CSS Primary Standard “Mathematics” 1 CSS Primary Standard Mathematics For Class 1 Division of Syllabus into three terms Teacher‟s Guide Fully Solved Exercises Model Papers
CSS Primary Standard “Mathematics” 2 Table of Contents Division of Syllabus 2 Unit # 1 3 Unit # 2 10 Model Paper # 1 12 Model Paper # 2 15 Model Paper # 3 17 Second Term 19 Unit # 3 21 Unit # 4 22 Unit # 5 24 Model Paper # 1 27 Model Paper # 2 28 Model Paper # 3 30 Third Term 32 Unit # 6 32 Model Paper # 1 35 Model Paper # 2 36 Model Paper # 3 38 Division of Syllabus 1 st Term Week 1, Week 2, Week3, Week 4 Unit # 1…Concept of Whole Numbers (Concept of Zero, Number up to 100, Comparing and Ordering) Week 5 Monthly Test / Revision of Unit # 1 Week 6, Week 7,Week 8 Unit # 2…Number Operations (Addition) Week 9 Monthly Test / Revision of Unit # 1 Week 10 Final Test 2 nd Term
CSS Primary Standard “Mathematics” 3 Week 1, Week 2 Unit # 2…Number Operations (Subtraction) Week 3, week 4, week 5 Unit # 3…Measurement of Length and Mass (Long and Short, Tall, Taller, Tallest, Heavy and Light) Week 6 Monthly Test / Revision of Unit # 2 & 3 Week 7, Week 8, week 9 Unit # 4…Money (Pakistani Currency, Equivalent set of Money, Comparing Money ) Week 10 Monthly Test / Revision of Unit # 4 Week 11, Week 12 Unit # 5…Time and Date (Time, Date ) Week 13 Monthly Test / Revision of Unit # 5 Week 14 Final Test 3 rd Term Week 1, Week 2, week 3 Unit # 6…Geometry (Identification of Basic Shapes, Pattern, Position of an object) Week 4 Monthly Test / Revision of Unit # 6 Week 5 Complete Revision of 3rd Term Week 6 Complete Revision of 2nd Term Week 7 Complete Revision of 1st Term Week 8 Final Examination Week 1, 2, 3,4 Unit 1 Concept of Whole Numbers Concept of Zero Teaching objectives: To explain that zero (0) is used to express the idea of nothing. To demonstrate and practice how to write the symbol “0”. To explain that zero is the word form of the symbol “0”. Learning outcomes: Students should be able to: Explain that zero means nothing. Write the symbol “0” by following verbal instructions and by tracing. Recognize that the word zero means the same as the symbol “0”. Materials required: A large pencil or crayon for each student. A biscuit. Two inflated balloons. A pin. 5 one rupee coins. Page # 4 of CSS Primary Standard Mathematics Book 1.
CSS Primary Standard “Mathematics” 4 Introduction: Show the students the biscuit and ask them to count how many biscuits you have. Write their answer, 1, on the board. Eat the biscuit and then ask them again how many biscuits you have; they should see that you have no biscuits left. Draw a line through the number 1 and write 0 on the board. Show the students the two balloons and ask them to count the balloons; write 2 on the board then ask the students to cover their ears and quickly pop the balloons. Ask them how many balloons you have and they should say none. Cross out the number 2 and write 0. Show the students the five one rupee coins you have and ask them to count them. Write 5 on the board. Walk around the classroom and give five students one coin each. Ask the students how many coins you have now, and they should say none. Cross out the 5 and write 0 on the board. In the same way do the activity given on page # 5 of the book. Explain that when we have nothing, we use the symbol zero, as you have written on the board. Draw a large 0 on the board and ask the students to say zero. Ask the students to trace the number in the air, using their whole arm and moving it from the shoulder. Demonstrate this and also select students who do this well to show the action to the class. Repeat the air tracing several times and then use any of the other techniques (sandpaper/velvet/finger paints/mini-whiteboards) for copying the number, and finally ask the students to draw the number on the palm of their hand. Write the word zero on the board and explain that is how 0 is written as a word. Student activity: Ask the students to open their books at page 4 and read and explain the text. Ask the students to look at page 5 and before asking the students to trace the 0, ask them to check their pencil grip and position. Ask the students to trace all the zeros carefully, starting at the top of each number. Check their work as they finish and praise neat, careful work. Review: Do the activity on page # 5 of the book. Ascending and Descending Order Explain that numbers can be arranged in order: Draw 3 balls and 6 balls on the board. Ask: Which are more? Ascending order means starting from the smallest and going up to the largest. Descending order means starting from the largest and going down to the smallest. A s c e n d i n g 5 5 ↓ 4 4 D e s c e n d i n g 3 3 2 2 ↑ 1 1 Explain ascending order by drawing a ladder with numbers starting from 1 at the bottom rung and then going up. Read the numbers aloud in descending order coming down the ladder. Explain the first picture of page # 6 to the students. Do the exercise on pages # 7, 8, 9. Exercise on Page # 7 Q 1: Write ascending and descending order: a) Zero One Two Three Four
CSS Primary Standard “Mathematics” 5 Five Six Seven Eight Nine b) Nine Eight Seven Six Five Four Three Two One Zero Exercise on Page # 8 Q 2: Arrange the numbers in ascending order: 5, 3, 7, 2, 1 1, 2, 3, 5, 7 3, 0, 2, 9, 8, 1 0, 1, 2, 3, 8, 9 4, 1, 7, 6, 8, 0, 2 0, 1, 2, 4, 6, 7, 8 Q 3: Arrange the numbers in descending order: 3, 8, 9, 4, 7, 0 9, 8, 7, 4, 3, 0 4, 1, 8, 0, 6 8, 6, 4, 1, 0 7, 0, 5, 1, 8, 2, 3 8, 7, 5, 3, 2, 1, 0 Exercise on Page # 8 Q 4: What comes before? a) 1, 2 b) 4, 5 c) 7, 8 d) 5, 6 e) 8, 9 f) 0, 1 g) 6, 7 h) 3, 4 Q 5: What comes after? a) 0, 1 b) 5, 6 c) 2, 3 d) 7, 8 e) 3, 4 f) 6, 7 g) 4, 5 h) 8, 9 Q 6: What comes between? a) 1, 2, 3 b) 4, 5, 6 c) 0, 1, 2 d) 5, 6, 7 e) 3, 4, 5 f) 7, 8, 9 g) 6, 7, 8 h) 2, 3, 4 Numbers upto 100 Objectives: To be able to count from 1-100. To understand the place value of units, tens, hundreds.
CSS Primary Standard “Mathematics” 6 To be able to arrange 3-digit numbers in ascending and descending order. Tens and Units: Write the numbers 1-9 on the board. If you add one more you will have 10. The numbers will be written in two columns. The first column is called the units column, and the second column is called the tens column. In the same way 11, 12, 13,…….19, 20. When we keep adding one to the number above we get 20 which is equal to 2 tens and so on… Write 10, 20, 30… … … 100 on the board. Ask: How many tens in 10, 20, and so on? Ask: How many tens and units are there in 100? Draw a grid of 100 small squares. Add: 100 + 100 200 400 Explain that the numbers in hundreds are written in 3 columns H T U. Write some 3-digit numbers on the board. Tell the students to read them after you. Ask: How many hundreds, tens and units are there in the numbers. Cardinal and Ordinal Numbers Introduction: In this unit, students are introduced to the ordinal numbers 1stto 10th. By the end of the unit, students should be able to recognize ordinal numbers in figures and words use ordinal numbers to rank things, and order the months of the year. Pre-Assessment Activity: Carry out this activity in the corridor, or on the school field, or running track. Mark start and finishing lines and ask students to race against each other to see who is the fastest. Say „Go‟ to start the race and give the first 10 pupils to finish ordinal number cards corresponding to their positions. As each pupil finishes, say, e.g. „Congratulations! You are first!‟ and hand him/her the card that says „1st‟. In the same way, give the cards to each student according to their positions. Ask students to stand in a line in order from 1st to 10th and hold up their ordinal number cards. Point to each student in turn and ask the students to repeat the ordinal numbers 1st to 10th . More Activities for Ordinal Numbers Activity 1: Line up 10 objects (like book, pencil eraser, ruler, and sharpener) on a table at the front of the room. Pick up the first object and ask students to repeat after you „1st‟. Place the flashcard 1st in front of the object. Repeat for all 10 items and flashcards. Ask students to point to the items and cards and recite the ordinal numbers 1st to 10th three times. Ask questions, e.g. „In which position is the eraser?‟ Activity 2: Play a game of „Steal the object‟. 1 2 3 4 5 6 7 8 9 1 0
CSS Primary Standard “Mathematics” 7 Ask students to form 2 groups of 10 and stand in 2 rows of 10 on either side of the room, facing each other. Tell them who is 1stand who is 10thin line and ask them to call out their positions in the line in order from 1stto 10th . Place an object between the 2 rows of students. When the students are ready, call out a position and the students in that position should run forward to steal the „object‟. The student who steals the „object‟ and run back to his group scores a point for the group. The group with the most points at the end of the game wins. Activity 3: Line up 10 different objects on the floor in front of the class. Identify the objects in first and tenth position. Ask a student to stand behind e.g. the fourth object. The rest of the class checks if he is correct. Repeat for different positions and students until there is a pupil behind each object. Activity 4: Show students flashcards of different sets of objects and ask them to identify and count the objects, e.g. 5 cakes, 7 shoes, etc. Show the students how to arrange them in order from 1st to 5th, starting with the largest set, e.g. 10 items, 8 items 7 items, 5 items 2 items. Write above each flashcard 1st, 2nd, 3rd, 4th, 5th respectively. Activity 5: Show students a calendar and explain that it shows the months of the year. Show the first page and ask students to say, „The first month of the year is January.‟ Introduce all the months in the same way; each time, pupils should repeat, a. “The second month of the year is February. b. “The third month of the year is March. c. “The fourth month of the year is April. d. “The fifth month of the year is May. e. “The sixth month of the year is June. f. “The seventh month of the year is July. g. “The eighth month of the year is August. h. “The ninth month of the year is September. i. “The tenth month of the year is October. j. “The eleventh month of the year is November. k. “The twelfth month of the year is December. Bring about that the last month is December and that there are 12 months in one year. Review: Do the Assessment (1b) on pages # 14, 15, 16, 17, 18 & 19. Assessment (1b) Q 1: Count the objects and circle the correct option: a) 10 12 15 b) 23 69 37 c) 55 59 42
CSS Primary Standard “Mathematics” 8 d) 49 69 79 e) 34 26 36 Q 2: Which number comes before? a) 4, 5 b) 9, 10 c) 17, 18 d) 20, 21 e) 25, 26 f) 32, 33 g) 39, 40 h) 48, 49 i) 55, 56 j) 52, 53 k) 67, 68 l) 73, 74 m) 81, 82 n) 86, 87 o) 89, 90 Q 3: Which number comes after? a) 8, 9 b) 2, 3 c) 13, 14 d) 17, 18 e) 23, 24 f) 29, 30 g) 36, 37 h) 43, 44 i) 49, 50 j) 51, 52 k) 65, 66 l) 77, 78 m) 85, 86 n) 92, 93 o) 95, 96 Q 4: Which number comes between? a) 4, 5, 6 b) 12, 13, 14 c) 19, 20, 21 d) 26, 27, 28 e) 31, 32, 33 f) 37, 38, 39 g) 45, 46, 47 h) 50, 51, 52 i) 57, 58, 59 j) 60, 61, 62 k) 69, 60, 71 l) 73, 74 75 m) 77, 78, 79 n) 85, 86, 87 o) 90, 91, 92 Q 5: Write the following in ones and tens. a) Tens Ones 3 7 b) Tens Ones 4 6 c) Tens Ones 5 6 Q 6: Count ones and tens, then write its value. a) Tens Ones 3 7 b) Tens Ones 4 8 Q 7: Write the place value of the following numbers. First one is already done. a) Tens Ones
CSS Primary Standard “Mathematics” 9 6 0 b) Tens Ones 3 9 c) Tens Ones 7 9 d) Tens Ones 8 1 Q 8: Write the correct place value. First one is done for you. a) 6 tens + 2 ones b) 0 tens + 8 ones c) 8 tens + 0 ones d) 3 tens + 9 ones e) 7 tens + 7 ones Q 9: Put numbers in ascending order in boxes given below: a. 6, 2, 8, 4, 10, 0 b. 30, 50, 10, 80, 20, 40 0, 2, 4, 6, 8, 10 10, 20, 30, 40, 50, 80 c. 50, 90, 60, 0, 70, 80 d. 75, 25, 38, 82, 21, 6 0, 50, 60, 70, 80, 90 6, 21, 25, 38, 75, 82 e. 31, 11, 14, 21, 61, 51 f. 57, 56, 82, 28, 12, 3 11, 14, 21, 31, 51, 61 3, 12, 28, 56, 57, 82 Q 9: Put numbers in descending order in boxes given below: a. 7, 9, 1, 3, 5 b. 35, 38, 31, 46, 30 9, 7, 5, 3, 1 46, 38, 35, 31, 30 c. 13, 72, 92, 41, 32 d. 13, 43, 33, 73, 63 92, 72, 41, 32, 13 73, 63, 43, 33, 13 e. 51 62 30 75 22 f. 82, 29, 2, 64, 51 75, 62, 51, 30, 22 82, 64, 51, 29, 2 Comparing and Ordering Learning Activity: Two baskets are brought to the class and the teacher fills in identical objects in both, in varying quantities. The children first see and determine and later count and determine which has more and which has a lesser number of objects. Children work in groups. They go to the table one by one and count the number of objects in the two baskets, and then write the numbers on the board. The rest of the group members determine which number is more and which number is fewer. A staircase is very useful too. Beginning with 1 on the first step, 2, 3 and 4 objects are put on the subsequent steps. Children go up and down, learning the concept of „more than‟ and „less than‟.
CSS Primary Standard “Mathematics” 10 Visually, nothing could be clearer than seeing six toy cars on the 6th step and four dolls on the 4th step, lower than the 6th step. Review: Do the activity given on page # 20, 21 and 22. Activity on Page # 20 x x x x x Activity on Page # 21 a). This glass has more juice. This glass has less juice. b). This basket has more apples. This basket has less apples. Activity on Page # 22 (Assessment (1 C)) Q 1: Write less or more in the space provided. a). Apples are more than bananas. b). Strawberries are less than ice cream. c). Ants are more than bees. Q 2: Use “less than” or “more than” in the following blanks. a. 23 is more than 11 b. 18 is less than 19 c. 36 is more than 22 d. 42 is more than 30 e. 49 is more than 40 f. 39 is less than 53 Week 7,8 and 9 Unit 2 Number Operations Addition Objectives: To enable students to: Compare numbers from 1 to 99 to identify „How much more‟ one is from the other. Recognize and use symbols of addition „+‟ and equality „=‟. Add two, one-digit numbers (sum up to 9). Add a two-digit number with one-digit number. Add a two-digit number with 10s. Add two, two-digit numbers. Complete equation such as 3 + 4 = 7 (include questions that sum up to 99). Add mentally the numbers using real life examples. Construct addition equations from given pictures. Classroom Activity:
CSS Primary Standard “Mathematics” 11 The teacher should use animal picture cards or plastic farm animals. Make different addition stories initially using the language 3 and 2 donkeys makes 5. Next, introduce addition and equality symbols. The teacher should introduce the concept of vertical sums by placing the number cards and symbols in the vertical position. Tell the fact that the sum can be represented in this given manner also. The teacher should provide different sets of plastic animals / other objects until 10 and put them in different manners in two trays to make addition facts till 10 (you can do it randomly not necessarily in a sequence). The same activity should be done taking a number from 1 to 10. The teacher should start putting the animals / objects with zero in the first tray and the rest in the other. Number cards representing a specific addition fact should be placed also. The activity should be continued by completing addition facts of that specific number. Students should make their own addition sums by drawing pictures and then representing it in numbers. The teacher should provide students with addition stories written in a simple language (these stories can be extracted from examples as well). Students should represent the story using objects and number flash cards. The teacher should take a specific number of objects for example 4. She should then ask a student to make 8 by putting more objects along with the previous quantity. The teacher should make 2-digit addition flash cards and ask children to solve them. Take 2 dice with numbers or spots on them. Students will throw the dice and add up the numbers from the two of them. Students should make their own addition stories and represent it in numbers and through pictures in their exercise books. The teacher should play an addition card game. Pairs of students should be provided with cards having addition sums and answer cards. A child with an addition sum card shows it to his or her partner and asks if the answer card has the answer. If he or she has the correct answer he will show it and collect a counter. The pairs will next choose another sum and answer card. All other pairs of students will do so similarly. At the end of the game the pairs of students having more counters will win. Review: Assessment (2a) on page 29 to 31 from the textbook should be given. Assessment (2a) Q 1: a). 9 balls + 5 balls = 14 balls b). 7 pencils + 8 pencils = 15 pencils c). 9 candies + 9 candies = 18 candies d). 14 buttons + 15 buttons = 29 buttons Q 2: Add the following numbers. a). Tens Ones b). Tens Ones c). Tens Ones 1 + 1 4 1 + 2 4 1 + 4 5
CSS Primary Standard “Mathematics” 12 1 5 1 6 1 9 d). Tens Ones e). Tens Ones f). Tens Ones 1 + 4 4 2 + 3 6 4 + 1 4 1 8 2 9 4 5 Q 3: Add the following numbers. a). Tens Ones b). Tens Ones c). Tens Ones 1 + 1 7 0 2 + 2 2 3 4 + 4 6 2 2 7 4 5 8 8 d). Tens Ones e). Tens Ones f). Tens Ones 7 + 2 4 3 3 + 3 5 2 6 + 3 1 0 9 7 6 7 9 1 Q 4: Fill in the boxes with correct number: a). 3 + 4 = 7 b). 5 + 8 = 13 c). 7 + 6 = 13 d). 3 + 3 = 6 e). 5 + 9 = 14 f). 8 + 3 = 11 5: Add the following. First one is done for you. a). Tens Ones + Tens Ones = Tens Ones 1 5 2 4 3 9 b). Tens Ones + Tens Ones = Tens Ones 3 1 2 4 5 5 c). Tens Ones + Tens Ones = Tens Ones 8 1 1 5 9 6 d). Tens Ones + Tens Ones = Tens Ones 3 4 2 5 5 9 Q 6: Zara has 35 balls and Waqar has 14 balls. How many balls they have altogether? Zara has Tens Ones 3 5 balls Waqar has 1 4 Balls Total Balls 4 9 They have 49 balls altogether. Model Paper # 1 Instructions:
CSS Primary Standard “Mathematics” 13 Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. shows nothing. zero one two 2. ………. order means following the numbers from smaller number to greater number. Ascending descending greater 3. ………. order means following from greater number to smaller number. Ascending descending greater 4. “0” to “9” are called primary numbers and “10” is the first ………. number. secondary primary major 5. ………. is the first two digit number. 99 10 100 6. ………. number tells the number‟s name. primary ordinal cardinal 7. ………. number tells the position. primary ordinal cardinal 8. ………. shows less quantity of anything. greater than less than equal to Fill in the blanks: (9 Marks) 1. Zero shows ……….. 2. Ascending order means following the numbers from ………. number to greater number. 3. Descending order means following from ………. number to smaller number. 4. “0” to “……….” are called primary numbers and “10” is the first secondary number. 5. Ten is the first ………. digit number. 6. ………. number tells the number‟s name. Mark as “Yes” or “No”: (9 Marks) 1. Zero shows nothing. Yes / No 2. Descending order means following the numbers from smaller number to greater number. Yes / No 3. Ten is the first two digit number. Yes / No 4. Cardinal number tells the number‟s name. Yes / No 5. Ordinal number tells the position. Yes / No 6. Less than shows less quantity of anything. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Part-B
CSS Primary Standard “Mathematics” 14 Q 2: Arrange the numbers in ascending order: (4 Marks) 5, 3, 7, 2, 1 3, 0, 2, 9, 8, 1 Q 3: Arrange the numbers in descending order: (4 Marks) 3, 8, 9, 4, 7, 0 4, 1, 8, 0, 6 Q 4: Count the objects and circle the correct option: (3 Marks) a) 10 12 15 b) 23 69 37 c) 55 59 42 Q 5: Which number comes before? (6 Marks) a) …., 5 b) …., 10 c) …., 18 d) …., 21 e) …., 26 f) …., 33 Q 6: Which number comes after? (6 Marks) a) 8, …. b) 2, …. c) 13, …. d) 17, …. e) 23, …. f) 29, …. Q 7: Which number comes between? (6 Marks) a) 4, …., 6 b) 12, …., 14 c) 19, …., 21 d) 26, …., 28 e) 31, …., 33 f) 37, …., 39 Q 8: Add the following numbers. (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 + 1 4 1 + 2 4 1 + 4 5 Q 9: Add the following. (6 Marks) a). Tens Ones + Tens Ones = Tens Ones 1 5 2 4 3 9 b). Tens Ones + Tens Ones = Tens Ones 3 1 2 4 5 5 c). Tens Ones + Tens Ones = Tens Ones 8 1 1 5 9 6 Q 10: Zara has 35 balls and Waqar has 14 balls. How many balls they have altogether? (4 Marks)
CSS Primary Standard “Mathematics” 15 Zara has Tens Ones 3 5 balls Waqar has 1 4 Balls Total Balls They have ---------- balls altogether. Model Paper # 2 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. number tells the number‟s name. primary ordinal cardinal 2. ………. number tells the position. primary ordinal cardinal 3. ………. shows less quantity of anything. greater than less than equal to 4. ………. shows more quantity of anything. greater than less than equal to 5. ………. is an action or process of adding something. subtraction division addition 6. We use “……….” for addition of numbers. + x 7. When we add a number to another number, we get ………. r number than previous ones. smaller bigger same 8. In vertical method of addition, we use “________” line instead of “……….” sign to show equal. + x = Fill in the blanks: (9 Marks) 1. ………. number tells the number‟s name. 2. Ordinal number tells the ……….. 3. ……….shows less quantity of anything. 4. More than shows ………. quantity of anything. 5. ………. is an action or process of adding something. 6. We use “+” for ………. of numbers. Mark as “Yes” or “No”: (9 Marks) 1. Cardinal number tells the number‟s name. Yes / No
CSS Primary Standard “Mathematics” 16 2. Ordinal number tells the position. Yes / No 3. Less than shows less quantity of anything. Yes / No 4. More than shows more quantity of anything. Yes / No 5. Division is an action or process of adding something. Yes / No 6. We use “=” for addition of numbers. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Q 2: Arrange the numbers in ascending order: (4 Marks) 3, 0, 2, 9, 8, 1 4, 1, 7, 6, 8, 0, 2 Q 3: Arrange the numbers in descending order: (4 Marks) 4, 1, 8, 0, 6 7, 0, 5, 1, 8, 2, 3 Q 4: Count the objects and circle the correct option: (3 Marks) a) 55 59 42 b) 49 69 79 c) 34 26 36 Q 5: Which number comes before? (6 Marks) a) …., 53 b) …., 68 c) …., 74 d) …., 82 e) …., 87 f) …., 90 Q 6: Which number comes after? (6 Marks) a) 51, …. b) 65, …. c) 77, …. d) 85, …. e) 92, …. f) 95, …. Q 7: Which number comes between? (6 Marks) a) 60, …., 62 b) 69, …., 71 c) 73, …. 75 d) 77, …., 79 e) 85, …., 87 f) 90, …., 92 Q 8: Add the following numbers. (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 + 4 4 2 + 3 6 4 + 1 4 Q 9: Fill in the boxes with correct number: (6 Marks)
CSS Primary Standard “Mathematics” 17 a). 3 + 4 = b). 5 + 8 = c). 7 + 6 = d). 3 + 3 = e). 5 + 9 = f). 8 + 3 = Q 10: Zara has 35 balls and Waqar has 14 balls. How many balls they have altogether? (4 Marks) Zara has Tens Ones 3 5 balls Waqar has 1 4 Balls Total Balls They have ---------- balls altogether. Model Paper # 3 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. shows nothing. zero one two 2. ………. order means following the numbers from smaller number to greater number. Ascending descending greater 3. ………. order means following from greater number to smaller number. Ascending descending greater 4. “0” to “9” are called primary numbers and “10” is the first ………. number. secondary primary major 5. ………. is the first two digit number. 99 10 100 6. ………. number tells the number‟s name. primary ordinal cardinal 7. ………. number tells the position. primary ordinal cardinal 8. ………. shows less quantity of anything. greater than less than equal to Fill in the blanks: (9 Marks) 1. ………. number tells the number‟s name. 2. Ordinal number tells the ……….. 3. ……….shows less quantity of anything. 4. More than shows ………. quantity of anything.
CSS Primary Standard “Mathematics” 18 5. ………. is an action or process of adding something. 6. We use “+” for ………. of numbers. Mark as “Yes” or “No”: (9 Marks) 1. Zero shows nothing. Yes / No 2. Descending order means following the numbers from smaller number to greater number. Yes / No 3. Ten is the first two digit number. Yes / No 4. Cardinal number tells the number‟s name. Yes / No 5. Ordinal number tells the position. Yes / No 6. Less than shows less quantity of anything. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Part-B Q 2: Arrange the numbers in ascending order: (4 Marks) 3, 0, 2, 9, 8, 1 4, 1, 7, 6, 8, 0, 2 Q 3: Arrange the numbers in descending order: (4 Marks) 3, 8, 9, 4, 7, 0 4, 1, 8, 0, 6 Q 4: Count the objects and circle the correct option: (3 Marks) a) 10 12 15 b) 23 69 37 c) 55 59 42 Q 5: Which number comes before? (6 Marks) a) …., 5 b) …., 10 c) …., 18 d) …., 21 e) …., 26 f) …., 33 Q 6: Which number comes after? (6 Marks) a) 51, …. b) 65, …. c) 77, …. d) 85, …. e) 92, …. f) 95, …. Q 7: Which number comes between? (6 Marks) a) 60, …., 62 b) 69, …., 71 c) 73, …. 75 d) 77, …., 79 e) 85, …., 87 f) 90, …., 92 Q 8: Add the following numbers. (6 Marks)
CSS Primary Standard “Mathematics” 19 a). Tens Ones b). Tens Ones c). Tens Ones 1 + 1 4 1 + 2 4 1 + 4 5 Q 9: Add the following. (6 Marks) a). Tens Ones + Tens Ones = Tens Ones 1 5 2 4 3 9 b). Tens Ones + Tens Ones = Tens Ones 3 1 2 4 5 5 c). Tens Ones + Tens Ones = Tens Ones 8 1 1 5 9 6 Q 10: Zara has 35 balls and Waqar has 14 balls. How many balls they have altogether? (4 Marks) Zara has Tens Ones 3 5 balls Waqar has 1 4 Balls Total Balls They have ---------- balls altogether. Second Term Week 1, 2 Unit No. 2 Number Operations Subtraction Teaching objectives: The students should be able to: Subtract ones from 2-digit numbers without borrowing. Subtract 2-digit numbers from 2-digit numbers without borrowing. Solve real-life problems of subtraction without borrowing. Solve simple problems regarding addition and subtraction in mixed form. Starter Activities: Students to roll two dice and subtract the smaller numbers from larger numbers. Introduction: The teacher should show how to subtract 1-digit number from a 1-digit number without borrowing as instructed on page 32, 33 and 34. The teacher should show how to subtract 1-digit number from a 2-digit number without borrowing as instructed on page 35 and 36.
CSS Primary Standard “Mathematics” 20 The teacher should show how to subtract 2-digit numbers from a 2-digit number without borrowing as instructed on page 36 and 37. The teacher should show how to solve word problems of subtraction as instructed on page 38. Practical Activity: Write the sum: Subtract 52 from 98 Tens Ones 9 - 5 8 2 Subtract means taking away. To take away 2 units from 8 draw I I I I I I I I on the board cut 2 lines. I I I I I I I I. Ask: How many lines are left? 6 lines left. In the same way take away 5 from 9 in the tens column. We have: Tens Ones 9 - 5 8 2 4 6 The answer is 46. It is easy to subtract big numbers in this way. Assessment (2b) Q 1: Subtract the following: a). Tens Ones b). Tens Ones c). Tens Ones 1 - 2 1 1 - 4 3 1 - 6 4 1 1 1 1 1 2 d). Tens Ones e). Tens Ones f). Tens Ones 1 - 4 4 1 - 8 5 1 - 7 6 1 0 1 3 1 1 Q 2: Subtract the following: a). Tens Ones b). Tens Ones c). Tens Ones 1 - 1 4 0 1 - 1 5 0 6 - 3 6 2 0 4 0 5 3 4 d). Tens Ones e). Tens Ones f). Tens Ones 7 - 4 8 0 4 - 2 7 2 9 - 6 9 3 3 8 2 5 3 6 Q 3: Subtract the following: a) 54 – 31 = 23 b) 64 – 22 = 42 c) 78 – 24 = 54 d) 36 – 21 = 15 e) 64 – 32 = 32 f) 78 – 55 = 23 Q 4: Fill in the box with correct number. First one is done for you. a) 9 – 2 = 7 b) 9 – 3 = 6 c) 5 – 1 = 4 d) 8 – 3 = 5 e) 8 – 1 = 7 f) 9 – 3 = 6
CSS Primary Standard “Mathematics” 21 Q 5: What should be taken away from 10 to make the given number? a) 5 b) 6 c) 7 d) 8 e) 4 f) 1 g) 10 h) 2 Q 6: Anoral wanted to buy a toy whose price is 9 rupees. She has only 4 rupees in hand. How much more money she needs to get that toy? Solution: Total value of the toy = 9 rupees Anoral had = 4 rupees More money that Anoral needs = 9 – 4 = 5 rupees Anoral needs 5 rupees to get her toy. Q 7: Komal had a collection of 16 sunglasses. She gave 3 sunglasses to her friend Rabia. How many glasses left with komal? Solution: Komal had = 16 sunglasses She gave = 3 sunglasses Komal left with = 16 – 3 = 13 sunglasses Q 8: Rehan has 24 pencils. He have 12 of them to his friends. How many pencils left with Rehan? Solution: Rehan had = 24 pencils He gave = 12 pencils Rehan left with = 24 – 12 = 12 pencils Week 3, 4 & 5 Unit No. 3 Measurement of Length and Mass Teaching objectives: The students should be able to: Compare objects to identify, long, longer, longest. Compare objects to identify, short, shorter, shortest. Compare objects to identify, tall, taller, tallest. Compare objects to identify, high, higher, highest. Compare objects to identify, heavy, heavier, heaviest. Compare objects to identify, light, lighter, lightest. Starter Activities: Arrange a collection of objects and ask student to describe it using the correct vocabulary i.e. tall, short, heavy, and light, etc. Introduction: The teacher should compare heights of some students and ask the rest of the class to tell who is the tallest and shortest. The teacher should compare the length of more than two objects and ask the class which is the longest and shortest amongst them.
CSS Primary Standard “Mathematics” 22 The teacher should compare the height of more than two objects and ask the class which is the higher and highest amongst them. The teacher should compare the weight of more than two objects and ask the class which is the heaviest and lightest amongst them. Practical Activity: The teacher should arrange a variety of objects and divide them amongst groups of students. They should be asked to compare and find the heaviest, lightest, tallest, shortest, longest, shortest objects amongst these. Individual Work: Exercises from the pages 44, 45, 46, 48, 49, 50, 51, 52, 53 of the textbook should be given. Homework: Students should be given charts to prepare at home with the help of the parent. Give them different topics to do: tall and short, heavy and light, high and low as given in the unit. Recap: Students should be provided with variety of objects. The teacher will select an object and ask students to find out another object heavier, lighter, taller, and shorter than the given object. Children should be given play dough to make heavy or light, tall or short things. Week 6 Monthly Test / Revision of Unit # 2 & 3 Week 7, 8 and 9 unit 4 Money Teaching objectives: The students should be able to: Identify Pakistani currency coins (Rs 1, 2, and 5). Identify Pakistani currency notes (Rs 10, 20, 50 and 100). Match a group of coins/notes to an equivalent group of different denominations. Add and subtract money using the prices of objects (e.g. toys). Recognize money change (up to 100) to its equivalent denominations. Determine if enough money is available to make a purchase. Add different combinations of coins / notes. Starter Activities: The teacher should take students to a nearby market. Students should observe and buy things from market. Have a brain storming session about where and how things are being bought or sold. Introduction: The teacher should bring Pakistani currency (Re 1, Rs 2, Rs 5, Rs 10, Rs 20, Rs 50, and Rs 100) and show it to the students. Show the students how to pay for an item by laying out the notes and coins. Also show how to use groups of money equal to another group using different coins and notes. Arrange different toys and objects. Label them with price tags and introduce the concept of selecting the correct combination of notes or coins to pay for an item. Students should practise the same.
CSS Primary Standard “Mathematics” 23 Practical Activity: Students should do a role play of shopkeeper and costumer and use fake money for buying and selling. They can talk abut the amount of money they have, the amount used for purchasing and the amount of money left. Individual Work: Exercises from the pages 59, 60, 61, 64 and 65 of the textbook should be given. Homework: Students should buy things along with their parents. They should record the objects purchased, the money used, the amount spent and the amount left. Recap: Students should be given an amount of fake notes and coins and objects with price tags. They should be asked to pay for them using different coins and notes. They should be asked which objects they will be able to purchase from the given amount. Q 2: Add and write how much money is altogether? First one is done for you.
CSS Primary Standard “Mathematics” 24 a) 10 Rupees b) 14 Rupees c) 60 Rupees d) 27 Rupees e) 75 Rupees Q 3: The price of the pen is Rs. 50 and the price of a sharpener is Rs. 15. What is the price of a pen and a sharpener altogether? Solution: Price of pen = 50 rupees Price of sharpener = 15 rupees The total price of pen and sharpener is = 50 + 15 = 65 rupees Q 4: The price of a book is Rs. 95. Waqas has Rs. 50. How much money did her require to buy the book? Solution: Price of book = 95 rupees Waqas has = 50 rupees Required money = 95 - 50 = 45 rupees Waqas require Rs. 45 to buy the book. Assessment 4(b) Q 1: How much money is less than the price of object? Solution: (This is done in the textbook as well) Q 2: Solution: Price of Cone ice cream = 49 rupees Total available money = 39 rupees Money needed = 49 – 39 = 10 rupees 10 rupees are less than the price of ice cream. Q 3: Solution: Price of Burger = 60 rupees Total available money = 70 rupees How much money will be left= 70 – 60 = 10 rupees 10 rupees will be left. Q 4: Solution: Price of Toy Car = 84 rupees Total available money = 95 rupees How much money will be left= 95 – 84 = 11 rupees 11 rupees will be left. Week 10 Monthly Test / Revision of Unit # 4 Week 11, 12 Unit 5 Time and Date Teaching objectives: The students should be able to:
CSS Primary Standard “Mathematics” 25 Recognize the hour and minute hands of an analog clock. Read and tell time in hours from the analog clock e.g., two o‟clock. Read and tell time in hours from the digital clock. Name in order, the days of the week. Identify which day comes after / before a particular day. Name (orally) the solar months of the year. Starter Activities: The teacher should put pictures of day and night on the soft board. Students should talk about and put pictures of activities done or things used during the day or night. The teacher should bring analog and digital clocks (they can be a wall clock or a wrist watch as well). Have a brainstorming session about where the clocks are used. Sing the days of the week and months of the year song. Days of Week Song Months of the Year Song There are seven days There are seven days There are seven days in a week Sunday, Monday, Tuesday Wednesday, Thursday, Friday and Saturday January, February, March and April May, June, July, and August September, October, November and December Twelve months in a year Introduction: The teacher should bring different types of clocks and watches. She should introduce the concept of analogue and digital clock. She should also introduce how to observe O‟clock time in the above-mentioned clocks. Students should have a calendar activity in which they should change the date and day daily. They should also put flashcard of the name of different kinds of weather and their symbols on the board. The teacher should put the names of the months on the soft board. Students should put the birth dates, important events / celebrations that happen in each month. Practical Activity: The class can be divided into groups in which they make analogue clocks using junk material that is old boxes, paper plates etc. Show them how to make movable hands attached with a pin turned from the back side. They should talk about what are the activities they do at different times of the day. Individual Work: Exercises from the pages 69, 70 and 73 of the textbook should be given. Homework: Students should make a record of the activities they do at various times of the day. Recap: The teacher should provide children with ruled papers to make a weekly diary and record the day‟s happenings along with the correct date, day, and month. Assessment 5 (a) Q 1: Read the clock and write the time in given space. First one is done for you. a) 3:00 b) 2:00 c) 9:00 d) 7:00
CSS Primary Standard “Mathematics” 26 Assessment 5 (b) Q 1: Answer the following: a) Which day comes after Tuesday? Ans: Wednesday comes after Tuesday. b) Which day is before Friday? Ans: Thursday is before Friday. c) Which is between Thursday and Saturday? Ans: Friday is between Thursday and Saturday. d) Which day comes before Monday? Ans: Sunday comes before Monday. e) Which day is after Friday? Ans: Saturday is after Friday. Q 2: Which month comes after? a) February March b) August September c) March April d) June July e) September October f) November December g) January February h) December January Week 13 Monthly Test / Revision of Unit # 5
CSS Primary Standard “Mathematics” 27 Week 14 Final Test Model Paper # 1 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. Means take away or remove a number from the given number. subtraction division addition 2. In vertical method of subtraction, we use “____” line instead of ………. Sign to show equal. - = + 3. Which is maximum? long longer longest 4. Which is minimum? tall taller tallest 5. The biggest coin of Pakistan. Rs. 1 Rs. 5 Rs. 10 6. The red colour note of Pakistan. Rs. 20 Rs. 50 Rs. 100 7. Days in a week. 6 7 8 8. First month of the year. January February March Fill in the blanks: (9 Marks) 1. Monday comes after ………... 2. Wednesday comes after ……….. 3. March comes after……….. 4. July comes after……….. 5. There are ……….. days in a week. 6. The maximum value of coin in Pakistan is Rs. ……….. Mark as “Yes” or “No”: (9 Marks) 1. Subtraction means take away or remove a number. Yes / No 2. There are three methods of subtraction. Yes / No 3. Longest means the maximum of length. Yes / No 4. Heaviest means the minimum of weight. Yes / No
CSS Primary Standard “Mathematics” 28 5. Balloon is lighter than cone ice cream. Yes / No 6. The colour of Rs. 50 note is purple. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Part-B Q 2: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 2 1 1 - 4 3 1 - 6 4 Q 3: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 1 4 0 1 - 1 5 0 6 - 3 6 2 Q 4: Anoral wanted to buy a toy whose price is 9 rupees. She has only 4 rupees in hand. How much more money she needs to get that toy? (4 Marks) Q 5: The price of a book is Rs. 95. Waqas has Rs. 50. How much money did her require to buy the book? (4 Marks) Q 6: How much money is less than the price of object? (5 Marks) Price of Burger = 70 rupees Total available money = 60 rupees Money needed = ? Q 7: How much money will be left? (5 Marks) Price of Toy Car = 84 rupees Total available money = 95 rupees How much money will be left = ? Q 8: Which month comes after? (15 Marks) a) February _____________ b) August _____________ c) March_____________ d) June _____________ e) September _____________ f) November _____________ g) January _____________ h) December _____________ Model Paper # 2 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A
CSS Primary Standard “Mathematics” 29 Time Allowed: 45 Minutes Total Marks: 30 1. We use . ………. symbol for subtraction. - = + 2. There are ………. methods of subtration. one two three 3. Which is maximum? short shorter shortest 4. Which is minimum? heavy heavier heaviest 5. The smallest coin of Pakistan. Rs. 1 Rs. 2 Rs. 3 6. The smallest note of Pakistan. Rs. 5 Rs. 10 Rs. 20 7. Months in a year. 11 12 13 8. The last month of the year. December January February Fill in the blanks: (9 Marks) 1. Monday comes before ………... 2. Friday comes after ……….. 3. March comes before……….. 4. June comes after……….. 5. There are ……….. months in a year. 6. The minimum value of coin in Pakistan is Rs. ………... Mark as “Yes” or “No”: (9 Marks) 1. Addition means take away or remove a number. Yes / No 2. There are two methods of subtraction. Yes / No 3. Longest means the maximum of height. Yes / No 4. Heaviest means the maximum of weight. Yes / No 5. Balloon is heavier than cone ice cream. Yes / No 6. The colour of Rs. 50 note is green. Yes / No 7. There are 24 hours in a week. Yes / No 8. There are 12 months in a year. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Q 2: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 4 4 1 - 8 5 1 - 7 6 Q 3: Subtract the following: (6 Marks)
CSS Primary Standard “Mathematics” 30 a). Tens Ones b). Tens Ones c). Tens Ones 7 - 4 8 0 4 - 2 7 2 9 - 6 9 3 Q 4: Komal had a collection of 16 sunglasses. She gave 3 sunglasses to her friend Rabia. How many glasses left with komal? (4 Marks) Q 5: The price of the pen is Rs. 50 and the price of a sharpener is Rs. 15. What is the price of a pen and a sharpener altogether? (4 Marks) Q 6: How much money is less than the price of object? (5 Marks) Price of Cone ice cream = 49 rupees Total available money= 39 rupees Money needed = ? Q 7: How much money will be left? (5 Marks) Price of Toy Car = 74 rupees Total available money = 99 rupees How much money will be left= ? Q 8: Answer the following questtions: (5 x 3 = 15 Marks) a) Which day comes after Tuesday? Ans: __________________________ b) Which day is before Friday? Ans: __________________________ c) Which is between Thursday and Saturday? Ans: __________________________ d) Which day comes before Monday? Ans: __________________________ e) Which day is after Friday? Ans: __________________________ Model Paper # 3 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. Means take away or remove a number from the given number. subtraction division addition 2. In vertical method of subtraction, we use “____” line instead of ………. Sign to show equal. - = + 3. Which is maximum? long longer longest 4. Which is minimum? tall taller tallest
CSS Primary Standard “Mathematics” 31 5. The biggest coin of Pakistan. Rs. 1 Rs. 5 Rs. 10 6. The red colour note of Pakistan. Rs. 20 Rs. 50 Rs. 100 7. Days in a week. 6 7 8 8. First month of the year. January February March Fill in the blanks: (9 Marks) 1. Monday comes before ………... 2. Friday comes after ……….. 3. March comes before……….. 4. June comes after……….. 5. There are ……….. months in a year. 6. The minimum value of coin in Pakistan is Rs. ………... Mark as “Yes” or “No”: (9 Marks) 1. Subtraction means take away or remove a number. Yes / No 1. There are three methods of subtraction. Yes / No 2. Longest means the maximum of length. Yes / No 3. Heaviest means the minimum of weight. Yes / No 4. Balloon is lighter than cone ice cream. Yes / No 5. The colour of Rs. 50 note is purple. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Part-B Q 2: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 2 1 1 - 4 3 1 - 6 4 Q 3: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 1 4 0 1 - 1 5 0 6 - 3 6 2 Q 4: Anoral wanted to buy a toy whose price is 9 rupees. She has only 4 rupees in hand. How much more money she needs to get that toy? (4 Marks) Q 5: The price of a book is Rs. 95. Waqas has Rs. 50. How much money did her require to buy the book? (4 Marks) Q 6: How much money is less than the price of object? (5 Marks) Price of Cone ice cream = 49 rupees
CSS Primary Standard “Mathematics” 32 Total available money= 39 rupees Money needed = ? Q 7: How much money will be left? (5 Marks) Price of Toy Car = 74 rupees Total available money = 99 rupees How much money will be left= ? Q 8: Answer the following questtions: (5 x 3 = 15 Marks) a) Which day comes after Tuesday? Ans: __________________________ b) Which day is before Friday? Ans: __________________________ c) Which is between Thursday and Saturday? Ans: ________________________ d) Which day comes before Monday? Ans: ________________________ e) Which day is after Friday? Ans: ________________________ Third Term Week 1, 2 and 3 Unit 6 Geometry Basic Shapes Teaching objectives: The students should be able to: Recognize and match objects of similar shape, from daily life. Identify the following basic shapes: rectangle, square, circle, oval, and triangle. Identify the basic shapes in real-life objects. Match similar basic shapes. Starter Activities:The teacher should provide students with four basic shape cut-outs and should sing this shape song (to the tune of: „Frere Jacques‟). Students have to learn and follow. This is a square. This is a square. How can you tell? How can you tell? It has four sides, All the same size. It‟s a square. It‟s a square. This is a circle. This is a circle. How can you tell? How can you tell? It goes round and round, No end can be found. It‟s a circle. It‟s a circle.
CSS Primary Standard “Mathematics” 33 This is a triangle. This is a triangle. How can you tell? How can you tell? It only has three sides, That join to make three points. It‟s a triangle. It‟s a triangle. This is a rectangle. This is a rectangle. How can you tell? How can you tell? It has two short sides, And it has two long sides. It‟s a rectangle. It‟s a rectangle. Introduction: Explain to the children that an oval is a variation of a circle and that its not round but elliptical. Practical Activity: The teacher should make huge shapes in the form of a path on the floor with a chalk. She should play music and students have to walk on them. When the music stops they have to identify the name of the 2D shape they are standing on. Individual Work: Exercises from the pages 74, 75, 76 and 77 of the textbook should be given. Homework: Students should be given pictures to make from 2D shapes. They have to count and write how many shapes they have used. Recap: Students should use plastic 2D shapes (wooden, plastic, paper) to make things for example a man, a flower, etc. They should identify the shapes used along with the numbers used. Children should be given play dough, laces / rope / ribbon to make 2D shapes and then describe them. Patterns Teaching objectives: The students should be able to: Identify and describe patterns with 2 or 3 elements. Extend a given pattern of 2 to 3 elements. Starter Activities: Bring real-life objects for example shirts, purses, gift papers etc. with a definite pattern in them, encourage students to identify the pattern in i.e. red stripe, blue stripe, red stripe, and so on. The teacher should divide a soft board into four sections, one for each season. Provide pictures related to these seasons and let children sort and decorate the board. Talk about how the four seasons come in an order and make a pattern. Have a brainstorming session and talk about what other things around us has a pattern, for example days of week, lines in a poem etc. Introduction: The teacher should use objects related to the four seasons for example, buttons, bottle caps, plastic wooden shapes and make a pattern using them. The students should identify the single unit of that pattern for example, a red triangle, a green triangle (initially change only one
CSS Primary Standard “Mathematics” 34 category, for example the colour, then gradually two or more categories can be changed including the shape, size, type of the object). The teacher should design a pattern and students should follow it. Practical Activity: Students should make their own pattern and describe it. Individual Work: Exercises from the pages 78 and 79 of the textbook should be given. Homework: Students should find objects from home that have a pattern, and describe them in the class. Recap: The teacher should provide students with small cut-outs of old shirts orduppatas etc. They should make patterns with these. Positions Teaching objectives: The students should be able to: Identify whether an object is placed: inside or outside, above or below, over or under, far or near, before or after, right or left of a given picture. Starter Activities: The teacher should arrange objects at different positions and describe their positions and then ask the children to do the same. Introduction: Play hide and seek. After the game ask the children their position where they were hidden. The teacher should give instructions and ask children to place different objects or to move themselves at positions. Practical Activity: The teacher should draw a scene on the board. Students should be asked to draw objects at different positions according to instructions or let them work on their own. They should then describe the position of the drawn objects. Individual Work: Exercises from the pages 80, 81, 82, 83, 84, 85 and 86 of the textbook should be given. Homework: Students should find objects from home that have a pattern, and show and describe them in the class. Recap: The teacher should ask students to use Lego blocks, plastic animals, etc. and make a model of city / farm / zoo etc. They should be asked to describe the position of the placed objects. Week 4 Monthly Test / Revision of Unit # 6 Week 5 Complete Revision of 3rd Term Week 6 Complete Revision of 2nd Term Week 7 Complete Revision of 1st Term Week 8 Final Examination
CSS Primary Standard “Mathematics” 35 Model Paper # 1 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. shows nothing. zero one two 2. ………. order means following the numbers from smaller number to greater number. Ascending descending greater 3. ………. shows less quantity of anything. greater than less than equal to 4. ………. shows more quantity of anything. greater than less than equal to 5. The smallest coin of Pakistan. Rs. 1 Rs. 2 Rs. 3 6. The smallest note of Pakistan. Rs. 5 Rs. 10 Rs. 20 7. Days in a week. 6 7 8 8. First month of the year. January February March Fill in the blanks: (9 Marks) 1. Zero shows ……….. 2. Ascending order means following the numbers from ………. number to greater number. 3. Descending order means following from ………. number to smaller number. 4. More than shows ………. quantity of anything. 5. ………. is an action or process of adding something. 6. We use “+” for ………. of numbers. Mark as “Yes” or “No”: (9 Marks) 1. Zero shows nothing. Yes / No 2. Descending order means following the numbers from smaller number to greater number. Yes / No 3. Ten is the first two digit number. Yes / No 4. Heaviest means the minimum of weight. Yes / No 5. Balloon is lighter than cone ice cream. Yes / No
CSS Primary Standard “Mathematics” 36 6. The colour of Rs. 50 note is purple. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Part-B Q 2: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 2 1 1 - 4 3 1 - 6 4 Q 3: Subtract the following: (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 - 1 4 0 1 - 1 5 0 6 - 3 6 2 Q 4: Anoral wanted to buy a toy whose price is 9 rupees. She has only 4 rupees in hand. How much more money she needs to get that toy? (4 Marks) Q 5: Which number comes after? (6 Marks) a) 51, …. b) 65, …. c) 77, …. d) 85, …. e) 92, …. f) 95, …. Q 6: Which number comes between? (6 Marks) a) 60, …., 62 b) 69, …., 71 c) 73, …. 75 d) 77, …., 79 e) 85, …., 87 f) 90, …., 92 Q 7: Add the following numbers. (6 Marks) a). Tens Ones b). Tens Ones c). Tens Ones 1 + 4 4 2 + 3 6 4 + 1 4 Q 8: Fill in the boxes with correct number: (6 Marks) a). 3 + 4 = b). 5 + 8 = c). 7 + 6 = d). 3 + 3 = e). 5 + 9 = f). 8 + 3 = Q 9: Zara has 35 balls and Waqar has 14 balls. How many balls they have altogether? (5 Marks) Zara has Tens Ones 3 5 balls Waqar has 1 4 Balls Total Balls They have ---------- balls altogether. Model Paper # 2
CSS Primary Standard “Mathematics” 37 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. number tells the number‟s name. primary ordinal cardinal 2. ………. number tells the position. primary ordinal cardinal 3. ………. order means following from greater number to smaller number. Ascending descending greater 4. “0” to “9” are called primary numbers and “10” is the first ………. number. secondary primary major 5. The biggest coin of Pakistan. Rs. 1 Rs. 5 Rs. 10 6. The red colour note of Pakistan. Rs. 20 Rs. 50 Rs. 100 7. Months in a year. 11 12 13 8. The last month of the year. December January February Fill in the blanks: (9 Marks) 1. ………. number tells the number‟s name. 2. Ordinal number tells the ……….. 3. ……….shows less quantity of anything. 4. “0” to “……….” are called primary numbers and “10” is the first secondary number. 5. Ten is the first ………. digit number. 6. ………. number tells the number‟s name. Mark as “Yes” or “No”: (9 Marks) 1. Addition means take away or remove a number. Yes / No 2. There are two methods of subtraction. Yes / No 3. Longest means the maximum of height. Yes / No 4. More than shows more quantity of anything. Yes / No 5. Division is an action or process of adding something. Yes / No 6. We use “=” for addition of numbers. Yes / No Time Allowed: 75 Minutes Total Marks: 45 Q 2: Arrange the numbers in ascending order: (5 Marks)
CSS Primary Standard “Mathematics” 38 5, 3, 7, 2, 1 3, 0, 2, 9, 8, 1 Q 3: Arrange the numbers in descending order: (5 Marks) 3, 8, 9, 4, 7, 0 4, 1, 8, 0, 6 Q 4: Which number comes before? (6 Marks) a) …., 5 b) …., 10 c) …., 18 d) …., 21 e) …., 26 f) …., 33 Q 5: The price of the pen is Rs. 50 and the price of a sharpener is Rs. 15. What is the price of a pen and a sharpener altogether? (4 Marks) Q 6: How much money is less than the price of object? (5 Marks) Price of Cone ice cream = 49 rupees Total available money= 39 rupees Money needed = ? Q 7: How much money will be left? (5 Marks) Price of Toy Car = 74 rupees Total available money = 99 rupees How much money will be left= ? Q 8: Answer the following questtions: (5 x 3 = 15 Marks) a) Which day comes after Tuesday? Ans: __________________________ b) Which day is before Friday? Ans: __________________________ c) Which is between Thursday and Saturday? Ans: __________________________ d) Which day comes before Monday? Ans: __________________________ e) Which day is after Friday? Ans: __________________________ Model Paper # 3
CSS Primary Standard “Mathematics” 39 Instructions: Every question has three possible answers but one is the correct answer. Choose the correct answer and fill the circle. Only use black or blue pen to fill the circle. Filling more than one circle will be considered as wrong answer. (12 Marks) Section A Time Allowed: 45 Minutes Total Marks: 30 1. ………. shows nothing. zero one two 2. ………. order means following the numbers from smaller number to greater number. Ascending descending greater 3. ………. shows less quantity of anything. greater than less than equal to 4. ………. shows more quantity of anything. greater than less than equal to 5. The smallest coin of Pakistan. Rs. 1 Rs. 2 Rs. 3 6. The smallest note of Pakistan. Rs. 5 Rs. 10 Rs. 20 7. Days in a week. 6 7 8 8. First month of the year. January February March Fill in the blanks: (9 Marks) 1. Zero shows ……….. 2. Ascending order means following the numbers from ………. number to greater number. 3. Descending order means following from ………. number to smaller number. 4. More than shows ………. quantity of anything. 5. ………. is an action or process of adding something. 6. We use “+” for ………. of numbers. Mark as “Yes” or “No”: (9 Marks) 1. Zero shows nothing. Yes / No 2. Descending order means following the numbers from smaller number to 3. greater number. Yes / No 4. Ten is the first two digit number. Yes / No 5. Heaviest means the minimum of weight. Yes / No 6. Balloon is lighter than cone ice cream. Yes / No 6. The colour of Rs. 50 note is purple. Yes / No
CSS Primary Standard “Mathematics” 40 Time Allowed: 75 Minutes Total Marks: 45 Q 2: Arrange the numbers in ascending order: (5 Marks) 5, 3, 7, 2, 1 3, 0, 2, 9, 8, 1 Q 3: Arrange the numbers in descending order: (5 Marks) 3, 8, 9, 4, 7, 0 4, 1, 8, 0, 6 Q 4: Which number comes before? (6 Marks) a) …., 5 b) …., 10 c) …., 18 d) …., 21 e) …., 26 f) …., 33 Q 5: The price of the pen is Rs. 50 and the price of a sharpener is Rs. 15. What is the price of a pen and a sharpener altogether? (4 Marks) Q 6: How much money is less than the price of object? (5 Marks) Price of Cone ice cream = 49 rupees Total available money= 39 rupees Money needed = ? Q 7: How much money will be left? (5 Marks) Price of Toy Car = 74 rupees Total available money = 99 rupees How much money will be left= ? Q 8: Answer the following questtions: (5 x 3 = 15 Marks) a) Which day comes after Tuesday? Ans: __________________________ b) Which day is before Friday? Ans: __________________________ c) Which is between Thursday and Saturday? Ans: ________________________ d) Which day comes before Monday? Ans: ________________________ e) Which day is after Friday? Ans: ________________________