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.

Patterns: days of week, seasons, months in year, TV serial (serial timing)
Guess the next shape (patterns of shapes, designs)

Identifies standard patterns up to 10 (patterns in ten frames, finger patterns, playing cards)

Identifies the pattern unit within a simple repeating pattern (continues a simple pattern)

Making patterns (making rangoli :using basic shapes or joining shapes)

Continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 ...)

Identifies simple patterns right from school activities to home, like pattern in coming to school to going back, patterns in numbers and shapes, patterns in tiles and designs, etc.

Identifies simple patterns right from school activities to home e.g. pattern in coming to school to going back, patterns in numbers and shapes and patterns in tiles and designs, etc.
Clarify numbers as even and odd.

Sequences numbers to identify a pattern or rule

Understands the patterns of even and odd numbers, commutatively of addition and multiplication of numbers, multiplication of numbers by 1, adding 1 to numbers ,etc.

Patterns: days of week, seasons, months in year, TV serial (serial timing)
Guess the next shape (patterns of shapes, designs)

Identifies standard patterns up to 10 (patterns in ten frames, finger patterns, playing cards)

Identifies the pattern unit within a simple repeating pattern (continues a simple pattern)

Making patterns (making rangoli :using basic shapes or joining shapes)

Continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 ...)

Identifies simple patterns right from school activities to home, like pattern in coming to school to going back, patterns in numbers and shapes, patterns in tiles and designs, etc.

Identifies simple patterns right from school activities to home e.g. pattern in coming to school to going back, patterns in numbers and shapes and patterns in tiles and designs, etc.
Clarify numbers as even and odd.

Sequences numbers to identify a pattern or rule

Understands the patterns of even and odd numbers, commutatively of addition and multiplication of numbers, multiplication of numbers by 1, adding 1 to numbers ,etc.

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