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.

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

Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc

Makes a copy of the length of one object (with fingers) to then make a comparison with another object

Associates a given collection (arranged in tens and ones) with a number and vice-versa.

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.

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

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.

Reads and writes any given number (up to 999)

Associates a given collection (arranged in tens and ones) with a number and vice-versa.

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

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.

Attempts to write any given number (upto 99)

Reads and writes any given number (up to 999)

Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc

Makes a copy of the length of one object (with fingers) to then make a comparison with another object

Associates a given collection (arranged in tens and ones) with a number and vice-versa.

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

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.

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

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.

Reads and writes any given number (up to 999)

Associates a given collection (arranged in tens and ones) with a number and vice-versa.

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

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.

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

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.

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.

Reads and writes any given number (up to 999)

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

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

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.

Reads and writes any given number (up to 999)

Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc

Makes a copy of the length of one object (with fingers) to then make a comparison with another object

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

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

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

Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc

Makes a copy of the length of one object (with fingers) to then make a comparison with another object

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.

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

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.

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

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.

Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc

Makes a copy of the length of one object (with fingers) to then make a comparison with another object

Associates a given collection (arranged in tens and ones) with a number and vice-versa.

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

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