Army Public Schools and Colleges System

SOW Summary
Academic Session 2023-2024
Second Term

Subject: Mathematics Class: Pre 1

Content Page No. Total Teaching Weeks: 16

Scope and sequence 02
Prescribed Textbooks:
Unit 10: Counting 75-79, Counting in 2s 04 · Ready, Steady, Go… Mathematics Pre 1 -
Unit 11: Eleven-Fourteen, Group of 2, Counting 80-84 05 5th Edition (APSACS Publication)
Unit 12: Fifteen-Sixteen, Counting 85-89, Addition 09
Resources:
Unit 13: Seventeen- Twenty, Subtraction 12 · Ready, Steady, Go… Mathematics Pre 1 -Teachers
Unit 14: Counting 90-94, 3 D Shapes, Counting in sets of 5, 10, 15 13 Guide
Unit 15: Ordinal Numbers 1st to 5th, Length 15
Unit 16: Ordinal Numbers 1st to 5th, Mass 17 Prescribed Notebook:
· Large squares with margins (small)
Unit 17: Counting 95-99, Measurements, Money, Recap 18

Page 1 of 20
 Army Public Schools and Colleges System
Scope and Sequence
Subject: Mathematics Class: Pre 1

Week Unit Topic

1 Unit 10 Counting 75-79: Recognition, Counting, Sequencing, Writing

Counting in 2s: Counting, Writing

2 Unit 11 Number Words Eleven-Fourteen: Spelling and Writing

Groups of 2

3 Groups of 2

4 Counting 80-84: Recognition, Counting, Sequencing, Writing

Groups of 2

5 Unit 12 Number Words Fifteen-Sixteen: Spelling and Writing

Vertical Addition: Count and Add

6 Vertical Addition: Count and Add

Counting 85-89: Recognition, Counting, Sequencing, Writing
Addition using a Number Line

7 Addition using a Number Line

Making Addition Stories

8 Unit 13 Number Words Seventeen- Eighteen: Spelling and Writing

Vertical Subtraction: Count and Subtract

9 Number Words Nineteen- Twenty: Spelling and Writing

Subtraction using a Number Line

Page 2 of 20
 Week Unit Topic

10 Subtraction using a Number Line

Making Subtraction Stories

11 Unit 14 Counting 90-94: Recognition, Counting, Sequencing, Writing

3 D Shapes: Recognizing, Naming

12 3 D Shapes: Flat or Curved Faces

Counting in sets of 5, 10 and 15

13 Unit 15 Ordinal Numbers 1st to 5th :Naming, Identifying

Comparing Length: Long, Longer, Longest, Short, Shorter, Shortest

14 Unit 16 Ordinal Numbers 1st to 5th Naming, Identifying

Comparing Mass: Heavy, Heavier, Heaviest, Light, Lighter, Lightest

15 Unit 17 Counting 95-99: Recognition, Counting, Sequencing, Writing

Measurements: Measuring Tools

16 Money: Pakistani Currency

Note: The estimated number of weeks are allocated for each chapter. Any adjustment in the Teaching weeks must be planned during the Teachers’
Subject Coordination Meeting.

Page 3 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7

APSACS SCHEME OF WORK

Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Note:
· Mental Maths for 5 minutes daily (Teacher to plan Mental Maths questions as per topics /requirement).
· Engage children in hands-on activities to help them build an understanding of numbers and their number representations. For Student
centered Activities provide manipulatives/ real objects, such as counting bars, small blocks, balls, spoons, straws, golden beads, cards
and counters and ice cream sticks etc.
· Age-appropriate writing practice have been given in the Textbook. For revision/ reinforcement of any concept, teacher may plan hands-on
activities and use different resources e. g. notebooks, worksheets, videos, art and craft as per class/ students need and keeping in view
learning styles of Preschoolers.
· Links for ICT/Digital literacy are given in SOW for educational purposes. The information and content are shared in good faith. Teachers
must watch the video before showing it to students so as to comprehend the material themselves.
⃰Any inappropriate content (objectionable adds) must be skipped.
In case the link does not open, the teacher may select and show any other video related to the given topic.
· There are 16 teaching weeks in Second Term, due to reduced session 2023-24, Unit 18 has been Excluded.

Unit 10: Counting 75-79 Numbers 75-79 · Textbook

· Activity: Students will watch digital resource to pgs. 91-94
Counting 75-79 reinforce the place value. Number recognition, · Teachers
· Students will revise counting from 0-74. counting and writing to Guide
Counting in 2s · Write the number 75 on the board. Say it out loud. Ask be assessed through · Notebook
the students to repeat it after you. Ask the students what number cards, pictures, · Computer
number will come after 75 – they should be able to come activities, and written Lab/Laptop/
Students will be able to: with 76. Then prompt them for 77, 78 & 79. work. Smart board
· Make a grid like the notebook page on the board. Write
· count, identify and write the numbers 75 – 79 in the boxes (one digit in one box). Digital Resource:
numbers 75-79 Ask students how many ‘tens’ in 75? Listen to the Place Value
· order and sequence answers & confirm there are 7 tens. Now ask; how many Place Value:
numbers 75-79 ‘ones’ in 75? again listen to the answers & confirm 5 Ones & Tens
· count in 2s from 2 to 20 ones. Math Video for
· C.W: Students will do Textbook Pg. 91 independently. Kids | Grades K-
Page 4 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Skills Counting in 2s 2
· Counting · Activity: On the board draw/prepare a cut-out of a Muddiest Point (generationgeniu
· Counting in 2s person wearing a long double-breasted coat. Draw two Ask students to write s.com)
· Identifying buttons and record 2. Draw 2 more buttons and ask “how down the most confusing
· Predicting many buttons now?” or problematic task from Digital Resource:
· Critical thinking Listen to the answers & record the total, 4. Continue in the lesson via a 3x5 Counting in 2s
· Collaboration this manner until the sequence from 2 to 10 has been card. The teacher to
· Communication recorded. 2 4 6 8 10 collect the "muddiest https://www.yout
Ask students to say aloud the sequence. points" from the students ube.com/watch?
· ICT
· Activity: Students will watch digital resource to and then address these v=GvTcpfSnOM
reinforce counting in 2s. issues more completely Q
· Have 20 small sweets laid out on a table. Call out a few during a follow-up lesson
students to help count them in 2s. After reaching 10; add to improve students'
2 & ask how many do we have. The answer should be understanding.
12. In the same way keep adding 2 to get the next
number. Continue up to 20.
· Write the even numbers from 2-20 in a row, with a few
numbers missing. Ask the students to identify the
missing numbers, listen to the answers & discuss before
writing the correct numbers in the blanks.
· C. W: Textbook Pgs. 92-94
Notebook: Counting 50-79
Students will do the work independently.

H. W:
· Notebook:
- Counting 0-50
- Counting 50-79
Unit 11: Eleven and Twelve Number Words · Textbook
· Sing the poem ‘One, two, buckle my shoe’ to reinforce Number words to be pgs. 95-108
Eleven - Fourteen counting to ten in a fun manner. Have number word assessed through flash · Teachers
flashcards ready. Ask the students to recall the number cards, and written work. Guide
Groups of 2 words one to ten by asking different students to come out
Page 5 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Counting 80-84 and identify the number words. Introduce the numbers · Notebook
eleven & twelve. Write each word on the board, spell it · Computer
out loud & show the flash cards for eleven & twelve. Ask Lab/Laptop/
Students will be able to: the students to repeat orally. Ask different students to Smart board
come out to the board & write the number words and
· read and write eleven – then write on Textbook pg. 95. · Digital
fourteen · C. W: Textbook Pg. 95 Resource: 2
· identify the symbol “x” to times table
represent multiplication Groups of 2
· use the multiplication sign · Activity: Draw a large Number line on the floor/ground https://www.time
to write a mathematical and play a game with the students jumping in 2s. They stables.com/2-
sentence should shout out the number they land on. Discuss the times-table.html
· read and write the groups of numbers they land on and practice counting in 2s. KWL Chart
2 · Recap counting in twos. Draw a number line on the students to make KWL · Digital
· make groups of 2 board zero up to 20. With the help of the number line, Chart "What they know Resource:
· write 2 times table start counting in twos (involving the whole class). Show about Groups of 2, what Counting to
the students six pencils divided into three groups. Ask they want to know/ learn 100
the students how many groups? How many pencils in about this topic, and https://youtu.be/
each group? How many pencils altogether? Listen to "What they learned from KPpGFJvDBU4
their answers and confirm there are 3 groups of pencils the lesson.
with 2 pencils in each group and there are 6 pencils
altogether. 2 + 2 + 2 = 6, 3 groups of 2 = 6
· Do another example e.g. how many circles altogether?
OO OOOOOO
There are 4 groups of circles; each group has 2 circles
2 + 2+ 2 + 2 = 8, 4 groups of 2= 8
There are 8 circles altogether.
· Repeat several times with different objects and groups.
· Explain when two is added each time, it develops into the
table of 2.
· C. W: Textbook Pgs. 96-98

Page 6 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Skills
· Grouping Thirteen & Fourteen Number Word Zero
· Identifying · Introduce number word thirteen, fourteen by counting the Number word to be
· Spelling straws and write on the board. Say the name out loud & assessed through flash
· Predicting spell it. Students should repeat. cards, and written work.
· ICT · C. W: Textbook Pg. 99
· Critical Thinking
· Communication Groups of 2
· Collaboration · Tell students that when we see the multiplication sign x
· Creativity we say “times” e. g. 2 x 2 = 4 can be read as “2 times 2
equals 4” or “two 2s are 4”. Repeat with three 2s & four
2s.
· Write the 2 times table on the board with students’ help.
· Practice 2 times table by reading out loud. The students
should repeat after the teacher.
· Activity: Students will watch digital resource to
reinforce 2 times table.
· Activity (Pair work): Take 2 paper plates, glue, and a
marker to help students learn their multiplication tables. Pair Work
On one plate write the multiplication facts around the
edge. Make cuts to create flaps. On the other plate write
the answers jumbled up. Now put the multiplication facts
plate on top of the answer plate and fasten by putting a
paper fastener in the middle. Choose a multiplication fact
and turn the top plate, when it stops lift the flap to reveal
an answer. If it is the correct answer, you get a point if it
is the wrong answer or no answer appears then no point.
The student with most points is the winner.

Page 7 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills

· C. W: Textbook Pgs. 100-103

Counting 80-84
· Activity: Students will watch digital resource and revise Numbers 80-84
counting 0-79. Number recognition,
· Write the numbers 80,81,82,83 & 84 on the board. Ask counting and writing to
students “how many tens & ones in 80? Listen to the be assessed through
answers & confirm 8 tens & 0 ones, in the same way number cards, pictures,
repeat with 81, 82, 83 & 84. activities, and written
· C. W: Textbook Pg. 104 work.

Groups of 2
· Explain that 1 x 2 = 2 & 2 x 1 = 2 both give the same
answer. Let students repeat the table of 2 both ways.
Draw the student’s attention to the answers. Explain
carefully that 2 x 5 means 2 groups of 5 and 5 x 2 means
5 groups of 2. With counters/cubes show the grouping.
Tell students that the groups are different but the answer
is the same.
· Put a few examples on the board e. g. 6 x 2 = ____ & 2 x
6 = ____ and 7 x 2 = ___ & 2 x 7 = ____
· Make groups and discuss the findings.
· C. W: Textbook Pg. 105-108

Page 8 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
H. W:
· Notebook: Counting 50-80
· Notebook: Number Words eleven-twelve
· Notebook: Number Words thirteen-fourteen
Unit 12: Fifteen & Sixteen · Textbook
· Write 15 & fifteen on the board. Say the name out loud Number Words pgs. 109-119
Fifteen & Sixteen & spell it. Students should repeat. Ask what number Number words to be · Teachers
comes before & after fifteen. Ask the students to count assessed through flash Guide
Counting 85-89 15 pencils. Show the students a flashcard with number cards, and written work. · Number
word sixteen on one side & digit 16 on the other. On the words Flash
Addition board write 16 & sixteen. Spell it out loud & let the cards
students repeat. · Paper plates
· C. W: Textbook Pg. 109 · Paper
Students will be able to: Chain Notes fastener
Vertical Addition Students pass around an · Computer
· read & write fifteen & · Activity: Students will watch digital resource and envelope on which the Lab/Laptop/
sixteen practice Addition. teacher has written Smart board
· add two numbers within 10 · NOTE: The teacher must continuously use vocabulary addition sums.
using the vertical addition related to addition e. g. plus, add, altogether, sum etc. to When the envelope · Digital
method reinforce the addition words. reaches a student, Resource:
· count & write numbers from · Group Activity: Divide the class into 2 teams and draw he/she spends a Counting to
85-89 2 columns on the board. Write an addition sum on the moment to solve the 100
· add two numbers using a board and ask students from each team to come to the question on a piece of https://youtu.be/
number line board and write the correct answer. Award points for paper and then places KPpGFJvDBU4
correct answers and make sure every student has a turn the it in the envelope.
· Digital
· Make addition stories from to write. Resource:
pictures · C. W: Textbook Pgs. 110-113 Group Activity
Addition
Intro to Addition
Counting 85-89 Numbers 85-89 Math Lesson
· Activity: Students will watch digital resource and revise Number recognition, Plan - Grades K-
counting 0-84. counting and writing to 3 | Generation
· Practice counting from 0-84 by going round the class, be assessed through Genius

Page 9 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Skills each student giving the number in the sequence. When number cards, pictures,
· Counting you get to 84 ask what number will come next. The activities, and written
· Sequencing students should be able to add the next number in the work. https://youtu.be/
· Identifying sequence 85. Then ask for the next numbers till you mjlsSYLLOSE
· Adding reach 89. Write 84 – 89 on the board. Discuss how
· Spelling many tens & ones each number has. · Digital
· ICT · C. W: Textbook Pg. 114 Resource:
· Collaborating Addition
· Communicating Addition using a Number Line using number
· Activity: Students will watch digital resource and line
practice Addition using Number line. Intro to the
· Draw a number line from 0-10 on the board and explain Number Line
that this is a number line. It is used to help us move so Math Video for
many places forward or backwards. Use an animal Kids - K, 1st, &
finger puppet/cut-out to show the students how to move 2nd Grades
along the line to count forward. Move one place at a (generationgeniu
time. Ask student volunteers to move the cut-out of s.com)
animal to a given number of places.
· Explain the forward movement on the number line as an
addition sum. Repeat several times with different
numbers.
· Paste number lines on each student’s desk OR in their
notebooks. Show an addition using the number line.
Emphasise on the number of places being added & the
number of the answer. Individual Activity
e.g. 6+3= 9
+3
0 1 2 3 4 5 6 7 8 9 10
Students will do plenty of practice on the board adding
within 10
e. g. 4+5=9, 6+1=7, 4+4=8 etc.

Page 10 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
· Individual Activity: Draw a big number line on the floor Individual Activity
of the classroom or take the students outside into the
ground and make the students jump forward for the
reinforcement of the concept of counting forward for
addition. Alternatively, give different starting numbers &
the number of places the students have to move forward
to show the addition.
· C. W: Textbook Pgs. 115-117

Making Addition Stories

· Show students a photo/picture/poster/ illustration from a
book. Brainstorm about the picture. Talk about the
number of items/objects/people/colours etc. Listen to the
students’ responses and initiate discussion. From the
discussion build upon the information by making
addition facts e.g. “in the park there are 4 boys and 3
girls. Altogether there are 7 children”. Repeat this
procedure by making other stories too. Emphasise when
we add we use the word altogether.
· Individual Activity: Ask 2 boys to come out to the front
then ask 5 girls to join them. Ask the class to make a
story. Listen to the stories and confirm.
· Group Activity: Divide the class into groups. Give each Group Activity
group a different picture. Ask the students to write at
least 3 observations from the picture and make addition
stories for the picture. The group should share their
stories with the rest of the class (orally).
· C. W: Textbook Pg. 118-119

H. W:
· Notebook: Counting 50-89
· Notebook: Number Words fifteen- sixteen
· Notebook: 5 Addition sums on Notebook
Page 11 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Unit 13: Seventeen & Eighteen Number Word · Textbook
· Show the students a flashcard with number word Number word to be pgs. 120-130
Seventeen- Twenty seventeen. Point to the letters & say the name out loud & assessed through flash · Teachers
spell it. Students should repeat. Ask the students to cards, and written work. Guide
Subtraction count the shuttle cocks. On the board write 17 & · Countable
seventeen. Ask them what number comes before & after objects
seventeen. Show the students a flashcard with number · Board
word eighteen on one side &numeral 18 on the other. On · Notebook
Students will be able to: the board write 18 & eighteen. Spell it out loud and · Computer
· read &write number words students repeat. Lab/Laptop/
seventeen - twenty · C. W: Textbook Pg. 120 Smart board
· subtract numbers using the Gallery Walk · Number
vertical subtraction method Vertical Subtraction Teacher to write 5 Counters
· subtract two numbers using · Activity: Students will watch digital resource and subtraction sums on
· Digital
a number line practice subtraction. sheets of paper and post
Resource:
· make subtraction stories · NOTE: The teacher must continuously use vocabulary on the wall (Label as
Subtraction
related to subtraction e. g. subtract, take away, minus stations 1-5). In small
Intro to
etc. to reinforce the subtraction words groups students move
Subtraction Math
· Group activity: Write a few vertical subtraction sums on around the room from
Video for Kids -
the board. In groups the students will solve the station to station and
Grades K-3
subtraction sums using countable objects then one discuss questions, write
(generationgeniu
member from the group will go to the board to write the answer on the sheet,
s.com)
answer. and then go to the next
· C. W: Textbook Pgs. 121-124 question.
Skills
· Sequencing Nineteen & Twenty https://youtu.be/e
· Spelling · Let the students count the bats & whistles. Show number Number Words
g9iSgMAJZc
· Recalling word flashcards for nineteen & twenty. Spell out the Number words to be
assessed through flash
· Recognising words & let the students repeat. · Digital
cards, and written work.
· Identifying · C. W: Textbook Pg. 125 Resource:
· Subtracting Subtraction
· ICT Subtraction using a Number Line using number
· Activity: Students will watch digital resource and line
Page 12 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
practice subtraction using number line. Intro to the
· Draw a number line on the board and students refer to Number Line
their own number lines. Use different items to Math Video for
demonstrate the subtraction sums e. g. begin with seven Kids - K, 1st, &
pencils, take three of them away and then ask how many 2nd Grades
remain. Write this as a sum 7-3=4 on the board and then (generationgeniu
demonstrate how to do this using the number line. s.com)
Students will practice other sums on number line.
· C. W: Textbook Pgs. 126-128
· Digital
Making Subtraction Stories Resource:
· Activity: Students will watch digital resource and Making
practice making subtraction stories. Subtraction
· Activity: Draw pictures of farm animals, birthday party, Stories
shop etc. Ask the students to tell the story using these
pictures.
· Show the students illustrations from different books or https://youtu.be/j
any other pictures to make subtraction stories. Discuss nMKPsYK4LI
the pictures and encourage students to use subtraction
words to make the stories.
· C. W: Textbook Pgs. 129-130

H. W:
· Notebook: Number Words seventeen- eighteen
· Notebook: Number Words nineteen- twenty

Unit 14: Counting 90-94 · Textbook

· Activity: Students will watch digital resource and revise Numbers 90-94 pgs. 131-142
Counting 90-94 counting 0-89. · Teachers
· Revise counting from 0 to 89 by asking 8 students to Number recognition, Guide
3D Shapes stand. The first student should start counting from 0 – 9, counting and writing to · Board
the next from 10-19, then the next student from 20-29 be assessed through · Notebook
number cards, pictures,
Page 13 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Counting in sets of 5, 10 and and so on till the 8th student reaches 89. Then introduce activities, and written · Computer
15 the next group of numbers 90-94. Say them out loud & work. Lab/Laptop/
the students repeat after you. Write the numbers on the Smart board
Students will be able to: board. Discuss that the number “90” has 9 tens. · Digital
· count & write numbers from · C. W: Textbook Pg. 131 Resource:
90-94 Counting to
· recognize 3 D shapes 3D Shapes 100
· count flat and curved faces · Activity: Students will watch digital resource and discuss https://youtu.be/
of the shapes 3D shapes. KPpGFJvDBU4
· count in sets of 5, 10 and · Show models of the shapes and real-life items that
15 resemble the 3D shapes too. · Digital
· Practice spelling of 3D shapes names on the board and resource: 3 D
let students draw these shapes with their names. Shapes
· C. W: Textbook Pgs. 132-135 Intro to 3D
Shapes
Flat or Curved Faces Video for
Skills · Show solid shapes and introduce the words FACE, FLAT Kids Math
· Positioning and CURVED. Video | K, 1st
· Counting · Students will look at different shapes and discuss the & 2nd Grade
· Sequencing differences, their flat and curved faces. Explain that the (generationge
· Comparing faces are the flat parts of the shape. Touch the face of nius.com)
· Spelling the shape while explaining. Tell them the face can be flat
· Critical Thinking or curved. Show a cube and cuboid. Move your hand
from top to bottom emphasizing the flat faces. Tell the Digital
· ICT Group Activity
students if a shape can stand on its face, then it is flat. Resource:
Stand a cube and cuboid on any of their faces to show Counting in
that their faces are flat. 2s, 5s, 10s
· Group Activity: Give the students the 3D shapes Skip
models so they can touch and feel the flat and curved Counting (2s,
faces. 5s, 10s &
· Let the students touch and count the faces of cube, 100s) | Math
cuboid, cylinder, cone, sphere. Video for
· Make a table on the chart paper and let the students Grades K-2
Page 14 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
note down their findings. (generationge
nius.com)
3D Shapes Flat Faces Curved Total Faces
Faces
cube
cuboid
cylinder
cone
sphere

· C. W: Textbook Pgs. 136-138

Counting in sets of 5, 10 and 15

· Activity: Students will watch digital resource and
practice counting in sets of 5, 10 & 15.
· Students will draw different objects on their slates/ small
boards in sets of 5, 10 and 15.
· C. W: Textbook Pgs. 139-142

H. W:
· Notebook: Counting 50-94
· Notebook: Draw different objects in sets of 5, 10 and 15.

Unit 15: NOTE: In the Textbook ordinal numbers are given in both · Textbook
forms 1st & 1st. Internationally both forms are used. Get the pgs. 143- 146
Ordinal numbers 1st – 5th students in the habit of using both forms. · Teachers
Guide
Length Ordinal Numbers 1st to 5th – First to Fifth · Badges with
· Group Activity: Introduce Ordinal Numbers by asking 1st, 2nd, 3rd
Students will be able to: five students to form a queue at the classroom door. Ask Application Cards positions
· recognize and write ordinal the class who is first, second, third, fourth and fifth? Ask students to write · Pencils
numbers 1st, 2nd, 3rd, 4th& 5th Listen to the answers and explain the positions. Ask the down at least three real- (different
Page 15 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
· spell and write first, second, students to say the sequence first, second, third, fourth world applications where sizes)
third, fourth & fifth and fifth. they can transfer their · Bananas
· compare three lengths · Take students outside into the playground and arrange a learning of ordinal (different
· identify long, longer & small race to clear the concept of first, second, third, numbers. sizes)
longest fourth & fifth. Badges may be made with the ordinal · Keys
· identify short, shorter & numbers 1st – 5thand given to the students. (different
shortest · Activity: Students will watch digital resource and sizes)
practice ordinal numbers. · Computer
Skills · Do oral and written practice of ordinal numbers ‘1st, 2nd, Lab/
· Positioning 3rd’, 4th& 5th and in words ‘first, second, third, fourth & Laptop/
· Counting fifth’ with the help of flash cards. Smart board
· Sequencing · Ask students how ordinal numbers are different from
· Comparing ordinary numbers. Listen to their answers and tell them · Digital
· Spelling that ordinal numbers are used for positioning things e. g. Resource:
· Critical Thinking standing in a line, stacking etc. Ordinal
· ICT skills · C. W: Textbook Pg. 143 Numbers
https://youtu.be/-
Comparing Length IAIrsUIcUo
· Activity: Students will watch digital resource and
measure lengths of different objects.
· Group Activity: Compare the height of 3 students and Group Activity · Digital
tell who is the tallest and who is the shortest. Also Resource:
compare the length of 3 students’ shoes. Decide which is Length
the longest. Repeat with other items. Intro to
· Revise the concept of length by using the words longer & Measurements:
. Weight & Length
shorter. Draw two keys on the board, call out two
students to the board and ask one of them to tick the | Video for K, 1st
longer key & the other to cross the shorter key. & 2nd Grades
· Show students three pencils A, B & C of different length. (generationgeniu
Ask students to describe the lengths. Tell students that s.com)
pencil A is longer than pencil B, pencil B is longer than
pencil C. Pencil A is the longest. https://www.yout
ube.com/watch?
Page 16 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
v=LtKG21h0nAY

· In the same way, draw three triangles on the board

(different sizes)

A
B
C
· Triangle A is the shortest.
· Students will discuss with other examples using objects
from the classroom.
· C. W: Textbook Pgs. 144- 146

H. W:
· Notebook: Ordinal Numbers 1st- First to 5th- Fifth
· Notebook: Draw objects to show long, longer, longest & short, shorter, shortest

Unit 16: Ordinal Numbers 1st – 5th · Textbook

· Put 5 different coloured cubes/ paper strips on the table pgs. 147-
Ordinal Numbers 1st – 5th and ask a student to come to the front and set them 151
according to the given instruction: · Teachers
Mass · Put the red cube in 1st position, yellow cube in 2nd, green Guide
cube in 3rd, orange cube in 4th and blue cube in fifth · Red, blue,
position. green, yellow
· Draw different objects on the board and ask students to & orange
write their positions 1st – 5th. cubes
· C. W: Textbook Pgs. 147. · Pots

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Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Students will be able to: Comparing Mass · Sand, cotton
· Activity: Students will watch digital resource and wool
· identify ordinal numbers compare mass of different objects. · beans
1stto 5th and first to fifth · Place some heavy & light objects around the classroom · Board
· identify heavy & light and ask the students to search and compare. Ask them · Notebook
objects to determine whether they are light or heavy. Make a · Flash Cards
· compare the mass of table on the board & record the findings e.g. (ordinal
objects using the terms numbers)
heavy, heavier & heaviest Heavy Light · Computer
· compare the mass of book sharpener Lab/
objects using the words stapler eraser Laptop/
light, lighter & lightest Individual Activity Smart board
1.5 liter water bottle paper cup
Skills
· Individual Activity: Ask students to think of other
· Positioning objects used in their daily life which are heavy and light. · Digital
· Sequencing · Students to drawing 5 heavy and light objects in their Resource:
· Spelling notebooks. Mass
· Comparing · Explain the concept of heavy, heavier & heaviest when
Intro to
· ICT doing comparisons. In the same way introduce the term Measurements:
· Decision Making light, lighter & lightest. Weight & Length
· Critical Thinking | Video for K, 1st
· Do the same comparison with the school bag, pencil
· Collaboration & 2nd Grades
case & pencil.
· Communication (generationgeniu
· C. W: Textbook Pgs. 148-151.
s.com)
Notebook: Draw 5 heavy and 5 light objects.
H. W:
· Notebook: Draw objects to show heavy, heavier, heaviest
· Notebook: Draw objects to show light, lighter, lightest
Unit 17: Counting 95-99 Numbers 95-99 · Textbook
· Activity: Students will watch digital resource and pgs.152- 159
Counting 95-99 recognise numbers 0 to 100. Number recognition, · Teachers
· Practice counting from 0-94. Ask the students to give the counting and writing to Guide
Measuring Tools next numbers. Confirm them to be 95, 96, 97, 98 & 99. be assessed through · Pakistani
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Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
Say them out loud & let the students repeat. Write the number cards, pictures, coins & notes
Money numbers on the board. activities, and written · Small items
· C. W: Textbook Pg. 152. work. for setting up
Notebook: Counting 90-100 shop
Students will be able to: · Identical
· count and write numbers Measuring Tools Short Quizzes objects (toy
from 95-99 · Students will tell how can they measure water? Give short quizzes in planes)
· recognize Pakistani · Students will measure their table with handspan and groups to gauge what · Flash Cards
currency write their findings on a piece of paper. students have learned · Number
· identify coins & notes & · C. W: Textbook Pgs. 153-155. about the numbers to Cards
their values 100 · Board
· compare prices Money – Pakistani Currency · Notebook
· measure length, weight and · Show the students Pakistani coins & notes. Let the · Computer
temperature of different students touch/feel them and examine them closely. Lab/
objects using non standard Pass the currency around the class and ask the students Laptop/
units to describe them &discuss the differences. Explain that Smart board
these are some of the coins/notes that are used in
Pakistan, ensure that each student can see the amount · Digital
Skills of money stamped on each coin/note. Talk about the Resource:
· Recognising sizes and the colours: which is largest / smallest? Which Numbers to
· Identifying coin has the greater value? etc. Explain that the sign for 100
· Counting the Pakistani rupee is Rs. Read & Write
· Comparing · Activity: Place some coins & notes on the table. Pick Numbers to 100 |
· Collaborating them up one by one and ask students to tell their value. Math Video for
· Communicating Point out the main features of the currency; portrait of the Kids | Grades
· Creativity Quaid-e-Azam, various famous buildings, discuss the K-3
distinct colours, the watermark etc. (generationgeniu
· Discuss different places where money is used. Talk to s.com)
the students about going to the shops / market with their
parents and elicit that it is necessary to pay for the things
we buy from the shops. For this, we need to use money.
Explain that the shopkeeper will add up the cost of the
items we wish to buy and the customer has to give him /
Page 19 of 20
Subject & Class: Mathematics- Pre1 Second Term (2023-2024) No of periods per week: 7
Content, Learning Outcomes Teaching Strategies & Suggested Learning Activities Assessment for
Learning Resources
& Skills
her that amount of money in order to take the things
away. Ask them to relate their experiences of grocery
with their parents in class.
· Group Activity: Setup a classroom shop. Give each Group Activity
student some coins/notes (replicas/paper money) and
help them to buy and sell items from the shop.
· Show the students various items that have price tags and
help them to compare the prices, e. g. show a book that
costs Rs. 30 and another that costs Rs 50. Ask which
costs more. Have two identical items to show the
students. Give one student a priced item e. g. a toy plane
with the price tag of Rs 90. Give a second student the
same plane priced at Rs 100. Ask the students which
item should they buy? Discuss & explain that it would
not be very sensible to buy an expensive item if it is also
available at a less price. Tell them it is not necessary to
keep buying things. Things are included in needs and
wants. We can not live without needs but we can survive
without wants.
· Highlight the concept of saving money & tell students it is
a good thing to save a little money from their pocket
money to give to the needy, buy a small gift for your
family members on their birthday or just to say thank you
to your parents for all the things they do for you.
· C. W: Textbook Pgs. 156- 159.
H. W:
· Notebook: Numbers 0- 50
· Notebook: Numbers 50-100
· Notebook: Draw some objects and write their prices
Certificate Ceremony
Invite the Section Head to the class & ask her to distribute the certificates attached to each Textbook. Decorate the class & make it
a special occasion.

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