MONTHLY SYLLABUS

Session - 2018-19

Class II Subject: Mathematics

The syllabus for Class 2 provides a month-wise timeline for mathematics for 2018-19 and is

consistent with the Learning Outcomes Document which was notified on 5 July 2017 by SCERT,

.Delhi. (NFE/SCERTIRTE/Learning Outcome/2017-18) It is expected that the syllabus wouldI

support teachers to reach the learning outcomes for all the children. The details of the activities and

the worksheets for the month of April and May are attached herewith. The details of the activities

for the succeeding months will be uploaded later.

1

,.

•MONTHLY SYLLABUS

Session - 2018-19Class 2 Subject: Mathematics

Learning Outcomes Classroom processes

April-May Works with numbers upto 100- Providing Meaningful Opportunities to countDeveloping number sense up to 50 1. Aaj hamari classmei kitne bachche (with number patti)

2018 - Counting everyday objects 2. Rangometry with story- introduction3. Free Playwith Rangometry4. Sankhya Parchi (with Rangometry) : make a figure of your choice using the number of pieces given on the chit

(parchi)

5. Kamra napna - "Agar mein apne ek per se doosra per milaake chaloon, to kamre ke idhar se udhar tak merekitne per aa jayenge?" Other such counting activity could also be done.

\

WorksheetsWorksheet 1: Kitne Tukde hai?

-Developing skills necessaryfor doing Activities for number combinations of 10and doublingmental arithmetic - splitting numbers 6. Ungli modna

7. Doubling with twin sister context (and later halving)-Introducing symbol with meaning for 8. Introducing symbol for addition (+) - Train activityaddition (+)

Strengthening understanding of flat Math-Magic Chapter 1- What is long? What is round?and curved surfaces Activity - which can roll, which cannot. Flat and curved surfaces

2

Learning Outcomes Classroom processes

July 2018 Developing number sense up to 100 Activities for counting up to 100- Counting everyday objects • Aaj hamari classmei kitne bachche (with number patti)

• Rangometry comparison activity - "Have any of you used more Rangometry pieces than this design on theblackboard

• Extending counting beyond 40- Kamra naapna (with variation), Idhar se udhar tak kitne tukde and other suchactivities

Math-Magic Chapter 2 - Counting in groups (Pages9-11, 14-17)Worksheets Jyadaaur kam- kitna kam7

Developing skills necessaryfor doing Activities for number combinations of 10, up to 10 and doubling-halvingmental arithmetic - splitting numbers • Doubling, halving up to 10 with twin sister context

• Sliding card - how many dots are visible, how many are hidden? (with a card with 10 dots)Kyaari activity - number combinations of 6, 7 & 8

Worksheets

• Harplateme10barfi poori karo (2),

• Gulabaur gendeki kyaariIntroducing symbol with meaning for Introducing symbol for subtraction (-) - Dibba khaalisubtraction (-)

Compares objects as heavier/lighter Free play with balance with objects around them. Sayingwhich is heavier or which is lighter.than using simple balance. Math-Magic Chapter 3 - How much can you carry? (Pages18 - 21)Is able to use a simple balance and saywhich object is heavier or lighter

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Learning Outcomes Classroom processes

August Counting everyday objects Counting activities to strengthen number sense up to 100

• Sankhya parchi & Comparison activity - with Rangometry2018 • Dhak ke dekho - how many square pieces would be required to cover a surface.

Any other such counting activity could also be done.

Developing skills necessary for doing Consolidating number combinations of 10 & of 6,7,8 and doubling-halvingmental arithmetic - splitting numbers Waku waku

Worksheets• Kitni titli kitne tukde?

• Har plate me barfi poori karo

• Do rang ke phoolWord problems - numbers up to 20 Addition and subtraction Word problems up to 20

Children solve using number combinations of 10, of numbers up to 10, doubling, halving or any other strategy.

Developing sense of quantity and Counting opportunities on Ganitmalaorder in numbers up to 100 • Introduction - Estimate and find out how many beads are there iil the Ganitmala

• Teacher puts the clip (butterfly) on some number on the Ganitrnala andasks, "How many beads from thebeginning till the butterfly?" (Clip 1)

Distinguishing straight lines from • Making straight lines by stretching a sutli. Drawing lines in different directions and extending them.curved lines. • Seedhi aur gumavdar line ki duniya - Children make any figure of their choice using either only straight lines or

only curved lines.Worksheet: Seedhi our ghumavdaar rekha

Math-Magic Chapter 11 - Lines and Lines (pages 86-88)

Developing understanding of 3D - Tracing different everyday objects and identify the shapes made on paper.objects. - Tracing different faces of cuboid. Similarly for other objects like cylinder, cone, sphere etc.

Math-Magic Chapter 6- Footprints

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'. Learning Outcomes Classroom processes

September Developing sense of quantity and Counting opportunities on Ganitmala I

order in numbers up to 100 • Gamesfor counting one by one on the Ganitmala - Stop activity 12018 • Teacher asks "Can you put the clip on 21?" -With ClassGanitrr{ala.(Clip 2)

• Clip 2 with Small Ganitmala with 2 children sharing a small GanitmalaReading/understanding a calendar Math-Magic Chapter9 - My Funday

Comparison of capacity of • Comparison of two containers which look very different - Teacher askswhich would hold more water?different containers • Comparison of 4 different containers - establishing the need for a common unit

Math-Magic Chapter7 - JugsandMugsCounting everyday objects • Counting activities can be continued followed with conversations based on level of children - for egobased on

how many more, difference etc.Developing skills necessaryfor Activities for consolidating number combinations and doublingdoing mental arithmetic - splittingnumbersWord problems - numbers up to Word problems based on addition and subtraction of numbers up to 20.20

Learning Outcomes Classroom processes

October Strengthening Number Senseup Counting opportunities on Ganitmala - till children are comfortable with structuringto 100 - Discovering the structure • Games for counting one by one on the Ganitmala - Stop activity I

2018 of 10 in numbers up to 100 • Children take turns to put the clip according to the number the teacher sayson their small Ganitmala (Clip 2)Math-Magic Chapter 10 - Add our points

Word problems - numbers up to Word problems based on addition and subtraction of numbers up to 20.20Counting everyday objects/ • Counting activities can be continued followed with conversations based on the levels of the childrenunstructured materials • Children can estimate how many pieces of any Rangometry piece, say rhombus, would be needed to go from

one end of the blackboard to the other. Children stick the pieces and there is discussion about the numbersinvolved in estimation and actually used.

Developing skills necessaryfor Activities for consolidating number combinations and doublingdoing mental arithmetic - splittingnumbers

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•Learning Outcomes Classroom processes

November Number recognition (Connecting Ganitmala activitiessymbol and quantity) • Making the symbol for numbers using maan cards and Ganitmala (Clip 3)

2018 • Locating number cards on the Ganitmala (Clip 4)

• Games for counting one by one on the Ganitmala - Stop activity II

Math-Magic Chapter 2 - Countingin groups (pages 12-13)Developing idea of measurement • Kamra naapna and measuring other lengths with foot-lengthby measuring with non-standardunit. Math-Magic Chapter 13 - The longeststep

Children measure the length of the classroom with foot length etc.The need for uniform unit (fixed length) is created and it is introduced with a stick of 10 em length.

Continuing activities Word Problems IntroductionWord problems - numbers up to First the context is presented so that children are able to connect to it and the story problem is then introduced. It can100 be supported with some drawing on the blackboard so as to help children imagine the situation.

Word problems based on smaller numbers which children can solve using any of their own strategiesWord problems based on addition and subtraction which involves operations with easy numbers (20 children fromA section and 20/30 children from Bsection are going to the zoo. So how many children have to be seated in thebus.) The focus is not on finding the correct answer but on how children think.

Counting everyday objects/ • Counting activities can be continued followed with conversations based on level of children. Children can throw aunstructured materials ball and measure the distance thrown using their foot lengths in groups. Eachgroup can make a table showing the

steps (footlengths) for each child and it can be discussed in class.Developing skills necessaryfor Splitting numbers (numbers up to 40)doing mental arithmetic - splitting Doubling numbers up to 20 and halving numbers up to 40numbers

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•Learning Outcomes Classroom processes

December Consolidating number sense - Consolidating number sense up to 100 - Ganitmala activitiesVisualising sequence of numbers • Games for counting one by one on the Ganitmala - Stop activity II

2018 • Position of a on the Ganitmala and reverse counting on the Ganitmala

• Forward location and reverse location from 100

• Locating numbers on Ganitmala from any in-between number - For egogoing from 38 to 74 on Ganitmala

• Locating numbers up to 100 on Empty number line

Math-Magic Chapter 4 - Counting in TensWord problems - numbers up to Word problems based on addition and subtraction with easy numbers done mentally. The context is first100 introduced nicely through conversation and then the question can be asked. ( egoIss baar PTM mein 60 log aaye

the. Pichli baar 58 log aaye the. To iss baar kitne log jyada aaye the?Word problems based on smaller numbers which children can solve using any of their own strategies based onnumber combinations, doubling etc.

Draws inference based on the Math-Magic Chapter 15 - How many ponytails?data collectedCounting everyday objects • Counting activities can be continued followed with conversations based on the levels of the children with

questions such as which is more, how much more how much more to make 50 and so on.Developing skills necessary for • Consolidating number combinations and doublingdoing mental arithmetic - splittingnumbers

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'. Learning Outcomes Classroom processes

January Moving flexibly between numbers Counting on the Ganitmala• Going to a number from any in between number on the Ganitmala and later mentally (forward)

2019 • Going from one number to another on Ganitmala in the reverse direction• Making jumps of 10 on the Ganitmala from any random number and also mentallyMath-Magic Chapter8 - Tensand ones

Word problems - numbers up to Word problems based on addition and subtraction which involves operations with easynumbers which can be100 done mentally

Word problems based on smaller numbers which children can solve using any of their own strategies based onnumber combinations, doubling etc.

Splitting numbers • Splitting numbers up to 100

• Doubling up to 50 and halving up to 100

Learning Outcomes Classroom processes

February- Comparison of numbers Children make figures of their choice with Rangometry and count the number of pieces used.. They are

2019compared with the number of pieces in the figure based on the blackboard. A table is made of the figures thatare more/less or even equal to the number used in the board figure.

Moving flexibly between numbers • Going from one number to another on Ganitmala in the forward/ reverse direction

Word problems - numbers up to Word problems based on addition with numbers up to 100100 Word problems based on subtraction with easynumbers....Note: Details of activities are shared during workshops/ given In Manual

8

• Annexure

Class -2Mathematics

I Activities and worksheets (April-May 2018)

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•Activity 1: Aaj hamari class mein kitne bach he

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10

'.Activity 2: Rangometry with Story - Introduction

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'.Activity 3: Free Play with Rangometry

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16

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• WORKSHEET

Worksheet 1: Kitne tukde Hai

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