Locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray)

Orients self to obtain a desired object

Follows simple instructions using positional language (stand up, sit down, put your lunch box in your bag)

Interprets a simple diagram or picture to describe the position of an object (the house is between the river and the school)

Uses positional terms with reference to themselves (left and right)

Gives and follows directions from one place to another

Displays understanding of spatial relationships (top- bottom, inside-outside; above-below; big-small; near-far; thin- thick; before-after; above-below, etc.) in given surroundings/situations and uses vocabulary for describing.

Classifies and sorts objects on the basis of some common property.

Uses everyday language to describe and compare shapes and objects

Finds similar shapes or objects in the environment

Names some basic shapes like cube, cuboid, sphere, etc.

Displays understanding of 3-D shapes around her/his in terms of their physical properties.

Participates in discussions with other/his to draw inferences from the recorded information.
Devises ways to present the recorded information in such a way that its interpretation can be made simpler.

Identifies and describes features of shapes and objects

Describes what an object may look like from a different perspective

Shows understanding by naming 2-D shapes like square, rectangle, triangle an circle, and also discovers their observable properties.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Explores observable properties of 3-D shapes like flat and curved surface, edges, corners, etc.

Groups objects on the basis of shapes (cones, cylinders, cubes, balls, etc.) and other observable properties.

Demonstrates her/his ability to differentiate between 2-D shapes (square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.)

Indicates understanding of 2-D shapes on the basis of number of sides, corners and diagonals, straight and curved edges, etc.

Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties.

Recognises features of shapes of different sizes and in different orientations following flips, slides and turns.

Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.).

Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler.

Cites different examples to show the understanding of difference between straight and curved lines.

Makes free-hand drawing of horizontal, vertical and slant lines.

Draws shapes of her/his liking by using straight and curved lines on a dot grid

Performing simple instructions. Instructions to move from one point to another in classroom.

Analyses and describes simple contextual problems in mathematical terms and finds the given and unknown data.

Finds the strategies to reach unknown from the known.
Solves problems using addition and/or subtractions.

Makes combinations to form numbers up to 10

Solves additive tasks involving two concealed collections of items by visualising, counting from one to determine the total

Uses a range of non–count-by-one strategies when adding or subtracting two or more numbers (bridging to 10, near doubles)

Devises her/his own ways to add 2-digit numbers. Later on uses algorithms for addition of numbers.
Develops her/his strategies to add and/or subtract a numbers from a two-digit number.

Analyses and describes a problem involving addition and/or subtraction in terms of mathematical terms and finds the given and unknown data.

Finds the strategies to reach unknown from the known.

Solves problems using addition and/or subtraction with and without regrouping

Shows difficulty in expressing repeated addition and appreciates the use of multiplication for repeated addition.

Explores ways of equal grouping/sharing/ distribution.

Understands division as another/his way of equal grouping /sharing /distribution.

Uses part-whole construction of number to partition a whole number into parts (partitions 7 into 5 and 2, 6 and 1, 4 and 3)

Applies inverse relationship of addition and subtraction

Manipulates place value of numbers flexibly in regrouping for addition of three-digit numbers and beyond (when adding 650 and 550, regroups 650 as 600 and 50, adds 50 to 550, then doubles 600)

Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds, tens and ones or by standard algorithm or by her/his own algorithm but mathematically correct process.

Analyses and describes a problem in mathematical terms and finds the given and unknown data.

Appreciates the use of multiplication for repeated addition.

Explores the multiplication facts of 2, 3, 4, 5 and 10 by different ways like repeated addition, skip counting, identifying and continuing pattern.

Develops different algorithms to multiply two-digit numbers.

Finds product of a two-digit number by another/his two-digit numbers.

Explores ways of equal grouping/ sharing/distribution.

Understands division as another/his way of equal grouping/ sharing /distribution.

Performs division by grouping / using multiplication tables.

Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons.

Find quotient of obtained division in two digit numbers.

Devises ways of collecting and counting the given number of objects like pebbles, seeds, leaves, square shaped pieces etc from her/his immediate environment and expresses the number as per her/his own understanding.

Involves different ways of counting.

Recognises that the last number word said in a count answers ‘How many?

Matches the count (up to 10) to objects, using the one-to-one principle

Responds to a request for a different amount by increasing or decreasing a quantity

Produces a rote count to at least 12

Produces a rote count down from 10

Produces the number word just after a given number word in the range 1–10 (but drops back to 1 when doing so)

Produces the number word just before a given number word in the range 1–10 (but drops back to 1 when doing so)

Demonstrates ways of counting groups of objects. Solving puzzle by joining dots - thinking ahead

Demonstrate strategies to find the missing numbers and solving puzzles ( Fit numbers in grid, missing numbers in pyramid)

Matches number words within the current known counting range to quantities of items

Counts items in groups of twos, fives and tens

Continues a count from a number other than 1

Produces a rote count to at least 100

Produces a rote count down from 100

Produces the number word just after a given number word in the learnt number range (without dropping back to count from 1)

Produces the number word just before a given number word in the learnt range (without dropping back)

Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid.

Devises ways of counting the given number of objects by putting them in groups of 2, 3, 4, .. 10 objects from her/his immediate environment and expresses the number as per her/his own understanding.

Recognises that a count of one ten is the same as ten counts of one

Counts forwards and backwards by 100s to 1000 (100, 200 … 1000)

Produces and reads numbers to at least 1000

Produces a rote count to at least 100

Produces a rote count down from 1000

Understanding objects and their attributes: shape, size, colour/texture

Attempts to record information in her/his own way and participates in discussions

Classifies objects as per their attributes: shape, size, colour.

Attempts to record information in her/his own way like number of different types of fruits required on the picnic day.

Attempts to record information in her/his own ways.

Devises ways of representing information to make it more clear and easy to understand and interpret e.g. uses tally marks to record large number of data.

Navigate path to reach certain locations and avoid certain path because of blockage.

Connects places via connecting dot game and understanding locations on map.

Shows understanding of concept of maps by drawing a map of thier school, surrounding areas, and learn to use it.

Displays understanding of concept of 'scale' on a map.

Understanding objects and their attributes: shape, size, colour/texture

Uses estimation in verification of sum and difference of two-digit numbers.

Uses estimation in verification of sum and difference of 2 and 3-digit numbers.

Reads and writes any given number (up to 99) and associates a given collection with a number and vice-versa.

Recognises some numerals, such as those associated with age or home address

Recognises small quantities (<10) as being the same or different without counting (subitises)

Orders numerals to at least 10

Reads and writes any given number (up to 99) and associates a given collection (arranged in tens and ones) with a number and vice-versa.

Matches one numeral with another (matches to a sample)

Orders numbers to at least 100

Reads and writes any given number (up to 999)

Locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray)

Orients self to obtain a desired object

Follows simple instructions using positional language (stand up, sit down, put your lunch box in your bag)

Interprets a simple diagram or picture to describe the position of an object (the house is between the river and the school)

Uses positional terms with reference to themselves (left and right)

Gives and follows directions from one place to another

Displays understanding of spatial relationships (top- bottom, inside-outside; above-below; big-small; near-far; thin- thick; before-after; above-below, etc.) in given surroundings/situations and uses vocabulary for describing.

Classifies and sorts objects on the basis of some common property.

Uses everyday language to describe and compare shapes and objects

Finds similar shapes or objects in the environment

Names some basic shapes like cube, cuboid, sphere, etc.

Displays understanding of 3-D shapes around her/his in terms of their physical properties.

Participates in discussions with other/his to draw inferences from the recorded information.
Devises ways to present the recorded information in such a way that its interpretation can be made simpler.

Identifies and describes features of shapes and objects

Describes what an object may look like from a different perspective

Shows understanding by naming 2-D shapes like square, rectangle, triangle an circle, and also discovers their observable properties.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Explores observable properties of 3-D shapes like flat and curved surface, edges, corners, etc.

Groups objects on the basis of shapes (cones, cylinders, cubes, balls, etc.) and other observable properties.

Demonstrates her/his ability to differentiate between 2-D shapes (square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.)

Indicates understanding of 2-D shapes on the basis of number of sides, corners and diagonals, straight and curved edges, etc.

Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties.

Recognises features of shapes of different sizes and in different orientations following flips, slides and turns.

Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.).

Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler.

Cites different examples to show the understanding of difference between straight and curved lines.

Makes free-hand drawing of horizontal, vertical and slant lines.

Draws shapes of her/his liking by using straight and curved lines on a dot grid

Performing simple instructions. Instructions to move from one point to another in classroom.

Analyses and describes simple contextual problems in mathematical terms and finds the given and unknown data.

Finds the strategies to reach unknown from the known.
Solves problems using addition and/or subtractions.

Makes combinations to form numbers up to 10

Solves additive tasks involving two concealed collections of items by visualising, counting from one to determine the total

Uses a range of non–count-by-one strategies when adding or subtracting two or more numbers (bridging to 10, near doubles)

Devises her/his own ways to add 2-digit numbers. Later on uses algorithms for addition of numbers.
Develops her/his strategies to add and/or subtract a numbers from a two-digit number.

Analyses and describes a problem involving addition and/or subtraction in terms of mathematical terms and finds the given and unknown data.

Finds the strategies to reach unknown from the known.

Solves problems using addition and/or subtraction with and without regrouping

Shows difficulty in expressing repeated addition and appreciates the use of multiplication for repeated addition.

Explores ways of equal grouping/sharing/ distribution.

Understands division as another/his way of equal grouping /sharing /distribution.

Uses part-whole construction of number to partition a whole number into parts (partitions 7 into 5 and 2, 6 and 1, 4 and 3)

Applies inverse relationship of addition and subtraction

Manipulates place value of numbers flexibly in regrouping for addition of three-digit numbers and beyond (when adding 650 and 550, regroups 650 as 600 and 50, adds 50 to 550, then doubles 600)

Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds, tens and ones or by standard algorithm or by her/his own algorithm but mathematically correct process.

Analyses and describes a problem in mathematical terms and finds the given and unknown data.

Appreciates the use of multiplication for repeated addition.

Explores the multiplication facts of 2, 3, 4, 5 and 10 by different ways like repeated addition, skip counting, identifying and continuing pattern.

Develops different algorithms to multiply two-digit numbers.

Finds product of a two-digit number by another/his two-digit numbers.

Explores ways of equal grouping/ sharing/distribution.

Understands division as another/his way of equal grouping/ sharing /distribution.

Performs division by grouping / using multiplication tables.

Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons.

Find quotient of obtained division in two digit numbers.

Devises ways of collecting and counting the given number of objects like pebbles, seeds, leaves, square shaped pieces etc from her/his immediate environment and expresses the number as per her/his own understanding.

Involves different ways of counting.

Recognises that the last number word said in a count answers ‘How many?

Matches the count (up to 10) to objects, using the one-to-one principle

Responds to a request for a different amount by increasing or decreasing a quantity

Produces a rote count to at least 12

Produces a rote count down from 10

Produces the number word just after a given number word in the range 1–10 (but drops back to 1 when doing so)

Produces the number word just before a given number word in the range 1–10 (but drops back to 1 when doing so)

Demonstrates ways of counting groups of objects. Solving puzzle by joining dots - thinking ahead

Demonstrate strategies to find the missing numbers and solving puzzles ( Fit numbers in grid, missing numbers in pyramid)

Matches number words within the current known counting range to quantities of items

Counts items in groups of twos, fives and tens

Continues a count from a number other than 1

Produces a rote count to at least 100

Produces a rote count down from 100

Produces the number word just after a given number word in the learnt number range (without dropping back to count from 1)

Produces the number word just before a given number word in the learnt range (without dropping back)

Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid.

Devises ways of counting the given number of objects by putting them in groups of 2, 3, 4, .. 10 objects from her/his immediate environment and expresses the number as per her/his own understanding.

Recognises that a count of one ten is the same as ten counts of one

Counts forwards and backwards by 100s to 1000 (100, 200 … 1000)

Produces and reads numbers to at least 1000

Produces a rote count to at least 100

Produces a rote count down from 1000

Navigate path to reach certain locations and avoid certain path because of blockage.

Connects places via connecting dot game and understanding locations on map.

Shows understanding of concept of maps by drawing a map of thier school, surrounding areas, and learn to use it.

Displays understanding of concept of 'scale' on a map.

Reads and writes any given number (up to 99) and associates a given collection with a number and vice-versa.

Recognises some numerals, such as those associated with age or home address

Recognises small quantities (<10) as being the same or different without counting (subitises)

Orders numerals to at least 10

Reads and writes any given number (up to 99) and associates a given collection (arranged in tens and ones) with a number and vice-versa.

Matches one numeral with another (matches to a sample)

Orders numbers to at least 100

Reads and writes any given number (up to 999)

Locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray)

Orients self to obtain a desired object

Follows simple instructions using positional language (stand up, sit down, put your lunch box in your bag)

Interprets a simple diagram or picture to describe the position of an object (the house is between the river and the school)

Uses positional terms with reference to themselves (left and right)

Gives and follows directions from one place to another

Displays understanding of spatial relationships (top- bottom, inside-outside; above-below; big-small; near-far; thin- thick; before-after; above-below, etc.) in given surroundings/situations and uses vocabulary for describing.

Classifies and sorts objects on the basis of some common property.

Uses everyday language to describe and compare shapes and objects

Finds similar shapes or objects in the environment

Names some basic shapes like cube, cuboid, sphere, etc.

Displays understanding of 3-D shapes around her/his in terms of their physical properties.

Participates in discussions with other/his to draw inferences from the recorded information.
Devises ways to present the recorded information in such a way that its interpretation can be made simpler.

Identifies and describes features of shapes and objects

Describes what an object may look like from a different perspective

Shows understanding by naming 2-D shapes like square, rectangle, triangle an circle, and also discovers their observable properties.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Explores observable properties of 3-D shapes like flat and curved surface, edges, corners, etc.

Groups objects on the basis of shapes (cones, cylinders, cubes, balls, etc.) and other observable properties.

Demonstrates her/his ability to differentiate between 2-D shapes (square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.)

Indicates understanding of 2-D shapes on the basis of number of sides, corners and diagonals, straight and curved edges, etc.

Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it.

Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.

Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties.

Recognises features of shapes of different sizes and in different orientations following flips, slides and turns.

Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.).

Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler.

Cites different examples to show the understanding of difference between straight and curved lines.

Makes free-hand drawing of horizontal, vertical and slant lines.

Draws shapes of her/his liking by using straight and curved lines on a dot grid

Devises ways of collecting and counting the given number of objects like pebbles, seeds, leaves, square shaped pieces etc from her/his immediate environment and expresses the number as per her/his own understanding.

Involves different ways of counting.

Recognises that the last number word said in a count answers ‘How many?

Matches the count (up to 10) to objects, using the one-to-one principle

Responds to a request for a different amount by increasing or decreasing a quantity

Produces a rote count to at least 12

Produces a rote count down from 10

Produces the number word just after a given number word in the range 1–10 (but drops back to 1 when doing so)

Produces the number word just before a given number word in the range 1–10 (but drops back to 1 when doing so)

Demonstrates ways of counting groups of objects. Solving puzzle by joining dots - thinking ahead

Demonstrate strategies to find the missing numbers and solving puzzles ( Fit numbers in grid, missing numbers in pyramid)

Matches number words within the current known counting range to quantities of items

Counts items in groups of twos, fives and tens

Continues a count from a number other than 1

Produces a rote count to at least 100

Produces a rote count down from 100

Produces the number word just after a given number word in the learnt number range (without dropping back to count from 1)

Produces the number word just before a given number word in the learnt range (without dropping back)

Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid.

Devises ways of counting the given number of objects by putting them in groups of 2, 3, 4, .. 10 objects from her/his immediate environment and expresses the number as per her/his own understanding.

Recognises that a count of one ten is the same as ten counts of one

Counts forwards and backwards by 100s to 1000 (100, 200 … 1000)

Produces and reads numbers to at least 1000

Produces a rote count to at least 100

Produces a rote count down from 1000