Unit 9: Seasons & Festivals - New Indian Model School, Dubai

Central Board of Secondary Educaon 

CLASS - I 

UNIT-9 

Seasons & Festivals

The CBSE-International is grateful for permission to reproduce and/or translate 

copyright material used in this publication. Acknowledgements have been 

included wherever appropriate and sources from where the material may be 

taken are duly mentioned. In case any thing has been missed out, the Board will 

be pleased to rectify the error at the earliest possible opportunity. 

All Rights of these documents are reserved. No part of this publication may be 

reproduced, printed or transmitted in any form without the prior permission of 

the CBSE-i. This material is meant for the use of schools who are a part of the 

CBSE-International only.

Preface 

The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the 

educational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thought 

process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with 

the existing personal, social and cultural ethos. 

The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about 

11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the 

varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning 

process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being 

designed by CBSE-i, has been visualized and developed with these requirements in view. 

The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the 

independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build 

on values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenever 

necessary. 

The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed 

and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches 

for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will 

enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to 

understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the 

global learners. The CBSE-i curriculum has taken cognizance of these requirements. 

The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking 

skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt 

fl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace 

of learners. 

The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducing 

it to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner 

is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent 

to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which 

would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the 

learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would 

form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research 

would be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learning 

curve. 

The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005) 

and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of 

whom are now global citizens. 

The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise 

in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve 

on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of 

empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful 

learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the 

Board. 

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana 

Parashar, Head (Innovations and Research) CBSE along with other Education Offi cers involved in the development and implementation 

of this material. 

The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided 

on the portal. Any further suggestions are welcome. 

Vineet Joshi 

Chairman

Advisory 

Shri Vineet Joshi, Chairman, 

CBSE 

Acknowledgements 

Conceptual Framework 

Shri G. Balasubramanian, Former Director (Acad), CBSE 

Ms. Abha Adams, Consultant, Step-by-Step School, Noida 

Dr. Sadhana Parashar, Head (I & R),CBSE 

Ideators 

Ms. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh Hassija 

Ms. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa Chakravarty 

Ms. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita Manuja 

Ms. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema Rawat 

Dr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma Chaudhry 

Material Production Group: Classes I-V 

Dr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita Mathur 

Ms. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema Chowdhary 

Ms. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba Chakarvarty 

Ms. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua Bhattacharya 

Ms. Ritu Batra 

Ms. Kalyani Voleti 

English : 

Ms. Rachna Pandit 

Ms. Neha Sharma 

Ms. Sonia Jain 

Ms. Dipinder Kaur 

Ms. Sarita Ahuja 

Material Production Groups: Classes VI-VIII 

Science : 

Mathematics : 

Dr. Meena Dhami 

Mr. Saroj Kumar 

Ms. Rashmi Ramsinghaney 

Ms. Seema kapoor 

Ms. Priyanka Sen 

Dr. Kavita Khanna 

Ms. Keya Gupta 

Ms. Seema Rawat 

Ms. N. Vidya 

Ms. Mamta Goyal 

Ms. Chhavi Raheja 

Political Science: 

Ms. Kanu Chopra 

Ms. Shilpi Anand 

Geography: 

Ms. Suparna Sharma 

Ms. Leela Grewal 

History : 

Ms. Leeza Dutta 

Ms. Kalpana Pant 

English : 

Ms. Renu Anand 

Ms. Gayatri Khanna 

Ms. P. Rajeshwary 

Ms. Neha Sharma 

Ms. Sarabjit Kaur 

Ms. Ruchika Sachdev 

Material Production Groups: Classes IX - X 

Mathematics : Science : 

Dr. K.P. Chinda 

Mr. J.C. Nijhawan 

Ms. Rashmi Kathuria 

Ms. Reemu Verma 

Ms. Charu Maini 

Ms. S. Anjum 

Ms. Meenambika Menon 

Ms. Novita Chopra 

Ms. Neeta Rastogi 

Ms. Pooja Sareen 

History : 

Ms. Jayshree Srivastava 

Ms. M. Bose 

Ms. A. Venkatachalam 

Ms. Smita Bhattacharya 

Geography: 

Ms. Deepa Kapoor 

Ms. Bharti Dave 

Ms. Bhagirathi 

Ms. Archana Sagar 

Ms. Manjari Rattan 

Dr. Sadhana Parashar, Head (I and R) 

Shri R. P. Sharma, Consultant 

Ms. Seema Lakra, S O 

Political Science: 

Ms Sharmila Bakshi 

Ms. Archana Soni 

Ms. Srilekha 

Coordinators: 

Ms. Sugandh Sharma, E O (Com) 

Ms. Ritu Narang, R O (Innovation) 

Ms. Preeti Hans, Proof Reader 

Economics: 

Ms. Mridula Pant 

Mr. Pankaj Bhanwani 

Ms. Ambica Gulati 

Dr. Srijata Das, E O (Maths) 

Ms. Sindhu Saxena, R O (Tech) 

Dr. Rashmi Sethi, E O (Science) 

Shri Al Hilal Ahmed, AEO

Seasons & Festivals 

Contents 

English 1 

Describing Words 

Dolch Words (List - 4) 

Environmental Education 5 

Changes in the Weather 

Seasons 

Fesvals 

Naonal fesvals 

Mathematics 11 

Division as equal sharing 

Numbers ll 300 

Performing Arts 15 

Fesval/Regional songs and dance 

Visual Arts 17 

Invitaon cards ; Draw scenes of different seasons 

Physical Education 19 

Basics of Safety Rules 

Lesson Plan 

English 

Describing Words ............................................................................................. 22 

Dolch Words (List-4) ......................................................................................... 24 

Environmental Educaon 

Changes in the Weather..................................................................................... 26 

Seasons ............................................................................................................. 29 

Festivals ............................................................................................................ 31 

National Festivals .................................................................................................. 33

Mathemacs 

Division as equal sharing................................................................................. 35 

Numbers ll 300.............................................................................................. 40 

Performing Arts 

Fesval / Regional Songs and Dance ............................................................... 45 

Visual Arts 

Draw scenes of seasons and fesvals.............................................................. 46 

Physical Educaon 

Card - 17 .......................................................................................................... 48 

Card - 18 .......................................................................................................... 50 

Assessment ........................................................................................... 52 

Rubrics for English .......................................................................................... 53 

Rubrics for Environmental Educaon ............................................................. 54 

Rubrics for Mathemacs ................................................................................ 56 

Teacher Resource Material .................................................................. 58 

Worksheets............................................................................................ 67 

English..................................................................................................... 68 - 81 

Environmental Educaon....................................................................... 82 - 90 

Mathemacs........................................................................................... 91 - 108

SEASON AND FESTIVAL 

SYLLABUS MATRIX 

English 

Environmental Education 


Changes in 

Weather 


Dolch words 

Naonal Fesvals 

Fesvals 

MATHEMATICS 

VISUAL ARTS 

Division as Equal Sharing 

Invitaon Cards 

Illustraons Scenes of Different Seasons 

Numbers Till 300 

PHYSICAL EDUCATION 

PERFORMING ARTS 

Fesval/Regional Songs and Dance 

Basics of Safety Rules

General Objectives 

English 

• To develop and apply skills and strategies for achieving reading skills. 

• To differenate between leers, words, and sentences in a text. 

Specific Objectives 

• To understand the concept and correct use of describing words. 

• To recognise, analyse, understand the presence and use of describing words in a 

sentence structure. 

a) Describing Words 

Duraon: 3 hours 

Skills 

Listening 

Sharpen listening skills during acvity sessions. 

Pick out the use of different describing words. 

Comprehend the use of describing words for 

different nouns. 

Listen to the story and idenfy the describing 

words used in it. 

Speaking 

Encourage verbal interacon in class through 

individual and group speaking. 

Enable appropriate use of the describing words 

while describing a person or a thing. 

Share individual qualies of a person or a thing. 

Reading 

Recognize the presence and use of describing 

words in sentences. 

Yummy me ! 

Comprehend the colour, shape, size of a thing / 

things. 

1

Wring 

Write a simple poem using describing words. 

Describe Yourself. 

Write a few sentences about a fesval. 

Let’s Solve the Mystery, (Refer to Lesson Plan a) 

Mulple Logical / Naturalisc / Intrapersonal / 

Intelligences 

Interpersonal 

Learning The students will be able to : 

Outcomes - Recognize and use describing words 

appropriately. 

- Develop new vocabulary through appropriate 

use of describing words in their wring skills 

and while speaking. 

2

) Dolch Words 


Skills 

Listening 

Speaking 

Pick out dolch words from the given sentences. 

Read aloud the dolch words used in a paragraph/ 

story. 

Encourage verbal interacon in class through 

individual and group speaking. 

Individual acvity 

Idenfy sight words and use them appropriately in 

a sentence. 

Reading 

Read the given sentence and idenfy the dolch 

words in used in it. 

Read the given newspaper arcle and find the 

dolch words in it. 

Wring 

Use the given dolch words while framing a story. 

Idenfy the dolch words and disnguish them as 

acon/posion/describing words. 

Group Acvity 

Frame a story on the topic ‘Seasons and Fesvals’ 

and ensure that all the dolch/sight words are used 

in the narrave. 

3

Mulple Logical / Naturalisc / Intrapersonal / 

Intelligences 

Interpersonal 


Outcomes 

- Recognize the dolch words while reading/ 

wring them. 

- Recognize and read the dolch words in a 

sentence. 

- Enhance the skills of reading and wring. 

Transdisciplinary Activities 

Visual Arts 


ICT 

Draw the dresses we wear during different seasons and 

fesvals. (to create a beer awareness of colours) 

Frame a rhyme on your favourite season/fesval using 

describing words. 

Make a word document on the computer and save all the 

learnt sight words for future use emphasizing on the need 

to save paper. 

Life Skills/SEWA 

Respect and celebrate various fesvals of different cultures. 

4



• To develop an understanding about physical changes that take place in nature with 

the change of seasons such as weather, temperature, vegetaon, etc. based on real 

life experiences, the physical and cultural aspects of life. 

• To nurture curiosity and awareness related to the change in weather condions as a 

natural phenomena. 


• To develop an understanding of the different weather condions in different seasons 

by recognising them by their names-eg. Summer/Winter/Moonsoon. Familiarise the 

students with both physical and environmental changes which affects weather. 

• To acquaint with the weather condions of various seasons and change in types of 

clothing and eang habits accordingly. 

• To explore and acquire knowledge about different fesvals celebrated during different 

seasons and their significance, importance, role and the mode of celebraon of 

various fesvals. 

a) Changes in Weather Duraon: 3 hours 

Skills 

Conceptual Share informaon on different weather condions 

Learning that keep on changing and analyze the 

environmental changes. 

Recitaon of poems to enhance the under 

standing of students. 

“Every kind of Weather is Wonderful.” 

“Mr. Sun.” 

Observaon 

Elaborate and discuss various weather condions 

through a PowerPoint Presentaon. 

Watch the weather forecast on the television 

and read it next day in class. 

Discuss daily weather condions. 

5

Learning by 

Doing 

Applicaon 

Calendar Acvity 

Understand various weather condions. 

A Wind Chime can be shown to show how a breeze 

or wind produces different sounds 

Explain the difference between wind and breeze. 

How is the weather today (Worksheet). 

Potrayal of weather for a house scene. 

Oh my! What will be the weather 

Mulple Linguisc / Logical / Interpersonal / 

Intelligences 

Kinesthec 

Learning 

Outcomes 

The students will develop an understanding of the 

weather condions by naming them considering 

the physical changes and analysing the 


b) Seasons Duraon: 3 hours 

Skills 

Conceptual 

Learning 

Create an awareness about different kinds of 

seasons. 


Importance and idenficaon of different seasons. 

Observaon 

Through a PowerPoint Presentaon show how 

seasons are different from each other. 

Show pictures and flashcards related to different 

seasons to facilitate a discussion. 

Learning by 

Doing 

Collage making : Depicng different kinds of 

weather with cut outs and pictures 

Lemonade Party: 

Draw and decorate a snowman. 

6 

Make natural colours using flowers.

Applicaon 

Group Acvity 

Make different sounds related to different seasons. 

eg. sound of the rain, howling of wind etc. 

Fashion Show 

Dress up to show how different clothes worn according 

to the different seasons. 

Mulple 

Intelligences 

Learning 

Outcomes 

Linguisc / Interpersonal / Kinesthec 

The students will know the importance of 

the occurrence of various seasons in different 

months. 

7

c) Fesvals Duraon: 3 hours 

Skills 

Conceptual Create awareness about various fesvals 

Learning that occur during different seasons and their 

associaons with the season. 

Share informaon on ‘Why we celebrate different 

fesvals ’. 

Observaon Show pictures and flashcards related to 

different fesvals to facilitate the discussion. 

Learning by 

Doing 

Make Paper Streamers 

Collect informaon on the fesval and emphasise 

on the gaeity with which it is celebrated in the 

family and neighbourhood. 

Poem: “All I want for Christmas” 

Applicaon 

Dress/Show and Tell 

Dress up in the tradional are that is worn during 

the fesval and talk about the same. 

Mulple 

Intelligences 

Linguisc / Logical / Interpersonal 

Learning The students will know the importance of : 

Outcomes 

- The origin and significance of different fesvals 

during the year. 

- Fesvals of different religions and communies 

which conveys the message of love, harmony 

and brotherhood amongst all. e.g. Eid, Diwali, 

Christmas etc. 

8

d) Naonal Fesvals Duraon: 3 hours 

Skills 

Conceptual Share informaon about Naonal Fesvals and 

Learning their significance through a PowerPoint 

Presentaon. 

Discuss the importance of the Naonal Flag and 

the Naonal Fesvals of different countries. 

Observaon 

Learning by 

Doing 

Observe and idenfy prominent naonal heroes 

of various countries. 

Flag Acvity 

Make a flag using paper and glue. 

Decorate the Class and School with handmade 

flags. 

Make a scroll of rules and regulaons for the class 

and display them. 

Read the stories of real life heroes who sacrificed 

their lives for the country. 

Fancy Dress 

Dress up as your favourite Naonal hero. 

Applicaon 

Mulple 

Intelligences 

Learning 

Outcomes 

Collect informaon on various fesvals through 

different means of communicaon - the newspaper, 

magazines, television and the Internet. 

Linguisc / Logical / Interpersonal / Kinesthec 

The students will develop the ability to: 

- Understand the importance of celebrang 

various Naonal Fesvals. 

- Appreciate the Naonal Fesvals that are 

celebrated by the people of a naon. 

9

Material Required 

Coloured scrap books, A4 size sheets, crayons, calendar, cutouts of clouds, the sun, wind, 

an umbrella and snowflakes, metal caps of boles, strings, scks, cutouts of elements 

related to different weather condions, white cra paper to make scrolls, orange, green, 

white, construcon papers for tearing pasng acvity, video/images related to different 

fesvals and seasons, water, lemon, sugar and ice for making lemonade. 



Sing and put up a performance on The Winter Song, The 

Summer Song, The Rain Song, the Christmas Song or a poem. 

Learn and sing a patrioc song. 

Mathemacs 

The Concept of shapes: Use rectangles and circles to design 

a School Flag. 


Organising a community lunch as a part of the fesve celebraons. 

10


Mathematics 

• To understand the concept of sharing equally. 

• To understand division as sharing equally. 

• To appreciate the significance of sharing in real life. 


• To comprehend and differenate between sharing and equal sharing. 

• To enhance logical reasoning and ability to form equal groups with the given numbers 

or things. 

• To understand division as equal distribuon. 

• To form appropriate groups of 2’s, 3’s, 5’s and so on out of a given number. 

a) Division as Equal Sharing 


Skills 

Observaon and 

Idenficaon 

Logical and 

Mental 

Applicaon 

Observe the acvies which involves sharing and 

equal sharing at home, in school and during the 

fesve me. 

Interpret the logic behind the decrease in the 

share as the number of members increase. 

Form equal groups in 2’s, 3’s, 5’s and so on. 

Teaching Division through a story and role play. 

Fun Acvity 

Musical grouping where students have to divide 

themselve in groups and move according to the 

given number unl the music stops. 

Apply the knowledge of equal sharing specially 

during birthday celebraons and the fesve me. 

Form equal groups during play me in the school 

and at home and learn to divide and share. 

11

Visualize and relate the concept of the division of a 

year into seasons, months, weeks and days. 

Mulple 

Intelligences 

Spaal / Linguisc / Kinesthec / Naturalisc 

Learning The students will develop the ability to: 

Outcomes 

- Understand the ordering of numbers and relate it 

with any kind of sequence. 

- Relate the concept of equal sharing as division 

and its significance in real life. 

- Arrange the given number into different groups 

(2’s, 3’s, 5’s and so on) and apply the concept 

learnt outside the classroom. 



Musical Grouping 

The students divide themselves in groups according to a 

given number when the music stops. 

Visual Arts 

Make streamers using paerns and shapes in a given 

sequenal order. 


Appreciate the significance of sharing at the me of fesvals, special occasions and in real 

life. 

Refer to acvity “Every one is welcome” 

12


Mathematics 

• To idenfy and comprehend the concept of counng ll 300. 

• To realize that numerals have names as well as values. 

• To relate the place with the place value of a parcular digit of a numeral. 


• To write in sequence numerals upto 300. 

• To develop competency to put numerals in an order (ascending or descending). 

• To correlate numerals with corresponding number names. 

• To inculcate the ability to idenfy the place of a digit in a numeral and its corresponding 

place value. 

• To count, recognise and represent number names up to 300 and extend the concept 

further. 

• To develop the ability to assimilate the concept of ones, tens and hundreds. 

b) Numbers ll 300 


Skills 

Observaon and 

Idenficaon 

Counng with help of place value blocks. 

Learn and use the new words in the book. 

“Chipper Kids: Counng in the Crazy Garden” By 

Margaree Burnee. 

Logical and 

Mental 

Solve mathemacal puzzles. 

Placing flash cards in an ascending or descending 

order. 

Reason out the concept of Value in terms of big 

or small. 

Develop analycal reasoning for placing the 

numbers in a sequenal manner as desired 

(Forward / Backward). 

13

Applicaon 

Board acvity related to numerals and the number 

names to be performed. 

Number Expander Acvity - to show the different 

ways of renaming a number. 

Apply the knowledge of number sequence into 

everyday situaons. 

Correlate numerals with number names. 

Develop the skill to apply the knowledge to 

move forward/backward a desired numeral or an 

idenfied numeral. 

Mulple 

Intelligences 

Spaal / Linguisc / Kinesthec / Naturalisc 


Outcomes 

- Develop the sequenal ability to read and write 

numbers forwards and backwards. 

- Develop the ability to idenfy the place of a 

digit in a numeral and its corresponding place 

value. 

- Compare and follow an order for the numbers 

using related vocabulary and symbols. 



Visual Arts 

Sing number rhymes and play the game of musical chairs. 

Make a number tape upto 300 by counng in 10’s. 


To realize and visualize the significance of pung numbers in order. 

To use the concept of locang numbers in reference books while working in the library 

and other significant places. 

14



• To develop the ability to add creavity to music. 

• To know about the music and dance forms of different regions and countries. 


• To develop the ability to listen and appreciate a wide variety of music. 

• To idenfy different moods in a folk song and in a dance form. 

• To develop mulcultural awareness through songs and dances. 

Fesval/Regional songs and dance 

Duraon: 1 hour 30 mnts. 

Skills 

Learning by 

Doing 

Name and perform folk or tradional dances 

from other regions or countries. 

Sing and play simple songs from various 

cultures. 

Applicaon 

Mulple 

Intelligences 

Learning 

Outcomes 

Organize a solo or a group performance to 

celebrate a fesval or a special day in the 

School on recorded music. 

Interpersonal / Kinesthec 

The students will develop an awareness about 

special dance forms of different lands and the 

songs sung during various celebraons. 

15


A CD or Video of dance forms of different countries, pictures and images of famous 


Visual Arts 


Draw and colour the costumes worn in different dance 

forms. 

In groups, perform various locomotor movements. Play a 

song and let each group perform their own steps and moves 

but in unison. 


Visit an orphanage on a fesval and share gis and sweets. 

16


Visual Arts 

• To promote intellectual and aesthec growth. 

• To develop creavity and imaginaon. 


• To make invitaon cards for different fesvals and occasions. 

• To create and draw scenes using the basic principles of design. 

• To develop the ability to express details from memory onto paper. 

Invitaon cards ; Draw scenes of 

different seasons 

Duraon: 1 hour 30 mnts. 

Skills 

Observaon 

Learning by 

Doing 

Observe the illustraon of fesvals and how 

they are celebrated. 

Make invitaon cards for different occasions 

like Christmas, Peace day, Earth day, Mother’s 

day, Birthday and so on. 

Draw scenes of different seasons: Winter, Rainy 

and Spring Season. 

Applicaon 

Mulple 

Intelligences 

Idenfy Seasons and Fesvals through their 

symbolic illustraons. 

Intrapersonal / Naturalisc / Cognive 


Outcomes 

- Follow instrucons to make a card. 

- Display creavity by adding details to their 

work. 

17


ICT 

Mathemacs 


Draw scenes showcasing the Naonal fesvals of the 

country. 

Count and write the number of fesvals which you celebrate. 

Also menon the duraon of the celebraons (in days). 

Put up a performance on any regional song of another 

country. 


Appreciate the beauty and the importance of fesvals and seasons in our life. 

18


Physical Education 

• To help prevent mishaps and avoid errant behaviour that may lead to accidents. 

• To promote a basic understanding of why accidents that happen during the fesve 

season and simple first aid ps. 


• To understand and pracce basic safety rules at all mes. 

• To develop awareness about people who should be contacted during / in case of an 

emergency. 

Basics of Safety Rules 

Duraon: 2 hours 30 mnts. 

Skills 

Learning by 

Doing 

Applicaon 

Explain and demonstrate various safety rules. 

Visit a local dispensary. Make a first-aid kit. 

Kicking a ball (PEC-17). 

Responding to commands (PEC-18). 

Construct safety signs and use them in the play 

ground as ground rules while playing. 

Mulple 

Intelligences 

Learning 

Outcomes 

Interpersonal / Intrapersonal / Spaal 

The students will be able to incorporate safety 

rules in their daily roune of work, e.g. crossing 

the road only aer looking to the le and right, 

climbing stairs properly, not running in the 

corridors, etc. 

19


Physical Educaon Cards, PEC kit. 


Environmental Idenfy fesvals where special precauons and 

Educaon 

measures have to be adopted at all mes. 


Poem (Red light red light what do you say…………) To be read 

aloud and enacted in class. 


Importance of following rules to avoid accidents. 

20

Lesson Plans 

21

Topic: Describing Words 

English 

Lesson Plan-a 

Duraon – 3 hours 

Brief Descripon: This lesson involves awareness about words which describe a noun or 

a pronoun. 

Learning Objectives 

As a result of this lesson, students will be able to: 

• Idenfy describing words in a narrave form. 

• Create a chart of describing words. 

• Describe a person/thing using appropriate describing words. 


The book “Go Away Big, Green Monster” by Ed Emberley, chart paper, colours, acvity 

sheets, chocolates, cookies, bananas, potato chips, popcorns, lemons, lemon juice, plain 

yogurt, mystery bags. 

Teacher Activity 

Enter the classroom and greet the students in a different manner. Call out each and every 

student by his/her name combined with a describing word that begins with the same 

leer as the first leer of the name of the student - sober Shrey; friendly Farhan; playful 

Paul; energec Ena, etc. 

Further explain the concept by saying that a tle has been given to all the students by 

using the word that best describes each one of them. Ask the students to look around and 

remember words to describe each of the things they see. Give them a few minutes and 

invite the students to share their thoughts. The expected responses can be:- 

red bag; naughty boy; beauful board; tasty food; big cupboard; round table. 

If the students come up with similar responses, take the topic a lile further by explaining 

that all colours; shapes and sizes; all words that express about how things taste 

(i.e. sweet, salty, and sour) and the characteriscs of a person are describing words. 

22

Show the book ‘Go Away Big, Green Monster’ by Ed Emberley to the class. Ask the students 

which words in the tle are describing words (big, greener). Read the story twice; first, 

the students listen to the story and then try to again idenfy the describing words. 

Write on the board or on a large chart paper categorizing the describing words such as 

the colour, shape, size, etc. 

Give examples or show illustraons, e.g.: My monster is pink and hairy. Give examples 

unl everyone understands and the concept is clear to them. Ask the students to create 

their own illustraon and write 3-4 sentences using describing words. Let them do their 

work individually. 

Yummy Me 

Student Activity 

Aer being introduced to the concept of adjecves, relate the topic with various foods 

i.e. chocolate with sweet, chips with salty, lemon with sour. Let the students taste each 

food item and describe how it tastes and group it accordingly. 

Lets Solve The Mystery 

Distribute five mystery bags to the students randomly. Ask each of the five students to 

place one hand in the bag and feel the objects. Allow them to touch the objects, shake 

the bag, etc. but not look at the contents. Let the students write as many adjecves as 

they can to describe the unknown objects. Aer they have wrien adjecves for the 

objects, they share it with the class. The students try to name the objects. Display the 

objects in the bag on a table. Discuss the fact that adjecves can help us figure out what 

the objects are according to their appearance, texture, etc. 

Review 

Students will be provided with worksheets based on describing words. 

Assessment 

Students will be assessed on their performance of day-to-day acvies, their promptness 

in carrying the assigned work and clarity of thought based on the topic. 

23

Topic: Dolch Words (List-4) 

English 

Lesson Plan-b 


Brief Descripon: The lesson aims to familiarize the students with commonly used words 

in English language to help them gain the necessary skills required to read confidently. 

Dolch words are ‘service words’ or ‘sight words.’ 


As a result of this lesson, the students will be able to: 

• Recognise and read dolch words. 

• Confidently apply the words in everyday communicaon. 


A chart with dolch words, flash cards of dolch words. 


Make a pile of dolch word flash cards. Take a few flash cards and arrange them to form a 

sentence.(A few words done earlier can be added to make appropriate sentences.) Read 

the sentence to the students. Remove one of the dolch words from the sentence and put 

it back in the pile (Make the pile smaller in the beginning to make the acvity easier). Give 

the pile of flash cards to a student and ask him/her to find the correct card from the pile 

to place back in the sentence. Re-read the sentence and then ask the students to read it. 

Recapitulate all the dolch words. (Refer to the previous Units - 5, 6, 7). 


Divide the class in groups of 3-4 students each. 

Arrange the flashcards to form a sentence, leaving one card out. Read the incomplete 

sentence to the groups. 

Now provide each group with 2-5 cards. Let the groups choose the correct card to complete 

the sentence. 

Re-read the sentence with the card chosen and check whether it makes sense or not. 

24 

Provide the group with all or a part of the pile of flashcards. Allow them to create their 

own sentences using the cards.

Ask them to glue their completed sentence at the boom of a piece of construcon paper 

and draw a picture that relates their sentence on the top. 

Frame a story on the topic ‘Seasons and Fesvals’. Ensure that all the dolch/sight words 

are used in the narrave. 

Encourage the studetns to make an invesgaon booklet of their own in which they enter 

the new sight word learnt each day. 

Review 

Discuss the most effecve and eco-friendly means of celebrang a fesval without 

pollung and damaging the environment. 

Dolch List 4 

big now very ride 

went long an into 

are no over just 

come came your blue 

if ask its red 

25

Topic: Changes in the Weather 



Lesson Plan-a 

Brief Descripon: This lesson involves understanding of different weather condions 

that keeps on changing and analyzing environmental changes. 


As a result of the lesson, the students will be able to: 

• Develop familiarity with different weather condions. 

• List the main features of every weather. 

• Explain the weather condions by discussing them considering physical and 



Coloured scrap notebook, A-4 size sheets, colours, a calendar, cutouts of the clouds, sun, 

wind, an umbrella and snow flakes. Metal caps of boles, strings, a sck and cutouts of 

elements related to different weather condions. A Powerpoint Presentaon to show 

different weather condions. 

TeacherActivity 

Introduce the concept of weather with the help of a discussion followed by showing a 

powerpoint presentaon to help students understand various weather condions. 

• When the sun shines brightly, we feel the sun’s warm rays. Hence it is a sunny day. 

• When the wind is strong, it makes a loud sound. Therefore it is a windy day. 

• If there is a snowfall, it is a cold day. 

• When we see grey clouds in the sky and the sun doesn’t shine brightly, it is a cloudy 

day. 

• When it rains, it becomes a rainy day. 

Weather Report 

26 

Ask the students about the weather forecast they watched on the television and enquire 

if the predicons were correct. Allot dues to the students to give weather updates daily 

in the class as a morning forecast for the day.


Weather Observaon 

Take the students out in the open and ask them ‘How is the weather today Let them feel 

the weather; observe the various factors that affect the weather like the sun; clouds, etc. 

and give the weather report accordingly. 

Calendar Acvity 

Students make a 30/31 days calendar and display it on the noce board. To show the daily 

weather they paste cutouts. For example: If the weather is sunny, students will paste the 

cutout of a sun; if the weather is cloudy, students will paste a cutout of a cloud or the 

cutout of snow flakes on a snowy day and so on. 

Each day the student who delivers the morning message regarding the (weather report) 

pastes the cutout in the correct column day wise. Students observe the weather for a few 

days and understand that the weather does not stay the same and changes everyday. 

Make a Wind Chime 

Collect some metal bole bole caps; e two each on both ends of a thick thread. Fix 

them on a sck. Hang an open in window of the classroom. This will help students to 

understand that when there is a so breeze, the sound is low and when it makes a loud 

sound, the day is a windy one as the breeze is strong. 

Review 

Portray the weather for a scene of a house 

Provide students with A4 sheet with a house drawn on it. The students decide on the 

weather condions they would like to portray to complete the scene, i.e. a sunny day, a 

rainy day, a snowy day or a cloudy day. 

To reinforce the concept of weather condions, students recite the poem “Every Kind of 

Weather is Wonderful” with acons. 

Oh my! What will be the weather 

For this acvity, set aside a weather area on a flannel board where students will change 

the elements according to the weather. Students will be divided in groups. Each group will 

get an opportunity to put together elements on a flannel board. A parcular group will 

sing: Oh My! What will be the weather (at least thrice). 

The teacher will reply for example: Rainy 

Then the students of that group will run and put coutouts or pictures of the clouds and 

rain drops on the flannel board to depict the weather. 

27

Weather Report 

Encourage the students to watch the weather report on the television and check if the 

predicon was correct or not. 

Match different words (associated with weather) with the pictures. 

Assessment 

Write the correct weather condions for the following. 

1. If the sun shines brightly, it is a __________________________________ day. 

2. If there are snow flakes, it is a ____________________________________ day. 

3. If it rains, it is a _______________________________________________ day. 

4. If grey clouds appear in the sky and the sun doesn’t shine brightly, it is a_____day. 

5. If the wind blows strongly, it is a __________________________________ day. 

28

Topic: Seasons 


Lesson Plan-b 




• Analyse how seasons are different from each other. 

• Explain about food, clothing and weather condions according to different seasons. 

• Understand the paern and the changes that come with each season. 

• List the occurrence of various seasons in different months. 

• Invesgate and relate to the effects of seasonal change. 


A chart on different seasons, a Powerpoint Presentaon on seasons, lemons, sugar, salt, a 

squeezer, disposable glasses and spoons, decoraon material, flashcards of seasons. 


Discuss and introduce the concept of seasons through everyday experiences. Evoke 

responses from students. Ask the students to brainstorm facts about various seasons. For 

each season, they will be asked about the months when it would in that parcular season 

occurs, what the weather is like and what acvies they would to do in that parcular 

season. Use a Powerpoint Presentaon to facilitate a discussion in the class. 

Recapitulate the topic by showing pictures and flashcards related to different seasons 

and then ask the students to find the difference amongst the pictures. Elaborate on the 

seasons, food, clothing and general weather condions during each season using different 

techniques of discussion. 

Show a Video related to monsoon. Divide the students into two groups. Let each group 

discuss and share their viewpoints on the vital points of the video. 


Collage making 

Bring pictures of food and samples of various fabrics we use during different seasons. 

Make a collage and label the pictures. 

29

Kitchenee Acvity 

Prepare lemonade in the class for the students to enjoy and relish. Also elaborate why 

different food is consumed during different seasons. 

This is followed by a fun acvity wherein the students make and decorate a snowman 

using different kinds material. 

Learn and recite the poem “Seasons” together. 

Fashion Show 

Organize a fashion show is in class where in students dress up according to different 

seasons and showcase their clothes. 

Worksheet: 

Review 

a. Idenfy and write the names of the different seasons. 

b. Associate different words with seasons and write them in appropriate columns. 

c. Draw pictures of seasons and write the names of the months in which we experience 

them. 

Assessment 

Assess the students based on their responses to the following quesons. 

a. Name all the seasons. 

b. What happens in the spring season 

c. What is the weather like during the rainy season 

d. Which is your favourite season and why 

30

Topic: Fesvals 


Lesson Plan-c 


Brief Descripon : This lesson creates an awareness about the various fesvals that occur 

during different seasons. 



• Develop an awareness about the occurrence of various fesvals during different 

seasons. 

• Discuss about the origin and significance of different fesvals during the year. 

• Develop tolerance for fesvals of different religions and communies. Appreciate 

the message of love, harmony and brotherhood. 

• Parcipate acvely in celebraons related to different fesvals. 


Pictures/images related to different fesvals, a Santa puppet, construcon paper, candles, 

earthen lamps and decoraon material. 


Discuss the various fesvals to widen the students’ perspecve about different cultures 

and religions. 

Discuss local neighbourhood events that are celebrated eg New Year Celebraons, 

weddings, birthdays, etc. 


Decorate the classrooms and display boards based on the given theme. 

Make greeng cards to wish one another on a fesval. Bring a special home sweet made 

during a specific fesval and share with others. 

Show and Tell 

The students parcipate in a show and discuss how they dress up in tradional are Worn 

during a specific fesval. They can either use flash cards or carry things of relevance related 

to the fesval. 

31

Review 

Poem: “Christmas” 

Dress me up 

Organise a hurdle race. The student dress up as they cross the hurdles. Whey they reach 

the finish line, they end up dressed up as Santa Claus. 

Write a wish on a paper and paste on the socks (picture provided) hoping Santa that will 

fulfill it. 

Collect informaon on the fesvals that are celebrated at home and all the acvies which 

are part of the celebraons. 

Draw a picture of your favourite fesval. Write a few lines on what and why you like the 

fesval the most. 

Assessment 

Ask the students a few quesons based on the fesvals, e.g. 

• Which fesval is celebrated on 25 th December every year 

• When is Good Friday celebrated (Include fesvals of each country for enhancing 

students knowledge) 

32


Lesson Plan-d 

Topic: Naonal Fesvals 


Brief Descripon : This lesson deals with various Naonal and Internaonal Fesvals and 

their significance. 



• Acquaint and understand the naonal fesvals and their mode of celebraons. 

• Understand the significance of Naonal fesvals that are celebrated by the people of 

a naon. 

• Explore and smulate imaginaon, vocabulary, their aesthec sense and interpersonal 

skills. 


White construcon paper, scks, glue, calligraphy pens, ivory sheet, pictures of things 

and events relate to fesvals. 


Naonal Flag 

Show the students images / pictures of the Naonal flag of the country and other 

countries. Ask them to observe the colours , shape and size of the flags carefully. Explain 

the significance of the flag and the colours used in the flags. 

Through a PowerPoint Presentaon, show the photographs of the great leaders of the 

country. Discuss how each one contributed and sacrificed their lives for the country. 

Organize an event where students dress up as their favourite leader and share facts about 

the leader’s life. 

Scrolls on Rules and Regulaons: 

Divide the students into groups and ask them to make scrolls. Encourage them to think 

and formulate rules to maintain discipline in the class. Aer compleng the work the 

students display their work in the class. 

33

Variety of flowers in a bouquet 

Organise a flower arrangement Ikebana show in the school on the occasion of any Naonal 

Fesval. 

Special Assembly 

Students conduct the morning assembly to celebrate a Naonal Fesval. They enact 

scenes to arouse patriosm among the students. 

Assessment 

Students will be assessed on their knowledge and understanding of the Naonal 

Fesvals. 

34

Mathematics 

Lesson Plan-a 

Topic: Division as equal sharing 



As a result of this lesson, the students will be able to : 

• Differenate between sharing and equal sharing. 

• Understand division as equal sharing. 

• Form equal groups with a given number or things. 

• Appreciate the significance of sharing in real life. 


A costume of Santa Claus, bells, a sack, candies, gis, yellow and white slips, sketch pens, 

balloons, cups and beads, cookies, paper plates. 


To make the students understand the concept of equal sharing, conduct the following 

acvies. 

Acvity -1 

Dress up in a Santa Claus cap (and some other accessories as available) and enter the class 

with a sack of gis and candies, ringing the bell and singing the jingle- Jingle Bells... . 

The number of gis in the sack = No. of children x 2 

The number of candies = No. of children x 4. 

Take out the candies from the sack and ask the students to keep on counng the candies – 

one, two, three... and so on. Once the students have counted the total number of candies, 

give one candy to each student ll all candies have been distributed. 

Elicit responsed to the following: 

How many total candies are there 

How many students are there in the class 

How many candies did each student get 

35

Has everyone got an equal number of candies 

The teacher emphasizes on equal distribuon. 

Now take out the gis from the sack and once again the students keep on counng the 

gis – one, two, three... and so on. Once they have counted the total number of gis they, 

give a gi to each student ll all the gis have been distributed. 

Ask - 

How many gis are there in total 

How many gis has each one got 

Has everyone got an equal number of gis 

Give worksheets to the students and help them do it. 

Acvity - 2 

Prepare the following slips. (The number of the slips need to be modified according to the 

number of students in the class.) 

Ask the students to pick up one slip. Now call out names of the object or thing and the 

students holding that parcular slip/card stand up. For example: the slip on the sun and 

snow. Tell them to stand in two different corners of the classroom. Announce them as the 

group leaders. The Sun - which indicates the Summer Season and Snow – which indicates 

the Winter Season. The other students are asked to observe the picture on their slip and 

then join their respecve leaders. Once the students have joined their groups ask them to 

match the colour of their slips with those of the others in the groups. Further clarify and 

jusfy the reason for the same. 

Sun (yellow) 

Snow (white) coke (yellow) 

Ice cream (white) Fire (yellow) Soup (white) 

Hand over balloons to the group leaders. Distribute the number of balloons in such a way 

that the group leader of ‘Sun’ gets the No. of balloons equal to the No. of students in the 

group x 4 ; and the group leader ‘Snow’ gets the No. of balloons which equal to the No. 

of students in the group x 5 . 

Ask the groups to count the total number of balloons they have got. Instruct the group 

leaders to keep on giving a balloon to each student ll all the balloons have been 

distributed. 

Ask separately the groups the following quesons: 

36 

• How many balloons are there 

• How many members are there in your group

• How many balloons did each member get 

• Has every member got an equal number of balloons 

Now ask the enre class the same quesons. 

Has every one got an equal number of balloons Obviously the students would answer 

“NO”. 

The teacher further asks – Why 

The Sun group says – All of us have 4 balloons each. 

The Snow group says – All of us have 5 balloons each. 

Further inquire how can the whole class have an equal number of balloons. The students 

give their suggesons. The teacher sums up by telling them that if the members of the 

Snow group returns one balloon then everybody in the class will have an equal number 

of balloons, i.e. 4. 

Elaborate and explain the concept of division as equal distribuon. 

Extend the acvity by using different things and objects to emphasise upon the word 

‘equal’. 

Give 20 beads and some cups to the students and ask them to carry on the acvity by 

following the instrucons. 

• Put 2 beads in each cup. How many cups have been used 

• Put 4 beads in each cup. How many cups are used 

• Put 5 beads in each cup. How many cups have been used 

• Put 10 beads in each cup. How many cups are used 

Acvity - 3 

Divide the clock face into three parts so that the total sum of 

the numbers in each part is the same. 

Give hints such as: 

37

Add all the numbers that are marked in one part. 

Randomly add other numbers and try to make the total same. 

Acvity - 4 

Narrate the following story. 

( Soluon ) 

“STORY TIME”, FOLLOWED BY ROLE PLAY 

“ 

” 

It was winter me and Mama goat made 8 cookies. She gave them to her two kids. Each of 

them was excited to get 4 cookies each to eat. But all of a sudden the door bell rang. Two 

friends of their’s came in. Mama asked them to share the cookies with them. The kids 

thought over and gave two–cookies each to them. Now all four of them had two cookies 

each. As they were about to eat the door bell rang once again and four more friends 

entered. Mama again told them to share the cookies with them too. The kids thought 

over again and everyone gave one each of their cookie to the other. Now everyone had 

one cookie each and they all sat quietly and enjoyed their share and thanked mama for 

the delicious cookies. 

Aer telling the story divide the class into groups. 

Give 24 cookies to each group and give them two paper plates. Ask them to distribute 

the cookies in two plates. The students arrange the cookies in two plates. Aer they have 

arranged the cookies in the plates, encourage responses as to how many cookies are 

there in each plate. The students answer 12. Write the number on the board. 

24 cookies 2 plates 12 each 

38

Now, give 2 more paper plates and ask them to rearrange the same number of cookies 

i.e. 24 in 4 paper plates. 

Again ask how many cookies are there in each plate. The students answer 6. Write the 

following figures on the board. 


Connue ll each group has 12 plates and 2 cookies on each plate in a manner similar to 

the one as menoned. 




Tell the students to observe the chart carefully. Further conclude by explaining that the 

share of cookies decreases as the number of members increases. 

To make learning fun the following acvity can also be performed with the students: 

The students form a circle. Play music and the students move in a circle. When the 

music stops, say a number. The students immediately form groups according to the given 

number. The students those who will be le out of the group, join the teacher in saying 

the numbers and playing the music. 

Review 

Worksheets can be given to the students to enhance their learning. 

Assessment 

Students are assessed on how they relate equal sharing with division and dividing 

numbers or things in equal groups. 

39

Topic: Numbers ll 300 

Mathematics 

Lesson Plan-b 

Duraon – 3 Hours 


As a result of this lesson, the students will be able to : 

• Read and write numbers ll hundred and beyond. 

• Relate the place with the place value of a parcular digit of a numeral. 


Flashcards of numbers, abacus and blocks. 


Since the students have previous knowledge of 3 digit numbers, the teacher will ask 

certain quesons to reach the ‘Topic’. 

Teacher: How many seasons do we experience 

Students (randomly): 2, 3, 4 …. 

Teacher: Let’s name them. 

Students (randomly): Summer, spring, fall, winter. 

Teacher: Right, so we have four seasons. Do you think they follow an order 

Students: Yes, we think so. 

Teacher: If we start with the month of January, the order will be {Writes on the board) 

Winter Spring Summer Fall 

Similarly, numbers also appear in an order. 

For example: 2 will always come aer 1 and before 3. 

Relate it with counng, start from 192 to 200 and the sequence to be followed aer 200 

such as: 

40

200, 201, 202, 203, 204 … 

249, 250, 251, 252, 253… 

Make use of the place value blocks on the base of hundreds, tens and ones to explain the 

counng of numbers aer 200. 

Teacher: How many group of ten objects each are 

there 

Students: None. 

Teacher: How many objects are alone 

Students: One. 

Teacher: How many objects are in a group of 

hundred 

Answer: There are 100 objects each in the group for 

hundred. 

Teacher: Which number is it 

Students: 201 

As shown in the diagram on the le, a group consists 

of 100 single objects together makes it one hundred. 

Two groups having a 100 objects in each make 200 

objects altogether. 

Thus, 200 objects + one single object = 200+1=201 

(Also refer to the lesson plan on numbers in Unit 2, Unit 5 and Unit 8). 

To enhance the sequencing of numbers, prepare paper slips from numbers 252 to 300 

(depending upon the number of students in the class). Put all the slips in a bowl. Now ask 

41

the students to pick up the slips so that each student 

gets a slip with a number wrien on it. Call out the 

first number 252 and then the student with the next 

number will stand up and read out his/her number. This 

will connue ll all the numbers are called out and each 

student has said his/her number. 

Based on the previous knowledge of the students, 

write a few number names and the numerals on the 

board.(number names up to 200) Then ask the students 

to come individually and replace the number 1 at the 

hundreds place with 2. The students are asked to replace 

the number names also. Aer this acvity, write a few numerals with incorrect number 

names on the board and ask the students to correct them to test their understanding. 

146 One hundred forty six 257 One hundred fiy seven 

289 Two hundred eighty nine 

146 One hundred forty six 

230 Two hundred thirty 

Further relate it to place and the place value of numbers. 

Teacher : 

Student : 

Teacher : 

Student : 

If in the number 146, 1 is replaced with 2, what is the place and place value 

of 2 

2 is at the hundreds place and its place value is 200 (2 hundreds) 

In the number 230, what is at the hundreds, tens and ones place 

2 is at the hundreds place, 3 is at the tens place and 0 is at the ones place. 

Teacher : What is the difference between 230 and 213 (According to the places of 

numbers). 

Student : 

In the number 213, 2 is at the hundreds place, 1 is at the tens place and 3 is 

at the ones place. 

Complete by expanding the number 230 also + then funconing the difference make the 

statement complete. 

Number Expander 

42 

A number expander is a simple aid made of paper which can show various ways of 

renaming a number.

Show the students how to fold the expander: the shaded rectangles are folded in half 

with a ‘valley fold’ and then a ‘mountain fold’ is used to put the shaded rectangle behind 

the white rectangle on its le. 

Students enjoy the challenge of folding the paper correctly - somewhat like a fan. Help 

them to fold (shaded rectangles are folded in half with a ‘valley fold’ and then a ‘mountain 

fold’ is used to put the shaded rectangle behind the white rectangle on its le). For 

example, in the photo below, the ‘ones’ rectangle is folded in half (with a valley fold) and 

then behind the digit 3 which is on its le. 

Below are some pictures of a number expander with 3 place value columns, showing 

various ways of ‘expanding’ (or renaming) 236. 

Here is a fully open blank number 

expander with 3 blank place value 

columns . 

The number 236 has been wrien in the 

blank place value columns. This shows 

236 = 2 hundreds + 3 tens + 6 ones 

This shows 236 = 2 hundreds + 36 ones 

This shows 236 = 23 tens + 6 ones 

This shows 236 = 236 ones 

This is a ‘closed’ number expander showing 236. 

43

Ask the students to write their own three-digit whole number into the 3 blank 

rectangles. 

Ask them to fold and unfold at various places to make as many different expansions as 

they can. 

Revise the complete counng of numbers from 1 to 300 . 


Form the given number with the help of place value blocks. 

Read and write counng the numerals ll 300. 

Divide the class into 3 or 4 groups (depending upon the class size) with 10 students in 

each group. Then ask the students to stand according to their height (shorter ones in front 

and taller ones at the back). Facilitate if two students are of the same height. 

The students in the group will be asked to regroup themselves in the correct order of 

numbers (forward counng). 

The same acvity can be performed for backward counng. 

Randomly distribute flash cards to the students: 

265 273 270 266 272 268 274 269 271 267 

Flash cards arranged in order (forward counng). 

265 266 267 268 269 270 271 272 273 274 

Review 

Worksheets will be given to the students. 

Assessment 

Students will be assessed on their ability to count, read and write numbers ll 200 and beyond; 

and how efficiently they use place value blocks to form a two digit number. 

44


Lesson Plan-a 

Topic: Fesval / Regional songs and dance 

Duraon – 1 hour 30 mnts. 

Brief Descripon: To impart knowledge about the culture and fesvals of a country, a 

brief insight in the history of the country and informaon about special forms of music 

including songs on fesvals and dance that represent the country. 


As a result of this lesson, the students will be able to know about folk songs and dances of 

various countries and appreciate them. 


Musical Instruments 


Discuss briefly the history of the country’s culture and fesvals and sing songs on the 

fesvals. Teach the students basic dance forms or folk dances of the country. Show the 

students CDs or Videos to show various kinds of dance forms. 


Students will observe the folk dances and listen to songs sung that are based on 

fesvals. They will learn a song and perform on it. 

Review 

Students will be assessed on the basis of their knowledge about songs and rhymes based 

on fesvals and dance steps associated with them. 

45

Topic: Draw scenes of seasons and fesvals 

Duraon – 1 hour 30 mnts. 

Visual Arts 

Lesson Plan 

Brief Descripon: This lesson involves an awareness and illustrang Seasons and Fesvals 

on paper. 



• Illustrate different fesvals and seasons. 

• Acquire knowledge about the different forms of art. 

• Develop creavity and imaginaon. 


Acvity sheets, scrap books, colours, flash cards of different seasons like the Summer, 

Winter, Rainy and Autumn Season. 


Interact with the students about the topic by showing them the 

pictures of some fesvals. Demonstrate how to draw the scenes 

of different seasons using the principles of designs. 

46


The students will make invitaon cards for different 

celebraons like Christmas, Peace day, Earth day and 

Mother’s day. 

Draw a scene of any season like the winter season, rainy 

season, etc. as per your choice. 

Review 

Students will be provided material to make cards. 

Assessment 

Student will be able to idenfy seasons and fesvals through symbols and varied images. 

47


Card 17 

Kicking a ball 

Use these activities to: 

• Kick a staonary ball 

• Kick a moving ball 

• Use and name different parts of the foot 

• Improve dynamic balance. 

48 

Activities 

Class Activities 

• Move anywhere in the space provided. On command, touch the different parts of the 

foot: heels, toes, the top of foot, boom of the foot, inside and outside of the foot.

In groups 

• Kick a staonary ball (large) using: (1) 

• Right foot 

• Le foot. 

• Dribble (tap) a large ball using: (2) 

• Right foot 

• Le foot. 

• Kick a ball to a large target e.g., a wall. (3) 

Variations 

• Ask children to kick and dribble the ball using different parts of their feet e.g. top of 

foot and their toes. 

• Take a smaller sized ball. 

Equipment 

• Large lightweight balls. 

• Markers or lime powder. 

• Cones or other large targets. 

Safety measures 

• Keep spaced out. 

• Kick in one direcon only. 

• Take care when chasing loose balls. 

Links to other subjects 

English: use of vocabulary and prepositions 

• Name, say and point to different parts of the foot, e.g. heel, top of foot. Ask children 

to put their foot ‘up’ in the space, ‘behind them’ etc. 

Mathematics: measurement 

• Kick the ball and let it stop moving. Ask children to measure the distance travelled by 

the ball using non uniform units e.g. using strides. 

Curriculum links 

• Linked to the learning objecve No. 20 in the CBSE School Health Manual and the 

Theme on Human Body in the NCERT Syllabus: Which body parts are involved in the 

movement 

Self assessment 

• Which is my strong (best) foot What can it help me acheive 

49

Card 18 

Ringmaster 

Use these activities to: 

• Develop imaginaon and imitaon. 

• Use different combinaons of your legs. 

• Improve arm and leg strength. 

• Move in different ways. 

Activities 

Class Activities 

• The teacher (ringmaster) stands in the middle of a circle of children. The ringmaster 

calls out the name of an animal. All the children imitate the movements of the stated 

animal using contradictary adjecve (words), so that children have to think about 

the movements that they might use. For example ‘earthworm’. Children might crawl, 

bending and stretching as they move. Use animals that involve children in moving at 

50

a high, low and medium levels. At the end of the game the ringmaster says ‘parade’. 

All the animals fall in line, walking by imitang an animal of their choice or an animal 

chosen by the teacher. 

Variations 

• Ask children to provide examples of animals. 

• Pair the children, one in front of the other. The child behind copies the acons of their 

partner. 

• Imitate different modes of transport. 

Equipment 

• Lime powder or markers. 

Safety measures 

• Look out for others. 

• Be within the given space. 

Links to other subjects 

English: to become visually familiar with words 

• Instead of calling the names of animals idenfy them using sounds or show children a 

picture of the animal with its name. 

Mathematics: measurement 

• Observe and describe the movements of the animals. For example, ‘crawling’, ‘sliding’, 

‘rolling’. 

Curriculum links 

• Linked to the learning objecve nos. 10 and 13 in the CBSE School Health Manual and 

the Theme on Human Body in the NCERT Syllabus: How does my body move Which 

of my body parts are involved in the movement 

Self assessment 

• Which animal did I enjoy imitang the most 

51

52 

Assessment

Assessment 

English 

By the end of this unit, the students will be able to: 

• Idenfy describing words. 

• Independently frame sentences using describing words. 

• Successfully use describing words in everyday conversaon to describe the world 

around them. 

• Enhance their ability to use the language precisely. 

Rubrics for the unit 

Expected 

Indicators of student’s performance 

Learning Outcomes Beginning Developing Achieved 

The student is able 



to : 

to : 

to : 

Sentence 

Structure/Fluency 

Frame sentences 

without suitable 


Frame sentences 

that are wellconstructed 

but 

at mes unable 

to provide correct 


Frame well 

constructed 

sentences with 

appropriate 


Word Choice 

Use limited 

vocabulary related 

to describing 

words. 

Use describing 

words that 

communicate about 

the noun/pronoun. 

Use vivid describing 

words accurately. 

Add descripve 

details with 

guidance and 

support. 

Add descripve 

details at mes. 

Add appropriate 

details 

independently. 

Word List 

Rarely use a 

word list that 

includes a variety 

of adjecves for 

different nouns. 

Create and use 

a word list that 

includes various 

adjecves for 

different nouns 

with guidance. 

Create and use 

a word list that 

includes a variety 

of adjecves for 

different nouns 

independently. 

53


By the end of this unit, the students will be able to : 

• Understand different weather condions in different seasons. 

• Correlate the change in lifestyle and eang habits during various seasons through 

exploraon, observaon and hands-on acvies. 

• Acquire knowledge about different kinds of naonal and religious fesvals, their 

significance and mode of celebraon. 

• Successfully use describing words in everyday speech to describe the world around 

them. 

• Enhance the ability to use language precisely. 


Expected 






to : 

to : 

to : 

Changes in weather 

condion 

Idenfy the 

different weather 

condions and 

the changes that 

occur. 

Understand and 

list the changes in 

weather condions 

but cannot relate 

with its features. 

Create a link 

between weather 

condions and the 

changes occuring 

due to the change 

in weather. 

Predict the changes 

that will occur 

with the change in 

weather. 

54 

Knowledge about 


Name the seasons 

and idenfy things 

related to them. 

Discuss about 

different seasons 

but is unaware of 

the changes that 

occur with the 

change in season. 

Idenfy different 

seasons and names 

of the season 

comfortably with 

the given hints, e.g. 

sound of lightning 

and thunder-rainy 

season; summer 

season coon 

clothes.

Fesvals and 

Naonal fesvals 

Awareness about 

different fesvals. 

and names the 

naonal fesvals. 

Classify different 

fesvals that occur 

with the change in 

season. 

Tell the significance 

of Naonal Fesvals 

of ones own 

country. 

Analyze and predict 

about the origin 

and significance of 

different fesvals 

during the year. 

Appreciate and 

understand the 

importance of 

naonal fesvals 

and value the spirit 

of unity reflected 

through them. 

55

Mathematics 

Topic - Division 

By the end of the unit, the students will be able to : 

• Understand and apply the concept of distribuon and its equal sharing in roune 

life. 

• Analyse and comprehend groups formed in 2’s 3’s 5’s and so on. 

• Know that division means sharing equally and also realise the significance of 

sharing. 


Expected 






to : 

to : 

to : 

Division as equal 

sharing 

Understand 

the distribuon 

concept but 

has difficulty 

in applying the 

equal distribuon 

concept. 

Understand 

the concepts of 

distribuon and 

equal distribuon. 

Understand the 

concept of equal 


its applicaon in a 

larger group. 

Relate equal 


division with 

guidance. 

Relate equal 

distribuon with 

division. 

Understand the 

concept thoroughly 

and apply it outside 

the classroom and 

explain it with 

suitable examples. 

56

Mathematics 

Topic - Numbers till 300 

By the end of this unit, the students will be able to : 

• Understand the enre concept of pung numbers in a sequenal order. 

• Correlate the numeral with corresponding number names. 

• Develop the aptude of pung numbers in the desired order. 

• Apply the concept in everyday situaons which demand the use of the same. 


Expected 






to : 

to : 

to : 

Knowledge of 

numbers ll 300 

Count only in a 

sequenal order. 

Read, write and 

put in order 

specified numbers 

with support. 

Count in a sequenal 

order but finds it 

difficult when the 

numeral at the tens 

place changes. 

Read, write and 

compare whole 

numbers in a 

numerical order 

but needs me and 

support. 

Count correctly 

up to 300 and 

beyond. 

Write and 

compare whole 

numbers both 

in order and 

randomly. 

Idenfy the 

numerals at the 

ones, tens and 

hundreds place. 

Idenfy the place 

of numerals only 

at ones and tens 

place. 

Idenfy the place 

of numerals though 

may get confused 

when zero is at the 

ones or tens place. 

Idenfy correctly 

even when 

the posion of 

numbers are 

changed. 

Knowledge of place 

value. 

Tell the place 

value of numerals 

appropriately. 

Parally understand 

the concept of 

place value. 

Represent whole 

numbers using 

place-value 

concepts and 

expanded notaon. 

Relate the number 

names with the 

numeral. 


name with the 

numeral with 

guidance. 

Read the number, 

though may find 

difficulty in relang 

it with the number 

name at mes. 


name and the 

numeral correctly. 

57

Teacher Resource 

Material 

58

English 

Teacher Resource Material 


Chart paper, acvity sheets, chocolates, cookies, bananas, potato chips, popcorn, 

lemon, lemon juice, plain yogurt, mystery bags, chart of dolch words, flash cards of dolch 

words. 

Book: “Go Away Big, Green Monster” by Ed Emberley 

Websites 

www.starfall.com 

www.bbc.co.uk 

www.theteacherscorner.com 

www.abcteach.co 

Dolch List 4 

big now very ride 

went long an into 

are no over just 

come came your blue 

if ask its red 



A Coloured scrap book, A4 size sheets, colours, a calendar, cutouts of clouds, sun 

and wind; an umbrella and snow flakes, metal caps of boles, string, sck, cutouts of 

elements related to different weather condions. A Power Point Presentaon to show 

different weather condions, chart of different seasons, lemon, sugar, salt, squeezer, 

disposable glasses and spoons, decoraon material, flashcards/ pictures, images related 

to different fesvals. a Santa puppet, construcon paper, candles, earthen lamps, 

decoraon material, scks, glue, calligraphy pens, ivory sheet, pictures of things and 

events related to fesvals. 

Websites 

www.educaon-world.com 

www.enchantedlearning.com 

59

Poems 

Every Kind of Weather is Wonderful 

I would like to watch the way the wind can spin a weather vane 

I like to wear my big blue boots to splash with in the rain 

I like to ride my bright red sledge on cold snowy days. 

I like to feel the sun‛s warm rays when I swim in the ocean waves 

Windy, rainy, snowy and sunny; 

Every kind of weather is wonderful and fun 

Mr. Sun 

Oh! Mr. Sun, Mr. Golden Sun 

Please shine down on me 

Oh! Mr. Sun, Mr. Golden sun 

Hiding behind the trees 

These little children are asking you 

Please come out so they can play with you 

Oh! Mr. Sun, Mr. Golden sun 

Please shine down upon me !! 

60


(To the tune of “Here we go around the mulberry bush”) 

Here we go around the year again, 

The year again, the year again. 

Here we go around the year again, 

To greet different seasons. 

Wintertime is time for snow. 

To the south, the birds will go. 

It‛s too cold for plants to grow 

Because it is the winter. 

Here we go around the year again… 

In springtime, days grow warm. 

On the plants, the new buds form. 

Bees and bugs come out in swarms 

Because spring is here. 


In summertime, the days are hot. 

Ice cold drinks I drink a lot! 

At the beach, I‛ve got a spot 

Because it is summer time. 


Autumn is here, the air is cool. 

61

Days are short, it‛s back to school. 

Raking leaves is now the rule 

Because it is autumn. 

It’s raining 

It‛s raining its pouring, 

I think someone is snoring. 

She went to bed and bumped her head, 

And couldn‛t get up in the morning. 

I hear thunder 

I hear thunder 

Oh! Don‛t you, Oh! Don‛t you. 

Pitter Patter raindrops, pitter patter raindrops, 

I‛m wet all through, so are you. 

I see the blue sky, 

Up on high. 

See the sun is shining, see the sun is shining, 

You‛re quite dry, so am I. 

62

It’s Hot 

I‛m feeling hot today (2) 

Let‛s have a cold drink. 

I‛m feeling hot today 

(Children give their own ideas on how to keep cool) 

Swimming in the Swimming Pool 

Swimming, swimming, in the swimming pool, 

Hot day, cold day in the swimming pool. 

Front stroke, back stroke, fancy dive too, 

Wouldn‛t you like to join me too 

Jingle bells 

Jingle Bells, Jingle Bells 

Jingle all the way, 

Oh! what fun, it is to ride 

In a one-horse open sleigh 

Dashing through the snow 

In a one-horse open sleigh 

Over the fields we go, 

Laughing all the way, 

Bells on bobtails ring, 

Making spirits bright 

oh! What fun it is to laugh and sing 

A sleighing song tonight. 

63

All I want for Christmas 

All I want for Christmas is (my two front teeth) (2) 

And then I’ll wish you merry Christmas 

All I want for Christmas is (a big tight hug) (3) 


All I want for Christmas is (a little puppy dog-woof)(3) 


All I want for Christmas is (some yummy, yummy pudding) 


Rudolf the Red-nosed reindeer 

Rudolf the red nosed reindeer 

Had a very shiny nose 

And if you ever saw it 

You would even say it glows 

All the other reindeers 

Used to laugh and call it names 

They never let poor Rudolf 

Join in any reindeer games. 

Mathematics 

64 


A costume of Santa Claus, a bell, sack, candies, gis, yellow and white slips, sketch pens, 

balloons, cups and beads, cookies, paper plates. 

Books 

My Big Book of Reading and Sums/ Brown Watson, England 

Scholasc Success with Math Workbook, Level 1&2/ Scholasc Inc., New York

Fun with Franklin : Math Acvity Book/Scholisc Inc., New York 

Developing Numeracy – numbers and the number system / A&C Black, London 

Math and Language arts, Grade 1&2/ Learning Horizons, USA 

Websites 

www.teachersdomain.org (video clip on sharing) 

www.tutorvista.com (dividing into equal groups) 

www.teachers.tv/videos/division-sharing-copy-food 

www.math.about.com 

www.ixl.com/math/grade/first/ 

www.aaastudy.com/grade1.htm 

Flash cards 

(To aid beer Comprehension) 

1. Sun (yellow) 1. Snow (white) 

2. ice cream (white) 2. fire (yellow) 

3. coke (yellow) 3. soup (white) 

65

4. ice cubes (yellow) 4. mufflers ( white ) 

5. fan (yellow) 5. leather jacket (white) 



Musical Instruments, CDs of songs and dance, pictures of famous arsts. 

Websites 

www.songs4teachers.com 

Visual Arts 


Acvity sheets, scrap book, flash cards of different seasons like Summer, Winter, Rainy 

and Autumn Season. 

Websites 

www.colormaers.com/colortheory.html 

www.winsornewton.com/colour.../praccal-applicaons-of-colour-theory/ 



Physical Educaon Cards (PEC) and PEC Kit. 

66

Worksheets 

67

English 

(a) Describing Words 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Underline the describing words in the given sentences. 

1. The bird is cute. 

2. That is a big cat. 

3. The fat cat naps. 

4. That bug is red. 

5. I see a small lion. 

6. That silly dog plays in the van. 

7. Mom is tall. 

8. The green frog ran away. 

9. That owl is smart. 

10. The path is smooth. 

68


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Use suitable describing words from the word bank for the 

pictures given below. 

little, funny, green, sweet, cold, blue, 

wet, slow, brown, sweet, fast, happy. 

69


Name : ___________ Class: ___________ 

Date : ___________ 

Subject: ___________ 

I. Write a Poem 

First, make a list of festivals your friends celebrate 

Then, write words that describe each festival and words 

that rhyme with the words you chose. Now, choose your 

favourite festival and write a poem, on a separate sheet of 

paper. 

Festivals 

Describing words 

Rhyming words 

71


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

COLOURS AROUND ME 

Lets read. 

Observe that colours are also used to describe things. 

APPLE (red) ORANGE (orange) BANANA (yellow) 

BRINJAL (purple) CABBAGE (green) ONION (pink)] 

BLUEBERRY (blue) MILK (white) POTATO (brown) 

72 

LEAVES (green) SUN (yellow) DRESS (pink)


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Identify the following fruits and vegetables. Write their 

names and its colours. 

73


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Write as many words as you can that describe the things in 

the picture. 

p 

74


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Write the describing and the naming words from the sentence 

in the space given below. 

Example : 

The rose is red. 

The Word ‘red‛ tells us more about the naming word rose. 

1. Atul is a tall boy. 

The word ____ tells more about the naming word _____. 

2. Anu has long hair. 


3. This is a round table. 


75

II. Circle the naming words and underline the describing 

words. 

Example: 

1. It is a bright day. 

2. He is drinking a hot cup of tea. 

3. He is wearing a clean shirt. 

4. This woman lives in a big house. 

5. The mouse is a small animal. 

6. This apple is very tasty. 

76


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Choose the word from the box and fill in the blanks given 

below: 

bright smart cold hot red 

long hard green sweet yellow 

1. _________ sun. 6. __________ lemon. 

2. _________ tea. 7. __________ boy. 

3. _________ ice cream. 8. __________ rock. 

4. _________ grass. 9. __________ pencil. 

5. _________ grapes. 10. __________ apple 

77

II. Find out the describing words. Draw a flower around it. 

horse 

dry 

warm 

clever 

sleep 

talk 

foolish 

day 

run 

sunny 

78

(b) Dolch Words 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Make sentences with the following pairs of dolch words. 

1. blue/red 

_____________________________________________ 

_____________________________________________ 

2. went/ride 

_____________________________________________ 

_____________________________________________ 

3. very/big 

_____________________________________________ 

_____________________________________________ 

4. just/come 

_____________________________________________ 

_____________________________________________ 

5. long/ride 

_____________________________________________ 

_____________________________________________ 

79

II. Match the words with the corresponding pictures. 

ride 

big 

come 

into 

ask 

blue 

80

Dolch Words 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Read the following sentences. Fill in the blanks with the 

missing letters from the dolch words given below. 

1. I have a b __ __ car. 

2. The movie has ________ u ________ t started. 

3. A giraffe has a l ___ ___ ___ neck. 

4. The water in the pool seems to be ____ u ____. 

5. My dog is friendly. I ___ ___ name is Bruno. 

6. There is a bridge o _____________ the stream. 

7. Please buy me a _________ e _________ ball. 

8. What is y ___ ___ r name 

over just big your its long blue red 

81


(a) Changes in the Weather 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. How is the weather today Write Yes/No in the box. 

Is it sunny 

Is it cloudy 

82 

Is it windy 

Is it raining

II. Match the pictures to the words. 

Cloudy 

Rainy 

Windy 

Sunny 

83

(b) Seasons 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Identify and write the names of the seasons. 

84


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Write the words given below in the appropriate box. 

clear foggy rainy cloudy freezing shower 

thunder heat stormy hail icy sunny 

Summer Rainy Winter Spring Autumn 

II. Describe the weather you experience in each season of the 

year. 

1. In summer it is _________________________________ 

___________________________________________ 

2. In winter it is __________________________________ 

____________________________________________ 

3. In spring it is___________________________________ 

____________________________________________ 

4. In autumn it is_________________________________ 

____________________________________________ 

5. In rainy season it is______________________________ 

_____________________________________________ 

85


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Draw symbols to represent different seasons, Write the 

names of months when we experience the following seasons. 

SPRING 

SUMMER 

SPRING MONTHS 

______________________ 

______________________ 

______________________ 

SUMMER MONTHS 

______________________ 

______________________ 

______________________ 

AUTUMN 

WINTER 

AUTUMN MONTHS 

______________________ 

______________________ 

______________________ 

WINTER MONTHS 

______________________ 

______________________ 

______________________ 

86

(c) Festivals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Ho! Ho! Its Christmas time, Santa is in Town. Santa 

loves kids and fulfills their wishes. Write your wish on one 

of the pair of socks hanging at the fireplace. 

87


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Draw a picture of your favourite festival in the box given 

below. Also write a few lines on what you like the most 

about the festival. 

88


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Paste pictures of the festivals you have seen people 

celebrating in your neighbourhood. 

89


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Draw and colour the National Flag of your country. Write 

the significance of the colours in the flag. 

90

(a) Division 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Kids! Meet your favourite cartoon characters Tom 

Jerry! 

and 

Jerry has taken Tom‛s favourite cheese slices. 

a) Count the cheese slices that Jerry has with him 

Ans _____________________________________________ 

Jerry can eat only 2 cheese slices at a time. 

How many friends would Jerry call upon to finish up all the cheese 

slices, so that all his friends eat the equal number of slices. 

Draw or paste pictures of the number of friends Jerry would call 

to eat the cheese slices. 

91

Division 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Encircle the bells in groups of 2‛s. 

2. Encircle the stars in groups of 6‛s. 

3. Encircle the trees in groups of 3‛s. 

4. Encircle the gift boxes in groups of 5‛s . 

5. Encircle the caps in groups of 4‛s. 

92

Division 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Group the items in the box according to the different 

seasons. 

II. Read the statements and draw the items in the boxes below. 

Used in Pairs 

Used in winter 

Season 

Used in Summer 

Season 

93

Division 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. There are 3 plates of pizzas. Each plate has a different 

number of pizzas. 

Plate –A Plate –B Plate –C 

Answer the questions. 

1. How many pizzas are there altogether 

____________________________________________ 

2. Which plate has the maximum number of pizzas 

____________________________________________ 

3. How many pizzas will you transfer from plate C so that each 

plate has equal number of pizzas 

____________________________________________ 

94 

4. Will you shift any pizzas from plate B also 

____________________________________________

Division - Worksheet contd. 

5. Draw the pizzas on the plates given below so that each plate 

has the same number of pizzas. 

Plate –A Plate –B Plate –C 

95

Division 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. A tailor has 25 buttons. He needs to sew 

an equal number of buttons on each coat. 

How many buttons will he put on each one of 

them 

2. It is Joy‛s birthday party. His birthday comes during the 

Summer Season. He buys 16 ice cream cones for 8 of his 

friends. How many cones should he give to each friend so that 

everyone gets an equal number of cones 

3. Rita‛s mother gave her a necklace on her birthday. Unfortunately, 

the necklace broke. Her mother gaves her 6 strings and 

asked her to put the beads equally in all the strings to make 

earrings. 

1 2 3 4 5 6 

96 

How many beads would Rita put in each string ___________

Division - Worksheet contd. 

4. There are 12 children in a class. 

The teacher wants to form three teams for a basket ball match. 

How many children will be there in each team Encircle the picture 

to form three teams. 

5. The mechanic has removed the following wheels from the 

cars. 

Can you tell to how many cars do these wheels belong Encircle the 

correct answer. 

4 6 8 5 

97

(b) Numbers till 300 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Write numericals from 201 to 300. 

201 

98 

300

II. Connect the dots in a sequential order to complete the 

picture. 

294 275 

293 

292 

277 276 

291 

290 

279 278 

289 288 

281 

280 

287 286 283 

282 

285 

284 

a) Name the picture formed _________________________ 

b) Name the festival with which you associate the picture 

_______ 

99

Numbers till 300 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Count by 5s‛ and colour the boxes green. 

200 201 202 203 204 205 

206 207 208 209 210 211 

212 213 214 215 216 217 

218 219 220 221 222 223 

224 225 226 227 228 229 

230 231 232 233 234 235 

II. Count by 10s‛ and colour the boxes blue. 

240 241 242 243 244 245 

246 247 248 249 250 251 

252 253 254 255 256 257 

258 259 260 261 262 263 

264 265 266 267 268 269 

100 

270 271 272 273 274 275

III. What comes before 

_____________________________________ 243 

_____________________________________ 296 

_____________________________________ 300 

_____________________________________ 283 

_____________________________________ 210 

IV. What comes after 

290 __________________________________________ 

249 __________________________________________ 

209 __________________________________________ 

269 __________________________________________ 

216 __________________________________________ 

101


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Complete the following table using backward counting. 

290 289 

265 

241 

II. Complete the series. 

236 232 

204 202 

102 

200 

196

III. Write the number names. 

1. 205 

2. 212 

3. 272 

4. 230 

5. 250 

6. 216 

7. 272 

8. 289 

9. 300 

10. 199 

103


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Colour the picture which has the right numeral corresponding 

to the number name. 

Two hundred five 

250 205 

Two hundred sixty nine 

269 

296 

Two hundred fifteen 

215 

250 

Two hundred forty four 

240 

244 

104

Numbers 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Write numerals and number names. 

H T O 

Numeral 

a) 2 hundreds 0 tens 9 ones 2 0 9 

Two hundred and nine 

b) 2 hundreds 2 tens 1 ones _______ 

c) 1 hundred 1 tens 2 ones _______ 

d) 2 hundreds 1 tens 9 ones _______ 

e) 1 hundred 9 tens 9 ones _______ 

f) 7 tens 9 ones _______ 

g) 2 hundreds 0 tens 0 ones _______ 

105

II. Complete the puzzle using the clues given below: 

a) 

6 

b) 3 

c) 2 

d) 

1 

e) 

1 

f) 2 

Down 

Across 

a) Two hundred five a) 267 + 2 

b) Three more than 297 c) Two hundred ninety 

c) Two hundred forty four d) Two hundred fourteen 

d) Two less than 213 e) Two hundred ten 

f) One less than 300 

106


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Identify the numbers. Colour the image as per the given 

colour code. 

• 2 in hundreds place pink. 

• 4 in tens place yellow. 

• 3 in ones place green. 

• 7 in tens place red. 

295 

248 

326 

63 

103 

49 

140 

77 175 

107


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Complete the number grid. Read the instructions given below 

and do as instructed. 

273 277 

285 

291 

297 

• Count by 2‛s and colour the blocks red. 

• Identify the numeral with the number name two hundred 

eighty six. Colour the box green. 

• Identify any one numeral with 2 at hundreds and 2 at ones 

place. Colour the box blue. 

• The number that comes before 289. Colour the box yellow. 

• The number that has zero at tens and ones place. Colour the 

box pink. 

108 

• The number that comes between 295 and 297. Colour the box 

brown.

Unit 9: Seasons & Festivals - New Indian Model School, Dubai

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