1st FLN Maths EM Period Plans-22-60

PERIOD PLAN
Subject : Maths Class : 1

Lesson/Topic : Pre mathematical concepts Week : 1 Day : 1
Learning Outcomes : Will be able to observe the pictures and talk about the aspects in them and use
the relevant pre mathematical concepts and vocabulary.
Micro competencies : Will be able to observe the pictures and talk about the pre mathematical
concepts in them( inside, outside fat, thin taller….)
Steps :
1. Greetings : Good morning children
2. Testing Previous Knowledge :
1. Let the children observe things in their bags and speak about those things.
2. Let the children answer the questions as…Which things are more in the bag? Where is the
pencil?
3. Introduction of Concept : Children….. today let us know about Pre mathematical concepts.
Key words : inside, outside, more, less , fat, thin, high, low etc..
4. Activities for Understanding Concept :
Activity 1 : 1. Make the children throw a piece of paper and an erase into the air and let them
answer …..what flew higher and what flew lower.
2. Whose bag has most things?
3. Who is the fatter of the two students in the class?
Activity 2 : Let the children observe the picture on page 1 and make them speak by asking the
first five questions.
Activity 3 : Ask the following questions and let the children speak
1. Which is a tall tree, coconut or guava?
2. Who is thin in your family?
3. Whose family has more members, yours or your neighbor’s?
Ask such questions and make them understand pre mathematical concepts.
5. Problem solving : Ask questions about the things inside and outside the school and let them
answer.
1. Where is the flag? Is it inside the school or outside?
Ask some more questions as above.
2. Which class has more students?
6. Exercise : Worksheet
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
15 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro competencies : Will be able to observe the pictures and talk about the pre mathematical
concepts in them (on-under/above-below, big-small, deep-shallow).
Steps :
1. Who is there in your family?
2. Who is the eldest? Who is the youngest?
3. Introduction of Concept : Children….. today let us know about some more Pre mathematical
concepts.
Activity 1 : Make the observe the things kept on and under the table in the classroom.
1. Name the things on the table.
2. Where is the eraser? (answer: under the table)
3. Which is the biggest object?
Ask such questions and make them understand pre mathematical concepts.
Activity 2 : Let the children observe the picture on page 1 and make them speak by asking the
last five questions.
Activity 3 : Ask the following questions and let the children speak :
1. Which is deeper: a bucket or a jug?
2. What things lie on the cot in your house?
Ask such questions and make them answer.
5. Problem solving : Ask questions about the things inside and outside the school and let them
answer.
1. Which is the biggest animal you have seen and also the smallest?
2. Which is the biggest bird you have seen and also the smallest?
Ask some more questions as above to make them understand pre mathematical concepts.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
16 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro competencies : Observe the toys/pictures in the class and talk about them.
Steps :
1. Name the things in the classroom?
2. Which is the biggest animal you have seen?
3. Name the things on the table.
3. Introduction of Concept : Children….. today let us talk about the things in the classroom and
also know about pre mathematical concepts in them.
Activity 1 : Display 10 things in the classroom to the children. Ask some more questions as
below to make them understand the concepts.
1. Name the things you saw?
2. Which is the biggest among the things you have seen?
3. Which is the longest thing?
4. What is beside pencil?
Ask some more such questions.
Activity 2 : Let the children observe the things in the bags of other students and make them
speak about those things.
1. Whose bag has the most number of things?
2. Whose pencil is the longest?
3. Which is the biggest among all the things?
Ask some more such questions
Activity 3 : Ask some more questions as below to make them understand primary concepts.
1. Which is the biggest thing in the classroom?
2. Which is the longest thing in the classroom?
3. Name the things outside the classroom etc...
5. Problem solving : Keep different types of things and a box available to students and ask them to
do the following.
1. Keep the things in the box.
2. Take out the things from the box.
3. Keep the thing on the table. Keep it under the table.
Ask some more such questions to make them understand pre mathematical concepts.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
17 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Learning Outcomes : Will be able to observe the pictures and talk about the aspects in them and
use the relevant pre mathematical concepts and vocabulary.
Micro competencies : Observe the things in the surroundings and talk about pre mathematical concepts
in them.
Steps :
1. Greeting : Good morning children..
2. Testing previous knowledge
1. Name the things in your house.
2. Name the things in the school.
3 . Questions on the rhymes in the SPM module (ant, parrot…..)
3. Introduction of concepts : Children….. today let us talk about the things in the surroundings
and also know about mathematical concepts in them.
4. Activities to understand the concepts :
Activity-1 : Take the children into the surroundings. Let them observe the things. Ask
questions on pre mathematical concepts.
Activity-2 : Let the children observe the picture on page 15 and make them understand the
concepts by asking questions.
1. What is more in the picture?
2. Which is the biggest animal in the picture?
3. Names of the birds that fly high in the sky?
4. Which animal lives in water?
Ask some more questions as above
Activity-3 : Ask questions as below to make them understand the concepts.
1. Which is the biggest room in your house?
2. Which flies higher : a hen or a crow ?
3. Name the things in a kitchen.
4. Ask some more questions as above
5. Problem solving : Ask some more such questions about their surroundings to make them understand
pre mathematical concepts.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
18 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Learning Outcomes : Will be able to observe the pictures and talk about the aspects in them and
use the relevant pre mathematical concepts and vocabulary.
Micro competencies : Pre mathematical concept of beside
Steps :
2. Testing previous knowledge :
1. Whose houses are there near your house?
2. Whose house is beside your house?
3. Whom did you sit beside?
3. Introduction of concepts : Today let us talk about the pre mathematical concept ‘beside’.
Key words : beside, right, left
Activity-1 : Keep 4 to 5 things in a row in front of the children. Let them observe. Make the
children say two things beside each thing. Make them identify the things to the right
and the left of each thing.
Activity-2 : Let the children observe the picture on page 1 and make them understand the concept
of beside by asking the following questions.
1. What is beside the tree?
2. Where are the garlands?
3. What is beside the tank?
4. What is beside the house?
5. Which animal lives in water?
Activity-3 : Ask questions as below to make them understand the concepts.
1. Name the things beside the gate in your house.
2. Who is sitting on your right?
3. Which side is Rajesh?
Ask some more questions as above and make them understand the concept ‘beside’.
5. Problem solving : Children should take a box and some (5) objects, and keep them as per the
instructions of the teacher.
1. Keep the pen beside the box.
2. Keep the duster to the right of the box.
3. Keep a thing beside the box. Name the thing.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
19 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Learning Outcomes : Will be able to observe the pictures and talk about the aspects in them.
Micro Competencies : Students will understand the pre mathematical concept of inside - outside.
Steps :
1. Make the children talk about the things inside and outside the classroom Question : Name the
things inside the room.
2. Make the children talk about the things inside the school.
3. Make the children talk about the things outside the school.
4. Make the children talk about the things outside the classroom.
3. Introduction of concepts : Today let us talk about the things inside and outside the classroom.
Key words : inside-outside
Activity-1 : Draw a circle in the school premises and ask them to throw a ball into it.
1. Ask whether the ball has fallen inside the circle or outside the circle?
2. Make some children do this.
Activity-2 : Show some pictures to students and let them tell what are inside and outside.
1. 2.
1. What are the things in the picture? (bowl, spoon)

2. Where is the spoon in the first picture?
3. Where is the spoon in the second picture?
Show such different pictures and question them.
Activity-3 : 1. Which things at your house are inside? Which things are outside?
2. Is the TV inside the house? Or outside the house?
5. Problem solving : Divide the children into two groups and ask them to collect things. Let them
keep the things inside or outside the bag as instructed by the first group. Let both the groups do
this activity.
1. What are the things inside the bag?
2. What are the things outside the bag?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
20 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Learning Outcomes : Will be able to observe the pictures and talk about the aspects in them
Micro Competencies : Students will understand the pre mathematical concept of above- below/on -
under
Steps :
2. Testing previous knowledge : Ask the students the following questions.
1. Make the students speak about what is on the tree and what is under the tree?
2. What are the things on the table in the classroom?
3. What are the things under the table in the classroom?
4. Make the children speak about the things that are on the other side of the classroom.
3. Introduction of concepts : Children ,today let us know about the pre mathematical concept of
above-below/on-under.
Key words : above-below/on-under
Activity-1 : Keep a duster, a book and such things on the table and things like scale and pencil
under the table. Make the children understand the concept of on-under .
1. What are the things on the table ?
2. What are the things under the table?
Activity-2 : Teacher should draw a line across the blackboard and make each child draw lines
above and below that line and develop understanding about the concept of above
and below.
Activity-3 : We can develop the understanding of the concept of on and under by asking the
student the following questions.
1. What things are kept on a chair in your house ?
2. What things are kept under the table in your house?
5. Problem solving : Keep a water bowl in front of students and drop a flower, some thermocol
balls, a pencil and a pebble into the bowl. Ask the children about the things that are on water and
underwater .
1. What are the things on water?
2. What are the things underwater?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
21 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will understand the pre mathematical concept of big-small
Steps :
2. Testing previous knowledge : Test the previous knowledge of the students through the following
poem
Which is small
an ant or a parrot
An ant is small
which is big
an ant or a parrot
a parrot is big
which is big /which is small
3. Introduction of concepts : Children today let us know about the prematical concept of big and
small
Keywords : big - small
Activity-1 : Keep flowers, leaves, books, balls and tumblers etc in front of children of different
sizes and make the children talk about big and small things in each pair.
Activity-2 : Let the children observed page number one of the textbook and ask about big and
small trees on that page.
Make the children talk about big

and small in the pictures.
Activity-3 : 1. Who is the eldest in your house?

2. Who is the youngest in your house ?
3. Who is the eldest in your class?
4. Who is the youngest in our class?
5. Problem solving : Keep 10 things of different sizes in front of children and ask them to pick any
two things. Then let them do this activity
1. Which is the bigger object ?
2. Which is the smaller object?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
22 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Say in their own words about the pre mathematical concept fat and thin, give
examples, and find differences.
Steps :
2. Testing previous knowledge : Make the children observe the things in the classroom and then
ask the following questions.
1. How is the cover of the notebook?
2. How are the pages in the notebook?
3. How are the pens and refills in the pen?
3. Introduction of concepts : Children, today let us know about the topic fat - thin.
Key words : fat - thin.
Activity-1 : Make the children observe different things in the school surroundings and ask the
following questions.
1. How are the trunk and the branches of a tree ?
2. How are a broomstick and a bamboo stick?
Activity-2 : Make the children observe page number 1 of the textbook and then ask the following
questions.
1. Who is the thinnest of the ones standing here?
2. Which tree is the fattest in the picture?
Activity-3 : Show some pictures to the students and ask the following questions.
1. Which is the fat thing in the picture ?
2. Which is the thin thing in the picture?
5. Problem solving : Show as many fat and thin things to the children as possible and let them
identify.
1. Who is the fattest student in the class ?
2. Who is the thinnest student in the class?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
23 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the pre mathematical concept of more-less.
Steps :
1. Greeting : Good morning children.
2. Testing previous knowledge : Make the children observe the things in the classroom and then
ask the following questions.
1. Make them speak about the benches and chairs in the classroom.
2. What are more in the class, benches or chairs?
3. Who is more in the class, girls or boys?
3. Introduction of concepts : Children, today let us know about the pre mathematical concept
more-less.
Key words : more- less
Activity-1 : Make the children keep textbooks to one side and notebooks on the other, then
make them speak … which are more and which are less.
Are textbooks more than notebooks or less than notebooks?
Activity-2 : Show some pictures to students and make them speak about more-less.
Which picture has fewer things?
Which picture has more things?
Activity-3 : Make the children observe the classroom and then ask the following questions.
1. Which are more blackboard chalks or slate chalks?
2. Which are less pencils or pens?
5. Problem solving : Make the children collect pebbles, flowers and such things and let them put
those things in heaps and ask questions about the concept more or less.
1. Are pebbles more or flowers?
2. Are leaves less or fruits?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
24 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the pre mathematical concept of tall/long-short.
Steps :
1. Greeting : Good morning children...
2. Testing previous knowledge: Show two pencils of different lengths to the children and make
them speak.
1. Which pencil is long?
2. Which pencil is short ?
3. Make them observe neem, rose and marigold trees and ask them which is tall and which is
short. Make them understand the concept of tall and short.
3. Introduction of concepts : Children, today let us know about the pre mathematical concept tall/
long-short.
Key words : tall/long-short
Activity-1 : Make the children observe their hands and ask the following questions.
1. Show me your longest finger?
2. Show me your shortest finger?
Activity-2 : Show the following pictures to the children and ask questions given below.
Which pencil is long?

Which pencil is short?
Which is the shortest tree ?

Which is the tallest tree ?
Activity-3 : Ask them the following questions

1. Who is the shortest in your family?
2. Who is the tallest in your family ?
3. Which tree is tall in your house?
4. Which tree is short in the house?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
25 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5. Problem solving : Keep things like broomsticks, pencils, blackboard chalk ,slate chalk and
pens of different lengths in front of children. Make them observe the things and ask them to divide
the things into long and short.
Long things Short things
1. Which chalk is long ?

2. Which stick is short?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
26 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Say in their own words about the pre mathematical concept far-near.
Steps :
2. Testing previous knowledge : Ask the children to observe the table, chair and board in the
classroom.
1. Is it stable near you or near the board?
2. Name a thing that is far from you?
3. Introduction of concepts : Children, today let us discuss the topic far-near.
Key words : far - near.
Activity-1 : Keep a bottle on the table. Place a ball and a chalk at different distances on either
side of the bottle. Make them understand the concept of far and near by asking
questions, while moving the ball and the chalk away from the bottle and near the
bottle and comparing the distance between them.
1. Which object is near the bottle?
2. Which object is away from the bottle?
Activity-2 : Show the following chart to the students and ask the questions.
1.
2.
3.
4.
1. Name the things in the first row.

2. Which object is away from the ball?
Ask such questions.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
27 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Activity-3 : Make the children from different rows in the classroom to stand and ask the following
questions.
1. Who is near the blackboard ?
2. Who is away from the blackboard?
Ask some more such questions.
5. Problem solving : Ask the students the following questions.
1. Whose house is near the school?
2. Whose house is far from the school?
3. Name a village near your village .
4. Name a village that is far from your village.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
28 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the pre mathematical concept of heavy-light.
Steps :
2. Testing previous knowledge : Ask the students the following questions.
1. Can you lift the cot or the almirah in your house?
2. Can you lift a chair or phone in your house ?
3. Why are you not able to lift?
4. Why are you able to lift?
3. Introduction of concepts : Children today let us talk about the concept of heavy - light.
Key words : heavy - light .
Activity-1 : Display different heavy and light things to children and make them lift those to
understand the concept of heavy and light.
1. Empty bottle-bottle filled with water
2. Slate, chalk
3. Book, duster etc.,
Activity-2 : Display the following chart and ask questions about heavy and light things to make
them understand.
1. Which is lighter, lock or key ?

2. Which is heavy, feather or log ?
3. Which is heavy,table or stool?
Activity-3 : Ask the following questions.

1. Is cotton heavy or a banana ?
2. Which is the heaviest thing in your bag?
3. Which is the lightest thing?
Ask some more such questions
5. Problem solving : Keep the things displayed in activity-1 in front of children and ask them to
classify the things into heavy and light things.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
29 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the pre mathematical concept of deep-shallow.
Steps :
2. Testing previous knowledge : Make the children observe the things in the classroom and ask
the following questions.
1. Are the benches more or the chairsin our classroom?
2. Whose bag can hold more books? Whose bag is deep?
3. Introduction of concepts : Today let us learn about the pre mathematical concepts of deep and
shallow.
Key words : deep-shallow
Activity-1 : Take the children to the school premises and make them dig two pits. Make them
talk about which is deep and which is shallow.
Activity-2 : Show the following pictures to the students and ask
questions.
Make the children see the picture on page number
3 of the textbook and talk about it.
1. Who is standing deep in water?
2. Which is deeper, glass or bowl?
Activity-3 : Ask the students the following questions.
1. Is water in the bucket deep?
2. Is the water in the mug deep?
3. Which is the deeper a bowl or a spoon?
4. Which is shallow, a water can or a water bottle?
5. Problem solving : Ask students the following questions.
1. Which is deeper, a well or a water can?
2. Do they dig a shallow pit to plant trees or for the foundation of a house?
3. Which is deeper, a pan to fry puris or the pan to make dosa?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
30 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the pre mathematical concept of more quantity-
less quantity.
Steps :
2. Testing previous knowledge : The preconceptions of the students can be tested by asking the
following questions.
1. Do you eat more rice or more curries ?
2. Where do they cook in more quantity, at your house or at school?
3. Introduction of concepts : Children, today, we will know about the pre mathematical concept
of more quantity and less quantity.
Key words : more quantity and less quantity.
Activity-1 : Keep a thin and a thick transparent bottle in front of children. Pour equal volume of
water and ask the children to observe. Ask the following questions.
1. Which bottle has more water?
2. Which bottle has less water ?
Make the children understand the concept of more and less quantity by pouring the
water into two bowls of the same volume.
Activity-2 : Show the following pictures to the children. Let them observe. Ask the following
questions.
1. Which picture has more quantity of stones ?
2. Which glass has less quantity of water ?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
31 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Activity-3 : Keep the heaps of different things (tamarind seeds, beads, stones) in front of students.
Let them observe. Ask the following questions .
1. Keep the tamarind seeds in more quantity and in less quantity.
A) Which side are the tamarind seeds more in quantity?
B) Which side are the tamarind seeds in less quantity?
5. Problem solving : Ask the following questions.
1. Do you use more water to drink or to take a bath ?
2. Who eats less quantity of rice, elders or children?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
32 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Lesson/Topic : Shapes Week : 4 Day : 1
Learning Outcomes : Identify two dimensional and three dimensional shapes among the objects they
come across generally.
Micro Competencies : Will be able to say the names of objects whose shapes are similar to ball, top
and brick
Steps :
2. Testing previous knowledge : From your surroundings or in your home
1. Which objects are in the shape of a ball ?
2. What objects are in the shape of a top?
3. What objects are in the shape of a brick?
4. Name some objects similar to ball, top and brick.
Activity-1 : Make the children do the activity given on page number 6 of the textbook.
Activity-2 : Ask the children the following questions .
1. Name the ball shaped things in your house?
2. Name the brick shaped things in your house?
3. Name the top shaped with things in your house?
Activity-3 : Display the actual things similar to the shapes of ball, top and brick and make the
children speak.
1. What is the shape of this object?
2. Name a brick shaped thing.
5. Problem solving :
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
33 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will identify the objects of similar shape.
Steps :
2. Testing previous knowledge : Ask the children the following questions
1. Name the ball shaped objects .
2. Name the brick shaped objects.
3. Name the top shaped objects.
3. Introduction of the concepts : Today let us discuss the objects in the shape of ball brick and
top.
Activity-1 : Keep objects of different shapes (ball, top, brick) in front of children. Ask them to
keep the objects of the same shape to one side.
1. Keep the ball shaped objects on one side.
2. Keep the brick shaped objects on the other side.
Activity-2 : Make the children observe the following chart and ask them questions.
1. Identify the ball shaped objects.

2. Identify the top shaped objects.
3. Identify the brick shaped objects.
Activity-3 : Show the children the things they have and also the objects in the classroom ask
them to do the following activities.
1. Keep all the ball shaped things in one place.
2. Keep all the top shaped things in one place.
3. Keep all the brick shaped things at one place.
5. Problem solving : 1. Name the ball shaped things in your house.
2. Name the top shaped things in your house.
3. Name the brick shaped things in your house.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
34 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will identify the things of the same shape.
Steps :
2. Testing previous knowledge : Children you know different shapes. Now say
1. Which objects are in the shape of a ball?
2. Which objects are in the shape of a brick?
3. Which object is in the shape of a top?
3. Introduction of the concept : Children, today let us learn about objects that have the same
shape.
Keywords : ball shaped, brick shaped, top shaped .
Activity-1 : Keep different things like laddu, bangle, pencil box, book ,joker cap and top in
front of children. Ask them to keep the things of the same shape on one side.
1. What things are in the shape of a ball?
2. What things are in the shape of a brick?
3. What things are in the shape of a top?
Activity-2 : Make the children do the activity on page number 7 in the textbook of class 1 and
make them speak.
1. Which two things are ball shaped?
2. Which two things are brick shaped?
3. Which two things are top shaped?
4. Which two things are drum shaped?
Activity-3 : Let the children observe things at home and make them speak by asking the following
questions.
1. What is the shape of a plate?
2. What things in your house are brick shaped?
3. What things in your house are carrot shaped?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
35 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5. Problem solving : Make the children collect pebbles and beads ask them to arrange their beads
and pebbles in the shape of a ball, brick and the top and also to match them and compare them.
1. Show the shapes of a ball.

2. Show the shape of top.
3. Show the shapes of a brick.
Make the children into two groups .Let each group ask the
above questions.
Pebbles Beads
first group second group
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
36 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Compare shapes and objects.
Steps :
2. Testing previous knowledge : Make the children do the following activity
1. Children stand in the shape of a blackboard.
2. Children stand in the shape of a bangle.
3. Children stand in the shape of a joker cap.
3. Introduction of the concepts : Compare the shapes and objects of the same type.
Activity-1 : Keep the actual things similar to the shapes page number in page number 7 of the
textbook and ask them to compare the objects of similar shape.
1. Compares the ball shaped things.
2. Compare the brick shaped things.
3. Compare the drum shaped the things.
Activity-2 : Make the children do the activity on page number 8 of the textbook
1. Match the objects with the shapes in the given picture.
Activity-3 : Ask the students the following questions:
1. Name the ball shaped things in your surroundings?
2. Name the brick shaped things in your surroundings.
3. Name the drum shaped things in your surroundings.
4. Name the top shaped things in your surroundings.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
37 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Compare the similar shapes.
Steps :
1. Which shape do you compare the ball with?
2. Which shape do you compare the top with?
3. Which shape do you compare the brick with?
3. Introduction of the concept : Children today let us know about comparing similar shapes.
Keywords : comparing the shapes, shapes, ball, top, brick.
Activity-1 : Cut the shapes of , , and with a cardboard and paper keep the shapes
in front of children ask them to compare the shape of the cardboard with the paper.
Which piece of the paper is similar to cardboard? →
Activity-2 : Make all the children do the activity on page number 9 of the textbook.
R B 1. What is the shape of red?
2. Which shape is compared with yellow?
Y G
3. Which shape is compared with blue?
B R
4. Which shape is compared with green?
G Y
Activity-3 : Ask the children the following questions.
1. Name any two ball shaped the things in your house
2. Compare brick shape with the object of the same shape.
3. Which object in your house is in the shape of a bell?
1. Which shape is ice cream?
2. Which shape is joker cap?
Are they of same shape ?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
38 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to compare similar shapes.
Steps :
1. What is the shape of your mother’s bangle?
2. Which shape is chilli?
3. Which shape is a table?
4. Name an object for each one of the above shapes.
3. Introduction of the concepts : Children today let us learn about the concept of shapes and
comparing them.
Keywords : shape, ball, brick, top
Activity-1 : Divide the children into two groups give the shapes of ball top and brick to one
group and the object resembling these shapes another group. Ask them to compare.
1. Which object resembles the shape of a ball?
2. Which object resembles the shape of a top?
3. Which object resembles the shape of a brick?
Activity-2 : Make all the children do the activity on page number 10 of the textbook.
1. Match the similar ones.

2. Which of these pictures does your house
resemble?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
39 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Activity-3 : Ask the children to recall the pictures of different houses and ask the following
questions
1. What is the shape of your house?
2. What is the shape of our school?
3. Are they similar?
4. Whose house is in the same shape as yours?
1. Have you seen a school that resembles the shape of our school?
2. What different shapes are there in our village that resemble our school?
3. Are there houses with the same shape in our village?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
40 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to classify the given object based on their shapes.
Steps :
1. Which ball shaped object do you use?
2. What is the shape of your pencil box?
3. What is the shape of chichubuddi?
3. Introduction of the concepts : Children today let us know about the concept of classifying
objects based on their shapes.
Keywords : ball, top, brick
Activity-1 : Keep different types of objects (pencil box, duster, matchbox, ball, tumbler, table,
carrot, green chilli) in front of students. Make them observe and divide the objects
into the shapes of ball, top and brick.
Shape of Ball Shape of Tumbler Shape of Brick
Ball Tumbler Compass
Stone Flower Matchbox
Duster
1. Which objects are ball shaped?

2. Which objects are top shaped?
3. Which objects are brick shaped?
Activity-2 : Display the pictures to the children.Make them observe the pictures ask the following
questions.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
41 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
1. Which objects are ball shaped?
2. Which objects are top shaped?
3. Which objects are brick shaped?
5. Problem solving : Make the children sit in the shape as told by the teacher
1. Sit in the shape of a brick.
2. Sit in the shape of a ball.
3. Sit in the shape of a top.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
42 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to understand the concept of a whole and half.
Steps :
1. Think that you have eaten the biscuit your father gave you. Your father gave you another
biscuit and just then your friend came. What would you do now?
2. You and your friend thought of eating that biscuit. What should be done?
3. Don’t each one of you take half!
4. You ate the whole biscuit first.
5. You got only half of the second biscuit.
3. Introduction of the concepts : Children let us understand the concept of whole and half
Keywords : whole- half
Activity-1 : Display things like biscuits, chocolate seeds, fruits etc., to children. Let them observe
and then let them speak.
1. What should be done if we have to give a biscuit to two persons?
2. If a person eats a complete biscuit then what do we call it?
Activity-2 : Show the following pictures to the kids let them observe and then are the following
questions. Show more of such pictures.
1. How much of the biscuit is there in the first picture?

2. How much biscuit is there in the second picture?
3. Is the above picture a whole or a half?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
43 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Activity-3 : Ask the following questions
1. How much chapati has a person eaten if he eats complete chapati? Half or a
whole?
2. How much guava fruit each one gets if two persons divide a guava between
them? Is it a whole or half?
5. Problem solving : Divide the students into two groups. Keep different kinds of whole objects in
front of one group and keep the halves in front of another group. Let them play a game. If a group
shows whole object then, the other group should show the half of that object.
• Which objects are whole?
• Which objects are halves?
• Which group answered correctly?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
44 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
come across generally
Micro Competencies : Complete the puzzle involving shapes.
Steps :
1. Do you know the way to school from your house?
2. Is there only one way from your house to school or are there different ways?
3. Which is the nearest way?
4. Which is the farthest away?
3. Introduction of the concepts : Children, today let us learn to solve the puzzle involving shapes.
Activity-1 : Make the children stand in the shapes of a ball, brick and a top. Let them play tiger
and goat. The tiger which is outside these shapes should try to reach the goat inside.
• How did the tiger catch the goat?
• How did the goat escape from the tiger?
Activity-2 : Show the following pictures to the children and make them speak.
1. How to reach the center?

2. What shapes are these puzzles in?
3. Could you find a way?
Activity-3 : 1. Do you know the way to your friends house?
2. Were you ever lost? How could you get help?
5. Problem solving : Divide the students into three groups. Make the first group stand in the shape
of a ball leaving a gap. Make the second group stand outside the first group leaving a gap. The
third group should find the way to get into the center.
1. What shape did the children outside stand in?

2. What shape did the children inside stand in?
3. Did the third group find the way correctly?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
45 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to arrange the given object in an order from big to small.
Steps :
1. Which is the biggest object in your bag?
2. Which is the smallest object in your bag?
3. Name two big things in your classroom?
4. Which is bigger object in those two things? Which object is a bit smaller than that?
3. Introduction of the concepts : Today, let us learn to arrange the objects based on their size.
Activity-1 : Display five objects of different sizes and ask the following questions.
1. Which is the biggest object?
2. Which is the next big thing?
Ask such questions till the last size.
Make the children arrange the objects from big to small based on the answers given
by the students.
Activity-2 : Show the objects that were displayed in the previous activity. Ask the following
questions and make the children arrange the objects in an order.
1. Which is the smallest object?
2. Which is the next small thing?
Make the children arrange the objects from small to big based on the answers given
by the students.
Activity-3 : Display the following chart and ask the questions.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
46 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
1. Name the thing in the top row.
2. Name the things in the bottom row.
3. How are the things in the top row arranged? Big to small or small to big?
1. Elephant, tiger, goat name the animals from big to small and also from small to big.
Ask some more of such questions.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
47 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Learning Outcomes : Identify two dimensional and three dimensional shapes among the objects
they come across generally.
Micro Competencies : Will be able to arrange objects in an order from small to big based on
their size.
Steps :
1. Greeting: Good morning children...
1. Which is the smallest thing in our school?
2. Which is the biggest thing in our school?
3. Which one among neem tree,rose tree and jasmine tree is the smallest?Which one is the
biggest?
3. Introduction of the concepts : Children, in yesterday’s class you have learnt to arrange the
shapes from big to small. Today let us learn how to arrange the shapes from small to big.
Keywords : small, big, shapes ,order
Activity-1 : Display five things / objects like matchbox, ball, top, duster and a piece of chalk
in front of children. Let them observe and then make them speak.
1. Which of these things is big?
2. Which of these things is small?
3. Which is the smallest thing?
4. Which is next to smallest thing?
5. Which is next to that thing ?
Continue questioning in the same way.
Activity-2 : Show the following pictures to the children and ask questions.
1. Observe the pictures and say how
the objects in the picture are arranged.
2. What is the size of the first object
in all the pictures?
3. What is the size of the last object in
all the pictures?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
48 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Activity-3 : Let the children recall the things in school and classroom ask the following questions.
1. How do you stand in during assembly?
2. How do you stand in a queue during mid day meal?
3. How do you sit in the classroom: small to big or big to small?
5. Problem solving : Keep the objects displayed in activity 1 in front of children and ask them
to arrange in an order from small to big.
1. Which of these is the smallest thing?
2. Which is is next to the smallest thing?
3. Which object is smaller than at top?
4. Which object is smaller than a duster?
5. Which is the biggest object ?
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
49 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
they come across generally
Micro Competencies : Will be able to arrange objects in an order based on their lengths.
Steps :
2. Testing previous knowledge : Ask the following questions
1. Which is longer; stick or pencil?
2. Whose length is more book or notebook? Whose length is less?
3. Which class has the longest line during assembly? Which class has the shortest line?
3. Introduction of the concepts : Today let us arrange the things in an order based on their
length.
Activity-1 : Take 5 sticks of different lengths. Make the children observe. Make the children
arrange the sticks from long to short by asking the following questions.
1. Which stick is long? Keep it in the first place.
2. Which is long in the remaining 4 sticks? Keep it after the first stick.
3. Ask them to arrange in an order by asking such questions till the last stick.
Activity-2 : Display the following chart and ask questions
1.
2.
Name the things in the chart.

1. Name the objects in the first row from the longest to the shortest.
2. Which order are the pencils arranged in the second row?
1. Arrange car, bus and train from the longest to the shortest and also from the shortest to
the longest based on their lengths.
2. Which is the longest vehicle?
3. Which is the shortest vehicle?
Make them arrange the vehicles in an order by asking such questions.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
50 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to arrange objects in an order (from short to tall) based on
their heights.
Steps :
1. Who is the youngest in your family? What is his/ her height?
2. Who is the eldest in your family? What is his/ her height?
3. Introduction of the concepts : Today we will know how to arrange the objects from short
to long.
Activity-1 : Display the water bottles of the students/ bottles collected by the teacher to the
students and ask the following questions.
1. Which of these bottles is the short?
2. Which of the remaining bottle is the shortest?
Make children arrange the water bottles in the order of low to high by asking such
questions.
Activity-2 : Display the following chart. Let the students observe and ask the following
questions.
What are seen in the above picture?

Which flag comes first if you arrange the flag from short to long?
Which flag comes next?
Make the children complete the order by asking such questions.
5. Problem solving : Arrange rose, guava neem and palm trees from short to tall.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
51 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able to arrange objects in an order ( from tall to short)based on
their heights.
Steps :
1. Who is the tallest child in your class?
2. Who is the shortest child in your class?
3. Introduction of the concepts : Today we will know how to arrange the objects from tall to
short.
Activity-1 : Display the water bottles of the students/ bottles collected by the teacher to the
students and ask the following questions.
1. Which of these bottles is long?
2. Which of the remaining bottles is long?
Make children arrange the water bottles from long to short by asking such questions.
Activity-2 : Display the following chart.Let the students observe and ask the following questions.
What are seen in the above picture?

Which flag comes first if you arrange the flag from tall to short?
Which flag comes next?
Make the children complete the order by asking such questions.
5. Problem solving : Arrange rose, guava, neem and palm trees from tall to short.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
52 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
PERIOD PLAN
Micro Competencies : Will be able identify two dimensional shapes through tracing three
dimensional objects.
Steps :
Which objects are in the shape of a ball ?
Which objects are in the shape of a brick ?
Which objects are in the shape of a top ?
3. Introduction of the concepts : Children today let us observe what shapes are formed when
we trace objects like a ball, a brick, a top and a drum.
Activity-1 : Give objects like matchbox, bangle, dice, toothpaste and tumbler, joker cap,
carrot etc., to the children ask them to trace the shapes of these objects in their
notebooks or slates.
1. Which shape did you get when you traced a bangle?
2. Which shape did you get when you traced a carrot?
3. Which shape did you get when you trade a matchbox?
Make the children understand two dimensional shapes by asking such questions.
Activity-2 : Display the following chart and ask the following questions.
1. 2.
3. 4. 5.
What is seen in the above picture?

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
53 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

1st FLN Maths EM Period Plans-22-60

Uploaded by

Copyright:

Available Formats

You might also like

1st FLN Maths EM Period Plans-22-60

Uploaded by

Document Information

Original Description:

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

1st FLN Maths EM Period Plans-22-60

Uploaded by

Copyright:

Available Formats

PERIOD PLAN

Subject : Maths Class : 1

1. What are the things in the picture? (bowl, spoon)

Make the children talk about big

Activity-3 : 1. Who is the eldest in your house?

1. Which is the fat thing in the picture ?

2. Which is the thin thing in the picture?

Which picture has fewer things?

Which picture has more things?

Which pencil is long?

Which is the shortest tree ?

Activity-3 : Ask them the following questions

1. Which chalk is long ?

1. Name the things in the first row.

1. Which is lighter, lock or key ?

Activity-3 : Ask the following questions.

1. Which picture has more quantity of stones ?

2. Which glass has less quantity of water ?

1. Identify the ball shaped objects.

1. Show the shapes of a ball.

1. Match the similar ones.

1. Which objects are ball shaped?

1. How much of the biscuit is there in the first picture?

3. Is the above picture a whole or a half?

1. How to reach the center?

1. What shape did the children outside stand in?

Name the things in the chart.

What are seen in the above picture?

What are seen in the above picture?

What is seen in the above picture?

You might also like