Knowledge for Class 1

What we have covered till now is roughly the math curriculum for the preschool.

We give below the Math-Related Knowledge which a child should reasonably have when entering Grade 1

1. All the pre-number concepts & skills (Chapters 17- 20)

2. Perceptual Numbers - Perceiving quantities up to “five” without counting (Chapter 11)

3. Understand zero (Chapter 31)

   1. Understand that “zero pencils” in another way of saying “no pencils”

4. Single digit numbers – perceiving/ recognizing/ reading

   1. Orally tell number names of all single digit numbers in the standard sequence.# Perceiving – relating a set of objects with a number name without counting

   2. Recognizing numbers from zero to nine by perceiving or counting a group of things.

   3. Reading – a language related activity – a number in numeral form or word form

5. Recognize/ represent all single digit numbers in various representations (chapters 22-23)

   1. Gradual progression from Concrete to abstract

   2. Concrete means can be felt by our five senses. Abstract means can only be imagined.

   3. Numeral is a concrete way of representing an abstract idea. (It is only about 6000 years old)

   4. Proceeding from concrete to abstract is the natural way of learning

   5. Finger representation is very important as they are with us 24X7!

   6. Numerals, number sounds & number words can be different in different languages and are the most abstract

   7. However, every child encounters the idea of a number through its sound (Bring two plates). Hence through it is abstract, it is learnt through long experiences at home.

6. Comparisons - both in quantities of things as well as numbers

   1. More, less & same as

7. Conservation of numbers/ quantities

   1. Understand that number of objects in a set is same whether they are close together or spread out

8. Understand both cardinal & ordinal use of numbers

   1. Bring me two pencils

   2. Bring the second pencil from the left

9. Patterns

   1. Arrange a certain number of tokens in various rangoli like patterns

   2. Some of these patterns may lead to visual understanding of number properties or operations.

10. Writing numerals from zero to Nine

    1. Restricted to single digit numbers since - Understanding 2 digit numbers requires a lot of mental effort & concept formation, since the same numerals are used with completely different meanings

11. Oral counting up to twenty or thirty

    1. Number sounds are all different. So there is no confusion as in writing.

12. Understand the three aspects of counting (Chapter 24)

    1. Correct sequence of number words

    2. One-to-one correspondence between number name & object

    3. Avoid double counting

13. Levels of counting skills

    1. Counting objects in an ordered sequence (beads on a string)

    2. Counting objects in a random arrangement (both nearby & spread out)

14. Skill & discipline of participating in activities

    1. Understand instructions

    2. Cooperate with peers

    3. Return activity materials to their original places

    4. Raise hand when you do not understand

15. Solids & shapes

    1. Differentiate visually between ball, cone, cylinder and cube

    2. Differentiate visually between point, line, circle, triangle and square

16. Vocabulary – adequate to express all the above concepts & skills

17. School-related skills

    1. Identify which of their classmates has not come to school

    2. Ensure that at the end of the school day, they have accounted for all the things they brought to school at the start of the day

    3. Remember any instructions given by teacher at the end of school day