NURSERY

TEACHING GUIDE
Complimentary Copy—Not For Sale

1
 CONTENTS

Note for the teachers

Please note that pages 2–9 are same throughout the teaching guides. Pages 10 onwards the
content pertains to the relevant student’s book.

INTRODUCTION....................................................................................................................................... 2–4
• My Learning Train—Pre-Nursery, Nursery, and Kindergarten................................................... 2
• Multiple Intelligence and Learning.................................................................................................. 3
• Ideas for the Classroom..................................................................................................................... 4
GET SET GO! ON MY LEARNING TRAIN............................................................................................ 5–9
• Activity-Based Environment—Checklist for Teachers and Coordinators.................................. 5
• Class Division/Settings for Activities..............................................................................................7
• Activity Kit and Resource Centre................................................................................................. 8–9
• Frequently Asked Questions............................................................................................................. 9
KNOW THE COURSE DESIGN AND RESOURCES.........................................................................10–11
• Resources of the Student’s Books................................................................................................... 10
• Flash cards......................................................................................................................................... 10
• Parents Activity Guide......................................................................................................................11
ACTIVITY MAP....................................................................................................................................... 12–15
ACTIVITY SUGGESTIONS FOR STORIES............................................................................................... 16
WEEKLY PLANNING GUIDE.............................................................................................................. 17–18
STORING AND MANAGING MATERIALS............................................................................................ 19
CREATING CLASSROOM RESOURCES............................................................................................ 20–22
• Making ‘My Learning Train’ for the Classroom........................................................................... 20
• Stick Puppets..................................................................................................................................... 20
• Number Puppets................................................................................................................................21
• Number Value Puppets.....................................................................................................................21
• Theme Boards.................................................................................................................................... 22
• Strategies to Encourage Student Participation............................................................................. 22
FLASH CARD ACTIVITIES FOR NUMBER SKILLS........................................................................ 23–24
ACTIVITY BANK.......................................................................................................................................... 25
HANDMADE RESOURCES........................................................................................................................ 58
ASSESSMENT GUIDE.................................................................................................................................. 59

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 INTRODUCTION

My Learning Train is a complete activity-based interactive pre-primary series comprising of 18 books

across three levels—Pre-Nursery, Nursery, and Kindergarten with an inbuilt self-training programme
for teachers and a comprehensive set of tools for the learners. This series has been designed to guide the
children through their first steps of learning to make learning enjoyable though a variety of activities,
and aid cognitive and overall development through a wide range of experiences and activities.
My Learning Train – Pre-Nursery, Nursery, and Kindergarten
• World of Letters: Supported by a Stories and Reading Skills Reader and Activity Guide for Parents.
The series is based on a simple activity based programme to help the little learners understand
the sound-symbol association and develop spelling and reading skills.
• World of Numbers: Supported by practice/assessment worksheets booklet and Activity Guide
for Parents.
• World Around Me: Supported by an inbuilt comprehensive easy-to-do life skill activity list in the
books itself, practice worksheets booklet, and Activity Guide for Parents.

Components of the Series

Student’s Book Teaching Guide

• Detailed Table of Contents with • Suggestions for activity settings

activity suggestions for each • Weekly planning guide
lesson. • Activity map
• Flash cards and stickers • Detailed activity guidelines
• Practice exercises
• Parents Activity Guide
• Worksheets/Supplementary
Readers

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Multiple Intelligence and Learning
Each individual has a unique combination of intelligences and needs the opportunity to develop it
through different experiences. Children have different styles, needs, and interests. They should be
given the space to perform according to their individual abilities. Development generally follows a
pattern and the stages are the same, though the rate of development varies from one child to another
even within the same age group. To help teachers facilitate the children, a large bank of activities has
been given to choose from. All activities are not mandatory.

Verbal-Lin Logica
guistic Inte l-
is the ability lligence Intellig Mathematic
to use lang e al
and vocabu
lary efficient
uage solve p nce is the a
ro bil
Multiple Intelligence either verb
ally or in w
ly, a num blems and ity to
er de
Early child riting. proble ical in a scie duce
and their unique when child
hood is the
time m
childre logically. G fic
nti
ren n iv
combinations make each language. Th rapidly acquire and re opportunity e the
ey need a w as to thin
range of ex ide recall, on, form me k
periences to visuali
learner unique. from pictur
es, songs, st
learn are no
t imm
m
se obje ories,
cts wh
free expres ories, and so edia ich
sion lve sim tely presen
and board ga , flash cards, ple pro t,
mes. blems
.

ce is
telligen
u a l- S patial In strong visual
lligence Vis ya
esthetic Inte erised b to
Bodily Kin al activity ce is a charact nd the ability ing,
is related to ph ys ic
l bodily Musical Intelligen mem o ry a
sp a ce s. Draw
ty to contro aud itor y int elligence ll y m a p is u a l
and the abili rs with this type of stro ng menta s, and v
ne characterised by a
sense of activitie spatially
motion. Le ar
using the hearing. tracing l fo r
learn faster rhythm, music, and aids are
usefu n learn
intelligence . Th ey need free arners.
Childre
mber
hands-on ap
pr oa ch
motor Children should be smart le n a greater nu
de ve lo p
to express themselv
es and he rough
experiences
to
s involve better w re engaged th
e motor skill unity to sa
skills: Larg cles to given ample opport of sense
e m us sic for s.
movement
of larg or use rhythm and mu activitie
ou t ac tio ns. Fine mot learning.
bring ab
vo lv e m ov ement which
skills in .
all muscles
involve sm

ce
telligen
listic In y towards
Natura it
Interpe an a ff in nimals.
reflects
rsonal In
telligen implies . plants and a h
, i. e su c
the abil
ity to
ce
l Intelligenc
e is nature benefits
understa
Intrapersona tdoors iation of
nd and
by the abili
ty The ou c
other pe perceiv te ris ed . Appre ed
op
feelings, le’s moods,
e char ac
nd the self,
needs, learners ould be includ dren
a to understa itations. It
sh
nature fe by giving ch
il
Interpers nd intentions. s, an d lim li ature
o desire ess of early in n
indicate nal intelligence ren’s awaren and e to exp
lo re
sa reflects child , dislikes, a chanc em.
to intera child’s ability in gs , lik es th
ct with their feel cates their a ro u n d
peers, a ad
nd deve ults and . It also indi
lop hea self-esteem s fe el ings and
relation pr es
ships w
ith othe y
lth ability to ex
rs as well.
rs. react to othe

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Ideas for the Classroom
Children develop skills by social interaction.

Why do
children need
activities for
learning?
Small Group Large Group
Pair Working Working Team Working Working

Children learn through different kinds of experiences.

Play Sensorial and Tactile Imitation and Exploring and

Activities Practice Experimenting

Drawing, Painting, Learning through Responsibility and Citizenship and

Colouring Different Mediums Discipline Environmental
Awareness
Children learn through different resources.

Flash cards Stories and Rhymes Reading Wall

Stick puppets

s a t i p n

Picture Alphabet Frieze Pocket Train

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 GET SET GO!
AAAAA
ON MYAAAAA
LEARNING TRAIN

Activity Based Environment—Checklist for Teachers and Coordinators

Planning Time for Activities
My Learning Train is designed as a series for children and as a tool for teachers.
• The books and resources help teachers to create an interactive activity based learning environment.
• The Activity Guide for Parents included in the supplementary readers/worksheets facilitate the
parents to do the same at home. My Learning Train facilitate teachers in creating a student-centric
classroom.
Get Yourself Ready—Learn, Practise, Prepare, Choose, Plan, and Execute
Tick off the tasks as you complete them.

I am
TEAM HEADS AND TEACHERS GET READY!
ready!

1. Know the books (design and content in detail)

2. Know the tools given in the student’s books: Walk-through to understand how the
book is designed (Table of Contents and flash cards).

3. Know the Teaching Guide (TG): Details of the activities given in the ‘Contents and
Activity Guide’ pages of the student’s books are mentioned here. You can plan
accordingly. Refer to the ‘Weekly Planning Guide’ section in the TG.

4. Read the Table of Contents in detail: Choose the most suitable activities for your
children from the given activity list.

5. Include activity time: Make sure to add introductory and conclusive activities as an
essential part of the lesson planning.

6. Plan and prepare: Activities have to be planned and resources prepared well before.

I am
GET YOUR CLASSROOM READY!
ready!

1. Get your health and safety arrangements ready: Safety of play area, identity cards,
teaching aids, class first aid kit etc.

2. Get your activity kit ready: Have 10 cm x 10 cm card sheets and 10 cm x 20 cm card
sheets cut and ready. Refer to section ‘Activity Kit and Resource Center’ in the TG.

3. Get the Pocket Trains ready and put them at a level where the children can reach with
ease. Refer to section ‘Creating Classroom Resources’ in the TG.

4. Make pocket theme boards and use them with stick puppets to make them dynamic
and activity based.

5. Get a duty chart ready with pockets where you can put the names, and picture
puppets according to the classroom duties assigned to students. (You can follow the
instructions of making a Learning Train to make a similar duty chart.)

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 6. Introduce a kindness chart in the beginning of the session. Put up names of children
who do acts of kindness. Talk about the importance of being kind.

7. Make a ‘Good Habits Bear’. Refer to section ‘Creating Classroom Resources’ in the
World Around Us TG.

8. Get the Alphabet Frieze ready. Refer to section ‘Creating Classroom Resources’ in
the World of Letters TG.

9. Pull out and number all the flash card sets from the books: Pull out from perforation
and not the binding. (Number each complete set with a number. For example, set 1:
all the flash cards will have number 1)

10. Plan and practise short simple instructions: Ask children to repeat the instruction with
the speaking fingers where they make a fist and open one finger at a time repeating
the instructions. Refer to the section ‘Class Division/Settings for Activities’ in the TG.

11. Talk about classroom rules with the children. They can be written on a chart and put
up in the class. Refer to them regularly.

I am
GET READY FOR THE PARENTS!
ready!

1. Send a note to the parents saying, ‘Please cover the books with a transparent sheet,
for books to be identifiable by their colours.’

2. Arrange an orientation session for parents where you explain to them why activities
are important. Demonstrate a few activities from the book in front of the parents.
Explain the importance of communication between parents and teachers.

3. Pull out the Activity Guide for Parents from the worksheets/readers booklets: Give
parents the handout at the orientation session and explain how to use them.

4. Discuss health and safety norms with parents: Request them to respond to your
queries and concerns at the earliest.

5. Hold regular Parent-Teacher Meetings (PTM) as per school schedule: A platform to

share information not only about the children but the changes required and happening
in the school system.

6. Invite the parents, with school administration’s permission, to attend a few regular
storytelling and activity lessons as participants.

7. Plan and organise a small presentation by the class for the parents in a few PTMs
during the academic sessions.

8. Burn a CD of the songs/rhymes/storytelling by the children. Give it to the parents

at the end of the year.

9. Develop and maintain students’ profiles. Collect information about their habits, etc.

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Class Division/Settings for Activities
In the classroom, teachers can interact with learners in different ways. Using the most appropriate
interactive activity is a fundamental factor in the success of any lesson. Here are five suggested
interactive strategies for various activities proposed in the book:

Children form part of a Here the learners

big group (in the shape of work in pairs
a circle/square/rectangle) at their desks/
with the teacher. The teacher activity space.
can play the tambourine,
ring a bell, or sing a song
Large Group with the students for the
Activities Pair Activities
class activity.

Children can be divided into groups of 4/6 depending on the activity,

and all the groups are to carry out the activity simultaneously. The group
starts the particular activity together and they are facilitated by the teacher.
The teacher can use colour-coded cards or cut-outs to divide the class
Small Group into groups.
Activities

Here children work by Here the class is

themselves. Teachers divided into two
should facilitate the teams for activity
Individual students. time.
Activities Team Activities

Present below are a few suggestions for helping children understand the settings in
which the activities need to be conducted.
• Plan the settings and instructions that you will tell children for each
activity beforehand. Find a
Shake
partner
• Keep the instructions short and precise. hands.
• Plan 2–3 instructions for Pre-Nursery and Nursery, and not more Stand
up.
than 4–5 instructions at a time for Kindergarten.
• Talking Hand: Instead of teachers repeating the instructions, ask
the children to listen and repeat the instructions by closing their
left fist self-facing, opening one finger at a time, and repeating the
instructions a few times before the activity.
• The Talking Hand will later be used for blending and segmenting sounds in words and counting
syllables as the children progress.
• Rhymes such as ‘Good Morning’ from the student’s book, World Around Me Kindergarten (page 2)
can be used for a pair activity where the children find a partner and say, ‘Good Morning’.

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Activity Kit and Resource Centre
A simple hands-on Activity Kit can help the teachers conduct a large number of activities. Activities
can mostly be made with 10 cm x 10 cm cards, stationery, and daily tools that are easily accessible to
teachers. The following tools have been suggested after keeping in mind the general availability of
material across regions and schools.
Essential Materials Required for the Activity Kit

Material Approx. Material Approx.

required Quantity required Quantity

Flash cards–5 different colours 100 cards Scissors 2

10 cm x 10 cm each colour
Flash cards–White 100 cards Paper cutter 1
10 cm x 20 cm
Ice cream sticks 500 Stationery—pencil, eraser, 1 each
sharpener, short scale, long
scale
Bowls Minimum 10 Poster colours and paintbrushes 1 set
per class of different thickness

Bags for storing resources As per Crayons 1 set

(Recycle and reuse as much as requirement
possible)
Flat tipped, thick sketch pens 10 each Lamination tape–Packing 2 rolls
(black, red, blue) transparent tape–5 cm width
(As they are more effective to use
than the round tipped markers)
Normal sketch pens 1 set Stapler and pins 1
Adhesive 2 refillable Hole punch 1
bottles
Small and medium sized rubber As per Drawing pins 1 set
bands requirement
Sandpaper 6 sheets Chart paper As per
requirement

Additional Resources for Resource Centre

class library with books of short stories that have bright and big illustrations wooden
letters jigsaw puzzles of capital and small case letters magnetic letters/numbers/
shapes and magnetic board slates and chalk mini-whiteboards and whiteboard
markers sandpaper letters flash cards of letters and pictures real or toy microphone
a small makeshift stage audiovisual aids picture reading charts picture puppets
letter puppets effective and interactive theme boards a print rich environment prop box
containing hats, umbrellas, and so on which can be used for dramatisation mirrors

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Resource Management
• List out all your resources and update the list regularly.
• Fill in the resource information list detailing all the resources you have created so that other
teachers can share it too. Have a digital space assigned to easily conduct activities with digital
resources to reduce use of attendance registers and paper.
• Always stock supplies in advance.
• Use even the smallest low-cost resource carefully and avoid any kind of wastage.
• Reuse and recycle everything you can.
• Have a place for everything and encourage children to keep everything in its place.
• Encourage proper handling by children of materials right from the beginning.
• Encourage active participation of students in class. Allot tasks to the children and encourage them
to take on responsibility.

Frequently Asked Questions

Q: How will we finish our syllabus if we conduct activities? What will the parents say? Activities
and experiences are an integral part of the pre-primary syllabus. It is only after children do activities
that we should guide them towards writing, following the cycle: Listening – Speaking – Reading –
Writing. Activities will manifest in skills of the learners, who will be able to show parents how and
what they have learnt. This series also includes activity suggestions for parents, which they can
conduct at home to reinforce topics taught in schools.
Q: How can activities be conducted with a large class size? Activities can be conducted in varied
settings and are designed to cater to average class sizes—very large class sizes in pre-primary must
be avoided.
Q: How can we conduct all the activities within our lesson time? Doing all the activities is not
mandatory. However, it should be noted that each activity suggested has been classroom tested and
is designed to be short as per the attention spans of the children, so they can be easily applied in the
classroom—they go hand-in-hand with the curriculum.

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 KNOW THE COURSE
AAAAADESIGN
AAAAAAND RESOURCES

Resources of the Student’s Books

WALK-THROUGH TABLE OF CONTENTS AND

Walks the teachers and parents ACTIVITY GUIDE
through the features of the book Teachers can choose and plan
with examples. from this list according to the
needs of their classes.
STICKERS
Sticker activities can
be sent home for one-
ASSESSMENT STICKERS
to-one activity time
with the parents. Can be used on worksheets
and notebooks for the learning
outcomes and observations

Flash cards
Flash cards are a very important teaching and learning tool. These must be given to the children at
regular intervals.
• Remove the flash cards from the perforation near the binding as soon as the children bring the
books to school.
• Number each complete set with one number or symbol for easy identification. For example, all
the cards of the first set should be marked with the same symbol. This helps when the cards get
mixed up.
• The set of flash cards sets can be used with pair/small/large group activities.
• Use flash cards for individual activities for observation and assessment of learning.
• Start by using only 10 sets of flash cards and add as required. Use the other sets to create games
and stick puppets.

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Managing Flash Cards – Distribution and Collection
Bring 10 bowls to the class. Write the numbers 1 to 10 on the bowls with markers. Cover the numbers
written on the bowls with transparent adhesive tape. Place the flash cards according to their numbers in
bowls. Children can collect the bowls number-wise and put them back in their places after an activity.

Parents Activity Guide

A pull-out activity guide for parents is added within the World of Letters,
World of Numbers, and World Around Me readers/worksheets.
It provides detailed activity suggestions for parents to easily follow at
home to help develop their child’s skills and reinforce topics taught in
school.
Please Note: The Activity Map and the Weekly Planning Guide will
help the teacher to plan and map activities in school.

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 ACTIVITY MAP

The following table maps the activities and the teaching guide page numbers to the pages of the
student‘s book to help teachers see the activities at a glance and plan. All activities are not mandatory
and can be done as per teacher’s convenience.
Chapter and TG page Activity name/number as seen Suggested interactive strategy
Student’s Book number in the Table of Contents of the with approximate time
page number Student’s Book
Number Train p. 25 Activity 1a: One-to-One Large group activity (20 min)
(p. 1) Correspondence with Objects
p. 25 Activity 1b: Introducing Words Large group activity (20 min)
through Cut-outs and Picture
Cards
p. 25 Activity 1c (i): Patterns Large group activity (20 min)
p. 25 Activity 1c (ii): Patterns Large group activity (20 min)
p. 26 Activity 1c (iii): Patterns Small group activity (10 min)

p. 26 Activity 1c (iv): Patterns Individual activity (10 min)

p. 26 Activity 1c (v): Patterns Small group activity (10 min)
p. 26 Activity 1c (vi): Patterns Individual activity (10 min)
p. 26 Activity 1c (vii): Patterns Small group activity (10 min)
p. 27 Activity 1c (viii): Patterns Individual activity (10 min)
p. 27 Activity 1d: Rhyme Time with Large group activity (10 min)
Stick/Finger Puppets
p. 27 Activity 2a: Counting Objects Individual activity (20 min)
p. 27 Activity 2b: Matching Flash cards Small group/Individual/Pair
with Objects activity (20 min)
p. 28 Activity 2c: Numbers in the Large group activity (15 min)
Learning Train
p. 28 Activity 2d: Flash Cards and Sticks Small group/Individual/Pair
activity (15 min)
Let’s Compare p. 28 Activity 3: Pairing Pair activity (25 min)
(p. 2) p. 28 Activity 4: Sorting Small group activity (40 min)
p. 29 Activity 5: Jumping Large group activity (25 min)
Let’s Match p. 29 Activity 6: Find the Pairs Large group and pair activity
(p. 3) (45 min)
p. 29 Activity 7: Pairing with Rhymes Pair activity (25 min)
p. 30 Activity 8: Monkey Crowns Large group activity (25 min)
Things That Go p. 30 Activity 9: Matching Pairs Large group activity (30 min)
Together
(p. 4)

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Let’s Meet The p. 31 Activity 10: Exploring Solid Shapes Large group activity (10 min)
Shapes p. 31 Activity 11: Shapes That are Round Large group activity (10 min)
(pp. 5–8) p. 31 Activity 12: Observation Large group activity (10 min)
p. 32 Activity 13: Tracing Shapes Large group activity (15 min)
p. 32 Activity 14: Sorting Shapes Small group activity (15 min)
p. 32 Activity 15: Puzzles Individual activity (10 min)
I Can Paste! p. 33 Activity 16: Movement Pattern Large group activity (10 min)
(p. 9) p. 33 Activity 17: Arranging Shapes Small group activity (20 min)
Long and Short p. 33 Activity 18: Trains Large group activity (40 min)
(p. 10) p. 34 Activity 19: Identify the Line Large group activity (20 min)
p. 34 Activity 20: Race Small group activity (40 min)
Tall and Short p. 34 Activity 21: Who is Taller? Large group activity (15 min)
(p. 11)
More and Less p. 34 Activity 22: More or Less Pair activity (10 min)
(p. 12) p. 35 Activity 23: Toffee Treat Large group activity (10 min)
Equal to p. 35 Activity 24a: I Can Count Using Large group activity (15 min)
(p. 13) My Fingers
p. 35 Activity 24b: Count and Show Individual activity (15 min)
Equal Number of Things
p. 36 Activity 24c: Throw the Dice and Individual activity (25 min)
Show an Equal Number of Things
Up and Down p. 36 Activity 25: At the Playground Large group activity (30 min)
(p. 14) p. 36 Activity 26: Tracing Large group activity (20 min)
In and Out p. 36 Activity 27: Demonstrating In and Large group activity (20 min)
(p. 15) Out
p. 37 Activity 28: Obstacle Course Large group activity (30 min)
Far and Near p. 37 Activity 29: Story Time Large group activity (30 min)
(p. 16) p. 38 Activity 30: Near and Far Large group activity (10 min)
Full and Empty p. 38 Activity 31: Pour and Fill Small group activity (30 min)
(p. 17) p. 38 Activity 32: Heavy and Light Small group activity (20 min)
Same and Different p. 39 Activity 33a: Same and Different Small group activity (25 min)
(p. 18) p. 39 Activity 33b: Identify Objects Small group activity (25 min)
p. 39 Activity 33c: Identify the Stick Large group activity (25 min)
Puppets
p. 39 Activity 34: Odd One Out Individual activity (15 min)
Count and Match p. 40 Activity 35: Counting Body Parts Pair activity (15 min)
(p. 19)
Time to Sing p. 40 Practice Activity: Rhyme Time Large group activity (30 min)
(pp. 20–21)
Let’s Meet the p. 40 Activity 36: Pick the Correct Large group activity (25 min)
Number 1 Number of Objects
(pp. 22–23) p. 41 Activity 37: Count Things Individual activity (25 min)
p. 41 Activity 38: Number Line Jumps Individual activity (20 min)
p. 41 Activity 39: Counting 1 Using the Small group activity (20 min)
Number Train
p. 42 Activity 40: Number Jumps Large group activity (10 min)
p. 42 Activity 41: Number 1 Large group activity (20 min)

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Let’s Meet the p. 42 Activity 42a: Counting in Pairs Pair activity (10 min)
Numbers 2, 3, 4, 5 p. 43 Activity 42b: Counting Using the Large group activity (30 min)
(pp. 24–31) Learning Train
p. 43 Activity 42c: Pick the Correct Small group activity (20 min)
Number of Objects
I Can Count! p. 43 Activity 43, 44a: Match the Small group activity (20 min)
(p. 32) Numbers/Values
p. 43 Activity 44b, 44c, 44d, 44e: Individual activity (15 min
Numbers 2, 3, 4, 5 each)
I Can Paste and p. 44 Practice Activity: Number Stickers Individual activity (30 min)
Match!
(p. 33)
I Can Fill! p. 44 Activity 45: Fill in the Missing Large group activity (20 min)
(p. 34) Numbers
p. 44 Activity 46: Place the Next Large group activity (20 min)
Number
p. 44 Activity 47: Arrange the Number Small group activity (20 min)
I Can Count p. 45 Activity 48: Counting with Blocks Small group activity (20 min)
Blocks!
(p. 35)
Let’s Meet the p. 45 Activity 49a: Groups of 6 Large group activity (30 min)
Number 6 p. 45 Activity 49b: Number 6 Large group activity (20 min)
(pp. 36–37)
Let’s Meet the p. 46 Activity 49c: Numbers 7, 8, 9 Individual activity (15 min
Numbers 7, 8, 9 each)
(pp. 38–43) p. 46 Activity 49d: Pick the Correct Small group activity (20 min)
Number of Objects
I Know More p. 46 Practice Activity: Fill in the Large group activity (20 min)
Numbers! Missing Numbers
(p. 44) p. 46 Practice Activity: Arrange the Large group activity (20 min)
Numbers
p. 46 Practice Activity: String the Beads Small group activity (20 min)
Let’s Meet the p. 47 Activity 50: Listen, Count, and Individual activity (20 min)
Number 0 Show the Correct Number of Sticks
(p. 45)
I Know My p. 47 Activity 51: Toss the Dice and Large group activity (10 min)
Numbers! Jump the Correct Number of Times
(p. 48) p. 47 Practice Activity: I Know My Small group activity (20 min)
Numbers
Let’s Meet the p. 48 Activity 52a: Animal Train Large group activity (20 min)
Number 10 p. 48 Activity 52b: Number 10 Individual activity (20 min)
(pp. 46–47)
I Can Count p. 48 Activity 53: Finger Counting Large group activity (10 min)
Fingers p. 48 Activity 54: Match the Numbers Large group activity (10 min)
(p. 49) and Values
I Can Count Beads p. 48 Activity 55: Stringing Beads Individual activity (25 min)
(p. 50)
I Can Count p. 49 Practice Activity: Counting Items Individual activity (30 min)
Things!
(p. 51)
I Can Write! p. 49 Practice Activity: Counting 1 to 10 Individual activity (30 min)
(p. 52)
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I Can Draw! p. 49 Practice Activity: Freehand Individual activity (30 min)
(p. 53) Drawing
Let’s Meet the p. 49 Activity 56a: Counting Beads Individual activity (20 min)
Numbers 11–20 p. 50 Activity 56b: Numbers 11 to 19 Small group activity (15 min)
(pp. 56–65) with Birds
p. 50 Activity 56c: Number 20 Individual activity (20 min)
I Can Write! p. 50 Practice Activity: Numbers from 1 Small group activity (20 min)
(p. 66) to 20
I Can Fill! p. 51 Practice Activity: Fill in the Large group activity (20 min)
(p. 67) Missing Numbers
1 to 20 with p. 51 Practice Activity: Making Small group activity (45 min)
Thumbprints Thumbprints
(p. 68) p. 51 Practice Activity: Bits of Grass Individual activity (45 min)
Farm Fun p. 52 Practice Activity: Fill in the Individual activity (20 min)
(p. 69) Missing Numbers
I Can Paste! p. 52 Practice Activity: Tear and Paste Individual activity (25 min)
(p. 70) p. 52 Practice Activity: Spot the Individual activity (20 min)
Differences
I Can Compare! p. 53 Practice Activity: Compare the Large group activity (30 min)
(p. 71) Objects
I Can Listen and p. 53 Practice Activity: Cross Out the Individual activity (20 min)
Cross Out! Pictures
(p. 72) p. 53 Practice Activity: Bingo Individual activity (20 min)
Birthday Bash p. 54 Practice Activity: Birthday Bash Small group activity (30 min)
(p. 73)
Time to Listen p. 54 Practice Activity: Story with Large group activity (30 min)
(p. 74) Animal Puppets
Numbers with p. 54 Practice Activity: Draw the Correct Individual activity (20 min)
Apples Number of Objects
(p. 75)
Fun with Numbers p. 55 Activity 57a: I Can Count Individual activity (20 min)
(pp. 76–77) p. 55 Activity 57b: I Can Add with My Pair activity (15 min)
Friend
p. 55 Activity 57c: I Can Add on My Individual activity (25 min)
Own
Meet More p. 55 Practice Activity: I Can Count Individual activity (10 min)
Numbers Numbers
(pp. 84–86) p. 56 Practice Activity: I Can Count Large group activity (25min)
More Numbers
I Have Grown! p. 56 Practice Activity: Number Wall Small group activity (30 min)
(p. 87)

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 ACTIVITY SUGGESTIONS FOR STORIES

Please Note: Story time should be fun! Give the children enough opportunity to revisit and practise.
The stories can be modified/shortened/lengthened according to the abilities of the children. The stories
can be repeated in all three levels to both help the children revisit the stories to boost comprehension
and the development of verbal skills. Children must not be forced to memorise or rote learn the stories
without understanding them.
Mentioned below are the activities suggested for all the levels in both the World of Numbers and World
Around Me books. The stories can be repeated, modified, and used in all levels and activities can be
included to make them interesting.
Folk tales and story-telling: Pakistan has a large number of storytelling techniques from different
parts of the country. We have compiled below a few for you to use with different stories.

Nazm Kahani Tell a story using a rhythmic pattern. The voice modulation and rhythm
helps the children to visualise the story and help in creative imagery.
Prop Bag A cloth bag with objects, puppets, and dolls to narrate stories can be
used for some of the stories.
Story Box A cardboard box with different kinds of dupattas, dumroo, dholak,
puppets, caps, etc. can be used to create a magic box for story-telling .
Making Scrolls A scroll of paper with stories drawn on it can be rolled onto a stick
and unrolled while narrating the story.
Making a Make-Shift The staff (3–4 feet long) can have 3–4 feet strips of colourful cloth tied
Curtain on one end. The strips can be knotted together and opened when
required to make a curtain. The staff can be held horizontal and used
as a backdrop or a curtain for the children to enact plays in the class
or outdoors.
Also, this can be used as a backdrop for recitation and individual
story-telling by the children.
Dramatisation Children can be asked to re-enact a given story. Teachar to facilitate
the children.
Under the Tree Story-telling out doors under trees creates scope for children to be
close to nature, to observe small changes, feel the breeze, and simply
just be outside for a change of environment.

16 1
 WEEKLY PLANNING GUIDE

Please Note: The below mentioned weekly planning guide can be modified to suit the learners’ needs
and the classroom environment.
• T
 he suggested design of the book is for 30–34 weeks of instruction time. Given below is a broad
break-up of the syllabus, which can be modified according to the school’s timetable.
• Use all the given resources both in the student’s book as well as the teaching guide.
• The Parents Activity Guide is a part of the readers/worksheets booklets. It can be photocopied
and given to the parents as and when required.
Note: The learning environment should be safe and full of experiences, where the children can play
and learn at the same time.
Week Student’s Book Page Numbers Week Student’s Book Page Numbers
1 Page 1: Number Train (1 to 10) 2 Page 3: Let’s Match
Page 2: Let’s Compare (Big/Small) Story: The Monkeys and the Cap Seller
Rhyme: Up in the Night Sky (one-to-one correspondence)
Page 20–21: Time to Sing (Number Page 4: Things That Go Together
Rhymes)
3 Page 5–8: Let’s Meet the Shapes 4 Page 14: Up and Down
Page 10: Long and Short Page 11: Tall and Short
Page 13: Equal to Page 19: Count and Match
Page 15: In and Out
5 Pages 22–23: Let’s Meet the Number 1 6 Pages 26–27: Let’s Meet the Number 3
Story: Rabbit is off to school (this story Page 32: I Can Count!
is extended to number 10 with animals
Pages 30–31: Let’s Meet the Number 5
being added)
Page 16: Far and Near
Pages 24–25: Let’s Meet the Number 2
7 Page 17: Full and Empty 8 Practise Counting
Page 18: Same and Different Solve 4–5 piece puzzles (Use ready
made puzzles or build your puzzle
Pages 28–29: Let’s Meet the Number 4
with pictures pasted on card sheets)
9 Page 9: I Can Paste! 10 Page 35: I Can Count Blocks!
Page 19: Count Match! Pages 36–37: Let’s Meet the Number 6
Page 33: I Can Paste and Match! Page 70: I Can Paste!
Page 34: I Can Fill!
11 Page 12: More and Less 12 Pages 40–41: Let’s Meet the Number 8
Page 38–39: Let’s Meet the Number 7 Page 44: I Know More Numbers!
Please Note: Rewiew the achievement of the learner after 10–12 weeks to set pace for the next
topics and activities. Plan circle time and interaction regularly and focus on the development of
the concepts for long term learning and assimilation. Read the developmental indicators (Refer
to the section ‘Assessment Guide’ in the TG.) carefully to assess if the children are meeting the
general standards mentioned. Add to the list as required. Use the given worksheets, flash cards,
and activities to reinforce lessons taught to the children.

1 17
 13 Pages 42–43: Let’s Meet the Number 9 14 Page 45: Let’s Meet the Number 0
Practise numbers and number values Pages 46–47: Let’s Meet the Number 10
from 1 to 9
15 Page 49: I Can Count Fingers! 16 Page 50: I Can Count Beads!
Page 48: I Know My Numbers! Page 51: I Can Count Things!
Introduce concepts through activities Introduce concepts through activities
(heavy/light, full/empty) (thick/thin)
Page 52: I Can Write!
17 Page 53: I Can Draw 18 Page 56: Let’s Meet the Number 11
Page 54–55: One More Page 57: Let’s Meet the Number 12
Story: Rabbit is off to School
19 Page 58: Let’s Meet the Number 13 20 Page 60: Let’s Meet the Number 15
Page 59: Let’s Meet the Number 14 Page 61: Let’s Meet the Number 16
21 Page 62: Let’s Meet the Number 17 22 Page 64: Let’s Meet the Number 19
Page 63: Let’s Meet the Number 18 Page 65: Let’s Meet the Number 20
23 Page 66: I Can Write! 24 Page 69: Farm Fun
Page 67: I Can Fill! Page 70: I Can Paste!
Page 68: 1 to 20 with Thumbprints Page 71: I Can Compare!
25 Page 72: I Can Listen and Cross Out! 26 Page 75: Numbers with Apples
Page 73: Birthday Bash Pages 76–77: Fun with Numbers
Page 74: Time to Listen (A Number Reinforce with activities using
Story) materials
27 Pages 78–79: Flash card Fun! 28 Page 80: Let’s Play Bingo!
Recap numbers and related concepts Page 81: Yipee! So Many Numbers!
from 1 to 20
29 Pages 82–83: I Can Spot!—recap of 30 Page 84: Meet More Numbers (21–30)
numbers and pre-number concepts. These numbers can also be used for
oral counting only and if the children
are not ready then they can be
introduced to this in the next level.
31 Page 85: Meet More Numbers (31-40) 32 Page 86: Meet More Numbers (41–50 )
33 Page 87: I Have Grown! 34 Page 88: I Can Count!
35–40 Recap concepts learnt so far through activities, observation, and worksheets.
Teaching of topics on pages 34–73 should be planned keeping in mind that all children
learn at different pace.

18 1
 STORING AND MANAGING MATERIALS

Colour-Coding: Labels of various colours can be used to differentiate between the materials made
by the teacher for different subjects. For example, an orange label can be pasted on a packet carrying
material for an English activity, a purple label can be used for Maths, and a light blue label for General
Knowledge.
Number-Coding: Each packet can be given its own particular alpha-numeric code to act as a reference.
This way teachers can easily identify the resource later. For example, you can use ‘E’ to represent
English, ‘M’ for Maths, and ‘GK’ for General Knowledge. Refer to the given image below to use as
an example:
E-1 E-2
Sample (English): Picture puppets Picture puppets
A to Z (2 sets) a to z (2 sets)

Recording in a Diary: The teaching resources created and used for activities should be noted down
in the teacher’s diary to create a database which the teacher can use in future.
The following format can be used to make entries in the teacher’s diary. This will enable teachers to
reuse resources easily in future.

Activity No. Topic Date Aids Used

Activity 1 Picture puppets 26.3.2020 E1 A to Z (2 sets)
Saving, Reusing, and Modifying: If the materials are laminated and used carefully, they can be used
in the next session.
Worksheets: Worksheets should be used together with activities mentioned in the student’s books and
teaching guides to reinforce topics taught at that level. Worksheets should be regularly sent to parents
if children need to revisit the topic taught in school. This can be achieved if some of the worksheets
are pasted in the children’s notebooks.
Storing Flash Cards: Each book has been provided with a set of flash cards. This is how you can
store them:
• Number the flash cards of each book (with a permanent marker) with the roll numbers of the
children.
• Numbering the flash cards helps you to place the cards with the correct set if they get mixed up.
Give children the opportunity to read them for a day or two as reading sheets before tearing
them into flash cards.
• Get a set of transparent resealable bags to store the cards.
• You can also devise your own methods of storage as per your convenience.

1 19
 CREATING CLASSROOM RESOURCES

Making ‘My Learning Train’ for the Classroom

The method to create the resource known as ‘My Learning Train’ for classroom usage is given below. It
must be placed where children can reach easily. The number of pockets in the train can vary according
to the space available in the classroom.
Materials Checklist:
• Four chart paper strips of dimensions 70 cm × 19 cm
• One chart paper strip of dimensions 19 cm × 20 cm
• Twenty-six 10 cm × 10 cm flash cards of different colours
• Circles of diameter 5 cm each
• Adhesive
Instructions:
1. Place the flash cards on the chart paper strips to get the spacing right.
2. Spread adhesive on three sides of the flash cards and paste them to make pockets.
3. Put them up in a single row to make the Learning Train. Refer to the image below to use as an
example:

Each flash card should

have adhesive on 3 sides
to make a pocket.

Stick Puppets
Stick puppets are a resource to be used for different activities mentioned in the ‘Activity Bank’ section
of the teaching guide. It can be used for display and also as an interactive resource for activities.
Materials Checklist:
• 10 cm × 10 cm cards and 10 cm × 20 cm cards Stick puppets of star
and heart shapes placed
• Pictures relevant to each activity (fruits, toys, etc.)
in the Learning Train
• Transparent packing tape.
• Ice cream sticks
• Adhesive
• Recycled–reusable bags for storing resources.
Instructions:
1. You can write letters, words, numbers, or draw any illustration from the books on cards to make
stick puppets.
2. Paste the cards on sticks and make sets of stick puppets for the children to use. Refer to the given
image.
3. Laminate with tape if required—please note that the children will be holding the material with
the sticks.
4. Store in bags and label neatly.
20 1
5. Add the name of the set and the teacher who made it in the diary/register used for record keeping
so that all the teachers know it is there and can share, exchange, and reuse to optimise each
resource.
Please Note: For word-building exercises, letters can be written on 5 cm x 10 cm cards.
Similarly, picture cards can be made by simply enlarging pictures from the student’s books and pasting
them on 5 cm x 10 cm cards. They can be laminated for long-term use.
Number Puppets
Number puppets (stick
Stick puppets which display numbers (1, 2, 3, etc.)
puppets of numbers)
Materials Checklist (for each set): placed in the Learning Train
• Twenty 10 cm × 10 cm cards of any colour
• Adhesive
• Two 12 cm × 10 cm resealable transparent bags
• Twenty ice cream sticks
• Black, blue, and red markers
• Two 10 cm × 10 cm purple cards for labeling
Instructions:
1. Create stick puppets with numbers 1 to 20 written on the cards. Refer to the given image to use
as an example.
2. Keep them in the resealable transparent bags. Place the number puppets 1 to 10 in one bag and
11 to 20 in a second bag.
3. Write the activity numbers and the topics the puppets will be used in on purple cards. Staple each
card outside the respective bag.
Please Note: If you are making more than one set of Number Puppets for number skills, then each
set of Number Puppets should be in a different colour to help in distribution and collection.
Number Value Puppets
Stick puppets which display objects of varying quantity (2 cats, 4 smileys, etc.)
Materials Checklist (for each set): Number Value puppets
• Twenty 10 cm × 10 cm cards of any colour (stick puppets depicting
quantity of objects) placed
• Twenty ice cream sticks
in the Learning Train.
• Adhesive
• Black, blue, and red markers
• Sketch pens/stickers
• Two 12 cm × 10 cm resealable transparent bags
• Two 10 cm × 10 cm purple cards for labeling
Instructions:
1. Create stick puppets with images drawn on the cards. These images will vary in quantity (e.g. 2
cats, 4 smileys etc.) and represent number values. Refer to the given image to use as an example.
2. Keep them in resealable transparent bags. Write the activity numbers and the topics the puppets
will be used in on purple cards. Staple each card outside the respective bag.

1 21
Theme Boards
Theme boards are used to display images/scenes from stories (jungle, farm, rooms of a house, etc.).
For theme boards, chart papers of different colours can be used to create different backgrounds as per
the requirements of the activity (for example, jungle animals drawn or pasted for an activity related
to the jungle.)
Materials Checklist:
• Chart papers of 2–3 colours
• Picture and word stick puppets
Instructions:
1. Cut the chart paper to the size of the required theme board. Draw or paste images on the chart
paper as per requirement of your desired theme board, and slightly fold upwards from the bottom
to make a pocket.
2. Staple the upward fold every 2/3 inches.
3. Fix the chart paper on the board and keep adding and removing the stick puppets as per the topic
being taught in class.
Strategies to Encourage Student Participation
By making classroom activities highly interactive, teacher can promote optimal learner participation,
leading to an urge to use language both in speech and writing. The selection of strategies is left to the
discretion of the teacher. However, the following are recommended:

Structured
Dramatisation
conversation

Free Reading aloud

conversation in small groups

Activities, tasks,
Circle Time and
language games

Exploring digital Telling and retelling

resources stories, anecdotes,
and jokes

Recitation of rhymes,
poems, and making Interpreting
observations on a given pictures, sketches,
topic/theme and cartoons

Pair, group, and

individual work

22 1
 FLASH CARD ACTIVITIES FOR NUMBER SKILLS

Pre-Nursery, Nursery, and Kindergarten have different sets of flash cards but teachers teaching
different grades can borrow them as required:
• To recapitulate topics taught at the level.
• To teach matching, sorting, sequencing etc.
The following are suggested ways in which flash cards can be used by the teachers to engage students.
Further details of the activities mentioned below are given in the ‘Activity Bank’ section of each TG.

Flash Cards Activity 1: Sequencing and Patterns

Nursery flash cards Sequencing and Patterns Read and Match
Print/Make reading cards
and combine them with
the flash cards.
square circle triangle

Flash Cards Activity 2: Pre-Number Concepts and Reading

Nursery flash cards Pre-Nursery
Identification and Matching of similar objects

Reading and Vocabulary Building (Kindergarten)

Make reading cards and ask the children to identify the word with the picture and match.
far on under same

Flash Cards Activity 3: Number Values and Number Names

Pre-Nursery Nursery flash cards
Count and arrange in order

Use two sets to play snap

1 23
 Count and place the correct value Match the numbers to their value and
number names
Make number name cards

one

two

Flash Cards Activity 4:

Use page 78–79 of the World of Numbers Nursery book and flash card sets to match the values to
numbers and vice versa.

Flash Cards Activity 5: What Comes After

Choose a number Place it aside Now find the number that comes after it

Flash Cards Activity 6: Building Numbers

• Take 2 separate cards (5 cm x 5 cm) and write the numbers 1 on the first card and the number 0
on the second.
• Hold the two together to make the number 10. 1 0 1 1 1
• Show children the flash cards of numbers 1 to 9.
• Place the cards (1 to 9) one by one over the number 0 of the two cards that are making 10. This
will make the numbers 11 to 19. For example, placing the number 2 flash card over 0 will make
the number 12.
• This helps to teach children to build numbers from 11 to 19.

24 1
 ACTIVITY BANK

Activity 1a: One-to-One Correspondence with Objects

Materials Checklist:
• Lollipops/Pencils/Toys/Crayons (one for each child present in the class)
• Tray/Basket/Bowl
Instructions:
1. Place the lollipops/pencils/toys/crayons in the tray/basket/bowl.
2. Invite children to be seated in a circle.
3. Pass around the tray/basket/bowl. Ask children to hold the bowl, pick up an object, and pass
the bowl. Encourage children to observe what they have and to place it in front of them.
4. Ask them: Does anyone have a lollipop/pencil/toy/crayon?
Activity 1b: Introducing Words through Cut-outs, and Picture Cards
Materials Checklist:
• Markers
• Scissors
• Adhesive
• One chart paper
• Flower cut-outs
Instructions:
1. Make outlines of baskets on the chart paper. Refer to the given image.
2. Seat children in a circle and place the chart in the middle.
3. Give each child one flower cut-out.
4. Ask them to place their cut-out flower on top of the outlines of the baskets drawn on the chart
paper.
5. Ask them to observe and see if every basket has a flower.
6. Remove a few and ask them to notice if each basket has a flower.
7. Introduce the words ‘some’ and ‘many’ to the children by referring to the chart with cut-outs.
Activity 1c: Patterns
Activity 1c (i)
Instructions:
1. Clap in a rhythm to form a pattern and ask children to try and repeat it.
2. Ask children to repeat body movement patterns, for example, roll your arms and snap your
fingers. Repeat and add more movements as children master the combination of the two
movements.
Activity 1c (ii)
Materials Checklist:
• Stick puppets with different shapes drawn on them.
• Learning Train (as described in the ‘Creating Classroom Resources’ section of the TG)

1 25
Instructions:
1. Distribute stick puppets showing at least two different shapes and ask children to place them
in the Learning Train to make different patterns. For example children can place a stick puppet
with a circle drawn on it next to a stick puppet with a square drawn on it. Repeat the sequence
to form a pattern.
2. Ensure that children learn to identify at least 2 shapes.
Activity 1c (iii)
Materials Checklist:
• Pebbles/Sticks/Beads/Cut-outs/Blocks/Leaves
Instructions:
1. Ask children to make patterns with leaves, pebbles, sticks, beads, cut-outs, and blocks.
Activity 1c (iv)
Materials Checklist:
• Vegetables (for example onions or lady fingers cut in half)
• Paint (yellow/red/blue/green)
• Paintbrush
• Water
• Blank sheets of paper (one for each child)
Instructions:
1. Demonstrate how to dip the paintbrush in paint, apply paint on the cut surface of the vegetable,
and press the painted surface on paper to create a design on the paper. Refer to the given image.
Activity 1c (v)
Materials Checklist:
• Blocks of various sizes
Instructions:
1. Ask children to arrange the blocks in patterns of their choice.
2. Demonstrate how to arrange blocks in patterns. Refer to the given image.
Activity 1c (vi)
Materials Checklist:
• Cut-outs of various shapes
Instructions:
1. Ask children to arrange the cut-outs in patterns (as shown above or in similar patterns.)
Activity 1c (vii)
Materials Checklist:
• Cut-outs of various shapes
Instructions:
1. Children to sit in a circle.
2. Place the cut-outs in the centre of the circle to form a pattern.
3. Ask children to pick up a cut-out each and take turns to complete the pattern.

26 1
Activity 1c (viii)
Materials Checklist:
• Slates/Mini-whiteboards
• Chalk/Whiteboard markers
• Sand
• Sticks
Instructions:
1. Ask children to make patterns on slates with chalk/on mini-whiteboards with whiteboard
marker/in the sand with sticks.
Activity 1d: Rhyme Time with Stick/Finger Puppets
Materials Checklist:
• Number puppets
• Rhymes on page 2 of the student’s book
Instructions:
1. Introduce the rhymes and have regular rhyme time.
2. Place the number puppets in a bowl.
3. Let children play ‘Passing the Parcel’ to the beat of a tambourine or music.
4. When the music stops, the child holding the bowl picks up a puppet. Assist the class to recite
a related rhyme. Ask the child to place the puppet in a separate bowl kept in the middle of the
circle. Continue the game in this manner.

Teacher Buzz: Encourage children to sing the rhymes to a rhythm with voice modulation.

Activity 2a: Counting Objects

Materials Checklist:
• Sticks/Beads (Objects of different kinds that children can count)
Instructions:
1. Give children two sticks or beads each and encourage them to count them, arranging them from
left to right.

Activity 2b: Matching Flash Cards with Objects

Materials Checklist:
• Flash cards of numbers 1 to 6
• Six beads or sticks per child
• Bowls
Instructions:
1. Distribute a set of six sticks to each child in bowls.
2. Hold up a number flash card, for e.g. the flash card with number 1 written on it.
3. Ask the children to hold up the same number of sticks as shown on the number flash card you
are holding up. For example, if you hold up the flash card of the number 5, children should hold
up 5 sticks.

1 27
Activity 2c: Numbers in the Learning Train
Materials Checklist:
• Two sticks/lollipop puppets (puppets made in the shape of lollipops)
• Learning Train
Instructions:
1. Introduce children to the concept of counting objects.
2. Introduce them to two numbers at a time, for example, 1, 2.
3. Mark each box of the train with a number and ask children to place the corresponding number
of sticks or lollipop puppets in the Learning Train.
Activity 2d: Flash Cards and Sticks
Materials Checklist:
• Number flash cards 1, 2, 3, 4, and 5 (for each child)
• Sticks/Beads
Instructions:
1. Give children the number cards 1, 2, 3, 4, and 5 from the flash card set.
2. Place sticks in a bowl and ask children to pick up a few sticks and pass the bowl. Help them place
the correct number of sticks next to each flash card.
Activity 3: Pairing
Materials Checklist:
• Pairs of big and small things, for example,
big and small books, plates, glasses, cut-outs,
puppets, toys
Instructions:
1. Ask children to stand in two lines facing each other.
2. Distribute the objects; give one line the small objects and the other line the big objects.
3. Take two objects, for example, two books. Show children the big book and tell them it is ‘big’.
Then point to the other book and tell them it is ‘small’.
4. Tell children to look at the objects carefully and find their partner.
5. Ask them to place the objects together in a row. As they place the objects, ask them to identify
the big and the small objects. Tell them to return to their positions in the lines.
Activity 4: Sorting
Materials Checklist:
• Big and small objects like leaves, pebbles, cut-outs
• Trays
• Two bowls
• Pen
Instructions:
1. Seat children in small groups.
2. Place the objects in trays.
3. Write ‘big’ on one bowl and ‘small’ on the other. Place the bowls in the middle of each group.

28 1
 4. Inform children that one set of objects is ‘big’ and the other is ‘small’.
5. Ask children to sort out the objects according to their sizes into big and small bowls. Tell them
to use their thumb, index, and middle finger while sorting. (This ensures the development of the
pincer grip required for writing skills.)
Activity 5: Jumping
Materials Checklist:
• Chalk/Poster colours
• Paintbrush/Stick
• Stick Puppets related to the rhyme ‘Up in the Night Sky’ (refer to the student’s book)
Instructions:
1. Use chalk on a rough floor/poster colours on smooth
floor/sticks in sand to draw big and small circles.
2. Gather children around the circles on the floor.
3. Ask them to listen carefully. Explain to them that when
you call out either ‘big’ or ‘small’, children have to go and
stand close to the big or small circle.
4. Children can jump in and out of the circles to the beat of
a tambourine or drum.
5. Next, distribute the stick puppets to children. Stick puppet samples
6. Introduce the rhyme ‘Up in the Night Sky’ (refer to page
2 of the student’s book) with the help of puppets.
7. Children can find their partners by matching big and small puppets of the same kind (for
example, cloud, star, etc.)
8. Introduce page 2 of the student’s book and give children crayons to place on the left dot and
draw lines from left to right. Help them colour the big and the small pictures.
Activity 6: Find the Pairs
Materials Checklist:
• Two sets of stick puppets of a flower, a carrot, a rabbit, a monkey, etc.
Instructions:
1. Place 10 puppets or objects at a distance.
2. Ask ten children to line up for a race.
3. Ask them to run and pick up the puppets/objects and come
back.
4. Repeat the activity till all the childern have had a chance.
Activity 7: Pairing with Rhymes
Materials Checklist:
• Two sets of stick puppets related to the rhyme on page 3 of the student’s book.
Instructions:
1. Draw lines and ask children to stand in two rows on either side of the lines.
2. Distribute the puppets.
3. Sing the given rhymes (refer to page 3 of the student’s book) one by one with children and ask
those holding the related puppets to walk on the path and find their partners.

1 29
 4. For example, as everyone sings, ‘One little butterfly, sitting on a wall, he saw a flower, really
tall!’ Children with the butterfly can walk to children holding the flower.
Activity 8: Monkey Crowns
Materials Checklist:
60 cm x 10 cm
• 60 cm × 10 cm strips of chart paper
• Cut-outs of monkey images (one for each child)
Monkey Crowns
• Caps (one for each child)
Instructions:
1. Fold sheets of chart paper into 60 cm × 10 cm size strips. Staple a cut-out of the monkey image in
the middle to make monkey crowns which children can wear while enacting the story.
2. Children can also wear a cap to suit the role.
3. Read the story ‘The Cap Seller and the Monkey’ (Refer to page 20 of World of Letters Stories and
Reading Skills Reader Pre-Nursery). Facilitate children in enacting it.
4. Introduce page 3 of the student’s book to children and give them crayons to complete the activity
on the page.
Activity 9: Matching Pairs
Materials Checklist:
• Shoes and socks
• Gloves
• Book and pencil
• Mini-Whiteboard and Whiteboard Markers
• Cup and saucer
• Toothbrush and toothpaste
• Lock and key
• Poster colours and paint brushes
• Crayons and colouring sheet
• Bowl and spoon, etc.
Instructions:
1. Seat children in a circle and display all the pairs in a row (for example, shoes and socks, book and
pencil).
2. Draw the attention of children to each pair.
3. Place one part of each pair in a basket and distribute it among children. Let the other part of the
pair remain in the centre of the circle.
4. Ask children to place the correct pairs together.
5. Introduce page 4 of the student’s book and give children crayons to draw lines from left to right
and top to bottom.

30 1
Activity 10: Exploring Solid Shapes
Materials Checklist:
• Solid shapes e.g. cylinder, cube, etc.
• Trays
• Balls
• Square cartons
• Rectangular cartons
• Cylindrical boxes
Instructions:
1. Ask children to stand in a circle/square in order to throw and catch a ball. They can feel it and
say ‘round’.
2. They can pass cubes/pyramids and be encouraged to feel the sides, edges, and corners of these
solid shapes.
Activity 11: Shapes that are Round
Materials Checklist:
• Balls
• Balloons
• Apples
• Tomatoes
• Playdough
Instructions:
1. Show children round objects and introduce the word round.
2. Hide the objects in the class. Tell children to look for them and place them on the teacher’s table.
3. Introduce these objects with their names.
4. Next, ask children to roll playdough into big and small balls.
Activity 12: Observation
Materials Checklist:
• Plastic balls of different sizes cut in half (so that children can see a circle on one side and a round
surface on the other)
• Circular cut-outs corresponding to the sizes of the balls
Instructions:
1. Place the circular cut-outs and the plastic balls on a table.
2. Ask children to match the circles and the balls.
3. Show them the circle cut-outs and introduce the word ‘circle’.
4. Carry out a similar activity to introduce the square using a cube.

1 31
Activity 13: Tracing Shapes
Materials Checklist:
• Sand
• Sticks
• Crayons
• Drawing sheets
• Whiteboard Markers
• Mini-whiteboards
Instructions:
1. Let children draw circles, squares, and triangles on sand with sticks, on drawing sheets with
crayons, or on mini-whiteboards with markers.
2. Have rhyme time and let them sing the given rhymes (refer to pages 5–8 of the student’s book)
while they are drawing the shapes.
3. Pages 5, 6, 7, and 8 of the student’s book can be done on different days. Give children crayons to
trace the shapes and complete the other activities.
Activity 14: Sorting Shapes
Materials Checklist:
• Three-dimensional solid shapes, like balls, cones, cubes
• Two-dimensional cut-outs of circles, triangles, and squares
Instructions:
1. Ask children to sit in a circle. Place the cut-outs in the middle of the circle and ask children to
match the three-dimensional shapes with the cut-outs one at a time.
2. Help children sort the same cut-outs with their corresponding three-dimensional shapes and
place them together.
Activity 15: Puzzles
Materials Checklist:
• 10 cm × 10 cm cards of thick paper of different colours
• Markers
• Scissors
• Resealable transparent bags 5” × 4” (one for each puzzle)
• One resealable transparent bag 10” × 12”
• One blue card for labelling
Instructions:
1. Preparation: Draw/paste pictures of simple figures on the 10 cm × 10 cm cards; make a copy of
each picture.
2. Cut one picture into two and leave the other one as the guiding picture.
3. Place each pair of pictures in a small resealable transparent bag. Place all the bags in a big
resealable transparent bag and label it with a purple card.
4. Give the individual puzzles to children.
5. Demonstrate how they have to place the guiding picture in front of them and then use the two
pieces to make the same picture.
6. Let children complete the puzzles.
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Activity 16: Movement Pattern
Instructions:
1. Play music and create a foot movement pattern. (e.g. tap each foot twice, first left and then right
and then tap left, right, left.)
2. Ask children to follow this pattern at varying speeds.
Activity 17: Arranging Shapes
Materials Checklist:
• Beads
• Sticks
• Cut-outs of various shapes
• Blocks of various sizes
• Stickers (given at the end of the student’s book)
Instructions:
1. Divide the class into small groups.
2. Make any pattern by arranging beads and sticks. Ask children to reproduce the pattern. (Repeat
the same with the cut-outs and then with the blocks.)
3. Introduce page 9 of the student’s book to children. Demonstrate the activity on the page.
4. Give them the stickers they will need to complete the exercise. Encourage children to attempt it
independently.
Activity 18: Trains
Materials Checklist:
• Triangle cut-outs of two colours (one set should be more in number than the other and there
should be one cut-out for each child)
• Sticks (one for each child)
• Two bowls
• Adhesive
Instructions:
1. Place the triangle cut-outs in one bowl and
the sticks in the other bowl.
2. Ask children to pick up one triangle and
one stick and pass the bowls around.
3. Help children to paste the triangles onto
the sticks to make flags and leave them to
dry.
4. Take children outdoor with the flags. Ask
them to group themselves according to the colours and line up.
5. The group with fewer flags will automatically make a shorter line than the group with more
flags.
6. Compare the lines and ask children to point out which line is long and which one is short.

1 33
Activity 19: Identify the Line
Instructions:
1. Draw short and long lines on the floor and ask the children to
walk on them as you call out ‘short’/‘long’.
Activity 20: Race
Materials Checklist:
• Long and short strips of paper
• Bowls
• Clothes string
• Clothes pegs
• Sponge
• Poster colours
• Crayons
Instructions:
1. Tie the string at a level that children can reach.
2. Place the bowls of long and short strips of paper as well as the clothes pegs on the table.
3. Demonstrate how they can run to the bowl, pick up two strips of paper (one long and one short)
and peg long and short strips alternatively on the clothes line.
4. Divide children into small groups and let them carry out the activity.
5. Ask children to open up page 10 of the student’s book. Give them sponge, poster colours, and
bowls. Demonstrate how to create fingerprints and then let them do the activity independently.

Activity 21: Who is Taller?

Instructions:
1. Ask children to sing the rhyme below: (Sing it to the tune of ‘Come little children, come to me, I
will teach you abc’).
Come little children, one and all,
Some are short and some are tall!
2. When children stop singing ask them to find a partner.
3. Divide the class into groups of four. Assist children in comparing their heights with each other.
4. Introduce page 11 of the student’s book to children. Encourage the use of the words ‘tall’ and
‘short’.
Activity 22: More or Less
Materials Checklist:
• Beads
• Leaves
• Pebbles
• Toys
• Ice cream Sticks
• Bowls

34 1
Instructions:
1. Place two bowls with beads/leaves/pebbles/toys before children. One bowl should have more
objects than the other.
2. Ask children to tell you which bowl has ‘more’ and which has ‘less’ items.
3. Ask children to spread the objects in front of them and try counting the items.
4. Children to sit in pairs. Give each child a few ice cream sticks, so that one child has more sticks
than the other.
5. They can compare and say who has ‘more’ and who has ‘less’.

Activity 23: Toffee Treat

Materials Checklist:
• Toffees
• Two bowls
Instructions:
1. Give children two bowls, one with more toffees than the other.
2. Ask children which bowl has more toffees. Let them pick a toffee from one of the bowls and
enjoy the treat.
3. Ask children to open page 12 of the student’s book. Draw their attention to the fact that they
have to compare the bogies with the apples and then the ones with the oranges, followed by the
ones with the mangoes.

Teachers Buzz: Even if children cannot count, they are usually able to compare and understand
the idea of more and less.

Activity 24a: I Can Count Using My Fingers

Instructions:
1. Children can remain seated in their places and sing
the poem, ‘Where is Thumbkin?’ (The poem is easily
available online.)
2. Introduce the numbers 1 to 5 by counting on fingers.
3. Start with 1 and ask children to follow and count using their fingers.
Activity 24b: Count and Show Equal Number of Things
Materials Checklist:
• Ice cream Sticks
• Number Value stick puppets (as described in the ‘Creating Classroom Resources’ section of
the TG)
• Learning Train
Instructions:
1. Give each child 5 ice cream sticks.
2. Place one number value puppet from 1 to 5 in the Learning Train display.
3. Ask children to count them with you and place equal number of sticks in a row in front of them.

1 35
Activity 24c: Throw the Dice and Show an Equal Number of Things
Materials Checklist:
• Bowls
• Strings (one for each child)
• Beads (five for each child)
• Dice with values 1 to 5 (repeat the value five on the sixth face of the dice).
Instructions:
1. Place a string and five beads in a bowl. Give a bowl to each child.
2. Demonstrate how to string the beads.
3. Toss the dice and say the number out loud that the dice shows. Help children to count the value
on the dice and string the correct number of beads.
4. Introduce page 13 of the student’s book to children. Draw their attention to the fingers that are
equal and complete the activity on the page.
Activity 25: At the Playground
Materials Checklist:
• Large plastic ball
Instructions:
1. Introduce the words ‘up’ and ‘down’ to children. Toss the ball up in the air and describe the
direction as ‘up’. Throw the ball down and describe the direction as ‘down’.
2. When children have understood these concepts, take them out to the playground.
3. Take children to a slide and let them take turns to go up the ladder and down the slide. Inform
them that they are climbing ‘up’ the ladder and coming ‘down’ the slide.
4. They can swing up and down, climb up and down the steps, go up and down on a see-saw as
well. As they play, ask them to identify the direction in which they are moving.

Activity 26: Tracing

Materials Checklist:
• Sand
• Sticks
• Chalk/whiteboard markers
• Slate/mini-whiteboards
Instructions:
1. Ask children to trace patterns with upward and downward movement in air, with sticks in sand,
and with chalk on slates or with whiteboard markers on mini-whiteboards.
2. Facilitate children in completing the activity page on 14 of the student’s book.
Activity 27: Demonstrating In and Out
Materials Checklist:
• Pencils/Beads/Sticks/Toys
• Small plastic balls
• Bowls
• Baskets

36 1
Instructions:
1. Distribute pencils/beads/sticks/toys and bowls separately. Ask children to place the object in
the bowl. Inform them that the objects are ‘in’ the bowl.
2. Ask children to remove the objects, and while they are doing that, inform them that they have
taken the objects ‘out’ of the bowl.
3. Place a basket in the middle of the classroom. Ask children to aim and try to throw a ball in the
basket, one at a time. Each time they throw the ball, tell children the ball is out of/in the basket.
While saying this, stress on ‘in’ and ‘out’.
Activity 28: Obstacle Course
Materials Checklist:
• Cardboard boxes
• Old tyres
Instructions:
1. Collect cardboard boxes/old tyres and
create an obstacle course.
2. Ask children to step in and out of the obstacles saying, ‘Jump in and jump out’. Point out the
direction each time you instruct a child to jump in or out.
3. Facilitate the children in completing page 15 of the student’s book.
Activity 29: Story Time
Materials Checklist:
• 10 cm × 55 cm strips of chart paper (one for each
child)
• Cut-outs of the tortoise and rabbit
• Adhesive
• Cut-out of a tree
Instructions:
1. Half of the children can be tortoises and the other half can be rabbits. Take a strip of chart paper
and fold it into half. Open the chart paper and paste a picture of a tortoise or a rabbit in the centre
where the crease has formed. A crown is ready. There should be one crown for each child. Place
the tree cut-out at the side of the class, or besides you, while narrating the story, as the finishing
line.
2. Narrate the story of ‘The Tortoise and the Rabbit’. Children with the rabbit crown can hop fast like
the rabbit and the ones with the tortoise can walk slowly like the tortoise, following the actions
of the teacher. The story (along with the actions to be followed) is given below.
The rabbit saw the tortoise walk
(move slowly crouching really slow)
He laughed very hard, did you know?
The tortoise got angry and said, ‘Let’s have a race,’
The rabbit and the tortoise then found a racing space and decided that whoever will reach the
tree (point towards the tree cut-out) would be declared the winner.
The rabbit hopped fast (hop in one place) and far and then went to sleep thinking he has time to
nap,
The tortoise slowly walked (crouch slowly in one place like the tortoise) and reached near the
rabbit and took a quiet peep.
1 37
 He was smart and kept walking till the finishing line and did not stop,
The rabbit woke up and went to the finishing line, next to the tree cut-out with a jump and a hop!
(rabbits will hop in one place)
The tortoise (who was already there) said, ‘Slow and steady wins the race!’
3. Place the tree cut-out at one end of the classroom. Ask one of the tortoise crowned children to
stand near the tree and one of the rabbit crowned children to stand far from the tree.
Activity 30: Near and Far
Materials Checklist:
• One big toy
Instructions:
1. Make a circle with children and place a toy at the centre.
2. Hold hands and move one step at a time towards the toy and then move two steps away from
the toy.
3. Use the words ‘near’ and ‘far’ as you do the activity.
4. Give children crayons to colour and circle the trees on page 16 of the student’s book.
5. Facilitate the children in completing the activities on the page.

Activity 31: Pour and Fill

Materials Checklist:
• Eight small buckets
• Eight small mugs
Instructions:
1. Mark a starting and a finishing line in an open area. Place four water-filled buckets and four
empty small mugs at the starting line. Place four empty buckets at the finishing line.
2. Point out to children that the buckets at the starting line are full while those at the finishing line
are empty.
3. Divide the class into groups of four.
4. Line up a group of children and demonstrate how they can fill the empty mugs, carefully carry
and pour the water into the empty buckets at the finishing line.
5. As more children take turns to do the activity, the buckets at the starting line will become empty
and the ones at the finishing line will become full.
6. Point out to the children that the buckets at the starting line are now empty while those at the
finishing line are now full.
7. The activity can be repeated with other objects in the class too.
8. Help children complete page 17 of the student’s book.

Activity 32: Heavy and Light

Materials Checklist:
• A few books
• A few small buckets
Instructions:
1. Give children a few books to carry. Tell them that ‘These are heavy’.
2. Give children one thin book to carry. Tell them that ‘This is light’.

38 1
 3. Ask children to carry full small-sized buckets and tell them that ‘These are heavy’.
4. Ask children to carry empty small-sized buckets and tell them that ‘These are light’.
Activity 33a: Same and Different
Materials Checklist:
• Sets of pencils, erasers, beads, stick puppets
Instructions:
1. Show children a set of objects (for example, pencils). Tell them that these objects are the same.
Now add an eraser to the pencils. Tell children that the eraser is ‘different’.
2. Give children a few objects. Let them compare the objects. Help them to identify the objects that
are the ‘same’ and then identify the one that is ‘different’.
Activity 33b: Identify Objects
Materials Checklist:
• Sets of pencils, erasers, beads, stick puppets; each set will have one different object.
Instructions:
1. Distribute the sets of objects among children. Ask them to identify others with the same objects
and form groups.
2. Call one group at a time and ask them to identify the differet object in their group.
Activity 33c: Identify the Stick Puppets
Materials Checklist:
• Stick puppets (of different types)
• Learning Train
Instructions:
1. Place stick puppets in the Learning Train such that there is one that is different from the others
in each compartment (Refer to the above image).
2. Ask children to identify the puppets which are the ‘same’ and the one that is ‘different’.
Activity 34: Odd One Out
Materials Checklist:
• 10 cm × 20 cm cards with four pictures in each,
where three pictures are the same and one is
different (one card for each child)
• Bangles (one for each child)
Instructions:
1. Give each child a picture card and a bangle.
2. Ask them to identify the picture that is ‘different’ and place a bangle on top of it.
3. They can exchange the cards and repeat the activity.
4. Give children the opportunity to find the odd one out using up to four pictures.
5. Draw the attention of children to the pictures on page 18 of the student’s book that are different
in each row and help them complete the exercise on the page.

1 39
Activity 35: Counting the Body Parts
Materials Checklist:
• Mirror
• Number flash cards of 1 and 2
Instructions:
1. Pair up children so that they make a mirror image.
2. Ask children to sing the rhyme ‘2 little hands go clap, clap, clap’ (refer to page 19 of the student’s
book) with you, along with actions.
3. Children can point to their partner’s body parts as they sing the rhyme.
4. If you have a mirror in school, children can stand in front of the mirror and count the body parts
mentioned.
5. Flash the number cards 1 and 2 to draw their attention to one nose, mouth, tongue, head, and
two eyes, ears, hands, arms, legs, and feet.
6. Help children match the pictures on page 19 of the student’s book.
Practice Activity: Rhyme Time
Materials Checklist:
• Stick puppets like rabbits, ducks, and monkeys
• Pages 20–21 of the student’s book.
Instructions:
1. Gather children in a circle and have a rhyme time in order to introduce the numbers. The rhymes
can be accompanied by action, as follows:
•  Finger Counting Rhymes: Children can be encouraged to count using their fingers as they
sing the rhymes, for example, ‘1, 2 buckle my shoe’, ‘3, 4 shut the door’ or ‘1, 2, 3, 4, 5, Once
I caught a fish alive’.
•  Stick Puppet Rhymes: You can make stick puppets relating to the rhyme you will sing and
give them to a few children. As the class sings the rhymes, children can come forward as they
hear the name of the puppet they are holding, for example, ‘Rabbits, rabbits 1, 2, 3, Will you
come and play with me?’
•  Motor Control Rhymes: You can encourage children to follow a pattern and combination of
finger and hand movements that need motor control. Actions like moving fingers, opening
and closing the hands, moving them in front and behind can be carried out, for example, ‘2
little dicky birds sitting on the wall’.
•  Dramatisation Rhymes: Children can be given different roles to enact as the class sings the
rhyme, for example, ‘5 little ducks went out to play’, ‘Over the hills and far away’.

Activity 36: Pick the Correct Number of Objects

Materials Checklist:
• Stick puppet of the number 1
• One pencil/eraser/book/toy/crayon (one object for each child)
• Learning Train
Instructions:
1. Place the stick puppet of number 1 in the Learning Train and write ‘1’ on the board.
2. Place a number of objects on a table which children can reach. There should be one of each kind
of object.

40 1
 3. Draw the attention of children to the number in the train and on the board.
4. Let them take turns to come and pick up one object.
Activity 37: Count Things
Materials Checklist:
• Rabbit stick puppet
• Pencils
• Crayons
Instructions:
1. Give children pencils and crayons to complete pages 22–24 of the student’s book. Help children
while they are working.
2. Show them the picture of the rabbit in the train at the bottom left corner of page 24 of their
student’s book. The picture shows a rabbit going for a ride in a train. Now show them the rabbit
stick puppet.
3. Draw their attention to one bag, one bottle, etc. depicted on the page and talk about the things
children need to bring to school.
4. Ask them to trace the number on the page.
5. Ask them to count and do the activity.
6. Let them count the number of compartments in the train in which the rabbit is sitting on page 24.

Activity 38: Number Line Jumps

Materials Checklist:
• Poster colours
• Brush
• One 19 cm × 20 cm chart paper strip
• Eleven square cards of 10 cm × 10 cm (to make the number pockets)
• Adhesive
• Stick puppets (used previously)
Instructions:
1. Preparation: Paint the number line with circles on
the floor space in front of the board.
2. Demonstrate how children can stand on the circle
with the number 0 on it and jump one step at a time.
3. Label the square cards in order from 0 to 10 and draw a line connecting them. Pin them on the
softboard like the pockets of the Learning Train. Refer to the given image.
4. Place a stick puppet in the square card with 0 on it and let children move it one place at a time.

Activity 39: Counting 1 Using the Number Train

Materials Checklist:
• Five number puppets of number 1
• Sticks
• Learning Train

1 41
Instructions:
1. Place the number puppets and a few sticks on a table near the Learning Train.
2. Ask 5 children to come at a time and pick up the number puppets and the correct number of
sticks to represent the value of the number.
3. Ask them to place the number and the sticks in the compartments of the Learning Train.
4. Remove them and place them on the table and give the other children a chance to carry out the
activity.
Activity 40: Number Jumps
Materials Checklist:
• Square cardboard box
• Sketch pen
Instructions:
1. Preparation: Make a dice using a square cardboard box to use for number jumps. Mark the sides
with the values or a combination of numbers and values.
2. Choose a boy/girl who can toss the dice.
3. Ask children to stand in a circle. Ask a boy/girl to toss the dice. Tell the others to observe the
number that comes on top. Instruct them to clap/jump/hop that many times.
Activity 41: Number 1
Materials Checklist:
• Sand
• Sticks
• Whiteboard marker
• Mini-whiteboard
• Beads
• Thread
• Sand paper
Instructions:
1. Let children trace number 1 in sand with sticks, on sand paper, on mini-whiteboards with markers,
and in the air.
2. Sing the rhyme ‘Pencil on the dot’ (refer to page 23 of the student’s book) along with children.
3. Give children thread and beads. Ask them to thread one bead as they count 1.

Teacher Buzz: Each number from 1 to 10 is connected to the story of the rabbit making friends.
The rabbit and friends complete the number train from 1 to 10. The same theme can be used in the
classroom, where you can add compartments to the train, to replicate the one given in the book.

Note: Repeat/Choose from activities 36–41 for numbers 2–10.

Activity 42a: Counting in Pairs
Instructions:
1. Play some music and when it stops, ask children to stand in pairs and call out numbers 1 and 2.

42 1
Activity 42b: Counting Using the Learning Train
Materials Checklist:
• Number puppets (2/3/4/5)
• Learning Train
• Lollipops/Pencils, etc.
Instructions:
1. Write the number (2/3/4/5) being taught, on the board.
2. Place the number puppet in the Learning Train.
3. Place the objects (lollipops/pencils) on a table which children can reach.
4. Ask them to pick up the correct number of objects and place them in the Learning Train pocket
with the corresponding number puppet.
5. Facilitate children in completing the exercises and trace the numbers on pages 24–25 of the
student’s book.

Activity 42c: Pick the Correct Number of Objects

Materials Checklist:
• Crayons/Erasers/Sharpeners
Instructions:
1. Write the number (2/3/4/5) being taught on the board.
2. Place the objects (sharpeners/crayons/erasers) on a table which children can reach, at one end
of the classroom.
3. Ask children to form a line for a race.
4. Ask them to run and pick up the correct number of objects (2/3/4/5) from the table and return
to the starting line.

Activity 43 and 44a: Match the Numbers/Values

Materials Checklist:
• Number puppets for numbers from 1 to 5
• Flash cards for numbers from 1 to 5
• Value cards for numbers from 1 to 5
• Bowl
Instructions:
1. Place the flash cards in a bowl and ask children to pick one of each number for themselves.
2. Ask them to arrange the flash cards in the correct order.
3. Ask them to arrange the corresponding number puppets and value cards next to the flash cards.
4. Help children complete the exercises on page 32 of the student’s book.

Activity 44b, 44c, 44d, 44e: Numbers 2, 3, 4, 5

Instructions:
1. Children can sing the number rhyme, ‘Half a round, Two half circles, One line down, Make a
line down’ (refer to pages 23–31 of the student’s book) while writing the numbers 2, 3, 4, and 5
respectively.
2. Let children trace the numbers in the air, in sand, and on paper.

1 43
Practice Activity: Number Stickers
Materials Checklist:
• Stickers of numbers from 1 to 5
Instructions:
1. Cut the part of the sticker sheet that will be needed for page 33 of the student’s book and keep
the stickers ready for the activity.
2. Demonstrate how to take out the stickers and paste within the outlines on page 33 of the student’s
book.
3. Ask children to paste the stickers in order from 1 to 5.
4. Tell children to count the pictures and match them to the correct numbers.
Note: Activities mentioned as ‘practice activity’ can be done over and above the activities given in
the student’s book.
Activity 45: Fill in the Missing Numbers
Materials Checklist:
• Number puppets from 1 to 5
• Learning Train
Instructions:
1. Place number puppets in the Learning
Train, leaving out a few numbers.
2. Place the remaining number puppets
on a table near the train. Let children
take turns to place the missing number
puppets in the right places.

Activity 46: Place the Next Number

Materials Checklist:
• Number puppets from 1 to 5
• Learning Train
Instructions:
1. Place one number puppet at a time in the Learning Train.
2. Place the remaining number puppets on a table near the train. Let children take turns to place the
next number puppet in the right place.

Activity 47: Arrange the Number

Materials Checklist:
• Number flash cards from 1 to 5
• Value flash cards from 1 to 5
• Number stickers
Instructions:
1. Divide the class into small groups.
2. Give children the number flash cards and ask them to arrange the cards in order from 1 to 5.
3. Ask children to turn the flash cards over and arrange the values from 1 to 5.

44 1
 4. Demonstrate how they should paste the missing number stickers in the blanks on page 34. Let
them carry out the exercise independently.
5. Tell them to fill in the missing numbers in the exercises that follow.

Activity 48: Counting with Blocks

Materials Checklist:
• Blocks
Instructions:
1. Ask children to sit in groups and give them blocks to play with.
2. They can be asked to build towers with 3/4/5 blocks.
3. Check and see if everyone in the group has the same number of blocks in the tower.
4. Encourage them to compare and match the towers made of blocks.
5. Open to page 35 of the student’s book. Ask children to count the blocks and write the correct
number in the given boxes. Then help them to match the same number of blocks.

Activity 49a: Groups of 6

Materials Checklist:
• Eight sets of cut-outs of circles in eight different colours (six in each set)
• Bowls
• Number flash cards from 1 to 6
Instructions:
1. Place the cut-outs in bowls and ask children to
pick up one cut-out and pass the bowl.
2. Ask children with the same colour cut-outs to
form a group.
3. Call one group at a time and ask children to count
the members of each group. Refer to adjacent
image.
4. Write the number 6 on the board.
5. Give number flash cards to each group and ask
them to arrange the numbers in order from 1 to 6.
Activity 49b: Number 6
Materials Checklist:
• Sticks
• Number puppets from 1 to 6
• Lollipop stick puppets
• Learning Train
Instructions:
1. Let children trace the number 6 in the air, and in sand with sticks.
2. Sing the rhyme ‘Slant to the left’ (refer to page 37 of the student’s book) along with children.
3. Place the number puppet of number 1 in the Learning Train. Ask children to place the remaining
number puppets in the Learning Train, in order from 1 to 6.
4. Ask them to place the correct number of lollipop puppets in each pocket of the Learning Train,
corresponding to the number puppets.
1 45
 5. Help children trace and draw the number 6 on pages 36–37 of the student’s book.
Activity 49c: Numbers 7, 8, 9
Instructions:
1. Children can sing the number rhymes on the specific pages (refer to pages 39–43 of the student’s
book) while writing the numbers 7, 8, and 9 respectively.
2. Let children trace the number in air, on sand, and on paper.
3. Introduce pages 38–43 of the student’s book to children and help them to complete the activities
given on the page.
Activity 49d: Pick the Correct Number of Objects
Materials Checklist:
• Pencils/Crayons/Erasers
Instructions:
1. Write the number (7/8/9) being taught on the board.
2. Place the objects (pencils/crayons/erasers) on a table which children can reach, at one end of the
classroom.
3. Ask children to form a line for a race.
4. Ask them to run and pick up the correct number of objects according to whatever number you
have written on the board from the table and return to the starting line.

Practice Activity: Fill in the Missing Numbers

Materials Checklist:
• Number puppets from 1 to 8
• Learning Train
Instructions:
1. Place number puppets in the Learning Train, leaving out a few numbers.
2. Place the remaining number puppets on a table near the train. Let children take turns to place the
missing number puppets in the right places.

Practice Activity: Arrange the Numbers

Materials Checklist:
• Number flash cards from 1 to 8
• Value flash cards from 1 to 8
Instructions:
1. Divide the class into small groups.
2. Give children the number flash cards and ask them to arrange the cards in order from 1 to 8.
3. Give children the value flash cards and ask them to match the value cards to the correct number
flash cards.

Practice Activity: String the Beads

Materials Checklist:
• Strings
• Beads

46 1
Instructions:
1. Give strings and beads to children.
2. Ask them to string one bead. Then ask them to string two beads, and so on till they have strung
eight beads.
3. Help children complete page 44 of the student’s book.
Activity 50: Listen, Count, and Show the Correct Number of Sticks
Materials Checklist:
• Nine ice cream sticks (for each child)
• Bowls (four for each child).
Instructions:
1. Place three bowls on a table. Give bowls and sticks to children and ask them to put 2, 3 and 4
sticks respectively in the bowls on the table. Distribute an empty bowl to the children and ask
them what is the difference between the filled bowls and the empty one.
2. Tell them it has zero sticks; explain that the number zero has no value. Ask children to show you
which are the empty bowls by pointing at them.
3. Repeat the activity, explaining the number zero with fingers by joining the fingers with the
thumb to make a fist.
4. Help children complete page 45 of the student’s book.
Activity 51: Toss the Dice and Jump the Correct Number of Times
Materials Checklist:
• Dice with 0, 1, 2, 3, 4, 5 values and numbers on the faces. (As described in the ‘Handmade
Resources’ section of the TG.)
Instructions:
1. Sing the rhyme ‘Five Little Monkeys’ to children (easily available online).
2. Let children roll a dice and jump those many times while singing the rhyme.
3. When the dice shows 0, ask children how many times they will jump.
Practice Activity: I Know My Numbers
Materials Checklist:
• Sets of number flash cards (0 to 9)
• Value flash cards (0 to 9)
Instructions:
1. Preparation: Make 0 to 9 flash card sets of different colours.
2. Distribute the number flash cards and ask children to group themselves according to colour.
3. Ask children to stand in order from 0 to 9.
4. Place number flash cards in the Learning Train and distribute value flash cards. Ask children to
match and place the correct corresponding value flash cards in each pocket.
5. Help children to match the numbers to the correct values on page 48 of the student’s book.

Teacher Buzz: The number zero can be introduced after children learn and understand the value
of a few numbers so that they can compare zero with other number values.

1 47
Activity 52a: Animal Train
Materials Checklist:
• Animal stick puppets (two sets)
• Animal Train
Instructions:
1. Preparation: Make two sets of the animal stick puppets, and the animal train as shown on page
46 of the student’s book. Number the compartments of the train from 1 to 10.
2. Place one set of animal puppets in the number train pockets.
3. Distribute the second set and narrate the story of the rabbit meeting different animals as on page
46 of the student’s book. Ask children holding the puppets to come and place the animals in the
train as they are mentioned in the story.
4. Children can then count the animals and compartments in the train.
5. Introduce pages 46–47 of the student’s book to children. Encourage them to count the pictures
and trace 10. Tell them that 0 can become friends with other numbers too and make a new
number.
Activity 52b: Number 10
Instructions:
1. Children can sing the number rhyme ‘Make a one’ (refer to page 47 of the student’s book) while
writing the number 10.
2. Let children trace the number in the air, in sand, and on paper.
Activity 53: Finger Counting
Instructions:
1. Let children practise finger counting in order from 1 to 10.
2. Call out a number and let them show the correct number of fingers.
Activity 54: Match the Numbers and Values
Materials Checklist:
• Number flash cards (1 to 10)
• Value flash cards (1 to 10)
Instructions:
1. Children to sit in pairs.
2. Distribute the flash cards among children.
3. Ask one child to arrange the number flash cards from 1 to 10. Ask another child to arrange the
value flash cards from 1 to 10.
4. Let children match the number and value flash cards and arrange them in order together.
5. Help children fill in the boxes with the correct numbers on page 49 of the student’s book.
Activity 55: Stringing Beads
Materials Checklist:
• One bowl
• Ten beads of the same colour (for each child)
• A shoelace (one for each child)

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Instructions:
1. Show children how to string ten beads in the shoelace.
2. Ask them to repeat the action and count from one to ten as they string each bead.
3. Help children count and write the correct numbers in the given boxes on page 50 of the student’s book.
Practice Activity: Counting Items
Instructions:
1. Ask children to look at the pictures on page 51 of the student’s book and see how many objects
they can count. For example, children may observe that there are four trees in the picture.
2. Draw their attention to the pictures near the boxes. Tell them to choose one picture at a time and
write the correct number in the blank boxes. Help children complete the exercise.
Practice Activity: Counting 1 to 10
Instructions:
1. Ask children to count 1 to 10 using their fingers and complete page 52 of the student’s book.
2. Tell children to trace the numbers given on the page and then write the numbers in the given
boxes.
Practice Activity: Freehand Drawing
Materials Checklist:
• Slates/White board marker
• Chalk/Mini-whiteboard
• Drawing sheets
• Crayons
Instructions:
1. Let children draw freehand on mini-whiteboards with whiteboard markers, on slates with chalk
or on drawing sheets with crayons.
2. Draw the shapes given on page 53 on the board. Ask children to draw them.
3. Let children draw on their own, count, and write the correct number of pictures they have drawn.
4. Introduce page 53 of the student’s book to children. Draw their attention to the instructions and
help them understand these instructions. Let them complete the exercise independently.
Activity 56a: Counting Beads
Materials Checklist:
• Shoelace (one for each child)
• Ten beads of one colour and one bead of another colour (for each child)
Instructions:
1. Give each child 10 beads of one colour and 1 bead of another colour to string together.
2. Sing the following number song along with children:
Stringing beads one by one can be so much fun,
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 1 more we can see,
Let’s count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 beads for you and me!
or
Stringing beads one by one can be so much fun,
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 2 more we can see

1 49
 Let’s count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 beads for you and me!
Note: This activity can be repeated for all the numbers up to 19.
3. Introduce the relevant page of the student’s book to children. Sing the rhyme with them and help
them complete the exercise.
Activity 56b: Numbers 11 to 19 with Birds
Materials Checklist:
• Bird stick puppets for each number (as shown in the student’s book)
• Learning Train
• Number puppets (11–19)
Instructions:
1. Make bird puppets and distribute
them among children.
2. To teach the number eleven ask ten
children holding bird puppets, to
stand in front of the Learning Train.
3. Call another child holding a bird puppet to join the line. Now the line will have eleven children.
Sing the rhyme for number eleven with children, ‘10 little birds flew through the door’ (refer to
page 56 of the student’s book).
4. Ask children in the line to place ten bird puppets in the pockets on the Learning Train next to
each other. Tell the class to count the birds.
5. Ask the eleventh child to place the bird puppet in a separate pocket on the Learning Train.
6. Ask the class to count the number of birds now. Place the number puppet of 11 in the Learning
Train.
Note: This activity can be repeated for all the numbers up to 19.

Teacher Buzz: Encourage children to say eleven, twelve, and so on and understand the value,
without breaking it up as ten and one or ten and two.

Activity 56c: Number 20

Materials Checklist:
• Beads (20 per child—10 beads of one colour and 10 beads of another colour)
• Strings (2 per child)
Instructions:
1. Write the number 20 on the board.
2. Give children 10 beads of one colour and 10 beads of another colour to string.
3. Ask them to count as they string the beads. When they string the last bead, tell them that they
have twenty beads and point to the board.
4. Help children to complete the exercises on page 65 of the student’s book.
Practice Activity: Numbers from 1 to 20
Materials Checklist:
• Number flash cards (from 1 to 20)
• Value flash cards (from 1 to 20)
Instructions:

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 1. Divide the class into small groups.
2. Give each group a set of number flash cards and ask children to arrange them in order. Then give
them the value flash cards. Ask them to match the number and value flash cards.
3. Open to page 66 of the student’s book. Draw the attention of children to the fact that they
have to go downwards on the page while tracing the numbers. Ask them to read the numbers
downwards after tracing them and then write the numbers in the blank boxes.
Practice Activity: Fill in the Missing Numbers
Materials Checklist:
• Number stick puppets (1 to 20)
• Learning Train
Instructions:
1. Distribute the number puppets and ask
children to place the number puppets in
order from 1 to 20 in the Learning Train.
2. Remove some of the number puppets and
redistribute them.
3. Draw the attention of children to the missing numbers and ask them to fill the empty spaces with
the correct number puppets.
4. Assist children in filling in the missing numbers in the boxes on page 67 of the student’s book.
Practice Activity: Making Thumbprints
Materials Checklist:
• Crayons
• Bowls
• Sponge
• Poster colours
Instructions:
1. Divide the class into groups of 5–6 children and request each group to sit in a circle.
2. Distribute the books and crayons among children.
3. Open to page 68 of the student’s book.
4. Demonstrate how to join the dots from 1 to 20.
5. Place two bowls with sponges in the middle of each circle. Pour one poster colour into each
bowl.
6. Demonstrate thumb printing to children. Press a finger on the paint-dipped sponge and press
your thumb on the page. Children will do the same in their books.
7. Ask them to leave their books open in a line in one corner of the class to dry.
Practice Activity: Bits of Grass
Materials Checklist:
• Green origami paper (one sheet for each child)
• Adhesive
Instructions:

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 1. Redistribute the books and reopen page 68 of the student’s book.
2. Give each child green origami paper to tear into strips.
3. Demonstrate the method of spreading the adhesive on the page and sticking the green strips of
paper to make grass.
4. Assist children to spread adhesive on the page and paste the long and short green origami paper
strips to make the grass.
Practice Activity: Fill in the Missing Numbers
Materials Checklist:
• Number flash cards
Instructions:
1. Give children the number flash cards to arrange in order from 1 to 20.
2. Ask children to fill in the missing numbers between 1 and 20 on page 69 of the student’s book.
Practice Activity: Tear and Paste
Materials Checklist:
• Coloured paper (5–6 colours)
• Adhesive
• Pencils
Instructions:
1. Give each child five or six 5 cm × 5 cm coloured paper squares to tear and paste in the balloons
on page 70 of the student’s book.
2. Draw the attention of children to the words ‘few’ and ‘many’ by showing them a few and many
pencils.
3. Open to page 70 of the student’s book and demonstrate how to stick a few and many paper strips
in the balloons on the page.
4. Ask children to paste a few paper strips in one balloon and many paper strips in the other.
Practice Activity: Spot the Differences
Materials Checklist:
• Pencils/Crayons/Balls/Beads
• One chart paper
Instructions:
1. Place a set of objects on one table. Place another similar set of objects on another table. There
should be some differences between the two sets i.e. at least one object should be different.
2. Ask children to observe the differences between the two sets.
For example,

One different
object.

3. Divide the chart paper in two. Make similar pictures on the two halves but with a few differences.

52 1
 4. Encourage children to look closely at the two pictures and point out the differences.
For example,
Differences include:
Numbers of flowers, sun
and star. You can add
more differences.
5. Encourage them to spot the differences between classrooms in their school.
Practice Activity: Compare the Objects
Materials Checklist:
• A4 sheets with pictures of the same objects in different sizes
• Pencils/Balls/Lollipops of different sizes
Instructions:
1. Show children two pencils/lollipops. Let them compare the pencils/lollipops and identify the
longer one. Show them another pencil/lollipop and ask them to identify the longest one.
2. Repeat the same by asking children to compare three balls. Tell them to identify the biggest ball.
3. Show children the A4 sheets with pictures. Ask them to compare the pictures and find the
biggest, smallest, tallest, and longest item.
4. Ask children to complete the exercise on page 71 of the student’s book independently.

Practice Activity: Cross Out the Pictures

Materials Checklist:
• Picture puppets (any used in previous activities)
• Learning Train
Instructions:
1. Place picture puppets in the Learning Train and ask children to take turns to remove the picture
puppets you call out. You can use the story mentioned below
2. Open to page 72 of the student’s book and explain the task on the page. Facilitate children to
complete the exercise. Ask children to listen carefully to you and cross out the pictures mentioned.
Note: Make up a story around the picture puppets you used from the page 72 of the student’s book.
For example, ‘There was a big tree in a garden. A lot of people loved to sit under its shade. One fat
green frog came hopping. He was tired and sat under the tree. He was looking for a friend. He saw
a cat sitting on the grass. There was a girl too. She was flying a kite. There was also a boy. He was
also flying a kite’.
Practice Activity: Bingo
Materials Checklist: A4 sheet divided in half

For Bingo cards (one for each child):

• A4 size sheets
• Markers
• Ruler

1 53
Instructions:
1. For the Bingo cards: On an A4 sheet, paste two Bingo cards (or number grids). Refer to the given
image. The A4 sheets can be photocopied and used for all children. The numbers on all the cards
have to be the same each time.
2. Distribute the Bingo cards to the children. Instruct them that they have to cross out the number
you will call out.
3. When all the numbers on the Bingo cards are crossed out, children have to call out ‘Bingo!’
4. Open to page 80 of the student’s book and carry out the activity mentioned on the page. Tell
children to cancel out the number called out.
Practice Activity: Birthday Bash
Instructions:
1. Introduce page 73 of the student’s book to children. Draw their attention to the picture and ask
them to name the different items in the picture.
2. Divide the class into small groups. Start with counting the objects in the picture and then draw
their attention to the pictures next to the boxes. Help children to count the objects and fill in the
boxes.

Teacher Buzz: Plan the activity to coincide with a birthday celebration in class. The class can be
decorated and then the page can be introduced.

Practice Activity: Story with Animal Puppets

Materials Checklist:
• Animal puppets (given in the story)
• Number puppets (1 to 10)
• Learning Train
Instructions:
1. Narrate the story page 74 of the student’s book while placing the relevant animal puppets in the
Learning Train. Encourage children to count the puppets as they are placed in the Learning Train.
2. Distribute the number puppets. Ask children to place the corresponding number puppets in the
train pockets.
3. Introduce page 74 of the student’s book to children. Draw their attention to the pictures on the
page.
4. Encourage them to count the animals and write the correct number next to the pictures.

Practice Activity: Draw the Correct Number of Objects

Materials Checklist:
• Drawing sheets
• Crayons
Instructions:
1. Give children drawing sheets and crayons and ask them to draw a specific number of objects, for
example, two apples/five circles.
2. After children complete drawing, introduce page 75 of the student’s book to them. Let them
complete the given exercise independently.

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Activity 57a: I Can Count
Materials Checklist:
• 5 cm × 1 cm card strips from the borders of the flash cards given at the end of the book
• Materials like sticks, beads, stones, and leaves can also be used
Instructions:
1. Place card strips in bowls and seat a few children around each bowl.
2. Ask children to take one card at a time and arrange it till they reach 10.
3. Practice and increase the number.
4. Use different kinds of material I as practice a activities.
Activity 57b: I Can Add with My Friend
Materials Checklist:
• Sets of picture puppets (up to 5 in each set)/objects like erasers, crayons, and pencils
Instructions:
1. Start with two sets of things.
2. Divide the sets into two parts, for example, a set of 3 crayons: give one child 2 and another child
1 crayon/a set of 4 stones: give two children two stones each.
3. Ask children to find their partners and place the objects in a line and count them together, for
example, ‘Two and one make three’ or ‘Two and two make four’.
Activity 57c: I Can Add on My Own
Materials Checklist:
• 5 strips/beads/card counters/bottle caps/stones for each child.
• Handmade number dice with numbers from 1 to 4 only; repeat any two numbers to cover all the
6 sides.
• Materials like sticks, beads, stones, and leaves can also be used.
Instructions:
1. Give each child 5 strips/beads/card counters/bottle caps/stones.
2. Call out a number or toss the number dice with numbers from 1 to 4 only.
3. Ask children to pick up that number of things and place them in a row from left to right.
4. Call out another number. Ask children to place things next to the previous ones and count them
together.
Practice Activity: I Can Count Numbers
Materials Checklist:
• Bead strings of 50 beads (5 different colours of 10 beads each: 10 red, 10 blue, 10 yellow, 10 green,
10 orange). Try to use large-sized beads.
Instructions:
1. Put up the bead string at a level children can reach with ease.
2. Encourage them to count the beads regularly. Let the set-up be available all the time for children
to count when they choose to.
3. Ask children to open to pages 85–86 and count a certain number of beads, for example, let’s
count up to 30 or 40 …

1 55
Practice Activity: I Can Count More Numbers
Materials Checklist:
• Number puppets/Flash cards: 1 to 50 (write each set of 10 numbers on different colours, for
example, 1 to 10 on pink cards, 11 to 20 on yellow, 21 to 30 on blue, 31 to 40 on pink, and 41 to 50
on green)
• Ice cream sticks
• Beads and strings
Instructions:
1. Distribute the number cards of the numbers you want to introduce, for example, 1 to 30.
2. Ask children to group together according to the colours of the flash cards/number puppets.
3. They can then stand in order.
4. Give children ice cream sticks to count and arrange.
5. Give them sets of 10 beads of different colours to string and count, for example, 10 red, 10 blue,
10 yellow.
Please note: Transcription and writing of more numbers can be done at the next level. Children can
be encouraged to do so after they can count the values and associate them with a number.
Practice Activity: Number Wall
Materials Checklist:
• Chart paper for the number wall
• Sketch pens
• Number flash cards

Instructions:
1. Preparation: Divide half a chart paper into twenty boxes (5 × 4 boxes) to form the number wall
chart.
2. Divide the class into small groups and give them a number wall chart. Each group will have their
own number wall chart.

56 1
 3. Place the number wall chart and a set of number flash cards (1 to 20) in the middle of each group
of children.
4. Ask children to divide the flash cards among themselves and spread them out in front of them.
5. Tell them to arrange the number flash cards in order from 1 to 20 in the boxes of the number wall.
The numbers should be facing children.
6. Introduce page 87 of the student’s book to children. Help them complete the page.
ote: If children know the numbers from 1 to 20 and are ready, they may be introduced to counting
N
from 21 to 50. Worksheets pages 26–34 have been provided for this purpose.

1 57
 HANDMADE RESOURCES

How to Make Handmade Dice:

BLUE BLUE
YELLOW YELLOW
BLUE
ORANGE YELLOW
BLUE
ORANGE BLUE
YELLOW
ORANGEBLUEYELLOW
ORANGEYELLOW
ORANGE ORANGE

ORANGE ORANGE2 ORANGE2 ORANGE 2 ORANGE ORANGE

2 2 2

BLUE

BLUE

BLUE

BLUE

BLUE
BLUE
or
4 4 4 4 4 4
RED RED
GREEN GREEN
RED
PINK PINK
GREEN
RED
RED REDRED RED
GREEN
PINK 1 GREEN
REDGREEN
PINK 1 PINK
RED PINK
1 RED 1 RED 1 1

Step 1 Step 2 Step 3 Step 4 Step 5

Materials Checklist:
• Small rectangular cardboard box (e.g. a box in which toothpaste is bought)
• Six card sheets of various colours
• Scissors
• Adhesive
• Sketch pen
• Lamination tape
Instructions:
1. Step 1: Cut the box into two halves in such a way that three sides of the box are equal in size to
the base of the box, and the remaining side is one and a half times longer than the base.
2. Step 2: Turn the longer side downwards, covering the open side of the box. Paste it to make a cube.
3. Step 3: Cut the coloured card sheets in squares equal in size to the sides of the cube.
4. Step 4: Paste them on the 6 sides of the cube and leave to dry.
5. Step 5: Draw the values or write the numbers 1 to 6 on the sides of the cube.
6. Laminate and use it in required activities.
How to Make Handmade Counters:
Counters are small circular disks used during activities in the student’s books. These enable the
students to indicate that they recognize certain words/images/symbols on pages.
Materials Checklist:
• Card sheets of four colours or small lids from old bottles
Instructions:
1. Cut the card sheets into small counters which children can use.
2. You can also cover the top of lids from old bottles with coloured card sheets to make counters.

58 1
 ASSESSMENT GUIDE

Assessment at this level is usually informal and a continuous part of teaching and learning.
Various tools and activities can be used to observe and record the progress of children. No formal
testing is recommended at this level.
Assessment helps:
• to improve or modify learner’s experience according to their needs;
• to change the pace and planning of the lessons/syllabus to suit the learning levels of the
learners;
• to help the teacher and parents understand the needs of the learners.
How to record/gather information for assessment:
• Learning levels can be gauged through observation. An observation checklist can be used to
identify the student’s progress and gap areas in each topic. The feedback gathered can aid in
the designing of remedial/reinforcement activities. A sample observation checklist has been
given on the next page. Teachers can modify it to suit their needs.
• Portfolios of children’s work (worksheets, drawings, and so on) should be maintained to track
their progress. Parents and children can revisit the portfolios as and when required.
• An anecdotal record (record of an incident that has a significant impact on the development of
a child) can be maintained.
The student’s books have the following child-friendly logos to assess the learning levels of
children:
Exceeds learning expectations. Is moving towards the learning
Can work independently all expectations. Can work
the time. independently sometimes.

Meets learning expectations. Needs nurturing and care. Needs

Can work independently most adult support most of the time.
of the time.

Criteria to decide informal assessment pattern:

• The number of children in each class should be taken into consideration.
• Learning objectives should be commensurate with the time available and the activities planned
towards achieving those objectives.
• Learning levels of children should lead the curriculum and not vice versa.

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 Sample Observation Checklist*
Name: ........................................................................... Class: ................................

Suggested Category

Emotional and Social Development

Adapts to the new class and friends
Follows classroom rules
Enjoys group activities
Makes new friends
Feels emotionally secure
Identifies self
Language Development
Expresses needs in English
Expresses needs in the first language
Listens and follows directions
Recites rhymes
Matches same letters and pictures
Listens and repeats
Can use crayons to write
Can read and recognise the letters taught in the last four
weeks and associate pictures and sounds with the letters
Can write the letters taught in the last four weeks
Fine Motor Development
Holds crayons/pencil with ease
Draws vertical and horizontal lines
Colours within outlines
Enjoys fine motor skill activities
Can paste shapes within outlines
Can open and close the bag independently
Large Motor Development
Catches and throws a ball
Walks in a line
Has control while running, walking, and so on
Jumps in and out of circles
Plays independently in groups
Has coordinated muscle control
Number Skills
Can match the same objects

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Can compare and sort objects according to:
• big and small
• long and short
• tall and short
Can match objects and pictures
Can count on fingers from 1 to 5
Can identify and name different shapes
World Around Me
Can name their school and class
Can express feelings: happy/sad
Recognises the colours: yellow, blue, and so on
Takes care of personal belongings
Can express personal needs and uses the washroom
independently
Comes to school on time
Respects common property and follows class rules

* Note: Indicators and their interpretations can vary and can be determined according to the
topics/areas of development of the children.

1 61
 NOTES

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