1420005-Dolphin-UKG-Teacher Companion Book-Integrated-Part1

5�Æ 2 / 10 !DD[�C 5�Æ: 2/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Show the children different objects (3 sizes of each). Ask the children to point out to the biggest and smallest object in each set. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Ask the children to draw three circles in different sizes and point out the biggest among them. /† I† LM:24 Page 98

5�Æ 3 / 10 !DD[�C 5�Æ: 3/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 27 and explain the concept of thick and thin. [DO] Show a thick and thin book and compare the thickness using fingers or palm. Teacher can draw thick and a thin lines on the black board and explain thick and thin. [DO] Take objects of different thickness such as crayons, candles etc. Encourage children to measure thickness using there thumb and pointing finger. Ask which ones are thick and thin with regards to the measurement. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Ask the children to draw thick and thin lines on a paper by using crayons and pencils. /† I† LM:25 Page 99

5�Æ 4 / 10 !DD[�C 5�Æ: 4/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Cut vegetables into thick and thin slices in class. Show the children and ask them to point out the thick slice and thin slices. Then help the children to make two sandwiches; one thick sandwich with thick slices of vegetables and one thin sandwich with thin slices of vegetables. Ask the children to compare the thickness of the sandwich. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity and ask to point out the thin sandwich and thick sandwich. /† I† Page 100

5�Æ 5 / 10 !DD[�C 5�Æ: 5/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 28 and explain the concept of tall and short. Display three items of different heights side by side. For example, show a tall bottle, a medium bottle and a short bottle. Ask the children to compare which is the tallest and which is the shortest among them. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Ask children to draw 3 vertical lines on the board and ask them to mark the shortest or tallest. /† I† PM:19 Page 101

5�Æ 6 / 10 !DD[�C 5�Æ: 6/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Use a height measuring chart and stuffed toys of different heights. Let the children measure the stuffed toys with the height chart and mark the heights. Ask which one is the tallest and shortest. [DO] Let children build towers with building blocks in the class. Each has to make 3 towers with different heights. Also, show you can add more building blocks to the shortest to make it taller. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Ask to point out the tallest and shortest tower. /† I† LM:26 Page 102

5�Æ 7 / 10 !DD[�C 5�Æ: 7/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 29. Explain what is longest and shortest with reference to the images. Explain how it is different from tallest and shortest (vertical and horizontal). [DO] Give each child a length of yarn. Give them rulers or pencils kept on a table in three different lengths. Ask them to measure length with the yarn to see the difference. Ask to point out the longest and shortest. If possible teacher can use measuring tapes to explain. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Observe the kids while doing the activity. /† I† LM:27 Page 103

5�Æ 8 / 10 !DD[�C 5�Æ: 8/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Take coloured duppattas or artificial garlands in different lengths and set them in straight lines on the floor. Ask the children to help. Give children chalks to draw lines that match the lengths of the material. Ask which item is the longest or shortest. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Let the children cut plastic straws or paper strips in 3 different lengths. Ask them to make them in 3 different lengths and point out the longest or shortest. /† I† Page 104

5�Æ 9 / 10 !DD[�C 5�Æ: 9/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 30 and explain the concept of heavy and light. [DO] Keep some heavy and light objects such as stone, flower, wooden blocks, small plastic toys etc. Ask each child to lift one object in each hand and compare the weight. Give stone and flower, wooden blocks and plastic toy etc. Then ask them to say which one is heavy and which one is light. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† LM:28 PM:21 Page 105

5�Æ 10 / 10 !DD[�C 5�Æ: 10/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Do the activity as given on FM page 31. You can substitute using materials that can be made available in class. [DO] Keep two small cartons one with blocks and one with cotton balls. Ask the children to lift both the boxes and compare their weight and say which box is light. Put more blocks to or take out blocks from the same carton to show that weight increases when you add more numbers and decreases when you take out objects. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† Page 106

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 10 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 107

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D ¬Nb[����Q Recognising and writing numbers 1 to 150 in the correct order. Understanding the relationship between numbers and quantities. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise and write numbers 1 to 50 in Day 1 the correct order. Make children stand in a circle and let them count numbers 1 to 150. Each child would say one number in Revise numbers 1 to 50 in the correct Day 2 every round. Prompt and help as needed. order. Recognise and write numbers 50 to 100 in Day 3 the correct order. Day 4 Revise numbers 50 to 100 in the correct [�QQ�D t������U��D b�U�QN order. Day 5 Recognise and write numbers 100 to 110. Day 6 Recognise and write numbers 111 to 130. Day 7 Recognise and write numbers 131 to 150. Day 8 Recognise and write numbers 131 to 150. Day 9 Revise numbers 1 to 150. La!․ w�Q�[���QN hU��� w�Q�[���QN Number Flash cards, Mini chart Page 108

5�Æ 1 / 9 !DD[�C 5�Æ: 11/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Keep number cards 1 to 50 and show each number card and say the number aloud. Ask the children to repeat with you. [DO] Suggested Activity: Number Hunt Place printed or written material that has numbers in the class, such as small calendars, small number charts, cards with numbers written on them etc. It can be anything with the numbers 1 to 50 written or printed on it. Create a Number Hunt card for each child. The child has to find the objects with the numbers in his or her card and bring it to you. £�����D� {U��U��ÆN Read aloud (Teacher) /C�QQ t[CQ� /���AN Spread the number cards 1 to 50 on the floor randomly, Divide the class into two teams and say a number. Let the children find the called out number. /† I† PN:4 LM:29 Page 109

5�Æ 2 / 9 !DD[�C 5�Æ: 12/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Rote count numbers 1 to 50. [SHOW] Show FM page 32 and ask children to read numbers 1 to 50 in order. [DO] Provide papers and ask children to write random numbers that you call out. £�����D� {U��U��ÆN Activity, Read aloud (Children) and Writing /C�QQ t[CQ� /���AN Monitor the writing activity to see if the children got the numbers right. /† I† LM:30 Page 110

5�Æ 3 / 9 !DD[�C 5�Æ: 13/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Keep number cards 51 to 100. Show each number card and say the number aloud. Ask the children to repeat with you. [DO] Suggested Activity: Number Hopping Game. Write numbers 51 to 100 on A4 sheets. Place the sheets on the floor in a line or circle. You can select 10 sheets at a time or as many sheets as the number of students in the class. Make the children stand 2 steps away from the sheets. Take the name of a child and say a number. The child has to bunny hop to the number that is being called out. Repeat with all the children with different numbers. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Write 72 on the black board and ask the children to identify the number. /† I† LM:31 LM:32 Page 111

5�Æ 4 / 9 !DD[�C 5�Æ: 14/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 33 and ask children to read numbers 51 to 100 in order. [DO] Provide papers and ask children to write random numbers that you call out. £�����D� {U��U��ÆN Demonstration and Writing Activity /C�QQ t[CQ� /���AN Write number 98 on the black board and ask the children to identify the number. /† I† LM:33 PM:23 PN :5 Page 112

5�Æ 5 / 9 !DD[�C 5�Æ: 15/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show number cards 101 to 110. Read aloud and ask the children to repeat with you. [DO] Write numbers 101 to 110 in 10 cups separately. Give number cards 101 to 110 in a separate basket to the children. Play music and ask the children to identify the number and put the correct number card in the paper cups according to the number mentioned on it before the music stops. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† PN:6 LM:34 PN:7 Page 113

5�Æ 6 / 9 !DD[�C 5�Æ: 16/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show number cards 111 to 130. Read aloud and ask the children to repeat with you. [DO] Take 30 ice cream sticks and write 111 to 130 on it. Keep a sand tub and plant all the sticks on it. Call out a number between 111 to 130 and ask the child to hunt the same number from the sand tub and keep aside. Repeat this activity till they complete all the numbers. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† LM:35 PN:8,10 Page 114

5�Æ 7 / 9 !DD[�C 5�Æ: 17/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Keep number cards 131 to 150 and show each number card and say the number aloud. Ask the children to repeat with you. [DO] Divide the class into teams of 4 to 5. Give a paper to each team. Then blow a whistle to start the game. Each child in the group writes one number in the blank paper. For example, Child 1 writes 131 and passes it to 2nd child in the group who writes the next number 132 and so on. This continues until each group reaches number 150. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Write a random number in between 131 to 150 on the black board and ask the children to recognise the same. /† I† LM:36 PN:12 Page 115

5�Æ 8 / 9 !DD[�C 5�Æ: 18/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 36 and ask the children to read the numbers aloud in order. [DO] Number Matching Game. Make 2 sets of chits with numbers 131 to 150 on them. Make 2 groups. Distribute the chits, 1 set to 1 group of children. Make them stand in two lines facing each other. Each child has to open the chit in the hand and read it aloud. The child in the other group who has the number should raise hands and run to join his or her partner. Repeat until all children have found their number partner. £�����D� {U��U��ÆN Read Aloud (Children) and Activity /C�QQ t[CQ� /���AN Write a random number in between 131 to 150 on the black board and ask the children to recognise the same. /† I† PM:25 PN:14 Page 116

5�Æ 9 / 9 !DD[�C 5�Æ: 19/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Keep number cards 1 to 150 in a bowl and ask the children to pick up one number from the bowl and recognise it. Repeat this activity for revision. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Give a number chart 131 to 150 and number cards of the same numbers. Ask the children to match the number cards with the number chart. /† I† Complete pages of PN Complete pages of PN Page 117

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 9 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 118

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D �N/������D� v[�DU�U��Q Understand the relationship between quantities. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand the concept of more and less. Ask the children to jump 5 time and clap 6 times. Day 2 Understand the concept of more and less. Understand the concept of more than and Day 3 less than. Day 4 Understand the concept of more than and [�QQ�D t������U��D b�U�QN less than. Day 5 Understand the concept of more than and less than. Day 6 Understand the concept of equal to. Day 7 Understand the concept of equal to. Day 8 Understand the concept of equal to. Understand the concept of one more than Day 9 and one less than. Understand the concept of one more than La!․ w�Q�[���QN hU��� w�Q�[���QN Day 10 and one less than. Page 119

5�Æ 1 / 10 !DD[�C 5�Æ: 20/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 37 and explain the concept of more and less. Take 8 blocks and divide in to two sets of 5 and 3. Then ask the children to say which set has more blocks. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Show FM page 37 and ask the children to point the set which has more cars. /† I† LM:37 Page 120

5�Æ 2 / 10 !DD[�C 5�Æ: 21/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Draw 6 and 4 stars in two columns on the black board. Ask a child to join the stars in both the columns. See how many stars left behind in set 1. Now explain that in the first set, the number of stars are more than the second set. Repeat this activity for better understanding. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Show FM page 37 and ask the children to point the set that has less number of cars. /† I† PM:27 Page 121

5�Æ 3 / 10 !DD[�C 5�Æ: 22/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 38 and explain that the hungry crocodile likes to eat more number of objects. Whenever the crocodile sees more objects it opens the mouth. Then show the page and ask the kids to point the set that has more objects. Explain the more than and less than sign by connecting it to the crocodile mouth. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Draw 4 apples and 2 apples on the board ask the children to point out the set of apples that the crocodile wants to eat. Ask the children to draw the signs accordingly. /† I† LM:38 LM:39 Page 122

5�Æ 4 / 10 !DD[�C 5�Æ: 23/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Draw 7 ice creams and 4 ice creams on the black board in two columns. Then tell the children that the crocodile likes to eat more number of ice creams. When ever the crocodile see more objects it opens its mouth. Ask the children to point out the set of ice creams that the crocodile will open its mouth to eat. [DO] Draw more than or less than problems with lines and circles etc. on the board and ask the children to draw the appropriate sign. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† LM:40 Page 123

5�Æ 5 / 10 !DD[�C 5�Æ: 24/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Hungry Crocodile Game: Ask a child to pretend that he or she is a hungry crocodile. Make 2 groups of children, one with more numbers and other with less. Ask the groups to stand on both sides of the crocodile. Ask the child in the center to make a crocodile mouth with his or her hands and pretend to eat the group with more numbers. Repeat the game with different number of children in each group. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Ask the children to recognize the more than and less than sign made by the hungry crocodile. /† I† Page 124

5�Æ 6 / 10 !DD[�C 5�Æ: 25/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 39 and explain the concept of equal to. Take two baskets with equal number of buttons. Ask the children to count both the sets. Show the children the symbol of equal to. Say that when the objects or numbers are equal we use the equal to symbol. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Draw two sets of 4 apples on the board and ask the children to draw the equal to sign in between them. /† I† Page 125

5�Æ 7 / 10 !DD[�C 5�Æ: 26/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Draw equal number of balls in two columns on the black board. Then ask a child to join the ball in both the columns. Then explain the kids that in the first set the number of balls are equal with the number of ball in the second set as there are no balls left behind. Ask the children to draw the equal to sign between the objects once the activity is done. Repeat the activity with different set of numbers for better understanding. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Draw 6 balls on the board and ask the children to draw equal number of balls on a paper. Then ask them to draw another set of 6 balls next to it and use the equal to sign. /† I† Page 126

5�Æ 8 / 10 !DD[�C 5�Æ: 27/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Make a More Than (>), Less Than (<) and Equal to (=) card by drawing the symbols on white paper or card paper. Create problems using 2 sets of building blocks, beads etc. on a table. Invite the children to keep the appropriate cards in the center of the sets, with reference to the first set given. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Monitor the activity and ask questions. /† I† LM:41 Page 127

5�Æ 9 / 10 !DD[�C 5�Æ: 28/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 40 and explain the concept of one more and one less. [DO] Distribute toys in the class. Each child should have different number of toys. First child should have 1 toy, the second child should have 2 toys and the third child should have 3 toys etc. Ask the first child how many toys he/she has. Then ask the second child how many he/she has. Now ask the second child again to tell how many more toys he/she has than the first child. Ask the first child how many less toys he/she has from the second child. Like this, ask each child to compare with the next child if they have one more or one less toy from the other child. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Show FM page 40 and ask the children to point out the child that has one less chocolate than Mina. /† I† LM:42 LM:43 Page 128

5�Æ 10 / 10 !DD[�C 5�Æ: 29/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Use number cards to create a series of 3 numbers on a table. Keep small trays in front of each card. Ask the children to put the number of objects such as small building blocks, beads or rocks as specified in each card. Explain that the first one is one less and the third one is one more than the second one. [DO] Give a tray with a number of objects, say 7 to each child. Ask the child to count the objects in the tray and pick the number card and put it at the center of the table. Then, ask to remove one object from the tray, count the remaining objects, pick the correct number card and place it before the card on the table. Put the object back and ask to do the same by adding an object. Repeat. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† PM:29 LM:44 Page 129

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 10 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 130

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D qNb[���� b���Q Children will recognise and write number names 1 to 50. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise and write number names 1 to Day 1 20. Write a couple of number names (1 to 20) on the board and ask students to hold out number cards relating to Day 2 Revise number name 1 to 20. the numbers. Recognise and write number names 21 to Day 3 30. [�QQ�D t������U��D b�U�QN Day 4 Revise number name 21 to 30. Day 5 Recognise and write number names 31 to 50. Day 6 Revise number name 31 to 50. Day 7 Revise number name 1 to 50. La!․ w�Q�[���QN hU��� w�Q�[���QN Number Mini charts Number cards Spin the wheel aid Page 131

5�Æ 1 / 7 !DD[�C 5�Æ: 30/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show the number name cards and read each number name aloud. Ask each child to repeat the number names. [DO] Spin the Wheel Activity. Divide the class into 2 groups. Write number names 1 to 20 on the wheel with temporary marker. Ask one team member to spin the wheel. Ask children to read the number name for the arrow 1 points to. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Call out some number names from 1 to 20 randomly and ask the children to write on a paper. /† I† LM:46 LM:45 Page 132

5�Æ 2 / 7 !DD[�C 5�Æ: 31/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Write number names one to twenty in 10 cups separately. Give number cards 1 to 20 to the children. Play music and ask the children to put the correct number card in the paper cups according to the number name mentioned on it before the music stops. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Write a random number name on the black board in between one to twenty and ask the children to read it aloud. /† I† PN:26 LM:47 Page 133

5�Æ 3 / 7 !DD[�C 5�Æ: 32/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Once the children gets familiar with the number names 1 to 20 show them twenty, thirty and forty number name cards and number names cards of one, two, three, four, five, six, seven, eight, nine, and ten. Show FM page 42 and say that they have to only add the suffix like “Twenty One” “Thirty One” “Forty One” and so on. Similarly add the required suffix as per the need till you finish. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Ask the children to write the number name of twenty four. /† I† PN:27 PN:28 Page 134

5�Æ 4 / 7 !DD[�C 5�Æ: 33/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Show FM page 42 and ask the children to read the number names aloud in order. [DO] On a paper, ask the children to write the number names that you randomly call out. £�����D� {U��U��ÆN Read Aloud (Children) and Activity /C�QQ t[CQ� /���AN Keep a bowl with all number name cards 21 to 30 and ask children to pick up one card and read the number name aloud. /† I† PM:31 Page 135

5�Æ 5 / 7 !DD[�C 5�Æ: 34/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] In a chart paper write the numbers 31 to 50 randomly. Keep paper cut-outs with number names Thirty One to Fifty written on it. Ask the children to place the number name card near the correct number £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Write number names on the black board between 31 to 50 randomly. Ask the children to read the number names. /† I† PN:30 LM:47,48 Page 136

5�Æ 6 / 7 !DD[�C 5�Æ: 35/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Take 20 paper plates and write number names in between 30 to 50 in each plate. Ask the children to sit In a circle. Arrange the plates facing down in front of each child. Now ask each child to lift the plate near him/her and read aloud one by one till all the numbers are covered. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Write number names on the black board between 31 to 50 randomly. Ask the children to identify number names. /† I† FM:49 PN:30 Page 137

5�Æ 7 / 7 !DD[�C 5�Æ: 36/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Arrange 20 random number cards between 1 to 50 in a pile. Keep same number names in another pile next to it. Ask children to come one by one to search and match number names with the corresponding number cards. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† Page 138

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 7 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 139

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D ˜N {����Q A stronger understanding of 2 dimensional shapes and 3 dimensional shapes that they can see in their real life. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise the shapes; circle, square, Day 1 triangle and rectangle. Sing the shape song. Day 2 Recognise the cone shape. Day 3 Recognise the ball shape. [�QQ�D t������U��D b�U�QN Day 4 Recognise the box shape. Day 5 Revise all three 3D shapes. Day 6 Learn the rhyme “Shape song”. La!․ w�Q�[���QN hU��� w�Q�[���QN Flashboards Page 140

5�Æ 1 / 6 !DD[�C 5�Æ: 37/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 44 and ask the children to recognise the shapes. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Show a mobile phone and ask the children to identify the shape. /† I† LM:50 Page 141

5�Æ 2 / 6 !DD[�C 5�Æ: 38/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 45 and let the children see cone shapes. [DO] Make a cone out of a paper and show the cone. Teach children how make a birthday cap. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN What is the shape of a party cap ? /† I† PM:33 LM:51 Page 142

5�Æ 3 / 6 !DD[�C 5�Æ: 39/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show different objects that look like the ball shape such as ball, globe, orange. Give a ball to the children and let them touch it and feel the round shape. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Show different objects such as a ball, globe, orange cone, rectangular pencil box to the children and ask them to pick the ball shape. /† I† LM:52 PM:35 Page 143

5�Æ 4 / 6 !DD[�C 5�Æ: 40/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show different class room objects that look like the box shape. [DO] Introduce the rhyme on FM page 48 £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Draw a box and a cone on the blackboard. Ask the children to identify the shapes. /† I† LM:53 PM;37 Page 144

5�Æ 5 / 6 !DD[�C 5�Æ: 41/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Revise all three shapes cone, ball and box by showing FM pages 45, 46, and 47. [DO] Keep different objects such as a ball, birthday cap, globe, orange, cube, box on the table. Blind fold children and ask them to identify the shapes of the objects by touching. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† LM:54 Page 145

5�Æ 6 / 6 !DD[�C 5�Æ: 42/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Sing the shape song and ask the children to repeat with the teacher. Teacher can use this rhyme as warm up activity. £�����D� {U��U��ÆN Rhyme /C�QQ t[CQ� /���AN Sing the rhyme. /† I† Page 146

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 6 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 147