephants .
D. The number of cars is ______ the number of teddy
bears .

Chapter 13.indd 120 09-06-2023 16:58:10

 Colourful Flowers
Name the colour of the flowers which you
see mostly in a garden.
Look at the picture of colourful flowers and
write the number of flowers.

Blue flowers Orange flowers

Red flowers Purple flowers

A. Name the colour of flowers which are least

in number. ______________
B. Name the colour of the flowers which are
most in number. __________________

True or False
A. Number of red flowers is more
than the blue flowers .

B. Number of orange flowers is less

than the purple flowers .

Project Work

A. Make a card with a border of colourful flowers.

B. Find out in your class how many children
have 3 letters in their names, how many
children have 4 letters in their names and
how many children have more than 4 letters
in their names.
121

Chapter 13.indd 121 19-06-2023 14:57:49

 Puzzles

A. Kopal arranged number cards in the below image and

Anaya hide them with bowls as shown. Can you recognise
the numbers?

You can also hide the numbers on a number card by

using your hands and play this game with your friends.

B. Count the number of logs. Is it 3 logs or 4 logs?

C. This is how Zarina set the glasses. Help her in extending

the arrangement.

  ____________   ____________

Puzzle Class 1.indd 122 09-06-2023 16:54:25

 D. Find the numbers from 1 to 10.

e i g h t t s
f i v e h t e
o t w o r x v
u n i n e o e
r n t t e n n
s i x o w e n

E. Fill the numbers from 1 to 5 in the given balls so that the

sum on both sides is equal.

F. Gillu’s favourite number is 8. If the answer of the asked

question is 8, he becomes happy and if not, he becomes
sad.
Ask some questions to Gillu that has an answer 8 only.

123

Puzzle Class 1.indd 123 09-06-2023 16:54:26

 G. Fill , and in the boxes in such a way
that any shape occurs only once in a row
(horizontal) and column (standing).
row

column
H. Take 4 different objects (each object should be 4), such
as 4 buttons, 4 pebbles, 4 seeds, 4 clay balls, etc. Now
place them in the given boxes in such a way that every
object occurs only once in a row (horizontal) and a column
(vertical standing).
row
column

Can you fill them through some other ways?

I. Who am I? (A mirror can help you.)

52 37

25 93
124

Puzzle Class 1.indd 124 09-06-2023 16:54:26

 J. Who am I?
i. I am between 5 and 10. I become three
more when read upside down.
ii. I am 3 more than 8 and 3 less than 14.
iii. I am after 50 and before 54. Sum of my
digits is 7.
iv. I am just before 40.
v. Add 5 to me and you will get 24.
vi. I am just after 35.
vii. Reduce 8 from me and 14 will be left.

K. Six matchsticks are used to make a zero. Can you make

any other number by shifting a single matchstick?

L. Find out the missing piece and complete the pot.

125

Puzzle Class 1.indd 125 09-06-2023 16:54:26

 M. How many times can you subtract 5 from 25?
N. Ranu has 3 seeds. She wants to place them on any 3
numbers of the given chart in such a way that the sum of
those numbers will be 17. Can you help Ranu in finding
the numbers.

4 9 6 7
16 0 8 5
15 13 1 2
17 10 3 12
In how many ways did you do it?
If you have 2 seeds, which numbers will you place them
to get a total of 17?
O. Encircle the identical shadow image.

i ii

iii iv

126

Puzzle Class 1.indd 126 09-06-2023 16:54:26

 P. Write numbers from 5 to 9 in the card given below such
that the row and the column have the same total.

row

column
Q. Try to get the center number by doing addition or
subtraction.

7–1
3+
3

6 11 15

R. Write down the correct numbers in the .

127

Puzzle Class 1.indd 127 19-06-2023 12:23:04

 S. Sarita has four coins of different values.

What is the minimum number of coins used to spend

exactly `49?

T. Find out the value of orange .

+ = 8

+ = 10

=
U. Let us play the ball game.

i. Choose 3 balls in such a way that their sum will be 15.

ii. Choose 3 balls to get a maximum score.

iii. Choose 3 balls to get a minimum score.

128

Puzzle Class 1.indd 128 09-06-2023 16:54:28

 Notes

Puzzle Class 1.indd 129 09-06-2023 16:54:28

 Notes

Puzzle Class 1.indd 130 09-06-2023 16:54:28

Cover 1 to 4.indd 6 21-06-2023 10:22:57
 Joyful Mathematics
Class I
0124
NCERT

ISBN 978-93-5292-505-6

Cover 1 to 4.indd 1 21-06-2023 10:22:40