Identifies the attribute of length (using gestures)

Identifies the longest object using direct comparison

Compares the length of two objects by aligning the ends

Uses the language of time to describe events in relation to past, present and future (yesterday, today, tomorrow, next week)

Uses everyday language to describe attributes that can be measured

Applies understanding of passage of time to sequence daily events

Understands the formal units of time

Converts between formal units of measurement

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