Level A – Ages 5 – 7

Level A

The curriculum for Level A matches the requirement and abilities of children between the ages 5 and 7. Following is a list of topics covered and the skills learnt at this level. The worksheets deal with more than 150 skills for children to master at this level. These skills are mostly taught at grade one, standard I, year 1 or class I. A child at these levels should be able to perform these skills easily. The tutor sheets are designed to explain the concepts with simple explanations and visuals and the worksheets are graded from simple to complex and have and encourage inductive thinking amongst the children. After completion of Level A the child is expected to have mastered these following skills.

 

Numbers – 1 - 100:

  • Counting up to 10
  • Matching numbers with number of items counted
  • Drawing the number of images asked for
  • Guessing the number of visuals without actual counting
  • Counting up to 20
  • Matching numbers with their names 1 - 10
  • Identifying bigger numbers
  • Identifying smaller numbers
  • Arranging numbers from small to big
  • Comparing numbers
  • Supplying missing numbers
  • Counting forward from a given number
  • Matching numbers with their names 1 – 20
  • Writing numbers with their names
  • Numbers 21 – 40
  • Counting up to 40
  • Arrange numbers from big to small
  • Arranging numbers from small to big
  • Identify the largest number from given numbers
  • Numbers 41 – 60
  • Supply the missing numbers in the given set of numbers
  • Choose the correct number described by the given story
  • Choose the correct number from the word description
  • Numbers 61 – 80
  • Write the names for the given numbers
  • Concept of place value
  • Identify the value of the underlined digit
  • Split the given number into tens and ones
  • Identify the digit in the tens place
  • Identify the digit in the ones place
  • Expand given number as sum of tens and ones
  • Select the correct place value model representing the given number
  • Write the correct number that represents the place value model
  • Converting ones into tens
  • Converting tens into ones
  • Concept of 1, 2, 3, 5 and 7
  • Estimate whether the given description of the quantity using 1, 2, 3, 5 and 7 is less or more
  • Concept of 10, 25, 50, 75 and 100
  • Estimate whether the given description of the quantity using 10, 25, 50, 75 and 100 is less or more

Addition

  • Concept of addition
  • Adding with visuals 1 – 5
  • Adding with visuals 1 – 10
  • Supplying missing numbers to make another number (1 – 9)
  • Addition sentences – Adding 1
  • Addition sentences – Adding 2
  • Doubling numbers 1 – 5
  • Doubling single digit numbers – 1 – 9
  • Finding the sum of 10 and a given single digit number
  • Single digit addition drills
  • Doubling + 1 strategy
  • Adding 1 and 2 to a given number
  • Doubling double digit numbers
  • Adding 3 single digit numbers
  • Adding 2 2-digit numbers
  • Using appropriate strategy to add mentally
  • Number names 81 – 100
  • Choose the correct name for the number described in the story
  • Adding 10 to a given number
  • Adding 20 to a given two digit number
  • Addition patterns
  • Complete pairs that add to 100
  • Addition patterns – Adding 0
  • Adding 0, 1 and 10 to a number
 

Subtraction

  • Concept of subtraction
  • Concept of zero
  • Subtracting with visuals (1 – 10)
  • Writing subtraction statements from given visuals
  • Writing subtraction statements from a given story
  • Writing subtraction statements from the given number line
  • Making a subtraction story from the given visual
  • Writing subtraction sentences from the given stories
  • Write subtraction sentences to make the answer a given number like 0, 1 , 2, 3, 4 and 5
  • Select the correct subtraction sentence representing the given number.
  • Subtracting facts
  • Subtracting 1 from a given number
  • Taking away 2 from a given number
  • Minus 3 from a given number ( 1 – 10)
  • Subtraction drills (1 – 20)

Mixed operations

  • Concept of fact families
  • Addition facts
  • Subtraction facts
  • Bringing out the relation between addition and subtraction
  • Add or subtract (1 – 20)
  • Add or subtract double digit
  • Addition and subtraction sentences
  • Write addition or subtraction sentences from given stories and solve

Fractions

  • Concept of half
  • Count the number of equal parts in a given figure
  • Identify figure that is half of the given figure
  • Identify the figure that is half of the given figure from a set of figures
  • Identify the figures that are split into halves
  • Concept of flip, turn and slide
  • Identify the figure that is flipped
  • Identify the figure that is turned
  • Identify the figure that is slid
  • Mention whether the given figure is flipped, slid or turned

Patterns

  • Identify the description of the given pattern
  • Match the pattern with the correct description
  • Selecting the correct next pattern unit
  • Select the correct next growing pattern

Geometry

  • Concept of square
  • Concept of rectangle
  • Concept of circle
  • Concept of triangle
  • Identify whether given figure is closed or open
  • Identify the square, circle, rectangle triangle from a given set of figures
  • Identify figure having the most corners
  • Identify figures having the most sides
  • Select the correct name of the given figure
  • Identify figures having the same size
  • Identifying figures having the same shape
  • Select the figures having the same number of corners
  • Select the figures having the same number of sides
  • Concept of congruent figures
  • Identify the congruent figures
  • Concept of solid figures
  • Concept of edges, corners and faces of solid figures
  • Concept of cube
  • Concept of cylinder
  • Concept of cone
  • Concept of sphere
  • Counting the number of faces of the given solid figure
  • Counting the number of edges in a given solid figure
  • Counting the number of corners in a given solid figure
  • Match the 3-D shapes with the everyday objects having the same shape
  • Identify an everyday object that has the given 3-D shape
  • Describing the properties of a cube
  • Describing the properties of a cone
  • Describing the properties of a cylinder
  • Describing the properties of a sphere
  • Match objects having the same shape
 

Position

  • Identify the location (left, right, centre) of the given object
  • Identify the object given the location
  • Identify the location (top or bottom) of the given object
  • Identify the location of the object (centre or edge)
  • Identify the location (inside or outside) of the given object
  • Identify the location (above or below) of the object
  • Identify the position of the object on a 3/3 grid

Measurement

Length

  • Identifying tall and short
  • Identifying high and low
  • Identifying near and far
  • Identifying short and long
  • Distance vocabulary (to be done)
  • Estimating length up to 10 cms
  • Concept of 1 cm
  • Matching objects with the same length
  • Ordering objects according to length (shortest to longest)
  • Estimating lengths of objects ( 1 – 10 cm)

Quantities

  • Identifying more and less from visuals
  • Identifying big and small
  • Identifying light or heavy from visuals
  • Identifying large and small capacities
  • Identifying long and short objects

Money (Indian Rupees and Paise)

  • Identifying coin values
  • Identifying coin with the largest value
  • Identifying coin with the smallest value
  • Arrange given coins from high value to low value
  • Arrange given coins from low value to high value
  • Write the total value of the given coins
  • Supply the value of the missing coins
  • Matching notes and coins with same value
  • Identify the combination of coins having the same value as the given note

Time

  • Match the given activities with the time of the day
  • Identify the activity that is done before
  • Identify the activity that takes longer
  • Number the given activities (visuals) in sequence
  • Estimating time taken for the given activity
  • Select the correct estimate of time taken for the given activities
  • Which day of the week comes before the given day
  • Which day of the week comes after the given day

Data gathering and representation

  • Concept of picture graphs
  • Concept of tally marks
  • Identify the correct picture graph that represents the data
  • Identify the table with the correct number of tally marks
  • Making picture graphs based on the given data
 
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