NCERT Class 01 Chapters

This is my head.
This is my nose.
This is my hair.

RAJU: Hello! Can I play with you?
ALL: How nice!

Cats sleep anywhere,

Any table, any chair

One, two, three, four, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten
Then I let it go again.

It is hot.
The sky is blue.

A little cloud comes looking for you.

I am a little turtle
I crawl so slow,
I carry my house
Wherever I go.

I often sit and wish that I
Could be a kite up in the sky,
And ride upon the breeze and go
Whichever way I chanced to blow.

If I were an apple
And grew on a tree,
I think I’d drop down
On a nice boy like me.

I climbed up on the merry-go-round,
And it went round and round.

One little kitten
Two big cats
Three baby butterflies
Four big rats

After my bath,

I try, try, try

to wipe myself

till I'm dry dry dry.

My house is red - a little house;
A happy child am I.
I laugh and play the whole day long,
I hardly ever cry.

Bubbles, bubbles, here and there,
Blow up, blow up, in the air!
Blowing bubbles is such fun!
Blowing bubbles one by one.

Let's Play

One by one say your names.

Tick tock ” says the clock.

“Wake up ” says the sun.

“Kukarakoo ” says the cock.

“It's morning, little one.”

Butterflies, butterflies,
Up, up, up.

Butterflies, butterflies,
Down, down, down.

Hop a little,
Jump a little,
One, two, three.

The world we experience around us would be a huge blur of colour and sight if we do not automatically organise it into shapes and spatial relationships. It is because of this interpretation in shapes and spatial relationships that we see it as built by different objects and having distinguishable features.

When children join the school they are likely to have some sort of experience with numbers and oral counting. But they may not be very confident with these numbers. Proper care should be taken to introduce the counting process systematically which builds their conceptual understanding of the number system.

Addition is essentially the concept of putting (combining) collections together where attention is focused on the number of objects in the collection.

There are three aspects of the concept of subtraction, all three being closely related. However, children will get this close relationship only after a lot of practical experience.

To help children understand number system further, we must remember that reading and writing from 10 to 20 is a major development for the child. Writing of numerals becomes rule governed beginning with ten.

To start with, two rods which are clearly different in length must be chosen. Pointing out to these rods, questions such as which rod is longer/shorter may be asked. Similarly, we may take two pencils and ask them which pencil is longer/shorter?

Perhaps the first practical use of time for children is to get acquainted with the sequence of daily routine that they follow. For a child, the day begins when she/he gets up. After that, a routine follows like cleaning, bathing, breakfast, going to school, recess, coming back home, rest, play, homework, helping parents in some places, watching TV, going to bed. The day ends at night when she/he goes to bed.

Data handling is a tool to express or illustrate given information using picture symbols.

For example Give students paper strips of different colours and ask them to write their names on the strips.

The study of patterns supports children in learning to observe relationships to find connections, and to make deductions, generalisations and predictions. Understanding patterns nurtures the kind of mathematical thinking that helps children become problem-solvers and thinkers.

This unit is meant to provide children experiences in dealing with collections of coins and notes. The teacher should design or do the following suggestive activities

A lion was sleeping. A little mouse was playing nearby.

The lion woke up. The lion caught the mouse. The mouse said, “Let me go, please. I shall help you some day.”

MOTHER: Bina, get the mat please.
BINA: Where is it, Mamma?
MOTHER: It is to your right. It is near the wall.

Binni and Ginni are back from school.

Moti wants to play.
He looks for Rani. “I’m
hungry,” says Rani,
“I want to eat.”

Chhotu is a baby mouse.
Chhotu runs around.

Chhotu’s mother calls,
“Come back Chhotu.
Come down now.”

Once I saw a little bird,
Coming hop, hop, hop.
So I cried out, “Little bird,
Will you stop, stop, stop?”

One, two,
Cows moo.

Three, four,
Lions roar.

“Flying-man, Flying-man,
Up in the sky,
Where are you going to,
Flying so high?”

“Over the mountains,
And over the sea!”
“Flying-man, Flying-man,
Can’t you take me?”

Clap, clap, clap.
Tap, tap, tap.
Hop, hop, hop.
Stop, stop, stop.

Jump, jump, jump.
Run, run, run.
Clap, clap, clap.
Stop, stop, stop.