1. Count the numbers up to 1000 both forward and backward starting from any number.
2. Represent the numbers up to 999 on the number line.
3. Tell one more, one less, two more, two less than a given number up to 999.
4. Show the numbers up to 999 using models like ganit mala, dienes block and more abstract models like money token and shapes showing different numbers.
5. Identify and tell place, place value and face value of the numbers up to 999.
6. Represent the numbers in the place value chart / mat.
7. Decompose a given number into hundreds, tens and ones (Expanded form)
8. Express the expanded notation up to 999 in the standard form.
9. Decompose the number into various ways like 342 is 200 + 100 + 30 + 10 + 2 and so on.
10. Count in skip counts of 2, 5, 10, 25, and 100 up to 999 both forward and backward.
11. Connect number words and numerals to the quantity they show up to 999.
12. Build numbers when the digits are given and reason the difference between the digits and the numbers.
1. Express repeated addition statements in the form of multiplication statements.
2. Identify the multiplier and multiplicand in the problem and express it pictorially for example 3 x 4 can be shown as 3 groups of 4 objects each.
3. Use the scaling as a model for multiplication. For example, Amit has 2 pencils and Suresh has three times as many pencils as Amit, how many pencils does Suresh have ?
4. Solve and find the product of two digit numbers by a one-digit number. (using distributive property and pictorially using area models)
5. Multiply one digit number by 1, 10, and 100.
6. Solve the given single digit by single digit , two digit by single digit and three digit by single digit multiplication facts using the distributive property.
7. Reasonably estimate the product of the given multiplication fact.
8. Multiply using the vertical method: 3 digit by 1 digit number.
9. Frame contextual problems.
1. Identify the situations of measuring length by measuring height, slanting lines, curved lines, etc.
2. Use standard units like cm,metre and mm to measure commonly available things around by following the principles of measurement.
3. Perpetually develop the idea of km by visualising and real life examples.
4. Estimate, Measure and Compare length of two objects by using units like cm, metre and mm.
5. Reason that the smaller the unit used, the more the number of counts needed to measure the object.
6. Convert between units using multiplication and division (cm and m).
7. Solve contextual problems.
8. Frame contextual problem sums.
1. Identify different denominations of Indian currency both in coins and rupees.
2. Use currency to calculate the bills.
3. Create combinations of different currency denominations to make a particular amount of money.
4. Solve contextual problems using money.
1. Identify, explain & extend a simple pattern in numbers. Both additive and multiplicative patterns.
2. Extend patterns using simple shapes and numbers.
3. Identify & represent different numerical patterns on a 100 grid.
4. Create their own patterns both numerical and spatial.
1. Estimate reasonably the number of objects or pictures up to 500.
2. Compare numbers using number line and place value up to 999.
3. Order numbers in increasing & decreasing order up to 999 using number line and place value.
4. Write the predecessor or successor of a given number up to 999.
5. Build the greatest or smallest numbers upto 3-digits as instructed – without repeating the digits like 2, 4, 7 and make the smallest 3 digit numbers or repeating the digits like 2, 4, 7 makes the smallest three digit number.
6. Round off a given 2 and 3 digit numbers up to the nearest tens and hundreds.
7. Do number bonds of 10, 100 in both simple ways like 2 + 8 = 10, 2+ 3+ 5 = 10 and 20+80 = 100 and 23 + 77 = 100.
8. Observe , describe and extend patterns of numbers.
9. Show the relative positions (on the number line) and magnitude of the numbers. For example, show 23 on a line where only 0 and 100 are marked.
10. Identify and tell different forms of the numbers like 19 can be visualised as 1 ten and 9 ones and also as 19 ones. Similarly 123 can be visualised as one hundred, two tens and three ones or 1 hundred and 23 ones or 12 tens and 3 ones.
11. See the different uses of the equal to sign as an equivalence and as a sign to show the answer.
1. Express the situation of equal sharing and grouping in division statements.
2. Identify the different problem structures (sharing and division) and express the answers in the appropriate way.
3. Relate division with multiplication as inverse operations.
4. Write division and multiplication facts up to 100.
5. Use repeated subtraction to express a division fact.
6. Explore different ways of equal grouping/ sharing/distribution. for example 213 divided into 3 groups can be done as first dividing 150 into three groups and then divide the remaining 63 into three groups and then adding the partial quotients given.
7. Identify division as another way of equal grouping/ sharing /distribution.
8. Find the missing dividend / divisor / quotient in a given situation.
9. Solve division situations by grouping / using multiplication tables for performing backward division.
10. Solve 2 digit by one digit, contextual division problems using the missing number strategy as well as the standard algorithm.
11. Frame contextual problem sums.
1. Identify the situations of measuring weight by measuring weight of different objects informally using words like heavy, light, heavier etc.
2. Use non-standard units like small stones and other such objects available in & around the classroom to measure mass/weight of different objects.
3. Use standard units like gm and kg to measure commonly available things around by following the principles of measurement using both the analog balance and the digital balance.
4. Perpetually develop the idea of the units by observing real life situations.
5. Estimate, Measure and Compare the weight of two objects by using appropriate units like gm and kg.
6. Reason that the smaller the unit used, the more the number of counts needed to measure the object.
7. Reason and observe that some objects though bigger have less weight compared to more dense solids. For example Iron and cotton.
8. Convert between units using multiplication and division (g and kg).
9. Solve contextual problems.
10. Frame contextual problem.
1.Answer on the basis of bar graphs & tables.
2. Interpret pictographs from magazines and newspapers.
Addition and Subtraction
1. Relate the idea of addition and subtraction to part whole and the something becoming more after adding or less after subtracting. (bar model)
2. Add/subtract 1, 2 and 20 to (from) a given number using models and later mentally.
3. Use 100 chart to add ones and tens to a given number and explain the reasoning.
4. Identify the problem structures and connect it to addition and subtraction depending on the contexts.
5. Add and subtract two numbers using column method and horizontal method. (Without carryover/borrowing) a. Using models (like dienes block, money etc.) b. Without using models and only using symbols.
6. Verify the answer using the relation between addition and subtraction.
7. Estimate the sums and difference of two numbers up to 999.
8. Solve contextual addition and subtraction problems (all the structures of the problems in addition and subtraction to be taken).
9. Form and identify the mathematical statements for the given contextual problems. For example 23 pencils and 32 pencils taken together can be modelled as 23 + 32.
10. List and reason the properties of addition and subtraction like commutativity, associative property and additive identity.
11. Frame questions and problems based on some information.
12. Identify the missing numbers in addition and subtraction problems (column method).
1. Represent common fractions using models like area models and linear models.
1. Identify situations where capacity is measured in litres and millilitres.
2. Estimate and measure the capacity of things using non standard units like spoon, cups, etc.
3. Use appropriate units of capacity like litres and ml to measure the capacity of different objects around them.
4. Estimate, measure and compare capacity of various objects using ml, litres.
5. Conserve the capacity and reason that the capacity depends on all the dimensions of the container.
1. Perceive time taken for different activities in minutes and hours.
2.Read the clock and tells the time in hours like 4pm, 6pm, etc.
3. Convert hours and part of hour in minutes and minutes in second.
4. Knows about parts of an hour like quarter, half and 3 quarters like half past 3 as 3.30 pm 3.45 pm etc.
5. See and tell the time in digital clock and analog clock and relate the two.
6. Divide the year into months and weeks.
7. Identify days in the calendar and weeks.
1.Identify line, line segment and ray.
2. Identify and describe 2D shapes like triangle, square, rectangle, circle , pentagon, hexagon, up to decagon based on their number of sides.
1. Identify, name and Describe 3 D shapes like cube, cuboid , sphere and prism by the number of sides, vertices and faces.
2. Identify and Trace the faces of the solids.
3. Identify nets of solids like cube , cuboid and cylinder.
4. Identify & match 3D shapes with objects from their surroundings.