Knowledge for Class 1

< 5.8 Knowledge for Class 1| Topic Index | 6.1 Number Systems 1 > --- Math-Related Knowledge which a child should reasonably have when entering Grade 1
 * 1) 	All the pre-number concepts & skills (Chapters 17- 20)
 * 2) 	Perceptual Numbers - Perceiving quantities up to “five” without counting (Chapter 11)
 * 3) 	Understand zero (Chapter 31)
 * 4) 	Understand that “zero pencils” in another way of saying “no pencils”
 * 5) 	Single digit numbers – perceiving/ recognizing/ reading
 * 6) 	Orally tell number names of all single digit numbers in the standard sequence.#	Perceiving – relating a set of objects with a number name without counting
 * 7) 	Recognizing numbers from zero to nine by perceiving or counting a group of things.
 * 8) 	Reading – a language related activity – a number in numeral form or word form
 * 9) 	Recognize/ represent all single digit numbers in various representations (chapters 22-23)
 * 10) 	Gradual progression from Concrete to abstract
 * 11) 	Concrete means can be felt by our five senses. Abstract means can only be imagined.
 * 12) Numeral is a concrete way of representing an abstract idea. (It is only about 6000 years old)
 * 13) 	Proceeding from concrete to abstract is the natural way of learning
 * 14) 	Finger representation is very important as they are with us 24X7!
 * 15) 	Numerals, number sounds & number words can be different in different languages and are the most abstract
 * 16) 	However, every child encounters the idea of a number through its sound (Bring two plates). Hence through it is abstract, it is learnt through long experiences at home.
 * 17) 	Comparisons
 * 18) 	More, less & same as
 * 19) 	Conservation of numbers
 * 20) 	Understand that number of objects in a set is same whether they are close together or spread out
 * 21) 	Understand both cardinal & ordinal use of numbers
 * 22) 	Bring me two pencils
 * 23) 	Bring the second pencil from the left
 * 24) 	Patterns
 * 25) 	Arrange a certain number of tokens in various rangoli like patterns
 * 26) 	Some of these patterns may lead to visual understanding of number properties or operations.
 * 27) 	Writing numerals from zero to Nine
 * 28) 	Restricted to single digit numbers since - Understanding 2 digit numbers requires a lot of mental effort & concept formation, since the same numerals are used with completely different meanings
 * 29) 	Oral counting up to twenty or thirty
 * 30) 	Number sounds are all different. So there is no confusion as in writing.
 * 31) 	Understand the three aspects of counting (Chapter 24)
 * 32) 	 Correct sequence of number words
 * 33) 	One-to-one correspondence between number name & object
 * 34) 	Avoid double counting
 * 35) 	Levels of counting skills
 * 36) 	Counting objects in an ordered sequence (beads on a string)
 * 37) 	Counting objects in a random arrangement (both nearby & spread out)
 * 38) 	Skill & discipline of participating in activities
 * 39) 	Understand instructions
 * 40) 	Cooperate with peers
 * 41) 	Return activity materials to their original places
 * 42) 	Raise hand when you do not understand
 * 43) 	Solids & shapes
 * 44) 	Differentiate between ball, cone, cylinder and cube
 * 45) 	Differentiate between point, line, circle, triangle and square
 * 46) 	Vocabulary – adequate to express all the above concepts & skills
 * 47) 	School-related skills
 * 48) 	Identify which of their classmates has not come to school
 * 49) 	Ensure that at the end of the school day, they have accounted for all the things they brought to school at the start of the day
 * 50) 	Remember any instructions given by teacher at the end of school day