ight EEk Alternative Academic Calendar for the Primary Stage › assets › ... · 7/3/2020 · cards or by your own paper cards with numbers 0-9 written on it. This can also be

Eight WEEk Alternative Academic Calendar

for the Primary StagePart ii

Eight WEEk

Alternative Academic Calendarfor the Primary Stage

Part ii

First EditionJune 2020 Ashadha 1942

PD 1T SU

© National Council of Educational Research and Training, 2020

Published online at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016.

Publication Team

Head, Publication : Anup Kumar RajputDivision

Chief Editor : Shveta Uppal

Chief Production : Arun ChitkaraOfficer

Chief Business : Vipin DewanManager (Incharge)

ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a

retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.

This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.

The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.

OFFICES OF THE PUBLICATION DIVISION, NCERT

NCERT CampusSri Aurobindo MargNew Delhi 110 016 Phone : 011-26562708

108, 100 Feet Road Hosdakere Halli ExtensionBanashankari III StageBengaluru 560 085 Phone : 080-26725740

Navjivan Trust BuildingP.O.Navjivan Ahmedabad 380 014 Phone : 079-27541446

CWC CampusOpp. Dhankal Bus StopPanihatiKolkata 700 114 Phone : 033-25530454

CWC ComplexMaligaon Guwahati 781 021 Phone : 0361-2674869

CoverShweta Rao

Foreword

In this period of Covid-19, which is declared as a global pandemic, our teachers, parents and students have to remain at homes to prevent its spread in the community. In this situation, it is our responsibility to provide them with multiple alternative ways of learning at home through interesting activities. It is necessary because in the present environment of stress, we not only have to keep our children busy but also maintain continuity of their learning in their new classes. In this context, NCERT has developed an Alternative Academic Calendar for all the stages of school education.

In this calendar the themes/topics have been selected from syllabus and are linked with the learning outcomes. Guidelines have been developed for conducting interesting activities based on these learning outcomes. But it is a matter of fact that many teachers and parents only have simple mobile phones as a tool available at their homes and all the teachers and students do not have virtual classroom facility. In view of this the activities are designed and presented in such a way that many activities can be conducted by the parents and students on their own after talking to the teachers over phone. The teachers can contact parents and students using a range of tools starting from simple mobile phones to internet based diverse technological tools for giving them the appropriate guidelines for conducting these activities given in the calendar.

This calendar includes not only generic guidelines and subject specific activities, but also detailed material on the use of different technological and social media tools as well as strategies for reducing stress and anxiety in the present time. This guideline also contains activities related to art education and health and physical education. It also includes reference of many learning resources along with textbooks.

This calendar is flexible and suggestive. The teachers can implement this taking into consideration the contexts and needs of the State/UT. This calendar has been developed by the faculty members of all the constituent units of the NCERT including NIE, CIET, PSSCIVE and all the five RIEs using on–line platforms such as WhatsApp, Google Hang-out, Zoom, etc., for discussion and feedback. Their hard work is commendable.

For implementing this calendar, SCERT and the Directorate of Education may form teams including faculty members from DIETs and School Principals, who can continuously follow-up and provide support to teachers using mobile phones and other accessible technological tools and social media.

vi

I hope, this calendar will be useful for teachers and parents in creating a very conducive learning environment at home for the students so that they can learn in a very meaningful and joyful way.

Suggestions of the concerned stakeholders are welcomed for further improving this calendar. Suggestions and feedback may be sent to [email protected] and [email protected].

HrusHikesH senapaty DirectorNew Delhi National Council of Education April 2020 Research and Training

Message

A four-week Alternative Academic Calendar (AAC) has already been released by the Honourable Minister of Human Resource and Development and uploaded on the NCERT website (https://ciet.nic.in/upload/AACprimary-eng.pdf). It is already being implemented in the states and Union Territories. This is the second part of the Primary Stage Alternative Academic Calendar for the next eight weeks. The interactive sessions on DTH channel SWAYAM PRABHA are also continued. Guidelines on the use of this calendar are given in the first part (four-week alternative academic calendar). Kindly implement this calendar in continuation with the four-week academic calendar.

Team, AACNCERT

Acknowledgements

The National Council of Educational Research and Training is grateful to Anita Karwal, Secretary, SE&L, Ministry of Human Resource and Development (MHRD), Manoj Ahuja, Chairman, CBSE, Rakesh Sanwal, Additional Secretary, MHRD, LS Changsan, Joint Secretary, MHRD, RC Meena, Joint Secretary, MHRD, Santosh Mall, Commissioner, Kendriya Vidyalaya Sangathan, Bishwajit Kumar Singh, Commissioner, Navodaya Vidyalaya Samiti and Chairman, NIOS for their guidance, support and suggestions for the improvement of this academic calendar.

The Council extends its heartfelt thanks to the heads of its constituent units, Joint Director, CIET, Joint Director, PSSCIVE and Principals of all the five RIEs and Heads of its concerned NIE departments, viz., Department of Elementary Education, Department of Teacher Education, Department of Educational Psychology and Foundations of Education, Department of Education in Arts and Aesthetics and also to Dean (Academic), because this work could not be completed without their coordination and contribution of their faculty members.

The Council is also thankful to Soumma Chandra, Assistant Editor (Contractual) for editing, Sanjeev Kumar, Copy Holder for proofreading and Pawan Kumar Barriar, DTP Operator Publication Division NCERT for giving the document a final shape.

Contents

Foreword v

ClASS I Mathematics 1हिदंी 7English 10Urdu 13

ClASS II 15Mathematics 15हिदंी 20English 22Urdu 25

ClASS III 27Mathematics 27हिदंी 33English 36Urdu 39Environmental Studies 41

ClASS IV 43Mathematics 43हिदंी 51English 53Urdu 56Environmental Studies 58

x

ClASS V 60Mathematics 60हिदंी 67English 70Urdu 73Environmental Studies 75

Art Education 77

Health and Physical Education 90

Class I1

Class ISubject: Mathematics (Class I)

Learning outcomes Resource(s)Week-wise suggestive activities

(to be guided by parents with the help of teachers)

The learner• workswithnumbers1

to20.• comparesnumbersup

to20.• Developstheconcept

ofzero.• appliesaddition

andsubtractionofnumbers1to20indailylife.9 constructsadditionfactsupto9byusingconcreteobjects.Forexample,tofind3+3counts3stepsforwardfrom3andconcludesthat3+3=6.9 subtractsnumbersusing1to9.Forexample,thechildtakesout3objectsfromacollectionof9objectsandcountstheremainingtoconclude9-3=6.9 solvesday-to-dayproblemsrelatedtoadditionandsubtractionofnumbersupto9.

• recognisesnumbersupto20andwritesnumerals9 Describesthephysicalfeaturesofvarioussolids/shapesinherownlanguage.Forexample,aballrolls,aboxslides,etc.

NCERT/State developed textbook

Chapter 1 ShapesandSpaceChapter 2 NumbersfromonetonineChapter 3 AdditionChapter 4 SubtractionChapter 5 NumbersfromtentotwentyNumber Cards PapercardswithNumeralononesideandthesamenumberofdotsontheother.Domino cards

Paper cards are divided

into two parts which have less than nine dots on each part.

QR codes related to these chapters available on NROER

Week 5Theme Readingandwritingofnumeralsfrom1to5• Teacher/Parentshouldensure thatbefore the

childrenattempttoreadandwritenumerals1to9,theyshouldbeveryconfidentincountinguptonine.

• Usenumbercardsto introducenumeralsandthencanbeencouragedtowriteoncethechildisfamiliarwiththenumerals

• Childrencouldbegivenasetof9cards,eachcard having a numeral from one to 9 on oneside and that many dots on the other. Sincethechildrencancountthenumberofdots,thiscanbeusedasakeyinreadingthenumeralonthecard.

• Children can practice reading numerals byasking to read and checking by counting thedotsonthereversesideofthecard.

• Children can use their cards as prop whileworkingonpracticingwritingofnumerals.

• Practicewriting of numerals 1 to 5when thechildisconfidentinrecognitionofthenumerals.Thiscanbedoneinmanywayslikebyfingeronsandormudpit.

• Children may be given the number cut outsavailableintoyshopsorcanmaketheirownbycardboardorthermocolsheet.

e-content1.https://diksha.gov.in/play/collection/

do_312969745092820992438?contentType=TextBook&contentId=do_312936473250848768165

2.https://diksha.gov.in/play/collection/do_313002615273250816145?contentType=TextBook&contentId=do_31276668517999411213642

Week 6Theme Readingandwritingofnumerals6,7,8,9andtheconceptofzero• Similaractivitiesasdonefornumerals1-5

inthepreviousweekcanbeplannedfornumerals6to9.

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altErnatIvE acadEmIc calEndar for thE PrImary StagE2

• To introduce “zero”, collect some objects, uptofiveinnumber,onyourtable.Askchildrento tell howmany they are. Then remove one,saying “one goes out” or something similar,andask“howmanyleft?”Whenthelastobjectis removed some child in the class may say“zero”, most are likely to say “nothing”. Youcan introduce the idea of zero as a numberhere,which signifies absence of something inacollection.Forexample,saying“zeropenonthetable”signifiesabsenceofpensonthetable.

• Oncethechildrengettheideaofzero,youcanintroduceanothercardintheirsetwithzeroononesideandblankonthereverse.

• Practice writing of the numeral zero with thechildwhenhe/sheisconfidentinitsrecognition.

• Ask children to identify the symbol for thenumber zero written around the child likewrappers,bills,calendar,charts,etc.

e-contenthttps://diksha.gov.in/play/collection/do_313002615273250816145?contentType=Text-Book&contentId=do_31276668534544793613644

Week 7Theme Developingnumbersenseandaddition• Activities relating to comparison of numbers,

whatcomesafter,before,inbetween,matchingmaybedonewithchildren.

• Use words like more than, less than orequal through the strategy of one to onecorrespondenceinobjectsintwogroups.

• Provide a lot of exposure and experience ofcombining two collections and recountingthe number of objects in the new collection.Childrenmaybeprovidedenoughopportunitiestohandleawidevarietyofconcretematerialsforcombiningtwogroupsofobjects.Forexample,collectsomeobjectslikeleaves,pebblesseeds,etc.Keepthemintwodifferentgroupsandaskthechildtotellhowmanyobjectsarethereinthetwogroups.

• Take two cards having pictures of differentnumbersofobjects(ofthesamekind).Askthestudents to tell how many objects are therealtogether.

• Takeadomino,say4-3domino.Askachildtocounttheholesonitstwopartsandthentellthetotalnumberofholesinthedomino.

• Therearemanyopportunitiesineveryone’sdailylifetoaddnumberslikewehadfourplatesinonerackandthreeontheother.Howmanyplatesarethereinallonboththeracks.

Class I3

Week 8Theme Additionofnumbers(continued)• AdditionFacts:Withconcreteobjectstomake,

say5, inasmanywaysasonecan.Thenaskchildren to make different numbers in manyways. Write a number on the notebook, say7,andask the child to give one answer for it.Thenaskaretheremorenumberswhichwhenaddedgives7,tillalltheanswersarelisted.

• CommutativePropertyofAddition:Helpchildrento learn the commutative aspect of additionusingconcreteobjectsandthenwiththehelpofdominoes.Askquestionslike-4pencilsand2pencils arehowmanypencils altogether?2pencils and 4 pencils are how many pencilsinall?Givemanysuchexamples, so that thechildcanappreciatethecommutativepropertyofaddition.Noneedtointroducethetermandask abstract questions about commutativity,justanunderstandingthatwhetheronetakes2firstandthenadds4ortheotherwayround,the answer will remain the same. This laterhelps the child in adding numbers in amoreconvenientwaylikewhileadding2and17thechildneednotcount17aheadof2butcandoitbycount2aheadof17.

• Zero in addition: Take a container and putsomeobjectsinit.Askthechildrentocounttheobjects.Nowputthreeobjectsmoreandaskthechildren to say threemore objects have beenadded.Askthemtocounttheobjectsnow.Takeanothercontainerandput,sayfiveobjects init.Donotputanymoreobjects.Askchildrentosayzeroobjectshavebeenadded.Askthemtocounttheobjectsinthecontainer.Helpchildrentorealisethat“fiveandzeromakefiveonly”.

• Attheend,thechildrenmustlearntoaddtwonumbers,withoutusingconcreteobjects.

• Speakoutslowlyanytwonumbers,say2and4. Ask a childwhat does 2 and 4make. Thechildshouldsay6.Iftheansweriswrong,helpher/himtogettherightanswer,usingconcreteobjects and counting beyond one number.Continue this process with several pairs ofnumbers.

• Encouragethechildtoexploredifferentstrategiestoaddnumbersupto9likecountingonforwardandusingalreadyknownadditionfacts.

e-contenthttps://diksha.gov.in/play/collec-tion/do_3129697450928209921438?-contentType=TextBook&contentId=-do_312936473289162752165

Part II EIght WEEk


Week 9Theme: Subtraction• Collectsomeobjectslikeleaves,pebbles,seeds,

etc.Askthechildhowmanyarethere.Takeoutsomeoftheobjectsfromthecollectionandtellthestudentshowmanyyoutookaway.Nowaskthemhowmanyareleft.

• Collectballs/pencils of 2different colors.Askthestudents—howmanyarethere?Howmanyarered?Howmanyarenotred?

• Takeadominocard.Askthestudentstocountall theholesonthecard.Hideoneof the twoparts. Ask the students how many holes arethere in the hidden part. Repeat this withdifferentdominocards.

• Afterthestudentshavegotsufficientexperiencein subtraction with concrete objects andpictures, ask them to subtract one numberfromtheother.

• Thenextstagewouldbesolvingtheabstractproblemslike4–2=?

e-contenthttps://diksha.gov.in/play/collec-tion/do_3129697450928209921438?-contentType=TextBook&contentId=-do_312936473329664000168

Week 10Theme ProblemSolvingusingadditionandsubtraction• Presentproblemsorallytoachildandaskher/

himtoanswer.Afewexamplesaregivenbelowasasample.Youmayaskchildrentoworkouttheseproblemsmentally.Basedonit,youneedtocreateordevelopmanymoreproblems.

• Examplesofproblems: 1. Noorihas6redpencilsand2blackpencils

inherbox.Howmanypencilsarethereintheboxaltogether?

2. Inagardenthereare4mangotreesand3orangetrees.Howmanytreesarethereinthegardenaltogether?

• Developalargenumberofsimplewordproblems,based on taking away (or partitioning) andpresentthemorallyonebyonetothechildren.

• Childrenmay be encouraged to answer theseproblems, without using concrete materials.Fortheguidancepurpose,someproblemsaregivenbelow:9 Reenahas4apples.Shegives2toherfriendAnju.HowmanyapplesareleftwithReena?

Class I5

9 Threebirdsaresittingonatree.1birdfliesaway.Howmanybirdsareleftonthetree?

• Encouragechildrentoconstructtheirownwordproblems based on your examples and theirsurroundingsandsolvethemverbally.

Week 11Theme Numbersfromtentotwenty• useconcreteplaymoney formakingamounts

uptoRs20• Through a variety of activities and practical

experience and use of concrete objects teachchildrencountingupto20

• Askthechildtocollect20smallsticks,whichcanbematchsticksorbroomsticks,sayaboutfivecentimetersinlength.Askthechildtomakeonebundleoftensticksbytyingthemtogetherwithathreadorbyarubber-bandandkeeptheremainingtensticksloose.

• Askthechildrentokeeptheirsticksinfrontofthemand give you 14 stickswithout openingthebundle.

• Ifthechildisunabletodoityoucanshowonebundleoftenandfourloosesticks.Spendsometimeon it,asking thechild togiveat random13,16,19,10,14,andsoon.

• Whenthechildbecomesconfidentinhandlingnumbersupto19intheformofbundlesandsticks,draw,say,onebundleandsevenstickson the notebook and ask children to give asmanysticksandnamethenumber.Mostofthechildren should be able to handle it in a dayorso.

• After that encourage the child to write thenumberofbundlesandsticksbelowTENSandONESjustliketwodigitnumbersarewritten.

e-contenthttps://diksha.gov.in/play/collection/do_3129697450928209921438?contentType=TextBook&-contentId=do_312936473371713536166

Week 12Theme: Shapes• Askthechildtosortobjectsbasedonsimilarities

and differences through their sense of touchandobservations

• Helpthechildtoverbalizethepropertiesofshapes/criterionusedbytheminsorting/classifyingsolids/shapes.

• From the collection made for the previousactivity,placetheballoramarbleonaninclinedsurfaceandaskthestudentstoobservehowitmovesdownthesurface.

Part II EIght WEEk


• Askthechildtosorttheobjectsonthebasisoftheirmovementonaninclinedsurfaceandaskthem tonamesomemore suchobjectswhichwillrollorslide.

• Blindfoldthechildandgiveher/himoneoftheobjects.Asktotouchandfeelitandthenguesswhetheritwillrollorslide.

• Helpthechildtocutoutdifferentshapesliketriangles,squaresandcirclestomakeashapekit.Nowaskthemtousetheseshapestomakepictures/figures/designs/scenery.

• Ask the students to sort the shape in theirshapekitandmatchsimilarshapes

e-contenthttps://diksha.gov.in/play/collection/do_3129697450928209921438?contentType=TextBook&contentId=do_312936473201401856164

Class I7

विषय– भाषा (विंदी) कक्ा 1

सीखने के प्रविफल

ससंाधन (सभी सप्ािों की गविविवधयों के वलए प्रसिाविि)

प्रसिाविि गविविवधयाँ (बच्े इन गविविवधयों को अवभभािक/विक्क की मदद से

करेंगे।)

बच च्े• सनुीसामग्ी,जैसे–कहानी,कविता,विविननविषयआविकेबारेमेंबातचीतकरतेहैं,अपनीरायितेेहैं,प्रश्नपछूतेहैं।

• िाषामेंवनवहतधिवनयोंऔरशबिोंकेसाथखलेनेकाआनंिलेतेहैं,जैसे–इनना,वबननावतनना।

• वचत्रकेसकू्मऔरप्रतयक्षपहलओुंकाबारीकअिलोकनकरतेहैं।

• वचत्रमेयाक्रमिारसजाएगएवचत्रोंमेंघटरहीअलग-अलगघटनाओ,ंगवतविवियोंऔरपात्रोंकोएकसंिि्भयाकहानीकेसतू्रमेंिखेकरसमझतेहैंऔरसराहनाकरतेहैं।

एनसीईआरटी या राजय द्ारा बनाई गई पाठ्यपुस्तकें

घरमेंउपलबिपढ़ने-वलखनेकीसामग्ी

अनयदृशय-श्रवयसामग्ी,जैसे–इटंरनेट,िेबसाइट,रेवियो,टी.िी.आवि।

सप्ाह 5विषय– बातचीतकरना/वलखना• बचचोंकेसाथउनकेमनपसंिगीत,कविताओंआविकोबचचोंकेसाथगाइए,कहावनयोंकीघटनाओंकाअविनयकीवजए।

• गीत,कवितामेंआएशबिोंकेआिारपरतकुांतशबिबनिाइए,जैसे–बोल,खोल,मोल,सोलआवि।

• बचचोंकेसाथसाफ़-सफ़ाईऔरसिचछतासेरहनेकेतरीकोंकेबारेमेंबातचीतकीवजए।चाहेंतोकोरोनाकेबारेमेंिीबातचीतकीजासकतीह।ैबचचोंकेसाथसंिािकरतेहुएकोरोनाकेबारेमेंउनकीजानकारीकोबढ़ायाजासकताह।ै

• कोरोनाकैसेफैलताह?ैफैलनेके वकनहींिोकारणोंएिंउनकेउपचार के बारे में बातचीतकीवजएऔरसाथ ही बचचोंकीजानकारीकोबढ़ाइए।

• कोरोना केबारे में हुईबातचीतकोआिारबनाकरबचचोंसेकोरोनासेजड़ेुवचत्रबचचोंसेबनानेकेवलएकहें।वचत्रकेनीचेउसकानामवलखनेकेवलएकहें।

कहानी/कवि्ता सनुना और सनुानाअपनेपररिारमेंबड़ों,जैसे–िािा-िािी,ियैा,िीिी,माता-वपतासेबातचीतकरेंऔरउनसेअपनीपसंिकीकहावनयाँसनुें।

• वलखनासीखनेकीप्रवक्रयाकेिौरानअपनेविकासातमकसतरकेअनसुारवचत्रों,आड़ी-वतरछीरेखाओं(कीरम-काटे),अक्षर-आकृवतयों,सि-ित्भनी,इनिेंवटंिसपेवलंगऔरसि-वनयंवत्रतलेखन(कनिेंशनलराइवटंग)केमाधयमसेसनुीहुईऔरअपनेमनकीबातोंकोअपनेतरीकेसेवलखनेकाप्रयासकरतेहैं।

सप्ाह 6• बचचोंकोअखबारों/पवत्रकाओ/ंटेवलविज़नमेंआरहेघटनाक्रमोंकोिखेनेकाअिसरप्रिानकरें।

• आपउनसेकईमहतिपणू्भघटनाक्रमोंकेबारेमेंिीबातचीतकरसकतेहैं।

• बचचोंकोबोलनेकामौकािेंतथाआपउनकीबातोंकोधयानपिू्भकसनुें।

• आपबचचोंसेकहेंवकिेप्रवतविनकेमहतिपणू्भघटनाक्रमकीसचूीतैयारकरें।

• प्रवतविनशामकोआपबचचोंद्ाराएकवत्रतघटनापरउनसेबातचीतकरसकतेंहैं।

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• वहिंीिण्भमालाकेअक्षरोंकीआकृवतऔरधिवनकोपहचानतेहैं।

• सियंबनाएगएवचत्रोंकेनामवलखते(लेबवलंग)हैं।

सप्ाह 7• तरह-तरहकीकहावनयोंऔरकविताओंको वचत्रों केआिारपर अनमुान लगाकर बचचों को पढ़ने के अिसर उपलबिकराए।ँ

• (ननिन,चपंक,समुनसौरिएिंअनयबालपवत्रकाओंकाउपयोगइसकाय्भकेवलएवकयाजासकताह।ै)

• बचचों को इन पवत्रकाओं के माधयम से नई-नई कहावनयों,कविताओंकोपढ़नेकाअिसरउपलबिकराए।ँ(उनहेंसितंत्रतािेंवककहानी/कविताकेबारेमेंकुछिीबातकरनीहोतोसहजरूपमेंअपनीबातकोउनकेसामनेरखें।)

सप्ाह 8• बचचोंकोिण्भमालामेंसेवकसीिीएकअक्षरसियंहीचनुनेकेवलएकहेंएिंउनअक्षरोंकीमििसेउनहेंवचत्रबनानेकाअिसरउपलबिकराए।ँ

• वचत्रबनानेमेंबचचेआनंिलेतेहैं।उनसेयहकाय्भविविननसमयांतरालोंपरकराए।ँ

सप्ाह 9• विविननशबिोंकीसचूीबचचोंकेसामनेउपलबिकराए।ँबचचेइनहेंधयानसेिखेेंगे।

• शबिोंकोिखेनेकेबािबचचोंकोअिसरिेंवकिेउनशबिोंसेसंबंवितचीज़ोंकोअपनेघरमेंढँूढ़ें।

• घरकेवकससथानपरपहलेबताईगईचीज़ेंरखीगईहैं।|उनकीसचूीबचचोंसेबनिाए।ँ

सप्ाह 10 • बचचोंकोप्रवतविनविविननशबिोंकेसाथअनतयाक्षरीखलेनेकाअिसरउपलबिकराए।ँ

• बचचोंसेवयवतिगतएिंसामवूहकखलेोंकेबारेमेंबातकरें।• उनसेप्राप्तहोनेिालेवयवतिगतएिंसामवूहकखलेोंमेंआपसियंिीसहिावगताकरें।(यहाँइसबातकाधयानरखाजाएवकप्रतयेकखलेघरकेअिंरहीखलेाजानाचावहए।)

सप्ाह 11• ित्भमान में कोरोना रोग से प्रिावित वयवतियों की सूचीकी जानकारी विविनन समाचार माधयमों, जैसे– अखबार,टेलीविज़न,रेवियो,इटंरनेटआविमेंिीजातीह।ैबचचोंकोयहअिसरउपलबि

Class I9

• कराएँवकिेिारतमेंप्रवतविनइसरोगसेसंबंवितलोगोंकीसचूीपहलेबताएगएमाधयमोंकाप्रयोगकरकेतैयारकरें।

नोट– बच्चों द्वारवा उपरोक्त समवा्चवार मवाध्यमों, जैस–े अखबवार, टेलीविज़न, रेवि्यो, इटंरनेट आवि कवा प्र्योग करते सम्य अवििवािकों की उपव्थिवत अवनिवा्य्य ह।ै

सप्ाह 12• बचचोंसेअपनेराजयकेआस-पासकेराजयोंकीजानकारीएिंउनराजयोंकीखासचीज़ोंकीसचूीबचचोंकेमाधयमसेतैयारकरिाए।ँ

Part II EIght WEEk


Subject: Language (English Class I)Learning Outcomes Resource(s)

Week-wise Suggestive Activities (to be guided by Parents with the help of teachers)

The learner• recitespoem/

rhymewithaction

• listenstoinstructionsanddrawsapicture.

• carriesoutsimpleinstructions

NCERT/State Textbook of English Language for Class I orotherresources• Story

Books,Linksasgiven,differentobjectsavailableathome

Week 5Theme: HealthandHygieneLinkhttps://www.youtube.com/watch?v=NW4QvPPSksU

Activity: The learner may be facilitated to listen to thepoem.Withasecondlistening,learnersmaysaythewordsalong with the audio learners would enjoy the repetition‘dry,dry,dry’and‘shake,shake,shake’.

Theparentsinteractwiththelearnersonlivingbeingsandplants that are found inwater. Later the learnermay beencouragedtodrawandcolouranyoneortwo.

LearnersmaybegivensimpleinstructionsinEnglishsuchas‘Afterabathdonotthrowwettowelonthefloor’,‘Hangituptodry’,intheinterestofhealthandhygiene.

• recogniseslettersandtheirsoundsfroma-z.

• produceswordswithconsonantblendssuchbr,tr,dr

• talksaboutsituationinEnglish

Week 6Theme: TheworldofsoundsLinkhttp://ncert.nic.in/textbook/textbook.htm?aerd1=0-19

A longstripof thickpapershouldbemade,usinganoldcalendar or greeting card by cutting up and pasting /stapling.Theparentinvolvesthelearnerintheactivity(butnottohandlescissors).Thealphabetissmalllettersa-ztobe hung prominently. The learnermay be encouraged tolook,tracewithfinger,andsayaloud.The parent help the child to notice certain words in thepoem: ‘try’, ‘dry’. The learner may be encouraged to saymoresuchwordssuchas‘brother’,‘train’,etc.

Theparentshows the leanercertainobjectssuchas leaf,feather,pebble,straw,marble,paperetc.andaskwhichofthesewouldfloat/sinkinwater.Thelearnermaybefacilitatedto experiment,withadult supervision. If the learnerusesnon-Englishwords,theparentshouldnotpunishhim/herbut bring the learner progressively toEnglish, innamingtheobjectsandinusingtheverbsfloat/sink.

Week 7Theme: TheworldofsoundsA longstripof thickpapershouldbemade,usinganoldcalendar or greeting card by cutting up and pasting /stapling.

Class I11

• recognisestheirsoundsfromA–Z

• listenstoEnglishwordsandsimplesentences

• usesprepositionslike‘on’‘in’‘under’

Theparent involves the learner in theActivity (butnot tohandle scissors). The alphabet is small letters a-z to behungprominently.Thelearnermaybeencouragedtolook,tracewithfinger,andsayaloud.

Theparentinteractswiththelearnerabouttheimportanceofswitchingofffans/lightswhennotrequired,inEnglish/mother-tongue.ThenparentusesEnglishphrases ‘Switchoff ’, ‘Switch on’ and encourages the learner to use suchphrases/sentences.

The parent makes use of a key chain/small toy/ largehandkerchiefwhichcanbehungonapeg/door/railing/treetointroducetheprepositionON.LearnersmayalsocollectwastepapertothrowINthedustbin,whichiskeptUNDERthetable/sinketc.

• differentiatesbetweensmallandcapitalletters

• identifiescharactersandsequenceinastory.

Week 8Theme: LinguisticDiversityLearnersmaybe facilitated to differentiate between smallandcapitalletters,torecogniseandsaythem,usinganyoldEnglishnewspaper.

Thestory‘LaluandPeelu’maybeshowntothelearner.ThesamestoryisinRimjhim,theHinditextbook;thatmayalsobeshown,andthenmoveontoEnglishversion.Role-playofthestorymaybedone,withothersiblingsoracrossthewindowwithaneighbour’schild.

• writessimplewordsinEnglish.

• associateswordswithpictures.

Week 9Theme: LoveforNature

Theparentmaydrawsmallpicturesorshowpictureofdog,hen,cat,pig,ant,andsoon.Thefirstandthelastlettersofthewordmaybeprovidedifneedbe,andgraduallylearnersmaybeencouragedtowritecompletewords.

Sincestudentsareathome,realobjectsmaybeusedinsteadof/alongwithpictures;suchasbanana,apple,grape,leaf,birdetc.Learnersmaybeencouragedtonametheobjectaswellasthecolour.Theparentmayalsotalkaboutdifferentkindsofleaves:onthebananatree,grapevine,appletreeetc.

Week 10Theme Loveforanimals/birds/alllivingcreatures

The parent may tell a folk story in mother tongue, withquestionsinbetweentoensurethatlearnerhasunderstood;Thethemetobeonloveandcareforanimals/birds/living

Part II EIght WEEk


• respondsorallyinanylanguageincludingsignlanguagetocomprehensionquestionsrelatedtostories.

• usesprepositions

creatures.Thesamemayberepeatedafterafewdays,intro-ducingEnglishwordsandphrases.Role-playmaybedonewitholdersiblings.Theparentmaytalktothelearnersabouttheimportanceofwashinghands,usingtheprepositions‘before’and‘after’withexamplesincontext.

Week 11ThemeTheworldofcolours

• listenstoEnglishwordsandsentencesandrespondsinEnglish.

• recitespoems/rhymesinEnglish.

• talksaboutself/situationsinEnglish.

Theparentinteractwiththelearneraboutthehousetheylivein,speciallyceilingroof,wall,door,etc.,tohelplearnerrecallwordsforcolour.

Linkhttp://ncert.nic.in/textbook/textbook.htm?aerd1=0-19The parent searches for and encourages learner to recitepoemsassociatedwithcolours.OneisfoundinRaindropsBookI,attheabovelink.

Theparents talks to learnersabout roadsafetymeasuresforvehiclesandpedestrians,tofamiliarizethelearnerwithEnglishwords,suchas,‘traffic,’‘red,’‘green,’etc.

• namesfamiliarobjects

• associateswordswithpictures

• talksaboutsituation/pictures.

Week 11ThemeLoveforNature

Parents facilitates the learner to recall andname familiarobjectsusingEnglishwordssuchaspen,book,chair,plate,etc.

The parent draws pictures to help learners identify themandwritethebeginningsound,ase.g.cow,cat,cap,etc.The learnermay be shown the view/ picture of a park /gardenfromthewindow/balcony/usingpicturesfromanoldmagazine or calendar. Learnermay describe it usingEnglishwordsasfaraspossible.

Class I13

Subject – Urdu (Class I)

اں رسرگمی وجمزہ وار ہتفہ (Week-wise Suggestive Activities)

ذ� �

ام�(Source)

املصح آومزیش (Learning Outcomes)

ہتفہ-5ا اگل�� ادنازہ ےس دمد روں یک ،وصت�ی ت

�انش� یک وموضع –رحوف

اور ۔ ہکی ےس وچبں لی ےک رکےن ااختنب اک رحف ا�ی یسک ےس یجہت رحوف 1۔ اردو ۔ ہکی لی ےک اتبےن اافلظ واےل وہےن رشوع ےس رحف اس

اجدنار ا �ی اسامن ر، � ی �چ یسک وج ظفل واےل وہےن رشوع ےس رحف وہےئ کی بختنم 2۔ دیپسچل می انبےن ر وصت�ی ےچب ۔ ہکی لی ےک انبے ر وصت�ی یک ےہ، وہاتکس ام

�� اک ۔ ی �ہ

تلی

ےس دمد یک اس اور ہکی لی ےک رکےن ااختنب اک رحف دورسے یسک رطح ایس 3۔ می ان بارے � ےک ر انبیئ وصت�ی یک وچبں ےہ۔ اجاتکس اہک یھب لی ےک انبےن ر وصت�ی

ےہ۔ اجیتکس یک ت ی �چ بات � ےس ےہ: اتکس اج ا کی وغر رپ ر اصتو�ی قلعتم ےس ان رحوف اور ےس دمد یک کنل ےئگ د�ی 4۔

http://ncert.nic.in/textbook/textbook.htm?aulb1=0-27 (i)http://ncert.nic.in/textbook/textbook.htm?fujp1=0-32 (ii)http:/ /ncert .nic. in/textbook/textbook.htm?gudp

1=0-26 (iii)ہتفہ-6

ڑپانھ اور ا رک�� وموضع – وگتفگ ، ی�ت گ� اس ۔ ی

ئاگ� مظن ا �ی ہمغن ، ی�ت گ� وکیئ اک دنسپ اینپ ھت اس ےک راد

�ا� ےک رھگ اےنپ 1۔

ی �ب اس اور ی�ج�یے ک� ااختنب اک ظفل ا�ی یسک ےس می اافلظ آےئ می مظن ا �ی ےمغن ا، را��

�ا، � ا، اجس�� ا، اگج�� ا، انب�� ا، زام�� ا، آ�� ا، اج�� اگل�� ی �ب ی

ئاتب� اافلظ دورسے واےل آواز

رہ۔ ی�

ا و� ا، اتب�� ال��اور ی�ج�یے ک� ت ی �چ بات � ےس �روں �ب اےنپ می بارے � ےک روں � ی �چ یک �چاس آس اےنپ 2۔

ی�ج�یے۔ ک� وسال می بارے � ےک ان ہتفہ-7

ا رک�� ال ی�

� ااہظر رپ وموضاعت وموضع – فلتخم اس اسھت ےک راد

�ا� ےک اوررھگ ی د�ی وک رپورگام یسک رےہ اج داھکےئ رپ رن

� و�ی ی �

1۔�ادہ ز�ی اک وبےنل وک وچبں وہ ہک ی اچ�ہ وک �روں �ب ےک رھگ ی�ج�یے۔ ک� وگتفگ می بارے � ےک

۔ ی�

س ےس وغر وک باوتں � یک ان اور د�ی ومعق ادہ ز�ی ےس رپ وااعقت ان ت

تو� ام ےک

�� روزاہن اور ی�ج�یے ک� ار ی

ت� رہفست یک وااعقت امہ ےک روزاہن 2۔

ی�ج�یے۔ ک� وگتفگ اسھت ےک راد �

ا� ےک رھگ ہتفہ -8

ا رک�� ر رحت�ی ا اور رک�� وموضع – اشمدہہ ےک رھگ ر�ی � ی �چ وایل وظفلں ان ہک ی د�ی �ی ی�ج�یےاور ک� ار ی

ت� رہفست یک اافلظ اگل اگل 1۔

ی�ج�یے۔ ک� التش ی �

ا� ۔ ی �ہ ریھک اہکں اہکں ادنر ریھک می روم روم، ڈراگنئ اخہن، اوٹسر اخہن،لسغ باوریچ � ی �ب ہصح یسک ےک رھگ 2۔

۔ یئ

داھک� وک راد �

ا� ےک رھگ اور ئ

انب�ی یک رہفست ی ، ان د�ی وغبر وک روں � ی �چہتفہ -9

ا رک�� ت ی �چ بات � می بارے � ےک افصیئ وموضع – اصف ی�ج�یے۔ اسھت وگتفگک� ےک راد

�ا� ےک رھگ اےنپ می بارے � ےک وں

ترط�ی رھتسایئ ےک افصیئ 1۔

یٹ/ آر ای یس � ا�یدریس یک است ر�ی

بتک

یک ڑپےنھ ذر�ی ےک روں وصت�ی 1۔ ۔ ی �ہ رکےت وکشش

اور وتہج وک باوتں � یک دورسوں 2۔ ۔ ی �ہ

ت �س ےس وغر

اور ےتھجمس وک ال ی�

� ااہظِر آاسن 3۔ ۔ ی �ہ رکےت وساالت

ر اظ�ہ راےئ اینپ می بان ز� اینپ 4۔ ۔ ی �ہ رکےت

Part II EIght WEEk


ےک رےنہ وفحمظ ےس اس ی �ہ اور ےہ؟ ت�ا یل� چھ� � رطح سک ا وکرو�� رپ وطر ےک اثمل ۔ ی اچ�ہ رکین ار ی

ت �ا� ر ی دتا�ب یس وکن وکن لی

اخرط می ولعمامت یک ان می بارے � ےک ا وکرو�� وہےئ رکےت ت ی �چ بات � ےس 2۔ وچبں ےہ۔ اجاتکس ا کی ااضہف وخاہ

وچبں ی�ج�یےاور ک� وگتفگ می بارے � ےک العج ےک ان اور ووجاہت ےکدو ے � چھ�یل� ا� وکرو�� 3۔

ی�ج�یے۔ ک� ااضہف یھب می ولعمامت یک ےک انبےن ر اصتو�ی قلعتم ےس ا وکرو�� ےس وچبں رپ اد ی

��ب یک وگتفگ می بارے � ےک ا وکرو�� 4۔

۔ ہکی یھب لی ےک ےنھکل ام �� اک اس چ ی

�� ےک ر وصت�ی ۔ ہکی لی

ہتفہ -10انھکل اور وموضع – ڑپانھ

ےک ڑپےنھ اگلرک ادنازہ رپ اد ی�

�ب یک روں وصت�ی وک وں ی�

اہک� ومظنں یک رطح رطح وک وچبں 1۔ وچبں وبےٹ اور ا، لگ ی

�د� یک ، وچبں ی

ت� ام ی لی �چ ےک دصقم ی�ج�یے۔اس ک� رامہ

�� وماعق

۔ ی �ہ ت

اجکس کی اامعتسل راسےل دورسے ےک ےہ۔ اتکس اج ا ال�ی می اامعتسل یھب وگےش وک وصخیص لی ےک وچبں الم

�� می 2۔ اابخر

اک ڑپےنھ یں م�ظ

��

�اور اں ی

�اہک� یئن وک وچبں ذر�ی ےک اابخر اور راسولں لی ےک 3۔وچبں

ی�ج�یے۔ ک� رامہ �

� وماعق ی�ج�یے � د آزادی یک وبےنل یھب ھچک می بارے � ےک یک اہکین / مظن دنسپ یک ان وک وچبں 4۔

۔ رککسی ر اظ�ہ راےئ وہرکوہ اینپ وخف ےب اہک �تاں ی

�اہک� یک ر

� ر�ی سی راھک می �ب اردو رپ وموجد �ئ

اس� ب و�ی یک یٹ آر ای یس � ا�ی وک وچبں 5۔ یک دمد می ےنھجمس وک اہکین رک اگل ادنازہ ےس دمد یک روں وصت�ی اور ی

ئاج� رکایئ ا ہمی

اجےئ۔ہتفہ -11

انھکل اور وموضع – ڑپانھ یک غ اور ذ ،گ اور ش ، ج اور س می سج ی�ج�یے � د وک وچبں رہفست یک اافلظ ا�ی 1۔

وہں۔ الم �

� اافلظ واےل آوازوں ان ی�ج�یے۔ ک� وگتفگ اسھت ےک وچبں می بارے � ےک رق

�� می آوازوں یک اافلظ ان 2۔

۔ یئ

اتب� یھب اخمرج ےک آوازوں ی �ب وہں الم

�� آواز�ی �ی می ی�ج�یے نج ک� دمد یک وچبں می ےن رک التش اافلظ ا�ی 3۔

رہ۔ ی�

باغ و� � اور باگ رش، � اور یل،رس ذل� اور ی �بہتفہ -12

ا رک�� وگتفگ ا اور ��

س وموضع –اہکین ےس رہ ی

�و� بایج � اھبیئ، اوب، ایم، این، �� ا، ا�� دادی، دادا، ی �ب �روں �ب ےک رھگ اےنپ 1۔

۔ ہکی لی ےک انسےن اہکین یک دنسپ اینپ ےس ان اور ی�ج�یے ک� ت ی �چ بات �اور یں چھ�

�وپ وسال وہ ہک ی�ج�یے � د ومعق وک �روں �ب اےنپ اور ی

ئانس� اہکین وکیئ یھب آپ 2۔

۔ د�ی وجاب آپ ان اک اس وں؟ کی اور یگل یس وکن بات � ایھچ ادہ ز�ی سب وک آپ می اہکین یئگ انسیئ ا �ی ینس 3۔

ی�ج�یے۔ وگتفگ ک� قلعتم ےک

Class II15

Class IISubject: Mathematics (Class II)

Learning outcomes Resource(s)

Week-wise suggestive activities (to be guided by parents with the help of teachers)

The learnerworkswithtwodigitnumbersreadsandwritesnumeralsfornumbersupto99usesplacevalueinwritingandcomparingtwodigitnumbers.formsthegreatestandsmallesttwodigitnumbers(withandwithoutrepetitionofgivendigits)estimatesandmeasureslength/distancesandcapacitiesofcontainersusinguniformnon-standardunitslikearod/pencil,cup/spoon/bucketetc.comparesobjectsasheavier/lighterthanusingsimplebalance.describesbasic3Dand2Dshapeswiththeirobservablecharacteristicsidentifiesbasic3D-shapessuchascuboids,cylinder,coneandspherebytheirnames

NCERT/ State developed textbook

Chapter 3 Howmuchcanyoucarry?Chapter 4 CountingintensChapter 5 PatternsChapter 6 FootprintsChapter 7 JugsandMugs

QR codes content related to these chapters available on NROER

Week 5Theme: Numbersense• Engagethechildrenincountingwithphysicalactivities.

For example, howmany times can youhop on yourrightfeetoronyourleftfeetwithoutfalling.

• Show different objects to the child and ask him toestimate the number and then actually count them.Forexample,showingapacketofbiscuitsandaskingwhatyouthinkarethebiscuitslessthan20ormorethan20andthencountingthem.

• Teachers/Parentscanprepareworksheetsofsequentialjoining of dots using the order of number. This willhelpthechildtorecallthenumbernamesinorderandalsogiveasenseofexplorationinchild.

• Engagingchildreninactivitiesinrecitingnumberstill99withthefamilymemberslikeskippingonenumberand then saying the next number or counting withgapsoffive,sayingnumbernamesinreverseorder,oraskingwhatcomesbetween50and55,etc.

• Parents can create activities for the use of ordinalnumbersintheirfamilyfuntime.Forexample,makingthe child along with other familymembers stand ina line. Assign thempositions as first, second, third,etc.,withrespecttosomereferencepoint.Givetheminteresting tasks to perform, such as ‘third person,tickleyourpartner’, ‘secondperson,holdyournose’,etc.


Week 6ThemeHowmuchcanyoucarry?• Thechildcanbeengagedinstorytellingusingthe

conceptofheavylightobjects.Forexample,creatingascenewheredifferentanimalsplayingonsee-sawandinvolvingthechildtoreplaceanimalswithheavieranimalsinthestory.

• Askthechildtolistdownthingswhichtheylift,thingswhichtheirparentsoryoungersiblingcanlift,etc.Askthemtothinkwhytheycannotliftabucketfullofwaterbutyourmothercan.Helpchildverbalisetheconceptofheavyandlight

Part II EIght WEEk


• Make the child experience the weight of the objectsfor example,different fruits,utensils,books, etc.,byholdingthemintheirhandsandalsotocomparetheweightofdifferentthings,whichoneisheavier.

• Askthechildtofindobjectsofnearlythesameweight.Letthemexploredifferentobjectsbypickingthemup.

Week 7Theme: Balancingobjects• With the help of parents, the child can be engaged

in theconstructionofasimplebalanceusingsticks,threadand2pans.Alongrulercanalsobeusedifthestickisnotavailable.

• Thechildshouldbeencouraged toobservehowthepanwith the heavier object goes down as comparedto the pan with the lighter object. They should beencouragedtoverbalisethisexperienceofwhythepanwithorangegoesdownascomparedtotheball.

• Let the child compare theweight of different things,fruits,utensils,toysandotherobjectsbyholdingthemintheirhandsandthenputtingtheminthebalancecreatedbythem.

• Helpthemtoreplaceobjectstobalanceboththepans.Achildcanuseacombinationofthingstobalancethepans.Letthemestimatewhichthingswouldbalanceeachother.

• Talkaboutanimalswhichareusedforcarryingthingsandhowmuchtheycancarry.

• Worksheetscanalsobepreparedonthesimilarlineslike,ticktheheavierobject,colourthelighterobject.Butthisshouldbegivenafteravarietyofexperienceswithconcreteobjects.

Week 8Theme: TracingShapes• Askthechildtocollectafewthingslikeleaves,pebbles,

astick,abangleandtracethemontheirnotebook.• Takedifferentutensilsandtrace themfromdifferent

surfaces.Say,ontracingabowl,howdidyougettwodifferenttracesofthesamebowl?

• Howdidshekeepthebowltogettwodifferenttracesfrom it? Look for other thingswhich can givemanydifferenttraces.

• Onanewspapertracethehandsofdifferentpeopleinthefamily.Askthechildtoguesswhichoutlineisofthechild’shand,hermother’s,herfather’s,etc.

• Help the child to collect some things, such as— apotato,abottlecap,amatchboxcover,asharpener,aneraser,aspoon,abusticket,acoin,astraw,etc.,andmakeatraceofit.Askthechildtomatchsimilartracesbyaskingquestions like ‘Lookattheshapeofeachtraceyouhavemade.Seeifitlookslikeanyoftheshapesgivenhere’.

Class II17

Week 9Theme2DShapes-Circle,Triangle,Rectangle• Helpthechildtoprepareatabletodraworwritethe

nameofthethingbelowtheshape.• Helpchildren lookat thedifferencesandsimilarities

intheshapeswhichhavecomeupaftertracing.Whatissimilarintheshapes—forinstance,betweenaboxandan eraser?Thesehavebeenplaced in the samecolumn.

• Encouragechildrentonameasmanyshapesastheycan.

• Weneed tohelp theusageofwords,suchas,circle,square,rectangle,etc.,sothatthesebecomeapartofthechild’svocabulary.Thiscanbedonebygeneralisingtheshapesobtainedfromdifferentobjects.

• Encourage the children to draw pictures/sceneryusing triangles,squares,circlesandcombinationsofdifferentshapesandalsotocolouraparticularshapewithaparticularshade.

• Parentscanalsobeaskedtohelptomakepaperjewelrybycuttingoutdifferentshapesofdifferentsizes.

• Activities of picture drawing can also be done withchildrengivinginstructions,like,(a)drawglassesofshape‘Rectangle’onthefirstface.(b)drawamoustacheofshape‘Triangle’onthe

secondface.(c)drawamouthofshape‘Circle’onthethirdface.

Week 10ThemePatterns• Give opportunities to the child to observe different

patterns and designs on the clothes/saris/curtains,etc., and other things in home like iron grills, tiles,window,doorgrills,etc.

• Help the child to find a unit of repeat in a design/pattern.

• Helpthechildtoverbalisetheexperienceofpatternsthatshehasbyaskingquestionslikedoyouthinkthatsomedesignisbeingrepeatedinthisdesign.

• Encourage the child to make different patterns/drawingsbystampingusingladyfinger,potato,thread,orwithotherstamps.

• Children canmake different kinds of patternsusingleafs, flowers, spoons, matchsticks like putting oneverticallyandotherhorizontally,twoupward,thentwodownward,etc.

• Childrencanalsomakepatternsusingdifferentshapes,arrows,stickersandcolorsintheirnotebooks.

Part II EIght WEEk



Week 11 ThemeWorkingwithnumbers(upto99)

• Play ‘Snake and ladder’ with children and havea informal discussions about numbers and theirrelationships,suchas,‘Howmanystepsdoyouneedto reach to the ladder?’, ‘On which number is thenearest/longest snake?’, ‘What number on the dicewouldlandyouuponthesnake?’,etc.

• Askthechildtoformthetwodigitnumbers(withandwithout repetition of given digits) by using playingcardsorbyyourownpapercardswithnumbers0-9writtenonit.Thiscanalsobeconvertedintoagamewheretheonewhomakesthelargest/smallestnumberwouldwin.Discusswiththechild,whichgreatestandsmallestcanbeformedwithtwosame/differentdigits.

• Askthechildtomakesimplenumberpatternsusingskipcounting,countingintwos,fives,tens,etc.,andhelpthemtoidentifypatternsandextendit.

• Children can be asked tomake a number grid from1-100 and observe different patterns in the grid,like,above7is17,then27,37,47,soon.

• Thechildcanalsobeaskedtomakeanumbertrain/numberstripandcolordifferentcolorslikeallnumberswith5,10,etc.

e-contenthttps://diksha.gov.in/play/collection/do_312969822142676992155?contentType=TextBook&contentId=do3129365801902735361183Week 12Theme: JugsandMugs• While you engage the child in making lemonade

or any other local drink ask him to count thenumber of drops in a lemon, half a lemon, and inthespoon.

• Askquestionslikeifforoneglass,onelemonisneededhowmanylemonsareneededforsixglasses.

• Helpthechildtofilldifferentbottleswiththesamecupor a glass to findwhichbottleholds the leastwaterandwhichholdsthemostwater.(Learningtomakeanestimate)

• Ask the child to fill different vessels - Jug, Glass,mug, pot, bowl filled with the same cup and countthe cups required to fill them and help preparea table. Engage children in comparing of thecapacity of different utensils in the house and findtheirrelations

Class II19

• Thestoryof‘ThirstyCrow’canbereadtothechild.Thesamecanbedonewiththechildbyputtingtamarindseedorstonesinahalffilledglassandobservingifthewatercomesup.

• Ask thechild to counthowmuchwater (inmugsorbuckets)isusedintheirhouseforeachoftheactivitieslike bathing, washing clothes, washing utensils,drinking,etc.,andnotetheobservations.

e-contenthttps://diksha.gov.in/play/collection/do_312969822142676992155?contentType=TextBook&contentId=do_31293658020397056012106992155?contentType=TextBook&contentId=do_3129365802039705601210

Part II EIght WEEk



सीखने के प्रविफल

ससंाधन (सभी सप्ािों की गविविवधयों के वलए प्रसिाविि)

प्रसिाविि गविविवधयाँ (बच्े इन गविविवधयों को अवभभािक/विक्क की मदद

से करेंगे।)

बच च्े• विवििउद्शेयोंकेवलएअपनीिाषाअथिा/औरसकूलकीिाषाकाइसतेमालकरतेहुएबातचीतकरतेहैं,जैसे–जानकारीपानेकेवलएप्रश्नपछूना,वनजीअनिुिोंकोसाझाकरना,अपनातक्भ िनेाआवि।

• कहीजारहीबात,कहानी,कविताआविकोधयानसेसनुकरअपनीिाषामेंबताते/सनुातेहैं।

• िखेी,सनुीबातों,कहानी,कविताआविकेबारेमेंबातचीतकरतेहैंऔरअपनीप्रवतवक्रयावयतिकरतेहैं।

• अपनीवनजीवज़िगीऔरपररिेशपरआिाररतअनिुिोंकोसनुाईअथिाविखाईजारहीसामग्ी,जैसे–कविता,कहानी,पोसटर,



अनयदृशय-श्रवयसामग्ी,जैसे–इटंरनेट,िेबसाइट,रेवियो,टीिी,अखबार,पोसटर,बैनरऔरवचत्रआवि

सप्ाह 5• बचचोंसेकहेंवकिेअपनेिोसतोंकेनामवलखेंऔरउनकेनामोंकेआगेवलखेंवकिेउनकेसाथकयाकामकरनापसंिकरेंगे?

• बचचोंसेअपनेिोसतोंकेनाम,उनकेपररिार,उनकीपसंि-नापसंिकेबारेमेंवलखनेकेवलएकहाजासकताह।ैअगरिेचाहेंतोऐसेिाकयवलखनेमेंबचचोंकीमििकीजासकतीह।ै

• बचचोंकोअपनेआस-पासकेलोगोंकोजाननेएिंसमझनेकामौकािीवजए।

• अगरपास-पड़ोसकेघरमेंकोईबीमारहैअथिाउनकेघरमेंखानेकासामानख़तमहोगयाहैतोआपइनपड़ोवसयोंकीमििकैसेकरसकतेहैं,इसपरबचचोंसेचचा्भकरें।

• अपनेप्रवतविनकेवक्रयाकलापोंकीसचूीबनानेकेवलएबचचोंकोकहाजासकताह।ै

सप्ाह 6• प्रवतविनिस-िसशबिोंकीसचूीबचचोंकोिीवजए,उनहेंइनशबिोंकोसिरएिंवयंजनिण्भरूपीखानोंमेंसजानेकेवलएकहें।

• सप्ताहकेअवंतमविनबचचोंसेइनखानोंमेंजमाशबिोंकोप्रयोगकरकेएककहानीबनानेकेवलएकहें।

विज्ापनआविसेजोड़तेहुएबातचीतमेंशावमलकरतेहैं।

• अपनीकलपनासेकहानी,कविताआविकहते/सनुातेहैं,आगेबढ़ातेहैं।

सप्ाह 7• समाचारकेविविननमाधयमोंसेसनुीगईघटनाओंकोबचचोंसेमौवखकरूपसेबतानेकेवलएकहें।

• प्रवतविनसनुाईगईघटनाओंमेंसेवकसीएकघटनासेसंबंवितकुछशबिोंकोबचचोंसेवलखनेकेवलएकहें।

(अवििवािक के रूप में शबिों को वलखने में आप बच्चों की मिि कर सकते हैं।)

Class II21

• पररवचत/अपररवचत,वलवखतसामग्ीमेंरुवचविखातेहैंऔरअथ्भकीखोजमेंविवििप्रकारकीयवुतियोंकाइसतेमालकरतेहैं,जैसे–वचत्रोंऔरवपं्रटकीमििसेअनमुानलगाना,अक्षर-धिवनसंबंिकाइसतेमालकरना,शबिोंकोपहचानना,पिू्भअनिुिोंऔरजानकारीकाइसतेमालकरतेहुएअनमुानलगाना।

• वपं्रट(वलखायाछपाहुआ)मेंमौजिूअक्षर,शबिऔरिाकयकीइकाइयोंकीअििारणाकोसमझतेहैं,जैसे–मरेानामविमलाह।ैबताओ,इसिाकयमेंवकतनेशबिहैं?नामशबिमेंवकतनेअक्षरहैंयानामशबिमेंकौन-कौनसेअक्षरहैं।

सप्ाह 8• बचचोंकोप्रवतविनअखबार/पवत्रका/टेलीविज़निखेनेकेबािअपनीपसंिकेवचत्रबनानेकेवलएकहें।

• लॉकिाउनमेंबचचोंनेघरमेंरहकरकया-कयावकयाह,ैइसबारेमेंिेअपनेपररिारसेचचा्भकरें।

सप्ाह 9• बचचोंकोघरपरवबताएगएसमयकेिौरानहुएअनिुिोंकोकाटू्भनकलाकेमाधयमसेअविवयतिकरनेके वलएकहाजासकताह।ै

• (आपअवििािककेरूपमेंकाटू्भन/तसिीरबनानेमेबचचोंकीमििकरसकतेहैं।)

सप्ाह 10• विविननबालसावहतयकेमाधयमसेबचचोंकोकहानी,कविता,काटू्भन,चटुकुलेंआविपढ़नेकेअिसरिनेेचावहए।

• बचचोंद्ाराअलग-अलगकहानी/कविताओंपरबातचीतकीजासकतीह।ै

• कहानीकेअतं/प्रारंिमेंकयाबिलािवकयाजाएवककहानी/कविताऔरमज़ेिारहोजाए,इसपरचचा्भकीजासकतीह।ै

सप्ाह 11• अवििािक, बचचों के साथ वमलकर शबि-सीढ़ी बनाने काअभयासकरसकतेहैं।

• बचचोंसेकहाजासकताहैवकिेअपनेतरीकेसेअलग-अलगचीज़ोंसेबाजाबनाएँऔरबाजाबजाए।ँ

• बचचोंद्ाराबनाएगएबाजेकोउनहेंअपनेशबिोंमेंवलखनेकेवलएकहसकतेहैं।

• बचचोंसेयहिीकहसकतेहैंवकिेअपनीपसंिकेिाद्ययंत्रकावचत्रबनाएँऔरउसकेनीचेउसकानामवलखें।

• बचचेइनिाद्ययंत्रोंकोबनानेकीप्रवक्रयाकेबारेमेंबड़ोंसेबातकरसकतेहैं,औरउसप्रवक्रयाकोवलखसकतेहैं।

सप्ाह 12बचचोंकोप्रवतविनएककहानीपररिारकेसिसयोंकेद्ारासनुाईजानीचावहए।बचचोंकोकहेंवकिेिीएककहानी,उनहेंयानीअपनेबड़ोंकोसनुाए।ँ(कहानीसनुानेमेंअवििािकबचचोंकीमििकरसकतेहैं।)

Part II EIght WEEk


Subject: Languages – English (Class II)

Learning Outcomes ResourcesWeek-wise Suggestive Activities

(to be guided by Parents with the help of teachers)

The learner• drawsapicture/

writesafewwordsrelatedtothepoem.

• usesadjectivesrelatedtosize,shape,colour,weight,etc.

• listenstoEnglishwords

NCERT/State Textbook of English Language for Class I orotherresources–StoryBooks,Linksasgiven,differentobjectsavailableathome

Week 5Theme: LoveforNatureLinkhttps://www.youtube.com/watch?v=8D-ZHH8n5AQ

Theparentfacilitateslisteningtothepoem.Thelearnermaylistenasecondtimetowritedownthenamesoftheanimalsandbirdsmentionedinthepoem.Theparentmayinteractwiththelearneronthenew/unfamiliarcreatures,theirfoodandhabitat.

Thelearnersmaybeaskedtodescribetheanimalsandbirdsmentionedinthepoem,usingadjectivesrelatedtosize,shape,colour,weight,etc.

Thelearnermaybeintroducedtocollectivenounssuchasherd,flock,swarm,etc.inthecontextofthetheme.

• expressesverballyhis/heropinioninEnglish/mothertongue.

• listenstoinstructionsanddrawapicture

• usesadjectivesrelatedtocolourandtexture

• singssongsorrhymeswithaction

• listenstoshorttextsfromchildren’smagazine/children’ssectionofnewspaper

Week 6Theme: AcceptanceofdiversityLinkhttps://www.youtube.com/watch?v=8D-ZHH8n5AQ

Theparent interactswith learnerondiversity, takingexamples fromthepoem.Thediscussioncouldmoveon to diversity in humans: tall/short, dark/fair, butthateveryoneisspecial.

Thelearnerisaskedtodrawaroad,trafficsignalsandazebracrossing.Theparentshowsvariouskindsofclothtoelicitfromthelearnerwordsthatdescribecolourandtexture.

Week 7Theme: Theworldofsound

Theparent,alongwiththelearnersingsthesong‘whenyou are happy and you know it’ or any other actionsong.Thenencouragethelearnertodoonhis/herown.

TheparentmayreadoutafewjokesinEnglishfromthe children’smagazine/newspaper, and ensure thatthelearnerunderstoodthem.

Class II23

• listenstoEnglishwords,greetingsandpoliteformofexpression.

• identifiescharactersandsequenceinastory

• expressesverballyhis/heropinion

• drawsorwritesafewsentencesinresponsetothepoem


Week 8Theme GoodmannersandcourtesyLinkhttps://nroer.gov.in/55ab34ff81fccb4f1d806025/page/589d6468472d4a351365e9fc

The parent shows the video and helps learner tonoticehoweachguest iswelcomedandmade to feeluncomfortable,andhoweachguestiswellmannered.Theteachermayaskparentstorecollectthefolktale,‘Thewindandthesun’andnarratetolearnersathome,toreinforcethepointsongoodmanners.

Week 9Theme: SelfandNatureLinkhttps://www.youtube.comwatch?v=bwdMR7WkcJYActivity: Theparentfacilitateslisteningofthepoemandinteractswiththelearneronthesoundsandsmellassociatedwithrain,andonwaystoshelterfromtherain,toencouragethelearnertoexpressanopinion.The learner listens again to the poem, and draws apictureandwritesafewsentencesonit.Theparent interactswithchildrenonwords forrain,cloud umbrella, water, etc., in mother tongue andinEnglish; andon formsofwater suchas sea, riverandpond.

• usespreposition,suchas,‘before’and‘after’

• talksaboutsituations


• expressesverballyhis/heropinion

Week 10Theme: LoveforNature

The parent interacts with the children on what isnoticeablebefore itrainsandafter itrains,toenablelearnerlearntheseprepositionsincontext.

Theparentinteractswithchildrenonwhathappenstolittlecreaturessuchassnailsandants,whenitrains.

Week 11Theme: ListentoEnglishThe parent cuts up old greeting cards into smallsquaresonwhichhe/shewriteswordsthatrhymewith‘pin’,‘spot,’etc.(4wordsX5sets).Learnersareaskedtosortthemoutbasedontheendingsound.

The parent interacts with the learner on the specialkind of feetthat frogs have (webbed feet) in mothertongue and/ or English. Learners are encouraged toguessthenamesofwaterbirdsthathavewebbedfeet,andthereasonwhy.

Part II EIght WEEk


• respondstocomprehensionquestions

• listenstoinstructionsanddraw

Week 12Theme SelfandFamily

Mr.Nobody(poem)

The parent facilitates listening of the poem. After asecondlistening,theparentmayaskafewquestionstoascertainthatthelearnerhasunderstood.

ThelearnerattemptstodrawthepictureofMr.Nobody,listeningtotheparent/siblingwhocalloutinstructionssuchas‘bigears’,‘roundrednose’,etc.

Class II25

Subject: Language-Urdu (Class II)

اں رسرگمی وجمزہ وار ہتفہ (Week-wise Suggestive Activities)

ذ� �

ام�(Source)

املصح آومزیش (Learning Outcomes)

ہتفہ-5ا رک�� وگتفگ اور وموضع –ڑپانھ

اسھت ےک ہک آپ ُان لکھ�یے �ی اسےنم ےک اومں �� ےک ان اور لکھ�یے ام �� ےک دووتسں اےنپ 1۔

ےگ۔ رک�ی دنسپ ا رک�� اکم اس وکن آپ ۔ لکھ�یے می بارے � ےک ادنسپ �� اور دنسپ یک اخدنان، ان ےک ام، ان �� ےک دووتسں اےنپ 2۔

۔ ی �ہ ت

کس ےل یھب دمد یک �روں �ب ےک رھگ اےنپ ولعمم ےس راد

�ا� ےک رھگ اےنپ می بارے � ےک واےل ولوگں رےنہ می ڑپوس آس 3۔ اےنپ

ی�ج�یے۔ ک�

ا �ی وہ ار ی �ب وکیئ رھگ ےک یسک می ڑپوس ارگ ہک ی�ج�یے ک� ولعمم �ی ےس �روں �ب ےک رھگ اےنپ 4۔ ۔ ےگ رطح رک�ی سک دمد یک وں ڑپوسی ان وتآپ وہں یئگ وہ متخ ر�ی � ی �چ یک

�ی �چ اھکےن

ہتفہ-6 ا رک�� وکشش یک وموضع – اہکین/مظن ےنھکل

ی�ج�یے۔ ک� عمج می باسک � ا�ی ی �

ا� اور لکھ�یے اافلظ دس روزاہن 1۔ اہکین ےنہک وکیئ ےس دمد یک اافلظ ان اور وکاکنلی اافلظ عمج می باسک � دن ری

�آ� ےک ےتفہ 2۔

می روینش یک وشمروں ےک ۔ان یئ

انس� وک ولوگں ےک رھگ وک اہکین اینپ ی�ج�یے۔ ک� وکشش یک ۔ ی

ئانب� رتہب ذ ر�ی

�م وک اہکین اس

یک وکشش یھب یک ےنھکل رپمظن وموضع یسک ےس دمد یک اافلظ ےئگ کی عمج رطح ایس 3۔ ےہ۔ اجیتکس

یس � ا�ییٹ/ آر ای یک است ر�ی

بتک دریس

وں ی�

اہک� ومظنں، وھچیٹ وھچیٹ 1۔ اور

ت �س ےس وغر وک رہ ی

�و�

۔ ی �ہ ےتھجمس اسھت اسھت ےک بان ز� یک روزرمہ 2۔ یھکل اور ی �ہ

ت �س وک وظفلں ےئن

وکشش یک ڑپےنھ وک ر رحت�ی وہیئ ۔ ی �ہ رکےت

اینپ وک اکموملں اور مظن اہکین، 3۔ ۔ ی �ہ رکےت

�ی �چ می بان ز�

رک ھجمس وک رہ ی�

و� وصقں ومظنں، 4۔ وک بات رجت� ذایت اور ی �ہ ڑپےتھ

۔ ی �ہ رکےت آگنہ مہ ےس ان

ہتفہ-7انھکل اور ا �

�وموضع – س

ی�ج�یے۔ ک� ان ی وک �ب وااعقت وہےئ ےنس ےس ذراعئ فلتخم ےک ربخوں 1۔ ی

�اور ا� ی�ج�یے ک� بختنم اافلظ ھچک قلعتم واےعق ےس ا�ی یسک ےس می وااعقت ےئگ انسےئ 2۔

۔ ی �ہ ت

کس ےل دمد یک راد �

ا� ےک رھگ اےنپ آپ می ےنھکل می لکھ�یے۔ اکیپ اینپ ہتفہ-8

ا رک�� راےئ ااہظر رپ وموضاعت وموضع- فلتخم ےک اس ۔ ی

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� / � ر�ی� اابخر / می 1۔

ام/ ونعان لکھ�یے۔اس �� اک اورپ اس ۔ ی �ہ

تکس ےل دمد یک �روں �ب اےنپ آپ می

ےک اس ی �ہ رکےت اکم ا اکی رککی رہ می رھگ دوران آپ ےک ڈاؤن الک 2۔ ی�ج�یے۔ ک� وگتفگ اسھت ےک راد

�ا� ےک رھگ اےنپ می بارے �

ر اصتو�ی اکروٹن ی�ج�یے۔ ک� ر اظ�ہ ذر�ی ےک آرٹ اکروٹن وک بات رجت� ےک اےنپ رےنہ می 3۔ رھگ ۔ ی �ہ

تکس ےل دمد یک �روں اےنپ �ب آپ انبےن می

ہتفہ-9ا رک�� وگتفگ می بارے � ےک وں/ومظنں ی

�وموضع : اہک�

ڑپےنھ رہ ی�

و� لط�یفے اہکین، مظن، اکروٹن ےس وتطس ےک ذراعئ فلتخم ےک ادِب اافطل وک وچبں 1۔

Part II EIght WEEk


۔ یئ اچ�ہ اجےن کی رامہ

�� وماعق ےک

ےہ۔ اجیتکس یک بات � رپ وں / ومظنں ی�

اہک� فلتخم ذر�ی ےک 2۔ وچبں وہاجےئ، دار رے

�م ادہ ز�ی اہکین / مظن ہک ی

ئاج� یک اں ی دبت�ی ا�ی می ر / آاغز

�آ� ےک اہکین 3۔

ےہ۔ اجیتکس یک وگتفگ رپ اس ہتفہ -10

ا رک�� لح ا/ہمعم انس�� اور ڑپانھ رہ ی�

و� وموضع: اکروٹن،لط�یفے ۔اکروٹن اور ی

ئانس� اور ڑپھی اکروٹن ، لط�یفے رک اسھت لم بایج ےک ا � �ی اھبیئ اجن اےنپ 1۔

ت

کس اج کی رامہ �

� ےس اگنم ا �ی ا ی�

د� یک وچبں ، یت

� ام ی �چ ی �ب راسولں ےک وچبں لط�یفے ۔ ی �ہ اب ی

تدس یھب رپ اسسٹئ ب و�ی راسےل ۔�ی ی �ہ

ےہ۔ یتکس اج یک دمد یک وچبں می رکےن لح یھب ےمعم الم �

� می راسولں ےک وچبں 2۔ ہتفہ -11

ا انس�� وموضع : اہکین وساالت می بارے � ےک اہکین اس ےس ۔ان ی اچ�ہ اجین انسیئ اہکین ا�ی روزاہن وک وچبں 1۔

رہ۔ ی�

رکےت ، و� ا کی وت وہےت ہگج اس (رکدار) یک آپ ارگ ی �ب ی اچ�ہ اجےن کی یھب اہکین ی

�ا� رک داھک وک وپرٹس ا �ی ر وصت�ی ۔یسک ی اچ�ہ ا � د�ی ومعق اک انسےن اہکین یھب وک وچبں 2۔

می انبےن رتہب اےس راد �

ا� ےک رھگ ۔ ےہ اتکس اج اہک لی ےک ےن رک وکشش ےنہکیک ۔ ی �ہ

ترککس دمد

ہتفہ-12ا/انھکل رک�� ادا وموضع – اکمےمل

ےھکل اکمےمل رک انب وموضع اجونروک �چاوتل یسک ےک ، رھگ صخش، دوست یسک ےس دمد یل یک ��

�ت �

1۔ اوکسل وک ااسحاست ےک آپ رپ اجےن اوکسل دعب ےک ےنلھک ڈاؤن الک ی �ب ی �ہ

تکس اج

ااتسد اور وگتفگ،ےچب ان درمی ےک دوست ےک اس اور آرایئ، ےچب اکمہمل ان درمی ےک ےچب اور رہ۔ ی

�و� وگتفگ اسھت ےک رد

�� یسک ، رھگ ت ی �چ بات � ان درمی ےک

Class III27

Class IIISubject: Mathematics (Class III)

Learning outcomes Resource(s) Week-wise suggestive activities (to be guided by parents with the help of teachers)

The learnerworkswiththreedigitnumbers• readsandwrites

numbersupto999usingplacevalue–comparesnumbersupto999fortheirvaluebasedontheirplacevalue

• solvessimpledailylifeproblemsusingadditionandsubtractionofthreedigitnumberswithandwithoutregrouping,sumsnotexceeding999

• analysesandappliesanappropriatenumberoperationinthesituation/context

• estimatesandmeasureslengthanddistanceusingstandardunitslikecentimetresormetresandidentifiesrelationships\

• acquiresunderstandingabout2Dshapes-

• identifiesandmakes2D-shapesbypaperfolding,papercuttingonthedotgrid,usingstraightlinesetc.

• describes2Dshapesbythenumberofsides,cornersanddiagonals.For

NCERT/ State developed textbook

Chapter 2 FunwithnumbersChapter 3 GiveandTakeChapter 4 LongandShortChapter 5 Shapesanddesign

QR codes content related to these chapters available on NROER

Week 5Theme: Playingwithnumbers• Making association with large numbers in familiar

contextslikeacenturyinthecricketmatch.Parentscouldaddotherexamplesfromtheirchildren’slivestothinkabout3-digitnumbers.Likehowmanyrunswouldadduptotriplecentury,halfcentury,etc.

• Ask children to count in 10s, 20s, 50s, etc. Forexample,tocounttwohundredthirtyfourobjectsthechildshouldbeabletosaythereare23groupstenand4looseor11groupsof20and14looseorfourgroupsof50,threegroupsof10and4loose.

• Engage the child in writing the expanded form ofnumberusinggroupinglike234=200+30+4

234=100+100+10+10+10+4 234=100+50+50+10+20+4etc.• Letthechildexperienceandappreciatethatanumber

canbeexpressedinmanywaysaswedofortransactingmoney.Givehim/herenoughopportunitiestohandleplaymoneynotes.

• Askthechildtoconstructa10X10gridonapaperandwritenumbers1to100or101to200,etc.Thenasktoobservethepatternsofnumbersonthegrid,Forexample,onskippingfournumbersandshadingthefifthapatternwillemerge.Onskippingthree,adiagonalpatternwillemerge.Askthechildtoobserveall such fascinating and interesting patterns. Someof these are given in the textbooks and more areavailableonline.

• Thesemayalso includenumberpatterns like jump2stepsforwardsstartingfrom104tentimes,or10stepsbackwardsfrom220,12times,etc

• NumbergameslikeIamexactlybetween77and97,Iamhalfcenturyandonecenturyetc.


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example,theshapeofthebookcoverhas4sides,4cornersandtwodiagonals

Week 6Theme: Addition • Engagethechildindoingadditionusing10×10

numbergridforexampleadding22to19meansmovingtworowsaboveandthentwostepsforward

• Findingoutstrategieslike‘Howtogofrom22to41?’

• Shifttootherstrategiesofaddingtwonumbers.Forexample,add23and31

Method-1 23+31=20+3+30+1 Now,add20&30togetherand3&1together. Youwillget:23+34=50+4=54 Method-2 23+31=23+30+1=54• The child should be first able to do it with the

help of paper pencil and gradually shifts tomentalcalculation.Andthenshiftstothestandardalgorithmofcountingusingcarryorregrouping.

• Childrencanmaketokencardsof1s,10sand100stoassistinaddingininitialproblemsandthenshifttoaddingmentally.

• Children should also be encouraged to estimatethe sum of two 3-digit numbers before adding. Forexample,379+287willbemorethan650.

• Encourage to make number facts using givennumberslikearrange50,70and20tomakeadditionandsubtractionfacts.

Week 7Theme: Solvingproblemsusingaddition

9 Provide them some simple daily life situationsinvolving addition and subtraction. Let themanalysethesituationandidentifytheappropriatenumberoperations.

Class III29

• Helpthemtofindtheanswertothesituationproblem.• Problemsumsinthecontextofpuzzles,riddles,card

games, word problems, etc., are interesting for allchildren. Theyfind relevance inusingmathematicsindailylifealso.

• Providethemopportunitiestoincorporatevocabularylike‘lessthan’,‘morethan’,‘addedto’,‘sumof’,‘takeaway,’etc.,intheirlanguagebyaskingpuzzleslike—9takenfrom34is?;thesumof45and34is?;etc.

• Ask the child to find some situation themselves inreallifebasedonadditionorsubtractionandletthemexplainhowtheycansolveit.


Week 8Theme: Non-standardunitsofmeasurement(Length)• Childrenshouldbe encouraged to lookaroundand

seehowlengthsofdifferent thingsaremeasured indifferentwaysusinglocalornon-standardunits.Forexample,rope,garlandsorclothmaybesoldbythecubit,handspan,fingers,etc.

• Theyalsoneedtodoactivitiesofmeasuringlengths(anddistances)withtheirownbodyparts.Forexample,whileplayingcrickettheydecidethedistancebetweenthewicketsbytheirstrides.

• Askstudentstomeasurethelengthofcertainthingsaroundthemlikenotebook,pencil,tabletop,keyboardetc.usinganynon-standardunitsoftheirchoicelikehand span, any paperclip, rope etc. Let themwritetheirmeasurementproperlyonasheetofpaper.

• Askthechildtocountthenumberoffootspansfromherroomtothekitchen,orhowmanytimesacupcanbeplacedonthetablefromoneendtotheother.

Week 9Theme: Measuringlengthusingstandardunits-cmandmetre• Many children have an idea of a meter, kilometer

fromtheirdailyexperiences.Theymayalsohaveseena ruler in their pencil/geometry box.Engage them,usetherulertomeasurethingsandhelpthemtoreaditproperly.

• Askthemtomeasurethethingswhichareroundforexample,head,rimofaglass,etc.Letthemconstructtheirownrulerwhichcanbend.

• Usetheinternettoshowthemsomeotherinstrumentsand discuss them. For example, the instruments,such as, measuring tape used by a cloth seller tomeasure a cloth or carpenter measuring a pieceofwood?

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• It is more important for children to be able to getan estimate of ametre as related to known things,such as, their ownheights, rather than do tediousexercisesofconvertingmetrestocentimetres,orvice-versawithoutanyrelevanceintheirlives.

• Engage the child in making ten 10cm strips andpastingthemtomakeametrestripandthenuseittomeasureclothes,bedsheets,room’slength,etc.Thismeasuring tapewillalsohelp thechild inexploringthat100cmmake1meter.

• Discussabout ‘metre’and‘centimetre’withrespecttomeasurementoffewobjectsandtrytoestablisharelationshipbetweenthem.

• Letchildrenmeasuresmalllengthsandkeeprecordslikemeasuringandrecordingthegrowthofaplant.

• fillsagivenregionleavingnogapsusingatileofagivenshape

• extendspatternsinsimpleshapesandnumbers

• addsandsubtractssmallamountsofmoneywithorwithoutregrouping

Week 10Theme: Estimationoflengthsanddistancesinstandardsunits• Provide the child a few things those are generally

measurable in centimeters. Ask them to estimatetheirlengthandwrite.Now,providethemarulerandletthemfindtheactuallengthofthethings.Askthemto observe the differences in estimation and actuallength.Thiswillhelpinmakingbetterestimationoflengthindailylifesituations.

• Repeat this activity by using some non-standardunitsoftheirchoice.

• Provide them any object and ask them to suggesttheappropriateunitofmeasuring its length,width,height,thickness,etc.

• Example: What is the most appropriate unit formeasuringlengthofan‘eraser’?(cmorm),widthoffingernail,distancefromDelhitoAgra,lengthofsari,distancesonGooglemaps,depthofthewell,waistofanelephant,etc.

Measurementofheightoffamilymembersbypastingameasuringstriponthewall.e-contenthttps://diksha.gov.in/play/collection/do_312960486912901120127?contentType=TextBook&contentId=do_3129506001608130561153

Week 11Theme: Shapes• At this level, students are familiar with basic 2-D

shapes.Buttomakesurequickrecapitulationmustbedonebymaking themdrawusingbasic shapesor coloring them - for example, making a Jokerusing shapes like triangle for cap, round for face,rectanglesforlegsandarmsandanovalorrectangleforwaist.

Class III31

• Engagethechildinmakingapaperclapperoraboatby paper folding. Now ask to open and count theshapes,biggestshapecutoutfromirregularshapes,etc.

• Providethemcertainsimpleobjectsandaskthemtoobserveandpointouttheirsides,corners,etc.

• Providethechildfewobjectswithstraightedges(e.g.,book, ruler,geometrybox,sheetofpaper, etc.)andfewwith curved edges (e.g., coin, bottle cap, plate,etc.).Letthemobservethedifferences.Discusswiththem what they have observed and introduce thetopicof‘edge’.

• Thetermslikecurvedandstraightedgescannowbeintroduced.

• Engagethechildinfoldingasheetofpapertomakeshapeshavingonly3,or5or6edges,etc.

• Makethetangramsshapesonacardboardandcutouttheshapes.Nowaskthechildtomakedifferenttheir shapes like, boat, a swan, a fish, etc., usingall figures, using only triangles, two triangle orcombination


Week 12Theme: PatternandTiling• Studentsarefamiliarwithvariousshapepatternsat

thislevel.Askthemtoobservetheirsurroundingsandidentify somepatterns.Give them some incompletepatternsandaskthemtocompleteit.

• Let the child explore different patternsmade up ofshapesasshownbelow;

• Letthemobserveandaskthefollowingquestionsforeachofthepattern:

• Whichshapewillcomenextandwhy?• Whichshapewillcomeat10thplace?• Whichgroupofshapesisrepeating?• Now let the child explore floor tiles and askwhich

shapesareusedtocoverthefloorcompletely?Canacirculartilefillupthefloor?etc.

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• Engagethechildinfindingtheshapesthatfitinthetile without any gaps, what combination of shapescan be used for tiling? etc. and also tiling patternusingdifferentshapes—

• Now,use internet and showsome tilepatterns likefootpath,floorofaroom,somehistoricalmonuments,etc.anddiscusswiththemoncertainpointslike:

• Howmanytypesoftilesarebeingusedinthepattern?• Nametheshapeofthetile(s)usedinthepattern?• Isthereanygapbetweenthetiles?• (Note:Youcanaskmanymorequestionsasperthe

pattern)• Providestudentsasheetofpaperandanyshape(s).

Askthemtocreateatilingpatternoftheirchoice.• Askthemtomakeatilingpatternusingcirclesonly.

Focusonthegapsleftinbetween.Discusswiththemhowedgeoftheshapeaffectsthepattern


Class III33


सीखने के प्रविफलससंाधन

(सभी सप्ािों की गविविवधयों के वलए प्रसिाविि)

प्रसिाविि गविविवधयाँ ( बच्े इन गविविवधयों को अवभभािक/विक्क की

मदद से करेंगे।)बच च्े• कहीजारहीबात,कहानी,कविताआविकोधयानसेसमझतेहुएसनुतेहैंऔरअपनीप्रवतवक्रयावयतिकरतेहैं।

• सनुीहुईरचनाओंकीविषयिसत,ुघटनाओ,ंपात्रों,शीष्भकआविकेबारेमेंबातचीतकरतेहैं,प्रश्नपछूतेहैं,अपनीप्रवतवक्रयाितेेहैं,रायबतातेहैं।अपनेतरीकेसे(कहानी,कविताआवि)अपनीिाषामेंवयतिकरतेहैं।



अनयदृशय-श्रवयसामग्ी,जैसे–इटंरनेट,िेबसाइट,रेवियो,टीिीआवि।

सप्ाह 5• बचचोंकेसाथउनकेिोसतोंकेबारेमेंबा�

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