Understanding

Mathematics
Student’s Activity Book
for Class PP

Name: ...................................................................

Section: ...................................................................

School: ...................................................................

Department of School Education

Ministry of Education and Skills Development
Royal Government of Bhutan
Thimphu
Copyright © 2023 Department of School Education (DSE)

Ministry of Education and Skills Development (MoESD)

All rights reserved. No part of this book may be reproduced in any form without the prior
written permission from the DSE, MoESD, Royal Government of Bhutan.

Telephone: +975-2-332885/332880
Toll Free: 1850
Website: www.education.gov.bt

ISBN: 978-99936-0-369-6 First Edition 2010

Second Edition 2011
Reprint 2024

Concept and Writing

Karma Yeshey, Primary Mathematics Section, DCRD.

Review and Editing

Dr. John Grant McLoughlin, University of New Brunswick, Canada.

Design and Layout

Karma Wangmo, Publication Unit, DCRD.
 CONTENTS
Introduction iv

Chapter 1 Sorting and Patterning 1

Chapter 2 Numbers to 5 10

Chapter 3 Length 29

Chapter 4 3-D Shapes 35

Chapter 5 Numbers to 10 45

Chapter 6 Repeating Patterns 66

Chapter 7 Mass and Capacity 71

Chapter 8 2-D Shapes 75

Chapter 9 Data Management and Probability 80

Chapter 10 Ordinal Numbers and Halves 83

Reproducible Pages 89

Summative Assessment Recording Sheets 117

iii
 INTRODUCTION
This Student’s Activity Book for Class PP is to be introduced in the schools from the year 2011, along with
the new Mathematics Teacher’s Guide for the same class. The term “Activity Book” is simply a change from the
term “workbook”. They mean the same. Even though we would be more familiar and used to the latter term,
the former is a more suitable educational term now.
This Student’s Activity Book for Class PP in mathematics is expected to fulfill the long desired need of such
a book. This is something that the teachers have been expressing a wish for during the last several years even
with the old mathematics curriculum.
The content organization of the Activity Book is reflective of that of the Teacher’s Guide, in terms of the
Chapter names and their listings. However, you will notice that Chapter 6 (Data Management), as it appears in
the Teacher’s Guide, is missing in the Activity Book. This is because there really was no appropriate paper-and-
pencil activity with this particular chapter, at least for this first edition.
The mathematics curriculum emphasizes hands-on, practical, communication and reasoning intensive
classroom activities often intended for group or pair-based engagement. It espouses students’ capacity
including: to discover ideas (and the need to be interested in discovering ideas); to deepen their reasoning
skills; to build on their intuition; to arrive at common generalizations; and to create (or recreate) knowledge. The
Teacher’s Guide will aid the teachers in carrying out this curricular intention. The activities in the Activity Book,
albeit paper-and-pencil based, are designed to support the activities suggested in the Teacher’s Guide.
Following are some pertinent points related to this activity book and its intended manner of use.
• The activities serve as an extension of and support of the normal classroom activities. They cannot replace
the real activities mentioned or suggested in the guide book.
• The activities for each chapter are generally intended for use further along or at the end of teaching the
chapter, rather than at the outset.
• The students should normally do and complete the activities during the class hours under the close
guidance of the teacher.
• Considering the general students’ language proficiency at this level, the teacher would need to explain
most of the instructions for the activities, even though they are written in a concise and easy to understand
manner.
• The teacher should delve the students into verbal discussions on the activities to extend beyond simply
completing the activities, wherever possible and appropriate. Many of the activities have this opportunity
inherent in them. For example, once a student has done a matching activity, the teacher can ask why and
how he or she did the matching.
• Some of the activities could be done in more than one valid way, depending on how the students reason
with the problem. That is why it would be important to ask the students for their reasons, where appropriate.
• The Teacher’s Remark(s) space, provided below each activity, is intended to provide a space in which the
teacher may record any useful and interesting anecdotes concerning the child and the particular activity.
The anecdotal records could also help the teacher in assessing the student’s learning. The space could also
be used to communicate messages to the parents and caregivers of the child.
• The Reproducible pages at the end of the book would serve as ready material resources for some of the
activities in the Teacher’s Guide requiring them.
• The Summative Assessment Recording Sheets included at the end of the book are meant for the teacher
to record the student’s understanding and achievement of the learning goals for each chapter assessed
through the means of Interview-based Performance Tasks. The teacher could remove these sheets from the
book and maintain them in separate files for the student’s assessment records.
• There is no assumption that this Activity Book, beside the Teacher’s Guide, would be sufficient as a
programme of studies for mathematics in class PP. The teacher is encouraged to go beyond what is
presented here to make additional activity sheets for the students, as needed.
The Primary Mathematics Section, REC, would welcome comments and feedback from teachers and other
users of this Activity Book that may contribute to its improvement. We wish success and enjoyment in the
teaching and learning of mathematics for teachers and students.
Trashi Delek.

iv
 Chapter 1 Sorting and Patterning

Colour the same picture with the same colours.

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Chapter 1 Sorting and Patterning

Colour the circles blue, the triangles orange, and the

rectangles purple.

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 Chapter 1 Sorting and Patterning

Match two objects (based on shape).

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Chapter 1 Sorting and Patterning

Match two pictures (based on use).

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 Chapter 1 Sorting and Patterning

The circled object does not belong in the group. Why do you
think so? Explain verbally.

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Chapter 1 Sorting and Patterning

Circle the object which does not belong in the group. Explain
your choice verbally.

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 Chapter 1 Sorting and Patterning

Do you see a pattern ? Tick yes () or no (x), and explain

verbally.
Example

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Chapter 1 Sorting and Patterning

Do you see a pattern? Tick yes () or no (x), and explain

verbally.

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 Chapter 1 Sorting and Patterning

Circle the part that repeats over and over again in each
pattern below.

Example

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 Chapter 2 Numbers to 5

Match the childrens ( ) to the chairs ( ), and tell which is

more.
Example

There are more ____________ than ____________.

There are more ____________ than ____________.

There are more ____________ than ____________.

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 Chapter 2 Numbers to 5

Match the apples ( ) to the bananas ( ), and tell which

is less.

There are less____________ than ____________.

There are less____________ than ____________.

There are less____________ than ____________.

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Chapter 2 Numbers to 5

Circle the box that is less.

Example

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 Chapter 2 Numbers to 5

Circle the box that is the same.

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Chapter 2 Numbers to 5

Circle the box that is more.

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 Chapter 2 Numbers to 5

Break the set into two smaller sets, so that one set has more
items than the other.
Example

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Chapter 2 Numbers to 5

Break the set into two smaller sets, so that the two smaller
sets have the same number of items.
Example

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 Chapter 2 Numbers to 5

Colour all the sets showing this many -

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Chapter 2 Numbers to 5

Trace:
1 one fish

Draw:

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 Chapter 2 Numbers to 5

Trace:
2 two eyes

Write:

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Chapter 2 Numbers to 5

Trace:
3 three spiders

Write:

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 Chapter 2 Numbers to 5

Trace:
4 four flowers

Write:

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Chapter 2 Numbers to 5

Trace:
5 five stars

Write:

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 Chapter 2 Numbers to 5

Match the numeral to the pictures.

2
3

5
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Chapter 2 Numbers to 5

Count and write the number below each set.

3 balloons ______ puppies ______ bow

______ fingers ______ triangles ____ arrows

______ rectangles ______ circles ______ fish

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 Chapter 2 Numbers to 5

Count, and write the numbers on each side of the separating

line for the set. Then write the number for the whole set.
Example

1 2 ______ ______ ______ ______

together: 3 together: ________ together: ________

______ ______ ______ ______ ______ ______

together: ________ together: ________ together: ________

______ ______ ______ ______

together: ________ together: ________

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Chapter 2 Numbers to 5

Write the number of counters shown on the 5-frame.

Example

________

________

________

________

________

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 Chapter 2 Numbers to 5

Put the counters on the 5-frame by drawing.

Example

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Chapter 2 Numbers to 5

Fill the empty sides of the domino cards with dots, so that the
number of dots on one side of a card is the same as the num-
ber of dots on the side of the card next to it. The first one has
been done for you.

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 Chapter 3 Length

Circle the curved lines.

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Chapter 3 Length

Look at the pairs of lines, and circle the shorter line in each
pair.

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 Chapter 3 Length

Circle the longer line.

Example

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Chapter 3 Length

Look at the pairs of shapes, and colour the longer shape in

each pair.

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 Chapter 3 Length

Colour the longest rectangle.

Colour the tallest tree.

Colour the shortest bottle.

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Chapter 3 Length


Is each of the following a pattern? Tick ( ) yes or no (x).
For the sequence of lines that is a pattern, circle the part that
repeats over and over again.

example

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 Chapter 4 3-D Shapes

Colour the sphere green, and the cone yellow.

Colour the rectangular prisms red, and the cylinders blue.

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Chapter 4 3-D Shapes

Match the shapes to the words.

rectangular prism

sphere

cone

cylinder

Label the parts of the rectangular prism.

corner
edge
face

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 Chapter 4 3-D Shapes

Label the parts of the cylinder.

face

edge

Label the parts of the cone.

face

apex

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Chapter 4 3-D Shapes

Choose the word from (cylinder, cone, rectangular prism,

sphere) that describes the shape of a football.

___________________________

Choose the word from (cylinder, cone, rectangular prism,

sphere) that describes the shape of a book.

___________________________

What two shapes can you see with the pencil? Write them

___________________________

___________________________

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 Chapter 4 3-D Shapes

Trace the spheres.

Draw 3 spheres.

Trace the cones.

Draw 2 cones.

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Chapter 4 3-D Shapes

Trace the cylinders.

Draw 3 cylinders.

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 Chapter 4 3-D Shapes

Trace the rectangular prisms.

Draw 3 rectangular prisms.

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Chapter 4 3-D Shapes

Circle the shapes that will roll.

Circle the shapes that will slide.

Circle the shapes that will only roll.

Circle the shapes that will only slide.

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 Chapter 4 3-D Shapes

Circle the part that repeats over and over again in the
following shape patterns.

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Chapter 4 3-D Shapes

Draw some towers using any of the shapes given here. Tell
which shapes you used for the bases of your towers.

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 Chapter 5 Numbers to 10

Draw sets with more than 3, less than 3, and 3 counters, as

indicated.

3 more than 3 less than 3 3

Draw counters on the 5-frames, as indicated.

Example

more than 2

less than 2

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Chapter 5 Numbers to 10

Draw items in the sets, as indicated.

5 less than 5

more than 5 5

Write the numbers from 1 to 5, as shown.

1 2 3 4 5

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 Chapter 5 Numbers to 10

Trace:
6 six eggs

Write:

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Chapter 5 Numbers to 10

Trace:
7 seven butter lamps

Write:

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 Chapter 5 Numbers to 10

Trace:
8 eight circles

Write:

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Chapter 5 Numbers to 10

Trace:
9 nine triangles

Write:

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 Chapter 5 Numbers to 10

Trace:
10 ten circles

Write:

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Chapter 5 Numbers to 10

Match the numbers to the pictures.

10
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 Chapter 5 Numbers to 10

Write the numbers from 1 to 10 as shown.

1 2 3 4 5 6 7 8 9 10

Write the missing numbers on the number lines.

1 2 4 6 8 10

1 3 5 7 9

1 2 3 7 8 9

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Chapter 5 Numbers to 10

Write the numbers below each set.

__________ __________ __________

__________ __________ __________

__________ __________ __________

__________

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 Chapter 5 Numbers to 10

Count the dots in each box and write the number under each.

__________ __________ __________

__________ __________ __________

__________ __________ __________

__________ __________ __________

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Chapter 5 Numbers to 10

Write the number of eggs below each bangchung.

____________ ____________ ____________

____________ ____________ ____________

Write the number for the counters on the 5-frames.

____________

____________

____________

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 Chapter 5 Numbers to 10

Match the sets having the same numbers of items.

Write 0 on the number line.

1 2 3 4 5 6 7 8 9 10

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Chapter 5 Numbers to 10

Write the missing numbers on the number line.

0 1 2 6 8 10

Write the the numbers from 0 to 10 on the number line.

Trace to make a number line, and write the numbers.

Draw a number line.

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 Chapter 5 Numbers to 10

Each line of counters below shows the number 6 by using

two colours of counters. Write the number of black and white
counters in each line.

Example 5 and 1 is 6

Example 4 and 2 is 6

___ and ___ is 6

___ and ___ is 6

___ and ___ is 6

___ and ___ is 6

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Chapter 5 Numbers to 10

Each group of counters below shows the number 7. The

counters in each group are separated by a line. Write the
numbers for the counters on each side of the line.

Example

5 and 2 is 7 4 and 3 is 7

and is 7 and is 7

and is 7 and is 7

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 Chapter 5 Numbers to 10

Represent the counters on the 10-frames, and write the

numbers.
Example

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Chapter 5 Numbers to 10

The 10-frame below shows the number 7. Answer the

questions that follow it.

Question: By how much is 7 more than 5?

Answer:

Question: By how much is 7 less than 10?

Answer:

The 5-frame below shows the number 3. Answer the question

that follow it.

Question: By how much is 3 less than 5?

Answer:

Answer the questions that follow the 10-frame below.

Question: What number does the above 10-frame show?

Answer:

Question: By how much is it less than 10?

Answer:

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 Chapter 5 Numbers to 10

You have 8 pencils, as shown below.

Question: How many more do you need to have 10 pencils?

Answer:

You are at number 8 on the number line, as shown.

0 1 2 3 4 5 6 7 8 9 10

Question: How much farther do you have to go to get to 10?

Answer:

Draw 8 pencils. Separate them into two parts by drawing.

How many are in each part?

pencils

8 pencils pencils

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Chapter 5 Numbers to 10

Write the numbers that come before the numbers below.

3 4 7 3 10 1

Write the numbers that come after the numbers below.

5 6 8 0 9 3 7

Join the dots as you move your pencil from 1 to 10. What
have you drawn? Colour your drawing.
3
2
1 4

1 5 9
2
3 6
8
7 10
4
9
5
6 7 8

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 Chapter 5 Numbers to 10

Write about yourself using a number in each sentence.

About Me
Example:

I have 1 mouth.

I have nose.

I have legs.

I have brothers.

I have sisters.

I have cats at home.

I am years old.

I have

I have

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 Chapter 6 Repeating Patterns

Copy the shape patterns. Explain verbally why each is a

shape pattern.

Copy here:

Copy here:

Copy here:

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 Chapter 6 Repeating Patterns

Copy the position patterns. Explain verbally why each is a

pattern.

Copy here:

Copy here:

Copy here:

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Chapter 6 Repeating Patterns

Extend the shape patterns.

...

...

...

Extend the letter patterns.

A B A B A B ...

A A B A A B A A B ...

Extend the number patterns.

1 2 1 2 1 2 1 2 ...

2 4 2 4 2 4 2 4 ...

3 5 5 3 5 5 3 5 5...

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 Chapter 6 Repeating Patterns

Translate the various shape patterns into letter codes using A

and B. Tell which patterns have the same letter codes.

Example:

A B B A B B A B B

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Chapter 6 Repeating Patterns

Make a colour pattern by colouring the circles below. Explain

verbally how it is a pattern.

Make a shape pattern by using triangles ( ) and circles ( ).

Explain verbally how it is a pattern.

Make a shape pattern by drawing any shapes you like.

Explain verbally how it is a pattern.

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 Chapter 7 Mass and Capacity

Which one of the two objects in the box do you think would be
heavier? Circle it.

Which one of the two objects in the box do you think would be
lighter? Circle it.

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Chapter 7 Mass and Capacity

Compare the two things on a pan balance, and write lighter,

heavier, or the same under each.

The two boxes on the pan balance are gifts for you. One box
contains a teddy bear and the other a watch. Match the teddy
bear and the watch to a box each. Explain your matching
verbally.

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 Chapter 7 Mass and Capacity

Order the things in line from the lightest to the heaviest by

drawing.

Draw in order here:

Colour the heaviest object green and the lightest object

yellow.

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Chapter 7 Mass and Capacity

Compare the capacities of the pairs of containers, and write

holds more, holds less, and holds about the same under
each.
Example

holds more holds less

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 Chapter 8 2-D Shapes

Match the shapes to their names.

cylinder

rectangular prism

cone

Match the shapes to their names.

rectangle

triangle

circle

Match the 2-D shapes to the 3-D shapes. Explain your

matching verbally.

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Chapter 8 2-D Shapes

Match the names to the parts of the 2-D shapes using lines
with an arrow head.
Example
rectangle triangle

edge
edge
corner
corner

circle

edge

Fill up the table below.

How many edges? How many corners?

Rectangle

Triangle

Circle

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 Chapter 8 2-D Shapes

Trace the circles.

Draw 3 circles.

Trace the triangles.

Draw 4 triangles.

Trace the rectangles.

Draw 3 rectangles.

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Chapter 8 2-D Shapes

Draw different triangles and rectangles by joining the dots.

Colour all the rectangles brown, all the triangles orange, and
all the circles purple.

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 Chapter 8 2-D Shapes

Draw the shadows on the wall.

Draw pictures of animals, or houses, or anything you like

using triangles, rectangles and circles.

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 Chapter 9 Data Management and Probability

The favourite fruits of some children are shown in the picture

graph.

Which fruit do you like?

Q: How many columns are there for this graph?

A: There are _______ columns.

Q: Which fruit is liked by most children?

A: Most children liked _____________.

Q: Which fruit is liked by only 1 child?

A: ____________.

Q: How many children liked apple?

A: ______ children liked apple.

Q: How many children in all have answered the

question?
A: _____________.

Q: Which of these 3 fruits do you like the most?

A: ______________.
Apple Mango Lemon

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 Chapter 9 Data Management and Probability

Decide on a question to ask your friends. Use the data

recording table and the graphing mat to show your results.
Your teacher will help you with this activity.

Do you like _________________?

Yes

No

Do you like ____________? Talk about your graph verbally.

What did you find out about your friends?

How many friends answered your

question?

Yes No

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Chapter 9 Data Management and Probability

The column graph shows the results of spinning the spinner

below.

Results of spinning
the spinner
1
2

1 2 3

Q.1: Which number in the spinner did the pointer land on most of the time?
A: __________________________.

Q.2: How many times did the pointer land on number 1?

A: __________________________.

Q.3: If you spin the spinner, on which number is the pointer most likely to land?
Why do you think so?
A: __________________________.

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 Chapter 10 Ordinal Numbers and Halves

Write the ordinal numbers.

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Chapter 10 Ordinal Numbers and Halves

Match the ordinal numbers with the runners.

2nd 1st 4th 3rd 6th 5th

Write the missing ordinal numbers for the shapes below.

1st 2nd 5th

Write the missing ordinal numbers for the shapes below.

2nd 1st

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 Chapter 10 Ordinal Numbers and Halves

Write the positions for the shapes below. The 5th and the 6th
are indicated.

...
5th 6th

Write the positions for the fruits arranged from left to right.
The 1st and the 2nd positions are already given.

1st 2nd

Q: How many fruits are there?

A: There are _____ fruits.

Q: Which position is in the middle between 1st and 3rd?

A: The position in the middle between 1st and 3rd is ______.

Q: Which positions are between 6th and 9th?

A: The positions between 6th and 9th are ______.

Teacher’s Remark(s):

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Chapter 10 Ordinal Numbers and Halves

Colour a half of each shape.

Is each shape divided into its two halves by the line ?

Write Yes or No under each shape.

Yes No

Teacher’s Remark(s):

Teacher’s Signature and Date:

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 Chapter 10 Ordinal Numbers and Halves

A whole shape is divided into two parts. Write half, or not

half under each of the two parts.

Example

half half not half not half

Teacher’s Remark(s):

Teacher’s Signature and Date:

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 Reproducible 1 (for Chapter 2 Numbers to 5)
Numeral cards for 1 to 5

1 2
3 4
5
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 Reproducible 2 (for Chapter 2 Numbers to 5)

5-frames

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 Reproducible 3 (for Chapter 2 Numbers to 5)

Dot cards

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 Reproducible 4 (for Chapter 2 Numbers to 5)

Empty domino cards

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 Reproducible 5 (for Chapter 5 Numbers to 10)

Numeral cards for numbers 6 to 10.

6 7
8 9
10
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 Reproducible 6 (for Chapter 5 Numbers to 10)

10-frames

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 Reproducible 7 (for Chapter 6 Data Management)

2-column graphing mat.

Title: __________________________________________

Labels: ____________ ____________

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 Reproducible 8 (for Chapter 6 Data Management)

3-column graphing mat.

Title: __________________________________________

Labels: ____________ ____________ ____________

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 Reproducible 9 (for Chapter 6 Data Management)

6-column graphing mat.

Title: __________________________________________

Labels: _______ _______ _______ _______ _______ _______

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 Reproducible 10 (for Chapter 9 2-D Shapes)

2-D Shapes for sorting.

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 Reproducible 11 (for Chapter 9 2-D Shapes)

2-D Shapes

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 Reproducible 13 (for Chapter 11 Ordinal Numbers and Halves)

Ordinal Number cards.

1 st
2 nd
3 rd

4 th
5 th
6 th

7th 8th 9th

10 th

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 Reproducible 14 (for Chapter 11 Ordinal Numbers and Halves)

Insects

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 Reproducible 15 (for Chapter 11 Ordinal Numbers and Halves)

2-D Shapes.

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 Reproducible 16 (for Chapter 11 Ordinal Numbers and Halves)

2-D Shapes.

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: ____________________________ Roll no.: ____ Section: ____

CHAPTER 1 SORTING AND PATTERNING

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __, for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to :
Present the student with a collection of about 10 objects.
Have the student to pick up an object, and say: Tell me - Describe objects using attributes
everything you can about this object. You could ask other like colour, shape, material, use,
probing questions like: Is it heavy/light? Will it roll? etc mass, behaviour etc.

Have the student sort the objects into groups. Say: Sort the - Sort a collection of objects into
objects into two groups. What is same about the objects groups using a sorting rule.
in this group? And what is same about the objects in the
other group? So what sorting rule did you use? - Describe the sorting rule.

Show an object, and ask the student to which group it would - Describe the similarities and
belong. Say: To which group would this belong? Can I differences between object.
put this with this group? Why? Why can’t we put this
with this group? - Describe why an object does or
does not belong in a group.
Have the student put the object back together. Ask the
student to sort the objects again in a different way than - Re-sort a collection, or sort a
before. collection in more than one way.

Comments and Mark:

Teacher’s Signature and Date:

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Task 2 The student is able to :

Present the student with a simple repeating pattern using - Identify a simple repeating
snap cubes of two colours. Ask: Is this a pattern? Why or pattern.
how is it a pattern? What is the part that is repeating in
this pattern? - Identify and describe the
repeating part (or the core) of a
Replace one of the cubes with a different object but having pttern.
the same colour as the cube. Ask: Is this still a pattern?
Why? - Recognize that other attributes
do not matter when the pattern
Provide the student with a collection of either cubes in two formed is based on colour.
different colours, or two different shapes, or two different
materials, and ask: Make a simple pattern with these. - Make a simple repeating pattern.
Why do you think that is a pattern?
- Describe the pattern made.

Comments and Mark

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 1

Total CA mark from Chapter 1(Task 1 and Task 2: Mark out of 20): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____Section: ____

CHAPTER 2 NUMBERS TO 5

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1 The student is able to:

Have a collection of 4 small pebbles, 4 relatively larger - Identify the number of objects in
stones, and the numeral cards for 1 to 5 ready. Present the a set.
student with the set of 4 small pebbles. Say: How many
pebbles are here? Count the number for me. Show me - Count using the counting words in
this many fingers on your hand. Show me the numeral correct order.
for 4. Write this number here on this paper.
- Identify the correct numerals for
Vary the number of pebbles to 5, 3, 2 and 1, and ask similar the amount in a set.
questions.
- Write the numerals from 1 to 5.
Now display the set of 4 small pebbles. Then display a set
of 4 relatively large stones next to it. Ask: Which is more – - Recognize that size does not
stone or pebble? How do you know? matter in counting.

Remove 1 or 2 stones from the set. Ask: Which is more - Compare sets and use the words
now – pebbles or stones? If the pebbles is more, which more, less, the same.
is less/fewer?

Comments and Mark:

Teacher’s Signature and Date:

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Task 2
The student is able to:
Present the student with a 5-frame and a small collection
of counters in one colour. Have the student show various - Compare small sets and using
numbers from 1 to 5 on the 5-frame, using the counters. words like more, less, the same.
Show me 5 by putting counters on this 5-frame. Show
me 3 now. How many more do you need to get to 5? So - Compare a number to 5, for
which is more – 3 or 5? How do you know? Ask similar example how much is 4 less than
questions with other numbers. 5.

Show 4 on the 5-frame using counters in one colour. Have - Describe a number in terms of its
the student recognize the number. Then, replace two of the parts.
counters by different colour counters. Is it still 4? But now
we have 2 (blue) and 2 (red), so we can say 4 is 2 and 2.
Present different combinations for each of the numbers from
2 to 5 using counters in two colours on the 5-frame, and have
the student say the number in terms of its parts each time.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 2

Total CA mark from Chapter 2 (Task 1 and Task 2: Mark out of 20): _________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Name of the Student: __________________________ Roll no.: ____Section: ____

CHAPTER 3 LENGTH

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to:
Present the student two objects and ask: Which one do
you think is longer? Show how you know. If this one is - Predict/estimate and compare
longer, then which is the shorter one? lengths of two objects using terms
like longer and shorter.
Present the student with a ball of string and scissors. Have
the student cut a piece of string that is shorter than, longer - Create an item that is longer than,
than, the same length as a marker pen. Then ask: Put shorter than, and the same length
the strings in order from the shortest to the longest (or as a given one.
longest to shortest).
- Order items in order of length.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 3

Total CA mark from Chapter 3 (Task 1: Mark out of 10): _____

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____ Section: ____

CHAPTER 4 3-D SHAPES

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
Present the student a collection of 3-D shapes comprising of The student is able to :
3-D geometric shapes and other common objects like cans,
balls, marbles etc. Ask the student to pick up a shape and - Identify and describe 3-D shapes.
describe it: Tell anything you can about this shape. Pick
up and set aside at least three shapes of the same type (e.g. - Compare and describe the
three rectangular prisms). Ask: How are these shapes the similarities and difference
same? What do we call this group of 3-D shapes? Can between two 3-D shapes.
you find another rectangular prism in the larger group?
Repeat for other groups of 3-D shapes. - Sort the 3-D shape and describe
Have the student sort the collection into two groups. I want the sorting rule.
you to sort the objects into two groups. After that is done,
ask: What is same about all the objects that are in this - Determine if a 3-D shape will
group? stack or roll.
Ask the student to build a tower using the 3-D objects. Ask:
Why did you use this block at the bottom. What will - Identify the faces, corners, and
happen if you use a sphere as your base? Etc. edges on the 3-D shapes.
Pick up a 3-D shape, say a cone, and ask: Show me the
corner on this shape. How many corners does this
shape have? Show me the flat face on this shape.
Repeat this for a few other shapes.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 4

Total CA mark from Chapter 4 (Task 1: Mark out of 10): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____Section: ____

CHAPTER 5 NUMBERS TO 10

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide on page __ for
the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to:
Present the student with a set of 10 objects (e.g. counters).
Have a set of numeral cards ready for use. Ask: How many - Count sets to 10 using correct
(cubes) are there? Can you count to see how many there order of counting words.
are? Take out a few counters, say 2 counters and ask: Now
how many do you think are there? Show me eight with a - Identify and read numerals to 10.
number card. Or, Which card here shows eight? Vary the
number of counters by taking out and putting back a few of - Compare numbers as more than
them, and ask the student to tell the number in the set each or less than.
time. See how the student determines the number, whether
he or she always counts all over again or takes into account
the taking out or adding back from the last count. Also ask to
show the correct numeral card each time. Ask: Show me a
number which is less than (7). Show me another number
which is less than (7). Show me the numbers which are
more than (7)

Comments and Mark:

Teacher’s Signature and Date:

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123
Task 2
The student is able to:
Present the student with a 10-frame and a collection of
counters. Have the student represent various numbers from - Represent number to 10 on 10-
6 to 10 on the 10-frame, using the counters, and ask them to frame.
compare the number to both 5 and 10. For example, Show
me number 7 on the 10-frame. Is 7 bigger than 5? By - Compare a number from 6 to 9 to
how much is 7 bigger than 5? How do you know? Is 7 both 5 and 10.
less than 10? By how much is 7 less than 10? How do
you know? Ask similar questions with other numbers. - Tell by how much a number of
more than 5 or less than 10, and
describe how.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 5

Total CA mark from Chapter 5 (Task 1 and Task 2: Mark out of 20): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____Section: ____

CHAPTER 6 DATA MANAGEMENT

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1 The student is able to:

Have a collection of two small objects mixed up together (e.g. - Sort and compare sets.
about 7 snap cubes and 9 pebbles), and a 2-column graphing - Count or use one-to-one
mat (as provided in the Student Activity Book) ready. correspondence to compare sets.
- Create a 2-column graph by
Present the student with the collection of the objects, and correctly placing items on the
ask: Do you think there are more cubes or more pebbles? graphing mat.
How could we find out? See what the student does to find - Describe information from a
which is more. concrete 2-column graph.
- Indentify labels for the column
Then present the student with the 2-column graphing mat, graph.
and ask him or her to use it to make a concrete graph and - Identify and read numerals to 10.
interpret it. So do we have more pebbles or more cubes? - Compare numbers as more than
By how much is the pebbles more than the cubes? What or less than.
should we write for the labels?

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 6

Total CA mark from Chapter 6 (Task 1: Mark out of 10): ________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____Section: ____

CHAPTER 7 REPEATING PATTERNS

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to :
Have a collection of cubes in more than 4 colours, and a
collection of two different objects (e.g. pebbles and leaves, or - Identify a simple repeating
two different shapes) pattern.

Present the student with an ABB colour pattern using snap - Identify and describe the
cubes. Ask: Is this a pattern? Why or how is it a pattern? repeating part (or the core) of a
What is the part that is repeating in this pattern? Can pattern.
you extend this pattern using three more cubes? Have
the student extend the pattern by making him or here - Extend a repeating pattern.
accessible to a collection of cubes in different colours.
- Translate a colour pattern into
Ask the student to make a similar pattern using cubes of another colour pattern.
two different colours other than the ones already used in the
above pattern. After that have him or her describe how the - Translate a colour pattern into
two patterns are similar. other patterns (using the same
pattern structure).
Then ask the student to make a similar pattern using pebbles
and leaves, by presenting these materials to him or her. Ask - Describe the similarities and
the student to describe how the last two patterns are similar difference between two different
and how they are different. patterns.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 7

Total CA mark from Chapter 7(Task 1: Mark out of 10): ________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____ Section: ____

CHAPTER 8 MASS AND CAPACITY

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to:
Have two objects which are both about one Kg in mass. The
objects could be a plastic bag of snap cubes and a block of - Predict/estimate and compare the
wood. Have a common balance too. masses of objects using terms
like heavier and lighter.
Present the student with the two objects, and ask: Which
one do you think is heavier? – the block of wood or the - Compare the masses of two
bag of cubes? The student could lift both and guess the objects using a common balance.
answer. Then ask: If you say this is heavier, then which
one is lighter? How can we compare to know for sure - Order items in order of mass.
which one is heavier? Have the student use the common
balance. So now which one is really heavier? Which one
is lighter then?

Present the student with two more objects (e.g. a marker pen
and a book). Now I want you to place these 4 things in
a line so that they are from the heaviest to the lightest.
Which one is the heaviest? Which one of the 4 is the
lightest? Which is lighter between the book and the
block of wood?

Comments and Mark:

Teacher’s Signature and Date:

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127
Task 2
The student is able to:
Present the student with two containers (e.g. a short
container with a larger diameter and a taller container with - Predict/estimate which container
a smaller diameter, so that their capacities are not hugely holds more/holds less.
different). Have something to fill the container (e.g. rice or
dry sand ready). Ask: Which container do you think will - Compare the capacities of
hold more? Which one will hold less then? How can containers and use the terms
we find out which one will really hold more? Have the holds more/holds less.
student use the rice to fill the containers. See how he or she
does that and compare.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 8

Total CA mark from Chapter 8 (Task 1 and Task 2: Mark out of 20): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: _____ Section: ____

CHAPTER 9 2-D SHAPES

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
Present the student with a collection of cutout 2-D shapes of The student is able to :
various sizes and shapes of rectangles, triangles and circles,
by displaying them on a table. Ask the student to pick up a - Identify and describe 2-D shapes.
shape and describe it: Tell anything you can about this
shape. You may have to use probing questions (e.g., How - Identify corners and edges on 2-D
many edges does it have?). Pick up and set aside at least shapes.
three shapes of the same type (e.g. three rectangles). Ask:
How are these shapes the same? What do we call this - Compare and describe the
group of 2-D shapes? Can you find another rectangle similarities and difference
in the larger group? Repeat similarly for other triangle and between two 2-D shapes.
circle.
Ask the student to sort the shapes: Now I want you to sort - Sort the 2-D shape and describe
the shapes into three groups. What is name for all the the sorting rule.
shapes in this group? What is the name for the shapes
in this group? What is same about all the shapes in this - Identify faces of 3-D shapes as
group? 2-D shapes.
Present the student with a cone, a cylinder and a rectangular
prism. Pick up a cone, and ask: What is the name of this
object? Point to the base of the cone, and ask: What is this
shape? Can you see circles on a cylinder? Show it to
me? Can you see circles on a rectangular prism? What
shapes do you see on a rectangular prism?

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 9

Total CA mark from Chapter 9 (Task 1: Mark out of 10): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____ Section: ____

CHAPTER 10 DATA MANAGEMENT AND PROBABILITY

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Interview 1
Ask the student to watch while you put a (green) snap cube The student is able to:
and a (white) snap cube in a feely bag. Ask: How many
cubes did I put in the bag? How many white cubes are - Describe the outcome of a simple
there? How many green cubes are there? Now if I draw probability experiment.
out a cube without looking, what colour might it be?
What else could it be? - Use the language of probability
Draw out a cube and show it to the student. Put it back and such as never, always, and
mix the cubes. Ask: If I draw again, what colour might it sometimes.
be? What else could it be? Again draw out a cube and
show it to the student. Could we ever get a (black) cube
from the bag? Why? Why not?
Empty the bag. Ask the student to watch as you put 10
red cubes and 1 white cube. Ask: If I draw out a cube,
what colour might it be? Could it be white? What colour
is mostly likely to draw out? Why? Could we get black
again? Etc.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 10

Total CA mark from Chapter 10 (Task 1: Mark out of 10): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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 Summative Assessment Recording Sheet (For Class PP)

Student Name: __________________________ Roll no.: ____ Section: ____

CHAPTER 11 ORDINAL NUMBERS AND HALVES

Interview-based Performance Task (Please refer the Introduction to the Teacher’s Guide for Class PP on
page __ for the marking scheme while using the Interview-based Performance Task.)

Task and Interview prompts Key concepts and skills to look for

Task 1
The student is able to:
Have cutout pictures of the six animals/insects from the
Student Activity Book. Have also the cutouts of the ordinal - Identify the position of animals
numbers from 1st to 10th. in a line by using the ordinal
numbers.
Line up the pictures and tell a story that the insects are in
a race competition. Which insect is 1st? Which insect is - Identify the symbols for the
2 ?...which insect is 6 ? Which insect is last in the line?
nd th
ordinal numbers.

Ask the student to pick up and show the ordinal numbers - Write the ordinal numbers.
from the cutouts. Show me the ordinal number third.
Show me the sixth…

Ask the student to write 1st (2nd, 3rd, 4th and 5th) on a piece of
paper, one at a time.

Comments and Mark:

Teacher’s Signature and Date:

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131
Task 2 The student is able to:

Present the student with a rectangular sheet of paper. Show - Create half of a shape.
me half of this paper by folding. Can you show the half
of this paper by folding it in another way? - Create half of a shape in more
than one way.
Fold and tear the paper into two parts, such that the two parts
are clearly not equal in size. Ask: Is this half of the paper? - Identify and describe a half of a
Why? shape as one of the two equal
parts of it.
Present the student with a piece of string and a pair of
scissors, and tell: Cut this string into two halves. How do - Create half of a length.
you know that you have cut the string into halves? Or
how is this half of the full string? - Describe and show a half of a
length as one of the two equal
parts of it.

Comments and Mark:

Teacher’s Signature and Date:

Summary of the Summative Assessment for Chapter 11

Total CA mark from Chapter 11 (Task 1 and Task 2: Mark out of 20): __________

Overall remarks on the student

Strengths:

Areas of Need:

Follow up Steps:

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