Animals

Central Board of Secondary Educaon 

CLASS - I 

UNIT-3 

ANIMALS

Acknowledgements 

Advisory 

Shri Vineet Joshi 

Chairman, CBSE 

Ms. Chitralekha 

Gurumurthy Director (Academics),CBSE 

Dr. Sadhana Parashar 

Head (Innovations & Research),CBSE 

Conceptual Framework 

Shri G. Balasubramanian 

Former Director (Academics), CBSE 

Ms. Abha Adams 

Consultant, Step-by-Step School, Noida 

Dr. Sadhana Parashar 

Head (Innovations & Research),CBSE 

Ideators 

Dr. Indu Khetrapal Ms. Rupa Chakravorty Dr. N. K. Sehgal 

Ms. Jaishree Srivastava Ms. Anita Sharma Dr. Anju Srivastava 

Dr. Uma Chaudhary Dr. Kamla Menon Ms. Meenu Goswami 

Ms. Anuradha Sen Ms. Geeta Varshney Dr. Rajesh Hassija 

Ms. Urmila Chowdhary Mrs. Sarita Manuja Ms. Anita Makkar 

Mathematics 

Dr. K.P. Chinda 

Shri J.C. Nijhawan 

Ms. Rashmi Kathuria 

Ms. Reemu Verma 

Science 

Ms. Charu Maini 

Ms. S. Anjum 

Ms. Meenambika Menon 

Ms. Novita Chopra 

Ms. Nita Rastogi 

Ms. Pooja Sareen 

Material Production Groups : Classes IX - X 

History 

Ms. Jayshree Srivastava 

Ms. M. Bose 

Ms. A. Venkatachalam 

Ms. Smita Bhattacharya 

English 

Ms. Gayatri Khanna 

Ms. Renu Anand 

Ms. P. Rajeshwary 

Ms. Neelima Sharma 

Ms. Neha Sharma 

Geography 

Ms. Deepa Kapoor 

Ms. Bharti Dave 

Ms. Bhagirathi 

Political Science 

Ms. Sharmila Bakshi 

Ms. Archana Soni 

Ms. Srilekha 

Economics 

Ms. Mridula Pant 

Shri Pankaj Bhanwani 

Material Production Group: 

Classes I-V 

Ms. Savinder Kaur Rooprai 

Ms. Deepti Verma 

Ms. Monika Thakur 

Ms Ruba Chakraborty 

Ms. Nandita Mathur 

Ms. Seema Chowdhary 

Shri Bijo Thomas 

Ms. Anuradha Mathur 

Material Production Group: 

Classes VI-VIII 

Ms. Dipinder Kaur 

Ms. Sonia Jain 

Ms. Guneet Ohri 

Ms. Seema Rawat 

Dr. Meena Dhami 

Mrs. N Vidya 

Co-ordinators : 

Ms. Sugandh Sharma 

Education Officer (Com.) 

Dr. Srijata Das 

Education Officer 

(Science & Maths) 

Sh. R. P. Sharma 

Consultant 

Shri Al Hilal Ahmed 

Asstt. Education Officer

Preface 

The Curriculum iniated by Central Board of Secondary Educaon–Internaonal (CBSE-i) 

is a progressive step in making the educaonal content and methodology more sensive 

and responsive to the global needs. It signifies the emergence of a fresh thought process 

in imparng a curriculum which would restore the independence of the learner to pursue 

the learning process in harmony with the exisng personal, social and cultural ethos. 

The Central Board of Secondary Educaon has been providing support to the academic 

needs of the learners worldwide. It has about 11000 schools affiliated to it and over 

130 schools situated in more than 20 countries. The Board has always been conscious 

of the varying needs of the learners in countries abroad and has been working towards 

contextualizing certain elements of the learning process to the physical, geographical, 

social and cultural environment in which they are engaged. The Internaonal Curriculum 

being designed by CBSE-i , has been visualized and developed with these requirements in 

view. 

The nucleus of the enre process of construcng the curricular structure is the learner. 

The objecve of the curriculum is to nurture the independence of the learner, given the 

fact that every learner is unique. The learner has to understand, appreciate, protect 

and build on values, beliefs and tradional wisdom, make the necessary modificaons, 

improvisaons and addions wherever and whenever necessary. The core of the 

Internaonal Curriculum is to respond to this delicate balance, necessary between 

tradional wisdom and progressive thoughts. 

The recent scienfic and technological advances have thrown open the gateways of 

knowledge at an astonishing pace. The speed and methods of assimilang knowledge 

have put forth many challenges to the educators, forcing them to rethink their approaches 

for knowledge processing by their learners. In this context, it has become imperave for 

them to incorporate those skills which will enable the young learners to become ‘life long 

learners’. The ability to stay current, to upgrade skills with emerging technologies, to 

understand the nuances involved in change management and the relevant life skills have 

to be a part of the learning domains of the global learners. The CBSE-i curriculum has 

taken cognizance of these requirements. 

The CBSE-i aims to carry forward the basic strength of the Indian system of educaon 

while promong crical and creave thinking skills, effecve communicaon skills, 

interpersonal and collaborave skills along with informaon and media skills. There is an 

inbuilt flexibility in the curriculum, as it provides a foundaon and an extension curriculum, 

in all subject areas to cater to the different pace of learners.

The CBSE-i plans to introduce the curriculum in a phased manner at different levels 

in schools affiliated to CBSE at the internaonal level and subsequently, if desired, to 

introduce it to other affiliated schools who meet the requirements of this curriculum. The 

focus is to ensure that the learner is stress-free and commied to acve learning. The 

learner would be evaluated on a connuous and comprehensive basis consequent to the 

mutual interacons between the teacher and the learner. There are some non-evaluave 

components in the curriculum which would be commented upon by the teachers and the 

school. The objecve of this part or the core of the curriculum is to scaffold the learning 

experiences and to relate tacit knowledge with formal knowledge. This would involve 

trans-disciplinary linkages that would form the core of the learning process. Perspecves, 

SEWA (Social Empowerment through Work and Acon), Life Skills and Research would 

be the constuents of this ‘Core’. The Core skills are the most significant aspects of a 

learner’s holisc growth and learning curve. 

The Internaonal Curriculum has been designed keeping in view the foundaons of the 

Naonal Curricular Framework (NCF 2005) and the experience gathered by the Board 

over the last seven decades in imparng effecve learning to millions of learners, many 

of whom are now global cizens. 

The Board does not interpret this development as an alternave to other curricula 

exisng at the internaonal level, but as an exercise in providing the much needed Indian 

leadership for global educaon at the school level. The Internaonal Curriculum would 

evolve on its own, building on learning experiences inside the classroom over a period 

of me. The Board while addressing the issues of empowerment with the help of the 

schools’ administering this system strongly recommends that praccing teachers become 

skillful learners on their own and also transfer their learning experiences to their peers 

through the interacve plaorms provided by the Board. 

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha 

Adams and her team and Dr. Sadhana Parashar, Head (Innovaons and Research) CBSE 

alongwith other Educaon Officers involved in the development and implementaon of 

this material. 

The CBSE-i website will enable all stakeholders to parcipate in this iniave through the 

discussion forums provided on the portal. Any further suggesons are welcome. 

Vineet Joshi 

Chairman 

Central Board of Secondary Educaon

Animals 

Contents 

English - Basics of Sentences formaon, Punctuaon, Blend words 1 

Environmental Education - Type of Animals, Birds and 

Sound of Animals, Importance of Animals, 

Homes, Food and Caring for Animals 5 

Mathematics: Subtraction - Introducon of Addion, Addion by 

Regrouping and Using Abacus 11 

Performing Arts - Marching, Tapping, Clapping 14 

Visual Arts - Animals 16 

Physical Education - Safety and Security 18 

Lesson Plan 

English 

- Basics of Sentence Formaon............................................................. 21 

- Punctuaon - Use of Full Stop, Queson Mark and Capital 

leers.................................................................................................. 23 

- Blend words / Consonant cluster..........................................................25 

Environmental Educaon 

- Types of Animals ................................................................................ 27 

- Birds and Sounds of Animals................................................................ 29 

- Importance of Animals........................................................................ 31 

- Homes, Food and Caring for Animals .................................................. 33

Mathemacs 

- Introducon to Addion and addion with the help of numbers ............. 36 

- Addition by Regrouping into Tens and Ones/Units..................................... 41 

- Addion with the help of Abacus............................................................... 45 

Performing Art 

- Marching, Tapping, Clapping in Counts Together / Groupwise.......................47 

Visual Arts 

-Animals............................................................................................................48 

Physical Educaon 

- Card - 5 Jumping and Hopping........................................................................ 50 

- Card - 6 Bean bag relay ................................................................................... 52 

Assessment ..................................................................................... 54 

- Assessment Rubrics for English .................................................................... 55 

- Assessment Rubrics for Environmental Education ...................................... 56 

- Assessment Rubrics for Mathematics .......................................................... 57 

Teacher Resource Material ............................................................. 59 

Worksheets....................................................................................... 61 

- English................................................................................................. 62 - 70 

- Environmental Educaon .................................................................. 71 - 94 

- Mathemacs.................................................................................... 95 - 120

ANIMALS 

Syllabus Matrix 

English 

Environmental Education 

Basics of Sentence 

Formaon 

Punctuaon (Use 

of Capital Leers, 

Full Stop and 

Queson Mark) 

Types of Animals 

Birds and Sounds 

of Animals 

Blends/ Diagraphs ‘Ch’ – (Recap of Sh 

and Ch Words and Introducon to 

Consonant Cluster) 

Importance of 


Homes, Food and 

Caring for Animals 

Mathematics 

Performing Arts 

Addion : Introducon 

and 

Addion with the help 

of Numbers 

Addion by 

Regrouping into 

Tens and Ones/ 

Units 

Marching, Tapping, Clapping 

Visual Arts 

Addion with the Help of Abacus 

Physical Education 

Safety and Security 

Animals-Models of Animals 

(Origami, Clay)

General Objectives 

English 

To follow oral instrucons. 

To develop and use new vocabulary. 

To be able to apply skills and strategies for reading process. 

To write grammacally correct and properly punctuated short sentences. 

Specific Objectives 

To read with proper intonaon and expression. 

To read simple text for informaon and pleasure. 

To frame as per the basic sentence structure. 

To use the new vocabulary in sentences. 

To punctuate simple sentences correctly. 

To know about blend words and their sound. 

(a) Basics of Sentence Formaon 

Duraon: 4 hrs 

Skills 

Listening 

Speaking 

Reading 

Wring 

Mulple 

Intelligences 

Correct the statements by listening carefully. 

A sentence begins with a capital leer and ends 

with a full stop. 

Share the corrected statements with your partner 

and speak them loudly in the class. 

Read any story on ‘Animals’ and observe the basic 

sentence structure 

Write a few simple sentences about your favourite 

animal. 

Interpersonal / Intrapersonal 

Learning The students will be able to : 

Outcomes 

- Know that a sentence has complete sense. 

- Read simple sentences independently. 

1

(b) Punctuaon (Use of Capital Leers, Full 

Stop and Queson Mark) 

Duraon: 5 hrs 

Skills 

Listening 

Speaking 

Reading 

Wring 

Mulple 

Intelligences 

Supply accurate punctuaon marks by listening 

to verbal/aural cues. 

Idenfies and names the punctuaon marks 

“Edit” one news arcle from the day’s newspaper 

by encircling all “beginnings” with green 

(clue - capital leers) and “end” with red 

(clue - end punctuaon marks). 

Write short sentences with a capital leer at the 

beginning, a full stop/queson mark at the end 

and proper spacing between words. 

Logical / Intrapersonal 


Outcomes 

- Use appropriate end punctuaon and 

capitalizaon of inial words. 

- Write complete sentences with proper 

punctuaon- capitalizaon, punctuaon marks 

and spaces between words. 

2

(c) Blends/ Diagraphs ‘Ch’ – Recap of Sh 

and Ch Words and Introducon to 

Consonant Cluster 

Duraon: 4 hrs 

Skills 

Listening 

Speaking 

Reading 

Wring 

Mulple 

Intelligences 

Picking out the Ch - words they hear in a story/ 

short passage. 

Look at the pictures and say the appropriate 

Ch - words. 

Recognize by sight and read words with the 

Ch - diagraph. 

Learn to spell words with Ch - diagraph. 

Charlie’s Chain 

Cut out the words from a group of given words; 

put them in order to make sentences; paste them 

on a paper followed by colouring the words with 

Ch - sound. 

The sentences will be quite simple, e.g. 

• Chew your food 

• Never talk while eang 

Unscramble the leers to make words with the 

ch/ sh sound. 

List down three words each that begin as well as 

end with the diagraph ‘ch’. 

Logical / Spaal 


Outcomes 

- Learn new words through listening. 

- Read and spell ch- words, thus enhancing 

both reading and wring skills. 

3

Material Required 

Copy of the suggested short story, flash card, colour pencils, red and green crayons or 

colour pencils, punctuaon mark flash cards, a decorated box, chits with blend words / 

consonant clusters wrien on them. 

Transdisciplinary Activities 

Visual Arts 


Make a collage of words that begin/end with sh/ch digraphs. 

Compose a poem on the punctuaon marks. 

4



To bring an awareness about how humans share a close relaonship with animals. 

To provide a holisc and integrated scienfic and social perspecve. 


To gain knowledge about different kinds of animals. 

To know that animals and birds are an important part of our environment. 

To be able to classify animal into different categories. 

(a) Types of Animals 

Duraon: 5 hrs 

Skills 

Conceptual 

learning 

Observaon 

Observe the slide presentaon showing different 

animals. Ask the students where do they 

find these animals- in homes, jungle or at farms. 

Further discuss about land and water animals. 

How are they different from each other ? 

Visit a zoo. Observe all the animals - big, small, 

land, water animal in the zoo. 

Suggested movies to bring awareness about 

animals- 

• Babe 

• Finding Nemo 

Learning by 

doing 

ABC animal parade - idenfying names of animals 

starng with each leer of the alphabet. 

Make a postcard by drawing or pasng picture 

of your favourite animal. Write few sentences 

about its appearance. 

5

Mulple 

Intelligences 

Learning 

Outcomes 

Intrapersonal / Spaal/ Linguisc 

The students will be familiar with different types 

of animals. 

(b) Birds and Sounds of Animals 

Duraon: 2 hrs 

Skills 

6 

Conceptual 

learning 

Observaon 

Learning by 

doing 

Applicaon 

Slides with animals and birds will be shown to 

students followed by a discussion about the 

differences between them based on their 

body covering, mouthy, etc. 

• What body covering do birds have ? (feathers) 

• Kind of mouth they have. (beak) 

• The body parts that help them to move. 

(wings and feet) 

Sounds of animals will be recalled through acon 

poem, ‘Old MacDonald had a farm……’ 

Observe the birds at the feeder, school yard, 

your house terrace or nearby park and make a 

note of different types of birds that you see daily. 

Students can also collect informaon about the 

birds they see from books in the library. Binoculars 

can be used to make detailed observaon. 

List down the vocabulary related to birds. 

Use the bird cards and match them to their 

respecve names. 

Draw and name the pictures of the naonal 

animal and bird of one’s country. 

Build a nest with help of natural nesng material 

to encourage birds to nest in your area. 

Encourage the students to keep one bowl of water 

along with grains on their terrace at home.

Mulple Linguisc / Musical / Spaal . 

Intelligences 


Outcomes 

- Know the difference between animals and 

birds. 

- Recognize various animals through their 

sounds. 

- Know about different parts of a bird and an 

animal. 

(c) Importance of Animals 

Duraon: 3 hrs 

Skills 

Conceptual 

learning 

Animal as our helpers. 

Have preliminary discussions with your students 

about the role animals have played in our lives 

throughout history ll the present me. 

Play a game ‘It’s a Zoo’ where the students shall 

demonstrate different animal moves - A cow 

grazing, a hen running around, a puppy playing 

with a ball, etc. followed by a queson-answer 

drill on how do animals help us? Try to smulate 

the students imaginaon by giving them clues. 

Observaon 

Learning by 

doing 

Ask the students to watch the animated movie 

‘The Animal Farm’ based on George Orwell’s 

novel and iniate a discussion about the interdependence 

of human beings and animals on 

each other. 

Give different pictures - of a farm, forest, water 

with doed pictures of those animals related 

to the places, e.g. farm - cow, hen; forest - 

elephant, deer etc. They shall complete the 

pictures by joining the dots. Write down how 

are these specific animals useful and helpful to 

human beings. 

7

Mulple 

Intelligences 

Logical / Spaal / Linguisc 

Learning The students will be aware of : 

Outcomes 

- The things we get from animals. 

- The importance of animals in human life. 

(d) Homes, Food and Caring for animals 

Duraon: 3 hrs 

Skills 

Conceptual 

learning 

What would you like for lunch? Do you think 

rabbit would like to eat the food human beings 

eat? Do you think a parrot could eat your ice 

cream? Most animals would not like our food. 

Nature has ensured that different animals like 

different kind of food, otherwise everyone would 

eat the same food and soon there would be none 

le. 

Applicaon 

Observaon 

PPT showing different animals with unusual food 

kept in front of them to eat, a lion with an apple, 

a dog with a chocolate bar etc. followed by a 

queson answer drill on what’s wrong with the 

picture. Children shall discuss among themselves 

and write down one point each for the different 

animals shown. 

Ask the students about those animals, birds, 

insects which they generally find in their 

surroundings and the places they live in for e.g. a 

spider – web, a cow – shed, etc. and familiarize 

them gradually with those creatures which they 

don’t find in their immediate surroundings, i.e. a 

lion – den, a snake – hole etc. 

8 

Five things to remember to help an animal smile- 

• Animals are living beings. 

• Animals need care. 

• Animals need special places to live.

Learning by 

doing 

Mulple 

Intelligences 

Learning 

Outcomes 

• Animals need right kind of food. 

• Animals need to be kept healthy. 

Look at the given pictures of the animals and 

write down P for plant eang, F for flesh eang, 

B for both plant and animal eang and I for insect 

eang animals. (Worksheet) 

A web chart showing some food items in the 

centre (carrot, banana, bone and glass of milk) 

and pictures of animals outside (a cat, dog, rabbit 

and monkey). The students shall lead them to 

their favourite food. 

Using clay, scks, stones and other natural 

material, create a model of one of the animal 

homes you learned about. 

Maintain a nature journal /daily expression diary 

in which you record a brief descripon about 

your findings about animals in your immediate 

surroundings. 

Spaal / Logical / Linguisc 

The students develop the ability to. 

- Idenfy the natural and man made dwellings of 

animals. 

- Possess knowledge related to different types of 

animals, relave sizes of animals, their food and 

home. 

- Compare the similaries and dissimilaries 

between animals and human beings. 


Animal pictures, slides with animal pictures, bird cards, newspaper cung, pictures of a 

home, farm and forest on a slide, slide for the bear acvity. 

9


Visual Arts 

Physical 

Educaon 


Make clay model of different animals. Create your own mini zoo. 

Playing different games based on movements of animal. 

Rhyme or enactment of a story on animals. 

Life Skills/SEWA 

Love and care for animals. Visit to an animal rescue centre/animal sanctuary in your 

neighbourhood/city. 

Feed astray animal at least once a day. Keep your environment clean by not throwing 

polyethylene bags/wrappers and other things which are harmful for the animals. 

Encourage the students to tell their elders not to buy products which are made by killing 

animals, for e.g. leather products ornaments. 

Critical Thinking 

Read a newspaper adversement for homes/shelter. With the help of the teacher, design 

a similar ad that describes an animal home. 

Interdependence between human beings and animals. 

10


Mathematics 

Addition 

To develop logical and mathemacal ability. 

To apply the concept of addion in everyday life. 

To appreciate the use of mathemacs in everyday life. 

To translate the mathemacal terms to mathemacal operaons and perform simple 

calculaons. 


To calculate the sum of numbers mentally. 

To add by counng forward 

To explain the terms like addends, sum, total. 

To be aware and familiar with the mathemacal symbols Plus “+” and Equal to “=”. 

(a) Addion : Introducon and 

Addion with the help of Numbers 

Duraon: 4 hrs 

Skills 

Observaon 

and 

Idenficaon 

Applicaon 

Logical / 

Mental 

Mulple 

Intelligences 

Understand and idenfy the concept of addion 

as bringing/pung things together. 

To translate the language into mathemacal 

language. Find the terms related to addion. 

Relate words like “more”, “how many in all” with 

the term “addion” and to compute mentally 

Recognize the mathemacal signs like “+” and 

“=” and apply them. To Connect the process of 

counng forward with addion. 

Linguisc/ Logical / Interpersonal 

11


Outcomes 

- Translate the language into mathemacal 

language. 

- Relate the terms like “more”,“how many in all” 

with addion. 

- Relate the process of counng forward. 

- Compute the sum of numbers mentally. 

- Explain addion in simpler terms. 

(b) Addion by Regrouping into 

Tens and Ones/Units 

Time: 6 hrs 

Skills 

Observaon 

and 

Idenficaon 

Logical / 

Mental 

Mulple 

Intelligence 

Addion of two digit numbers with and without 

regrouping and apply the learnt concept in one’s 

daily life. 

Addion within 20, with help of scks/objects. 

Logical/Linguisc. 

Learning The students would be able to : 

Outcomes 

- Explain the problem and apply it in day to day 

life situaons. 

- Visualize the two numbers that have to be 

added and compute its sum mentally. 

12

(c) Addion with the Help of Abacus 

Duraon: 3 hrs 

Skills 

Observaon 

and 

Idenficaon 

Mental 

mathemacs/ 

Logical 

Mulple 

Intelligences 

Use different coloured beads for addion. 

Example: 

Take 5 blue beads and add 2 red beads from your 

partner. How many beads do you have in all? 

Students will be able to assimilate their previous 

knowledge with the new one. 

Logical / Kinesthec / Aesthec 


Outcomes 

- Add with the help of abacus. 

- Verify the answer by using different methods of 

addion. 

- Recognize the group of single digit numbers 

which on adding gives 10. 

- Extend the concept of addion to form 2 digit 

numbers. 


Mathemacal beads, place value blocks, abacus, bowls with beads of different colour. 



Physical 

Educaon 

Visual Arts 

Solving sums with the help of rhyme. 

Playing games related to addion. 

Drawing cartoons of animals with the help of number. 


Appreciate the use of addion in our daily life. 

13



To develop coordinaon with body movements. 

To learn various dance movements. 


To match the foot and hand movement with others in a group. 

To know about animals’ sounds and movements and use these specific movements 

with music or counts. 

Marching, Tapping, Clapping 

Duraon:3hrs 

Skills 

Learning by 

doing 

Applicaon 

Mulple 

Intelligences 

Foot tapping along with counng and reverse 

counng.(1-50). 

Form a group and clap in rhythm. Play a game 

where the students imitate animal sounds and 

movements. Encourage them to sing song on 

animals. 

Select a piece of music and coordinate your foot 

movement along with the music. Clapping - an 

exercise that helps to stay healthy. Make it a 

part of your daily roune. 

Kinesthec / Naturalisc / Interpersonal 

Learning The students will be able to develop : 

Outcomes 

- Coordinaon of foot movement with a piece of 

music. 

- The skills to change the paern of clapping with 

the changing rhythm paerns. 

- Knowledge about animal sounds and 

movements. 

14


A-B-C music book, guitar, keyboard. 


Physical Running, hopping in groups forming various shapes (circle, 

Educaon rectangle, triangle, square). 

Visual Arts 

Draw different animals and write down the specific sounds 

they make. 

15


Visual Arts 

To promote intellectual and aesthec growth. 

To develop creavity and imaginaon. 


To provide them experience to use different materials ( clay ,paper) themselves. 

To widen the perspecve about the different forms of art. 

Animals-Models of Animals with 

the help of Origami or clay / 

plascine 

Duraon: 3 hrs 

Skills 

Observaon 

Learning by 

doing 

Applicaon 

Mulple 

Intelligences 

Observe various animals in the surroundings. 

Make the animals with the help of Clay, like: turtle, 

fish, elephant etc. 

Origami work, like making a dog, cat, rat, fish, etc. 

The children draw the animals with the help of 

shapes and colour them 

Making of model of different animals to create 

a zoo. 

Painng of a Large Class Mural on Animals 

Spaal / Naturalisc / Logical / Kinesthec 


Outcomes 

- Use clay and paper to make models of animals 

- Express their ideas through variety of material. 

16


Mathemacs 

Performing 

Arts 

Running, hopping in groups forming various shapes (circle, 

rectangle, triangle, square). 

Singing Song on animals with acons 

Life Skills 

Appreciate the beauty and the importance of animals in ones life. 

17



To develop awareness of safety principles. 

To understand that safety and security is an essenal part of our daily life. 


To implement and pracse safety measures in school and outside. 

To learn how to prevent minor injuries. 

Safety and Security 

Duraon : 3hrs 

Skills 

Learning by 

doing 

Applicaon 

Mulple 

Intelligences 

• To recognize safety situaons through 

song and movement. 

• Commands and signals. 

• PEC 5 and 6 

Following of safety rules through various school 

acvies, e.g. safety gear mini book, to help 

students be aware of importance of safety gear. 

Linguisc / Naturalisc / Interpersonal 

Learning The students will learn : 

Outcomes 

- The basic fundamentals of safety and pracce 

them in daily life. 

- To perform physical exercises with accurate 

co-ordinaon agility and balance. 

18

Material required 

Physical Educaon Cards, Safety gear mini book. 


English 

Performing 

Arts 

Recite poems and sing songs and rhymes. Students do the 

opposite acon of what is menoned in the poem / rhyme. 

Poem ( if you are happy and you know it clap your hands………). 

Life Skills 

Appreciate the beauty and the importance of animals in ones life. 

19

20 

Lesson Plans

Topic: Basics of Sentence Formaon 

Duraon: 4 hrs 

English 

Lesson Plan-a 

Brief descripon–Knowledge about basics of sentence formaon. 

Learning Objectives 

As a result of this lesson, the students will be able to : 

Understand the importance of punctuaon in wring. 

Create sentence with given one or two words. 


Copy of the suggested short story, flash card, colour pencils. 

Teacher Activity 

Teacher reads a short story on animals and writes few sentences of the story on the 

board. The emphasize is on sentence/s that begins with a capital leer and ends with a full 

stop. This is followed by a simple acvity to revise spelling, vocabulary and learn to frame 

sentences. Teacher decides on the structure she/he wants to deal with and gives students 

a couple of examples. The acvity is done with the whole class or in small groups 

Teacher has a pile of flash cards on desk. These contain arcles, nouns, pronouns and 

pictures. Ask each child to pick one card from each and try to make a sentence using at 

least three words. For example : 

Tom is a doctor. 

They are happy. 

Charles has a dog. 

I have ten books. 

He loves birds. 

If the sentence is correct, the student wins 5 points. Cards that have been used go to the 

boom of the pile. The student / group with the most points wins the game. Add new 

cards to connue the game. 

21

Student Activity 

Students write 10 cards each. To make things more organized, this could either be set 

as homework beforehand or done in class on the previous day. Make sure all necessary 

categories (parts of speech) required for basic sentence structure are used. 

The teacher shuffles the cards and piles them on a desk ensuring that the text or picture 

side is placed up side down / reverse. In turn, students take one or more cards from the 

pile and try making sentences using at least 3-5 words. If the sentence is correct, the 

student wins 5 points. The student with the maximum points wins the game. 

Students to read the sentence loudly given by the teacher. Write the sentence and colour 

the first leer of sentence green, full stop in red at the end and naming words in yellow. 

Review 

The students will be given two candies each with words wrien on them and they will add 

one or two more words on their own to make meaningful sentences, e.g. I like Mango, 

Mummy loves eclairs. 

Assessment 

The students shall be assessed on their way of interacon with one another and how 

confident they are while framing sentences. 

22

English 

Lesson Plan-b 

Topic: Punctuaon/ Use of full stop, Queson mark and Capital leers. 

Duraon: 5 hrs 

Brief descripon–Understand and use punctuaon marks correctly. 


As a result of this lesson, the students will learn- 

The importance of punctuaon in wring. 

The punctuaon marks. 

To punctuate simple sentences correctly. 


Copy of the suggested short story, red and green crayons or colour pencils, punctuaon 

mark flash cards. 


Punctuaon is important in helping children learn to read and write with clarity. 

The teacher reads out the story to the students with emphasis on pausing aer every full 

stop/queson mark (intonaon rising or falling as the case may be) to indicate the “end” 

of a sentence. She will also draw. The student’s aenon is drawn to the fact that the end 

of every sentence is marked by a full stop (.)or queson mark(?) and begins with a capital 

leer (A/B/C). 

. ? M 

The story may now be re-read (teacher to ensure that every student has a copy of the 

same for visual reinforcement of the concept). The students stand up every me the 

teacher starts a new sentence and sit when it ends. This goes on ll the enre story has 

been read. The student who stands up or sits down mid sentence loses the opportunity 

to connue playing the game and is out, ll the whole exercise is over. 

23

Student activity 

Each student will now “edit” their copy of the story with green and red colour pencils or 

crayons. They must re-read and circle all the “beginnings” of their sentences with green - 

it means beginning or starng of a sentence They must re-read their work for all ending 

punctuaon (full stop or queson mark) and circle it with red. It means to stop or end of 

a sentence. 

Review 

The worksheets provided along with this lesson plan give the students an opportunity to 

use punctuaon correctly. 


Always punctuate your leers/messsages and check all spellings. It is considered 

impolite to write sloppily. 

Critical thinking 

Students will be encouraged to find out other signals which guide us when to stop or 

start/go (eg. Traffic lights, lights at Railway crossings etc.). They will also be urged to 

brainstorm during Circle me and think of reasons for their ulity or importance. 

Assessment 

By monitoring their parcipaon in the “Go and Stop” game and their answers on the 

worksheets, the teacher should be able to informally and formally assess and gauge their 

understanding and ability to use punctuaon. 

24

Topic: Blend words. Consonant cluster 

Duraon: 4 hrs 

English 

Lesson Plan-c 

Brief descripon–Learn new words, spell them and idenfy the sounds correctly. 



Idenfy various sounds produced through blend words. 

Acquire knowledge about consonant clusters and the compound sound produced 

through them. 


A decorated box, chits with blend words / consonant clusters wrien on them. 


Teacher comes to class with a box in her hand and briefs the students about the game 

‘Passing the Parcel’. The teacher divides the class in groups assigning one team leader for 

each group. The teacher starts the acvity with the first group by handing over the box to 

them to pick up the first chit. 

Each student contributes to the acvity by speaking aloud any word that starts/ends with 

the chosen blend word/consonant cluster. The teacher writes all the words said by the 

group on the board. 


Each group is given a box with blend words/consonant clusters cards. The students 

unscramble the leers to form words starng / ending with ch / sh sounds. 

The worksheet on consonant cluster will be provided to the students. 

Review 

The worksheets provided, give the students an opportunity to use and idenfy the blend 

and compound sounds produced by blend words and consonant cluster respecvely. 

25

Life Skills / SEWA 

Always read the word and then say it confidently to achieve proficiency in speaking 

skills. 

Assessment 

By monitoring their parcipaon in the acvity “Passing the Parcel” and by their answers 

on the worksheets, the teacher should be able to informally and formally assess and 

gauge their understanding and ability to use various sounds perfectly. 

26


Lesson Plan-a 

Topic: Types of Animals 

Duraon: 5 hrs 

Brief descripon–Classify animals into different categories. 



• Recall variety of animals around them. 

• Classify them into big and small animals. 

• Classify animals according to their dwellings. 

• Develop naturalisc skills. 


So toys of animals, slides showing animals in jungle, at home and farm, pictures of land 

and water animals, pastel sheet 

Teacher activity 

The teacher interacts with the students about the topic by showing them different so 

toys of animals and ask them quesons to smulate their imaginaon, e.g. Do these 

toys look like us? Expecng children to say no, she proceeds further by asking about the 

similaries and dissimilaries they find between themselves and the toys. It is followed 

by discussion about animals they see around them. 

The teacher, then, shows them the slides of animals in jungle, at home and farm. Hence, 

classifying the animals as wild, pet and farm respecvely. The teacher plans a visit to a zoo 

where the students observe different animals living on land and in water and reinforces 

it through a slide show. 

My ABC Animal parade: - Write leers from A to Z on flash card size paper (one for each 

leer). Ask students to bring pictures of animals from old newspaper, magazines. Sck 

them against each leer. 

For example - 

A –Alligator 

B –Bull 

C-Cat 

27

Categorize the animals as pet, wild, farm and water animals followed by colouring two 

sheets in brown and blue to depict land and water respecvely and placing pictures of 

land and water animals on them. 


The students will make postcard of their favourite animal and write few sentences about 

its appearance. Aer compleng the acvity, they will gi it to their friend. 

Students will apply their knowledge about land and water animals through the acvity 

of colouring a sheet in brown and blue to depict land and water respecvely and pasng 

pictures of land and water animals on them. 


The world’s favourite cat Garfield is celebrang its birthday. You are also invited to aend 

the party. Draw a party scene and paste pictures of all the big and small animals which 

you think would be Garfield’s guest. 

Interact with children about their visit to the zoo and discuss about those people who 

look aer the animals-a zoo keeper, a vet. 

Review 

Students will be provided with colouring worksheets showing pet, farm and wild 

animals. 

To develop their vocabulary related to animals, the students shall write down the name of 

one animal starng with each leer of the English alphabet with teacher’s assistance. 

The teacher will conclude by showing the movie The lion king: circle of life (showing 

different animals living in jungle). 

Assessment 

Ask the class the following quesons: 

1) Share informaon about the animals you observe, around you. 

2) Where would you want to see the wild animals- inside your house or in their natural 

dwellings why? 

The students will be assessed on the basis of their parcipaon in various classroom 

acvies, clarity of thought, applicaon to real life situaons, analyzing the knowledge of 

the related topic and response to the given worksheets. 

28

Topic: Birds and Sounds of animals 

Duraon – 2 hrs 


Lesson Plan-b 

Brief Descripon: This lesson involves awareness about different types of birds, differences 

between birds and animals and sounds of animals. 



• Recognize and learn about different kinds of birds. 

• Idenfy the similaries and dissimilaries between birds and animals based on 

their physical features. 

• Learn new words related to birds. 

• Disnguish between different types of bird beaks. 

• Recognize the sounds that animals make by listening to them. 


Bird cards, pictures of birds, old books and newspaper. 

Teacher activity 

The teacher enters the classroom with books, newspapers with pictures, informaon and 

vocabulary related to birds and animals followed by distribuon of the same among the 

students. On the white board or a chart paper, she/he writes - 

Birds have ________________. Birds eat ________________. 

Discussion will be culminated in the class with the students on the topic ‘what birds have’. 

The teacher records their ideas on the board. 

The teacher encourages the students to browse through each other’s book / pictures and 

make a list of the characteriscs common only among birds, for e.g. beaks, feathers etc. 

The teacher displays pictures of few birds in the class, for e.g.- parrot, penguin, ostrich, 

flamingo, kingfisher, woodpecker etc. She will ask what do birds use their beaks for. Are 

all the beaks same? 

29

Teacher will next ask the students to talk about their pets and the sounds they make. 

She/he will read a story about animal sounds and tell them this is how animals communicate, 

like the way we talk to each other. 

Old Macdonald will be sung in the class and students will divide themselves according to 

animals in the rhyme and make the required sound. 


Student will do an acvity- “beaks for eats”. Students will be given toothpick, tweezers, 

spoon, straw and a cup to place food into it. Without using their hand children will pick 

up bird food items from the plate with the help of spoon, tweezers etc. and place them in 

the cup. Aer the acvity, discuss which beak worked the best. Students will discuss how 

bird beaks are unique to the foods they consume. 

Students will make their favourite animal puppet and when teacher calls out the animal 

name, the child holding the puppet will come to the centre and make the required 

sound. 

Review 

Students will match the bird cards with their beaks and also their food . 

Assessment 

1) Teacher will ask quesons – why do different birds have different types of beaks? 

2) Talk about different birds and what do you noce about them (like long beak, 

red crown). 

30


Topic: Importance of animals 

Lesson Plan-c 


Brief Descripon: This lesson involves knowing more about animals. The role animals play 

in our lives, like - helping as farm animals, providing us with food, wool etc. 



• Idenfy and classify animals according to the things they provide us. 

• To appreciate the role animals play in our life. 


Animal products, like - milk, buer, wool, sweaters etc.; slides showing animals and animal 

product. 

Book: “The Animal Farm” by George Orwell 

Pictures of various animals 

Cards of animal product 


Students are shown picture of a horse and a general discussion on what they think about 

the horse will follow. A conscious aempt is made to let the students speak about the 

ulity of horse. More picture of animals, e.g.-farm and wild animals, this will enable the 

students to discuss further about animals and their uses. 

The teacher interacts with the students about the topic by asking, “How many students 

have pets at home. Do you play with them?” 

The teacher, then, shows them the slides showing animals in farm, and the help they are 

providing, like ploughing. The teacher hands over sheets of paper to the students in which 

they draw an animal and also write the way it is useful to us. Observe different animals 

living on land and in water and reinforce the concept through slide show. 

31


Pictures of animals with the matching animal product will be displayed on a random basis. 

Class will be divided into groups, students will take turn to idenfy the picture and match 

accordingly. The group with maximum points wins the game. 

The students will make and idenfy pictures of animals. Students will apply their knowledge 

about the learnt topic through the acvity of colouring the two sheets in brown and blue 

to depict land and water respecvely and pasng pictures of animals and their usefulness 

in our daily life. 

Students will create an ad asking for a beauful home for the animals to live, there by 

acknowledging the help they render to the mankind. 

Paste pictures of animals and their product in a scrap book. 

Review 

Students will be provided with colouring worksheets showing pet, farm & wild animals. 

To develop their vocabulary related to animals, the students shall write down the name 

of one animal starng with each leer of the English alphabet and their use / importance 

with teacher’s assistance. 

Life Skills / SEWA 

Illustrate with pictures how can you help animals around your neighbourhood. 

Assessment 


1) Share informaon about the animals you observe around you. 

2) Where would you want to see the wild animals - inside your house or in their natural 

dwellings ? 

The students will be assessed on the basis of their parcipaon in various classroom 

acvies, clarity of thought, applicaon to real life situaons, analyzing the knowledge of 

the related topic and response to the given worksheet. 

32


Lesson Plan-d 

Topic: Home and food of animals; Caring for animals 


Brief Descripon: The lesson involves knowing more about animals and emphasizes that 

animal homes are specific places where an animal lives such as den, burrow or a nest. 


As a result of this lesson, the students will be able to: 

• Describe the habitats of different animals 

• Idenfy how different climates affect the way animals build their habitat 

• Classify animals to their dwellings 

• Understand the importance of caring for animals; and right and just kind of 

treatments for animals 

• Develop vocabulary related to animals 


Books, pictures and flash cards of animals and their home, scks, clay, rocks and other 

natural material to build a house or nest for an animal, slides showing animals and their 

homes, pictures of food animals eat. 


The teacher starts interacng with the students about the topic by showing them pictures 

of animals and asking them quesons to smulate their imaginaon, e.g. Where do they 

live? What is their home made of? She proceeds further by discussing some animals 

live underground for much of their me, maybe to protect themselves from climate and 

predators. Slides showing animals in jungle, at home and farm will be displayed in the 

class. 

The book related to animal home ‘A House is a House for me’ by Mary Ann Hoberman 

or ‘Animals at home’ by David Lock. Brainstorm will be discussed with the children like 

why they think the animal is “made” for their parcular house. Students will be shown 

pictures of animals and their homes – 

33

Students to be further encouraged to speak a line or two about animals, why it lives in 

that parcular “home”. 

Food of animals and its necessity will be discussed by elaborang its importance for 

human, e.g. to remain healthy, grow, get energy. Pictures of animals, like cow, dog to be 

displayed and students will share their views on its food habit 

34 

Teacher will write the phrase “human treatment of animals” and have the learners share 

what they think about the phrase. All the points that students come out with will be 

wrien on the white board.


The students will write few sentences about their favourite animal. They will also draw 

few animals and their houses and share why a dog cannot live in a stable, bird in a den etc. 

There will be role play by the students each one enacng an animal and talk about their 

homes and food preferences. 

Students will be provided with picture cards of animals and animal food to match. Each 

student will maintain a scrap book in which they will record the name of animals in their 

neighbourhood, their food habit and the homes they live in. 

A web chart showing some food items in the centre (carrot, banana, bone) and pictures of 

animals outside (cat, dog, rabbit) .Students will lead them to their favourite food. 

With the help of clay, scks, rocks and other natural material create a model of one of the 

animal homes of your choice. 

Students will maintain a Nature Journal. They will go outdoors like - to the Neighbourhood 

Park and collect brief descripon of animals they see. They can also draw or take 

photographs of animals. 

Review 

Colouring acvity in the worksheets showing animals and their homes. 

To develop their vocabulary related to animals, the students shall write down the name 

of animals and their homes, like dog –kennel, bird-nest, rabbit-burrow etc. 

Teacher will also review the lesson by asking the following quesons- 

• Give three reasons why humans need home. 

• Give three reasons why animals need home. 

• Why does a lion live in a den? 

Assessment 


1) Share informaon about the animals you observe around you. 

2) Have you seen a burrow? Where? 

3) What do you do with the le over food? Do you give it to stray animals or throw 

it? 

35

Mathematics 

Lesson Plan-a 

Topic: Introducon to Addion and addion with the help of numbers 

Duraon: 4 hrs 

Brief Descripon:Addion as pung things together. 



• Apply addion to solve day to day life problems. 

• Compute mentally and think logically. 

• Translate the language of the problem into mathemacal form. 


Acvity sheet, pictures/beads/straws, two sets of flash cards of same kind of object place 

value blocks to teach addion of single digit numbers. 


Students would be able to enjoy mathemacs if and only if it is explained to them in the 

simplest of form. Hence it becomes more and more important for the teacher to use 

simpler terms like “How many in all?”, rather than using the words like “addion” and 

“sum”. 

The “+” sign and terms like “Addends” should only be introduced to the students at 

a laer stage. 

Before starng this lesson, the teacher can organize a nature walk for the students. 

During the walk the teacher can ask quesons, like - 

“There are 5 squirrels, 3 more join them. How many squirrels are there in all?” 

Introducon of terms like “Addends”, “Sum” and mathemacal operators like “+” 

and “=”. 

With the help of pictures/beads/straws explain addion as pung things together. For 

example – There are 6 grey squirrels and 2 red squirrels. How many squirrels are there 

in all ? 

36

6 grey squirrels. 

And 

2 red squirrels 

There are 

8 squirrels in all. 

The students will be translang the statements to mathemacal terms, for example - 6 

grey squirrels and 2 red squirrels make a sum of 6 + 2 = 8. This is an addion sentence. 

Make a number train (use cubes) by counng forward from the greater number 

2 + 5 = 7 

To give basic idea of adding two sets together 

• Make two sets of the same kind of object 

• Count how many are in each set 

• Write out the problem (like 2+3= ___) 

• Put the sets together 

• Count how many are in the final set 

• Write down the answer 

To make learning of addion fun, following acvity can be done: 

On ground or floor draw a number line. Give each student an addion sentence and 

starng from greater number the student will move places according to second number 

and see the place / number on which one is standing on. (While moving forward students 

can use various animal movement). Worksheets based on simple addion, match the 

following to be done to strengthen the concepts. 

37

Introduction of the Topic 

The teacher introduces the topic by taking students for a visit to the zoo. Here the teacher 

asks the students quesons, like - 

“See there are five ducks, If three more are added, how many will be there in all?” 

The students will take me to answer the queson; they will count the number of ducks 

to find their answer. The teacher can provide the students with an observaon sheet to 

note down the number of different coloured ducks or other animals. 

Classroom activity: 

Teacher with the help of pictures/beads/straws explains addion as pun g th i n gs 

together 

“Children, I have five 5 duck toys with me 

If I get three more, how much will I have in all? 

Here, the teacher explains to add by counng them on fingers. 

For example - 

1 duck…………. 2 ducks…………. 3 ducks………. 4 ducks………. 

5 ducks………. 6 ducks…………… 7 ducks……….. 8 ducks………. 

The students will give the right answer by counng. 

38 

The concepts can be strengthened by using few more examples

Example: 

Jack has 3 pencils if jim gives him 2 more pencils then how much will he have in all ? 

Jack has 

Jim gives him 

Jack will have 

5 pencils. 

Teacher wil explain addion as pung things together. 

3+2 =5 is an addion sentence where ‘+’ is read as plus. It means add. 

We read it as three plus two is equal to five. 

Further various ways of adding will be explained by counng forward ,counng from the 

greater number. 

Student Activity: 

To strengthen the concept of additon, the teacher can use worksheets and place value 

blocks. 

The teacher can give place value blocks to the students and give them more problems 

based on addion. Here the pupil will be required to count the number of blocks to find 

their answer to the problem. 

39

Critical thinking: 

Jim has 3 toffees. Jack gives him 2 more toffees while John gives him some toffees. Jim 

finally had 10 toffees in all. How much toffees did John give to Jim? 

Review: 

Worksheets to check the students knowledge about the topic will be given. 

40

Mathematics 

Lesson Plan-b 

Topic: Addion by Regrouping into Tens and Ones/Units 

Duraon: 6 hrs 

Brief Descripon: Addion with and without regrouping 


As a result of this lesson pupil would be able to : 



• Translate the language of the problem into mathemacal form. 


Acvity sheet, place value blocks to teach addion of two digit numbers. 


Addion within 20 

Group the scks to make 10 and then find answer 

For example - 

7 

+ 

5 

10 + 2 

First add 7+5 in mind to get ‘12’, Then put 

the tens number together and the ones 

together. 

10 + 2 

1 ten + 2 ones 

+ 

There, the answer is 12. 

(Maer only for reference) 

7 + 5 = 10 + 2 

Students will also solve the addion problems using the place value blocks. It will help 

them to count faster. 

41

Students to pracce the sum with and without regrouping by wring number vercally 

and horizontally. 

Addion using two digit number. 

The teacher shows them 12 toffees and asks them how many toffees will be there when 

4 more toffees are added to them. Some students may appear to be confused but the 

smarter ones may give the answer by counng one by one as shown below. 

Step 1 :- 

+ + + 

= 12 Add 4 more toffees 

Step 2 :- + + + + 

= 16 

The students will count one by one and give the right answer. 

Math Lab Acvity: 

The above problem can be solved if we have smaller number but in case of bigger numbers 

we won’t be able to use the method of counng. 

For adding numbers, we have a different method. 

Example : 

12 + 16 

For adding these numbers we will use place value blocks. 

+ = ? 

First, add unit blocks. As shown below - 

42 

There are 8 unit blocks.

Second add the ten blocks. 

There are 2 tens that means it is 20 

There are 2 tens and 8 ones. It means answer is 28. 


Teacher to divide class in groups of 4-6 students. Each student in the group will be given 4 

red beans and 20 green beans, red beans stand for tens and green beans stand for ones. 

According to their turn, students will roll dice to get a number and put green beans on 

their place value chart and when they get 10 beans or more green beans, exchange them 

for 1 red bean. The player who gets a 4 red beans or 4 tens wins! 

Tens 

Units 

Student to pick 2 cards from the two set of number card and add them mentally. 

Teacher to provide students with simple word problems and also help students to write 

an addion story by using the given words. Find the answer to word problem. 

Look at the people around you. Write an addion story about them. 

Add 25 and 23 

+ + 

43

There are 8 ones. 

There are 4 tens. 

The answer is 48. 

The teacher can give place value blocks to the students and give them more problems 

based on addion. Here the students will be required to count the number of blocks to 

find their answer to the problem. 

Review: 

Worksheets to check the students knowledge about the topic will be given. 

44

Mathematics 

Lesson Plan-c 

Topic: Addion with the help of Abacus 

Duraon: 3 hrs 

Brief Descripon: Addion with the help of abacus 





• Verify his method of addion using abacus. 


Abacus and beads of different colour. 


The teacher will show the students the abacus and ask them queson like 

Can you recognize what is this…..Have we seen it earlier? 

Let the students make all kind of guesses and give different answers. 

Few students will be able to recognize it as abacus. 

45

Acvity 1 

The teacher shows the students the abacus and asks them to count 3 red beads. 

Add 4 yellow beads 

How many beads are there in all? 

The students will count and tell 7 


Use the abacus to find which all numbers add to give you a sum of ten. 

Critical Thinking 

Add the number in the circles to get a sum of nine in each direcon. Write the missing 

number in the blanks. 

2 

3 1 

Review 

Worksheets to check students knowledge about the topic. 

46

Theme: Animals 


Lesson Plan 

Topic: Marching, Tapping, Clapping in Counts Together / Groupwise 

Duraon: 3 hrs 

Brief Descripon: Different means/ways of communicaon in dance 

• Express basic emoonal qualies for e.g. angry , sad , excited , happy, through 

expressions and movements. 

• Development of group skills. Work with others in a group to solve a specific dance 

problem (e.g. design three shapes high, medium and low, create slow and fast 

movement). 



• Familiarize themselves with different animal sounds and movements. 

• Gain knowledge about vocal and instrumental skills, like sing with accuracy in 

appropriate range and age appropriate songs. 


Musical instruments. 


Teacher will give the students different types of music rythym and sounds and will perform 

simple movements in response to oral instrucons. 


Students will listen to different sounds and rhymes; see different emoonal expressions 

and then dance. 

Review 

Students will be assessed on the basis of their dance movements, knowledge of rhythm 

and their knowledge about musical terms related to dance. 

47

Topic: Animals 

Visual Arts 

Lesson Plan 

Duraon: 3 hrs 

Brief Descripon: This lesson involves awareness about the animals. 



• Idenfy the animals around them. 

• Classify them into big and small animals. 

• Gain knowledge about different forms of art. 

• Develop creavity skills. 


Clay origami sheets, colours, some picture model (clay model) of animals, slides showing 

animals in jungle, at home and farm, pictures of land and water animals. 


The teacher starts interacng with the students about the topic by showing them different 

pictures and model of animals and asking them the name of the animals. The students 

come up with their answers, like fish, elephant, dog, cat etc. The teacher appreciates 

their effort. The teacher demonstrates how animals like fish, elephant, turtle ,duck can 

be made with the help of clay modelling. The teacher further shows by paper folding how 

animals can be made. Aer it, the teacher explains the shapes through the flash cards. 

The teacher, then, shows them the slides of animals in jungle, at home and in farm. 

She/he explains the shapes and how they can draw figures of animals using shape. 

48


Make the animals with the help of clay modelling, like fish, cat, rat, dog. 

Draw animals with the help of shapes and colour them. 

Review 

The students will be provided with clay to make pet, farm and wild animals, and also 

make model of a mini zoo. 

49


Card 5 

Jumping and Hopping 

Use these activities to: 

• Know the different parts of the leg involved in jumping and hopping 

• Improve balancing on two feet, one foot, dominant and non dominant foot 

• Jump with both feet together and land safely with knees bent 

• Hop from one foot and land on the same foot. 

50

Activities 

Class activities 

• Individually, pracse jumping and hopping on the spot and while moving. 

• Jump or hop to the count of 1,2,3,4, or drum beat or music. 

In groups 

• Jump along a line and jog/run back to the start. (1) 

• Hop along a line using one foot and back using the other foot. (2) 

• Jump over ropes placed on the ground. (3) 

• Jump into and out of hoops placed on the ground. (4) 

Variations 

• Increase or decrease the distance of the jumping and hopping acvies. 

• Jump upwards to a mark or target. 

• Jump/hop along straight lines, curves and zigzag pathways. 

Equipment 

• Lime powder or markers. 

• Cones. 

• Ropes and hoops. 

Safety measures 

• Keep spaced out distance. 

• Watch out for others when running and jumping. 

Links to other subjects 

English: recite and sing poems, songs and rhymes 

• Use jumping and hopping acvies while singing simple songs or saying rhymes. The 

jumping and hopping should be to the beat. 

Mathematics: Numbers 1-9 

• Jump or hop a specific number of mes, e.g. 4, 7. Count how many mes somebody 

else jumps or hops. 

Curriculum links 

• Linked to the learning objecve nos. 9 and 10 in the CBSE School Health Manual and 

the theme on Human Body in the NCERT Syllabus: How does my body move? How do 

I jump and hop? 

Self Assessment 

• When I jump, do I bend my knees prior to jumping? 

51

Card 6 

Bean bag relay 

Use these activities to: 

• Run over short distances 

• Learn the bending skills needed to play games like “Kho Kho” 

• Learn to start, execute and complete a relay race. 

52

Activities 

In groups 

• The first player runs and collects a bean bag from the hoop, runs back and touches the 

next player who runs to collect another bean bag. Play connues unl all players have 

had a go at collecng a bean bag. 

Variations 

• Place bean bag onto a cone instead of in a hoop. 

• Reduce/increase the distance that has to be run. 

• Travel by jumping or hopping. 

Equipment 

• Bean bags, hoops. 

• One cone per team. 

• Lime powder or markers to mark a start line. 

Safety measures 

• Space each group so they have enough room to run without bumping into others. 

Links to other subjects 

English: to become visually familiar with text 

• One at a me the children collect one leer from the hoop and use them to spell 

words, e.g. c’, ‘a’, ‘t’. (Ensure there are sufficient copies of vowels available). 

Mathematics: Money 

• One at a me the children collect different paper currency notes from the hoop. When 

all have had their turn they sort the notes into the different denominaons. 

Curriculum links 

• Linked to the learning objecve nos. 7 and 13 in the CBSE School Health Manual and 

the theme on Human Body in the NCERT Syllabus: How does my body move? Which 

are my body parts involved in the movement? 

Self Assessment 

• Was I always ready for my turn? 

53

54 

Assessment

Assessment 

English 

Rubrics 

Expected skills 

Basics of Sentence 

Formaon 

Knowledge about 

Punctuaon 

marks (Capital 

leer, Full Stop, 

Queson mark) 

Blends / 

Diagraphs 

Indicators of student performance 

Beginning Developing Achieved 

Sentence 

formaon is not 

clear 

Wring needs 

improvement 

when it comes 

to capitalizaon, 

spelling and 

punctuaon 

marks. 

Does not 

demonstrate the 

knowledge about 

punctuaon 

marks (Capital 

leers, Full Stop, 

Queson Mark) 

Has difficulty 

blending and 

segmenng 

words. 

Does not show 

keenness to 

idenfy and blend 

the sounds. 

Sentence 

formaons used 

are generally 

clear and 

understandable. 

Wring have 

some errors in 

spelling, and 

punctuaon. 

Demonstrates 

basic 

understanding 

of the concept, 

idenfies and 

capitalizes the 

proper names at 

the beginning of 

the sentence but 

makes mistake 

if they occur in 

between the 

sentence. 

Beginning to 

blend and 

segment words. 

Hears leer 

sounds to blend 

and segment 

words. 

Uses a variety 

of sentence 

formaons that 

are clear and 

understandable. 

Wring is 

consistent - 

correct spelling, 

capitalizaon and 

punctuaon. 

Engages 

acvely in class 

discussions 

related to the 

concept and 

demonstrates 

a clear 

understanding of 

the topic 

Hears all leer 

sounds to blend 

and segment 

words. 

Is confident to 

blend any sound 

when asked. 

55


Rubrics 




Types of animals 

Recognizes only 

those animals 

which one finds in 

one’s immediate 

surroundings. 

Possesses 


different types of 

animals based on 

their habitat. 

Able to create 

a link between 

specific animals 

and their habitat. 

Uses individual 


their adaptaons. 

Possesses 

Birds and Sounds 

of Animals 

Importance of 


Idenfies birds 

along with their 

illustraon. 

Able to recognize 

sounds of onetwo 

animals 

Is unable to 

contribute to the 

topic individually. 

Differenates 

between the 

physical features 

of animals and 

birds. Is able 

to share brief 

informaon 

related to the 

topic. 

Possess limited 


the things we get 

from animals. 

complete 

knowledge and 

is aenve to 

the minutest 

details. Applies 

the acquired 

knowledge 

outside the 

classroom. 

Is able to cite 

examples from 

day to day life 

about the uses 

of animals and 

understands the 

interdependence 

between animals 

and human beings. 

56 

Homes and Food 

of Animals; Caring 

for Animals 

Has limited 

informaon and 

lacks iniave 

in taking care of 

animals. 

Possesses 

awareness that 

animals are also 

living beings and 

they have their 

special needs. 

Applies the 

aained 

knowledge in 

daily pracces and 

form their own 

animal stories to 

sum up what they 

have learnt about 

animals.

Mathematics 

Rubrics 




Knows Addion 

facts 

Requires intensive 

support to 

compute basic 

facts of addion. 

Computes basic 

facts of addion 

in wrien work 

but needs extra 

me 

Recalls the basic 

facts of adion in 

wrien work Uses 

mental math 

Applicaon and 

Problem Solving 

Understands the 

part of problem 

though finds 

difficulty in 

solving it. 

Understands 

the problem 

but requires 

assistance in 

solving 

Understands the 

problem, good 

in solving it and 

explains it well. 

Finds it difficult to 

apply the learnt 

concept outside 

the classroom 

Observe and 

collect the details 

that adequately 

explain the topic. 

Provides and 

seeks examples 

from one’s daily 

experiences 

that thoroughly 

explain the topic 

57

Teacher Resource 

Material 

58

English 

Teacher Resource Material 


Copy of the suggested short story, flash card, colour pencils. 

Copy of the suggested short story, red and green crayons or colour pencils, 

punctuaon mark flash cards. 

A decorated box, chits with blend words / consonant clusters wrien on them. 

Websites for Reference 

www.starfall.com 

www.bbc.co.uk 

www.theteacherscorner.com 

www.abcteach.co 



So toys of animals, slides showing animals in jungle, at home and farm, pictures of 

land and water animals, pastel sheet 

Bird cards, pictures of birds, old books and newspaper. 

Animal products, like - milk, buer, wool, sweaters etc.; slides showing animals and 

animal product. 

Book: “The Animal Farm” by George Orwell 

Pictures of various animals 

Cards of animal product 

Books, pictures and flash cards of animals and their home, scks, clay, rocks and 

other natural material to build a house or nest for an animal,slides showing animals 

and their homes,pictures of food animals eat. 


www.educaon-world.com 

www.enchantedlearning.com 

www.Studiespot.net 

59

Mathematics 


Acvity sheet, pictures/beads/straws, two sets of flash cards of same kind of object 

place value blocks to teach addion of single digit numbers,. 

Acvity sheet, place value blocks to teach addion of two digit numbers. 

Abacus and beads of different colour. 


www.kidzworld.com 

www.kidsfront.com 

www.abcya.com 



Musical instruments. 


www.songs4teachers.com 

Visual Arts 


Clay origami sheets, colours, some picture model (clay model) of animals, slides 

showing animals in jungle, at home and farm, pictures of land and water animals. 


www.colormaers.com/colortheory.html 

www.winsornewton.com/colour.../praccal-applicaons-of-colour-theory/ 



Physical Educaon Cards (PEC) and PEC Kit. 

60

Worksheets 

61

English 

(a) Sentence Formation 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Label the following punctuation marks and write down two 

appropriate sentences for each. 

? _________________________ 

._____________________________________________________________ 

_____________________________________________________________ 

_________________________ 

_____________________________________________________________ 

_____________________________________________________________ 

62

(b) Punctuation 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Based on the reading of the story, punctuate the following 

sentences using capital letters, full stop or question marks 

wherever required. 

1) rita and ricky wanted to get married 

_____________________________________________ 

2) mrs rat did want rita to marry the sun 

_____________________________________________ 

3) who was stronger than the sun 

_____________________________________________ 

4) the garden wall suggested ricky‛s name to mrs rat 

_____________________________________________ 

5) rita was an obedient child 

_____________________________________________ 

6) at last ricky and rita got married and lived happily ever after 

_____________________________________________ 

63

Punctuation 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Laila wrote some sentences in a hurry and made some mistakes! 

Can you help her re-write these sentences correctly ? Do 

remember to check the spellings, capitalize the first letter and 

put punctuation marks. 

1) we all should love animals 

_____________________________________________ 

2) Cockroaches can survive without their heads for more than a 

week 

_____________________________________________ 

3) Do you know which is the world‛s largest snake 

_____________________________________________ 

4) My pet‛s name is bruno 

_____________________________________________ 

5) Which is your favourite animal 

_____________________________________________ 

64

Punctuation 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Punctuate the sentences. 

1. tom is a dog 

2. bob is dancing 

3. do you go to school 

4. the book is with bob 

5. i am eating a mango 

6. why are you weeping 

65

7. my brother lives in kenya 

8. anita makes very tasty cakes 

9. how are you 

66

(c) Consonant Cluster / Blend Words 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Some letters when used together produce a compound sound. 

Some of them are:- 

-ch -sh -wh -st -rt -th 

‘-ch‛ produces the sound as in ‘chair‛ 

Complete the ‘ch‛ sounding words with the help 

of the picture clue. 

ch _ _ _ _ ch _ _ _ ch _ _ _ ch _ _ _ _ _ ch _ _ 

‘-sh‛ produces the sound as in ‘shoes‛ 

Complete the ‘sh‛ sounding words with the help of the picture 

clue. 

sh _ _ sh _ _ _ sh _ _ _ sh _ _ _ _ _ _ sh 

67

‘st‛ produces the sound as in ‘stars‛ 

Consonant Cluster contd- 

Complete the ‘st‛ sounding words with the help 

of the picture clue. 

st _ _ _ st _ _ _ _ st _ _ st _ _ st _ _ _ 

‘th‛ produces the sound as in ‘three‛ 

Complete the ‘th‛ sounding words with the help of the picture 

clue. 

th _ _ _ 

th _ _ _ _ th _ _ _ _ th_ _ _ th _ _ _ _ 

-wh‛ produces the sound as in ‘wheel‛ 

Think of few more ‘wh‛ sounding words and write down in the 

space given below- 

wh wh wh wh wh 

68

Consonant Cluster / Blend Words 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Write “ch” in each of the blank lines so that the sentences 

make sense. 

1. My dog __ __ ased me on the playground. 

2. __ __ ew your food before you swallow it. 

3. Ted beat Ben in a game of __ __ ess. 

4. Kim is su __ __ a nice girl. 

5. Mar __ __ is the third month of the year. 

6. Mrs. McDonald is the best tea __ __ er in the school. 

7. We use a knife to __ __ op the peppers. 

69

Consonant Cluster / Blend Words ‘ch‛ 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Ch Riddles 

(1) I end with ch. 

I rhyme with crunch. 

I am an afternoon meal. 

What am I? ________________ 

(2) I start with ch. 

I rhyme with lamp. 

I am a word for winner! 

What am I? ________________ 

(3) I start with ch. 

I am white and black. 

I am a game you may have played. 

What am I? ___________________ 

70


(a) Farm Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the picture and identify the animals that live at the 

farm. 

71

More farm animals. 

Hen 

Duck 

Rabbit 

Donkey 

72

Farm Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour the farm animals. 

73

Wild Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the picture and identify the animals that live in a 

Jungle. 

74

More wild animals 

Leopard 

Lion 

Elephant 

Bear 

Fox 

Rhinoceros 

75

Wild Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour the wild animals 

76

Pet Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour the animals which you can keep as your pet. 

77

Water Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the picture and identify the animals that live in 

water. 

78

More water animals 

Crab 

Eel 

Dolphin 

Seal 

Alligator 

Frog 

Tortoise 

79


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Look at the pictures. Write ‘Land‛ for Land Animal, ‘Water‛ for 

Water Animals, ‘Bird‛ for Birds. 

80

(b) Birds 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Match the birds with their respective names: 

Penguin 

Duck 

Vulture 

Turkey 

woodpecker 

Ostrich 

Peacock 

Hen 

81

Birds 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Colour the following pictures. Complete the sentences 

written against each picture giving related information. 

A __________ is a good _________ to the 

human being. 

A _________ is known for its _________. 

It ___________ beautifully when it rains. 

In ancient times, a ____________ was used 

as a ____________________ . 

82

Birds - Worksheet contn. 

II. Colour the body parts of the following bird as per the 

given instructions: 

Beak -red; feathers - blue; body - green 

Draw the claws (feet) of the bird and show it perching on the 

branch of a tree. 

83

(c) Importance of Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Look at the pictures of the animals. Draw a line from each animal 

to the box that best describes their uses and importance. 

I am your favourite pet 

and guard your house 

from thieves. 

You can eat my meat or 

eat my eggs. 

I live in bee hive and busy 

making honey for you. 

I eat grass and give you 

milk. 

I give you wool to protect 

you from cold. 

You can ride on me like a 

prince. 

84

Importance of Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Write down P for plant eating, F for flesh eating and B for both 

plant and flesh eating animals. 

85

(d) Homes and Food of Animals; 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Match the animals with their favourite food. 

WORMS andSEED 

RAT 

CARROT 

LEAVES 

86 

BONE 

GRASS

Homes and Food of Animals; 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Following animals are feeling hungry. Lead them to their favourite 

food. 

87



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Match the animals to their home. 

Pig 

Kennel 

Dog 

Sty 

Bird 

stable 

Hen 

Nest 

Horse 

Pen 

88



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

A quick brush up... 

Q1: Where does a horse live? 

Ans: A horse lives in a _________. 

Q2: Where does a dog live? 

Ans: A dog lives in a _________. 

Q3: Where does a bird live? 

Ans: A bird lives in a _________. 

Q4: Where does a cow live? 

Ans: A cow lives in a _________. 

Q5: Where does a lion live? 

Ans: A lion lives in a _________. 

Q6: Where does a monkey live? 

Ans: A monkey lives on a _________. 

Q7: Where does a hen live? 

Ans: A hen lives in a _________. 

89

Q8: Where does a duck live? 

Ans: A duck lives in a _________. 

Q9: Where does a pig live? 

Ans: A pig lives in a _________. 

90



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Paste/Draw the picture of your favourite animal in the box 

given below. 

Write down a few sentences on how would you take good care 

of your favourite animal 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

91



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Draw and name pictures of those two things which are required 

for the well being of the following animal/bird. 

92



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Lets draw! 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

94 

_________________________________________________

Mathematics 

(a) Addition 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

How many are there in all? 

1. 

and = 

2. and = 

3. 

and = 

4. and = 

5. and = 

95

6. 

and = 

7. and = 

8. 

and = 

9. and = 

96

Addition 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

How many are there in all? 

1. 

and = 

2. 

and = 

3. and = 

4. and = 

97

Addition 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the picture carefully. Answer the questions that follow. 

a. In the picture given above draw 2 more fish, 3 star fish and 2 sea 

horses. 

________________________________________________ 

b. After adding 2 more fish, how many fishes are there in the sea ? 

98 

________________________________________________

c. How many sea horses are there in all ? 

________________________________________________ 

d. How many star fishes are there in all ? 

________________________________________________ 

e. How many crabs are there in the sea ? 

________________________________________________ 

f. If 6 more crabs are added, how many crabs will be there ? 

________________________________________________ 

g. If 4 more octopuses are added, how many octopuses will be there 

in all ? 

________________________________________________ 

99

Addition 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Look at the picture. Answer the questions. 

a. In the figure given above identify the animals. 

_______________________________________________ 

_______________________________________________ 

b. How many animals are there for the meeting? 

_______________________________________________ 

_______________________________________________ 

c. If 3 more animals join for the meeting, how many animals will 

be there in all? 

_______________________________________________ 

100 

_______________________________________________

d. During the meeting, 4 more elephants came and joined the 

group. How many elephants are there for the meeting now? 

_______________________________________________ 

_______________________________________________ 

e. If 5 more monkeys join the meeting. How many monkeys will 

be there? 

_______________________________________________ 

_______________________________________________ 

f. At the end of the meeting, it was found that there were 

total of three tigers. How many tigers came late for the 

meeting? 

_______________________________________________ 

_______________________________________________ 

g. Which of the above animal given in the picture is your favorite 

animal? Write few sentences about them. 

_______________________________________________ 

_______________________________________________ 

101

(b) Addition by regrouping 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Write the missing number and use your butterfly stickers to 

show these numbers. 

1 and _____ makes 10 

2 and _____ makes 10 

3 and _____ makes 10 

102

4 and _____ makes 10 

5 and _____ makes 10 

6 and _____ makes 10 

103

7 and _____ makes 10 

8 and _____ makes 10 

9 and _____ makes 10 

104

Butterfly Stickers 

105

106

Addition by regrouping 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour the squares to show all the number bands for ten. 

Write the calculation under each strip. One has been done for you 

1 + 9 = 10 

+ = 

+ = 

107

+ = 

+ = 

+ = 

108 

+ =

+ = 

+ = 

+ = 

109


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Can you complete these number grids? 

+ 8 5 

+ 6 3 

+ 5 3 

2 

4 

2 

1 

3 

0 

+ 7 1 

+ 5 3 

+ 8 2 

3 

2 

2 

2 

4 

1 

+ 6 9 

+ 0 7 

+ 2 3 

1 

2 

5 

1 

3 

6 

+ 1 6 

+ 4 2 

+ 5 6 

5 

4 

4 

110 

3 

3 

3


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Help the little owl to solve the puzzle. 

1. 

2. 

3. 

111

4. 

5. 

112

(c) Using abacus 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Draw the place value blocks to add the following number. 

a. 25 + 6 = 

b. 22 + 7 = 

c. 15 + 6 = 

113

d. 42 + 7 = 

e. 40 + 10 = 

f. 55 + 8 = 

114

Addition using abacus 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Magic squares - add across and down to see the relationships 

in addition. 

4 7 

6 8 

0 6 

0 8 

2 9 

6 8 

9 5 

9 3 

3 7 

2 5 

115


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Mr. John sells various items in his bakery. The price of some 

of the famous food items are given below. 

Answer the questions given below. 

Food Items 

Price 

Pineapple Pastry $ 9 

Chicken Pie $ 15 

Black forest $ 20 

Chicken Burger $ 25 

Hot Dog $ 15 

Patties $10 

Tea $5 

Coffee $7 

a. What is the price of one Hot dog with a cup of coffee? 

____________________________________________ 

b. How much a person has to pay for buying two chicken 

burgers? 

____________________________________________ 

c. What is the cost of purchasing 2 chicken pie? 

____________________________________________ 

116 

d. How much does a person pay for purchasing one patties along 

with a cup of tea? 

____________________________________________


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Add the following with the help of an abacus. 

87 

+0 

37 

+6 

45 

+7 

65 

+7 

30 

+9 

15 

+4 

60 

+4 

48 

+1 

43 

+5 

73 

+6 

117


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Add the following. 

13 

63 

+84 

+36 

20 

62 

66 

83 

+56 

+21 

+30 

+12 

73 

41 

15 

42 

+25 

+25 

+12 

+25 

118


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Add the following. 

16 

24 

13 

49 

14 

+5 

+42 

+10 

+16 

+28 

46 

22 

5 

41 

17 

+48 

+14 

+54 

+41 

+14 

42 

42 

45 

50 

14 

+25 

+ 6 

+52 

+41 

+35 

49 

28 

32 

7 

36 

+ 7 

+ 9 

+26 

+11 

+24 

119


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

I. Add the following 

Start by naming the places on top of all the sums. 

3 5 2 2 5 5 

+ 4 4 + 3 1 + 1 0 

4 3 5 1 3 5 

+ 2 6 + 2 7 + 1 4 

Add the number the rainbows. 

120


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour all the answers as instructed. 

1 to 10------brown 11 to 20 --------red 

21 to 30-------yellow 31 to 40 -------blue 

41 to 50------green 

1 0 

+ 2 2 

1 8 

+ 1 2 

1 2 

21 

+ 1 2 

+ 16 

2 7 

+ 1 8 

2+3+4 

25 

+ 15 

121

Animals

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