NCERT Textbook- How Many Class 1 Notes | EduRev

Class 1 : NCERT Textbook- How Many Class 1 Notes | EduRev

Created by: Yashina Kapoor
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130
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_____________________
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13
How many
Write the number of sticks.
2019-2020
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130
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13
How many
Write the number of sticks.
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131
How many beads?
______________________
______________________
______________________
______________________
______________________
__________ __________
__________ __________ _______
_______
_______
_______
How much will the bananas cost?
2019-2020
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130
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
13
How many
Write the number of sticks.
2019-2020
131
How many beads?
______________________
______________________
______________________
______________________
______________________
__________ __________
__________ __________ _______
_______
_______
_______
How much will the bananas cost?
2019-2020
132
15
Give number name
How many tens
24
26
Which is the bigger number?
______________________
______________________ _ ____ _______
_ ____ _______
13
2019-2020
Page 4


130
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
13
How many
Write the number of sticks.
2019-2020
131
How many beads?
______________________
______________________
______________________
______________________
______________________
__________ __________
__________ __________ _______
_______
_______
_______
How much will the bananas cost?
2019-2020
132
15
Give number name
How many tens
24
26
Which is the bigger number?
______________________
______________________ _ ____ _______
_ ____ _______
13
2019-2020
133
Develop a story on the pictures and narrate in the class.
______________________ ______________________
______________________
______________________
______________________
______________________
Billu
________
2019-2020
Page 5


130
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
13
How many
Write the number of sticks.
2019-2020
131
How many beads?
______________________
______________________
______________________
______________________
______________________
__________ __________
__________ __________ _______
_______
_______
_______
How much will the bananas cost?
2019-2020
132
15
Give number name
How many tens
24
26
Which is the bigger number?
______________________
______________________ _ ____ _______
_ ____ _______
13
2019-2020
133
Develop a story on the pictures and narrate in the class.
______________________ ______________________
______________________
______________________
______________________
______________________
Billu
________
2019-2020
134 Intr oduction The National Curriculum Framework (2005) quotes from the Secondary Education
Commission (1952), “Citizenship in a democracy involves many intellectual, social and
moral qualities…a democratic citizen should have the understanding and the intellectual
integrity to sift truth from falsehood, facts from propaganda and to reject the dangerous
appeal of fanaticism and prejudice … should neither reject the old because it is old nor
accept the new because it is new, but dispassionately examine both and courageously
reject what arrests the forces of justice and progress….”. The quote reaffirms the
commitment of our education system to democracy and reiterates that citizens in a
democracy should be able to think for themselves and be able to sift truth from falsehood.
In other words, education should necessarily help learners develop independent and
critical thinking, among many other capabilities.
Mathematics perhaps is one of the best ways to develop independence of thinking,
ability to examine truth and to stand by it. In mathematics we try to understand the
world through shapes, numbers, quantities and logical relationships. We always
experience the world, even without mathematics. But when we start noticing symmetry
of shapes, become sensitive to rhythm in music, start seeing more or less in objects, etc.
we are becoming mathematically keen. The discipline of knowledge build on these
things spatial forms and relationships; quantitative concepts and relationships; and
abstract logical relationships, is called mathematics. The study of mathematics is
expected to result in the understanding of spatial and quantitative concepts and
relationships nd is expected to enhance the ability to use language in more precise
manner, to use notations, and to be able to use reason in a more effective manner. Thus,
directly help future citizens in a democracy to become independent and critical
thinkers.
Knowledge of the world that we live in makes up the larger part of the curriculum we
pursue in order to achieve educational aims. Different subjects in the curriculum can be
seen as different ways of understanding the world around us. Just as mathematics
attempts to understand the world through spatial, quantitative and logical relationships,
Natural Sciences could be seen as the body of knowledge about the natural world built in
terms of material properties and methods through which that knowledge is created.
Language can be seen as the primary ability to make sense of the world through symbols.
And similarly, other curricular areas look at the world from their specific perspective. Thus,
mathematics becomes one important strand in the total curricular knowledge that the
child is to slowly build through experience, reflection and interaction with other people,
including the teacher.
Child's experiences, ways of reflection and formation of concepts all are an integrated
whole. Integrated in the psychological sense that it involves logical thinking, emotions and
intentions, and physical activity, all simultaneously. Similarly it involves seeing the world
in terms of spatial and quantitative relationships (mathematics), social reality as human
relationships (Social Sciences), properties of substances and natural categories (Natural
sciences) and its beauty, right and wrong, etc. all as a composite whole and simultaneously.
All this seeing and thinking about the world becomes possible only through the use of
language. Therefore, for the child all these curricular subjects are inter-related and
development in one is effected as well as effects development in all others. In teaching of any
subject we need not restrict the child's experiences and thinking to any one subject area.
Teaching of mathematics will be better if the teacher talks to their peers about the
mathematical relationships and ideas. If children are encouraged to ask questions and
voice their disagreements and confusions, they will learn better. Let the physical or other
aspects of the objects be examined and discussed, and not be too narrowly focused only on
the numbers and mathematical aspects alone.
—
, a
it s
Teacher’s Notes
2019-2020
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