(Download) NCERT Revised syllabus Of Maths (Class 1 to 5 )
General Points for Textbook Writers
1. The following syllabus has been developed keeping the philosophy of the
Yashpal Report and the National Focus Group for Teaching Learning
Mathematics in view. Keeping in mind the reality of the number of hours that
teaching actually takes place in the school, e have kept a thumb rule of 140
periods, of 30-40 minutes each, per year for mathematics. Within this the number
of periods allotted to each area is given in the syllabus. However, this is just
to give an approximate idea of the weightage to be given to a particular topic
by writers and others who are transacting the syllabus. This breakup of time
should not be taken as an exact writ by teachers.
2. We need to encourage the development of a culture of learning outside the
classroom. If a topic is linked well with experiences, interesting exercises
given then conceptual learning of math would continue beyond the 140 periods.
3. The syllabus has been developed in five very natural streams flowing from
Class I to Class V, which overlap very often, not only with each other but also
with themes developed in other subjects that are being learnt simultaneously.
4. While developing the study material, we expect the focus to be
activities/exercises, built around children’s real-life experiences and from
areas across the curriculum. They need to be created in a manner that would meet
more than one objective simultaneously, and cover more than one stream at the
same time. Further, we must include extensions to activities as part of the main
course material, and not as a supplement, for the learners who feel encouraged
to do them. However, as for any activity or experience, the teachers would need
to give enough leeway to children, or modify the activity, to suit their
interests. In this context, it is important that children’s current local
interests and enthusiasms be utilised to the maximum as opportunities for
developing math concepts. Enough space, in various ways, must be given for this
in the textbooks.
5. Mathematics is about a certain way of thinking and reasoning. This should
be reflected in the way the materials are written and other activities and
exercises created. The teachers’ training should reflect this also. Particular
stress must be given to allow the child to articulate her reasons behind doing
an exercise in a certain way, for example, why she is continuing a pattern in a
particular way. Such interactive learning will require the teacher to plan for
more time to be given for certain concepts in the classroom, and the textbooks
would need to allow for this.
6. The Class I and II books would be workbooks with short notes for the
teacher about suggestions for dealing with the particular topic. (In fact, such
notes should probably be incorporated in all the primary books.) The Class I
workbook and the other materials would be created with the view to consolidate
the mathematical concepts and experiences that the child already has before she
joins school, and to build on this background.
7. The language used in the books for Classes III to V should be what the
child would normally use and would understand.
8. The sequencing of the concepts should not be linear, but spiral.
9. The book should not appear to be dry and should be attractive to children
in various ways. The points that may influence this include the language, the
nature of descriptions and examples, inclusion or lack of illustrations,
inclusion of comic strips or cartoons to illustrate a point, inclusion of
stories and other interesting texts for children.
10. While dealing with problems, the text books should have several
situations with multiple correct solutions. Make the children aware that there
can be several strategies for teaching a problem.
11. The material regarding patterns should be created in a way that would
allow the child to observe patterns to generalise them, and to develop her own
12. The purpose is not that the children would learn known definitions and
therefore never should we begin by definitions and explanations. Concepts and
ideas generally should be arrived at from observing patterns, exploring them and
then trying to define them in their own words. There should be no overt emphasis
on remembering definitions in known standard forms in exactly the same words.
13. Problem posing is an important part of doing maths. Exercises that
require children to formulate and create a variety of problems for their peers
and others should be built
CLASS-WISE COURSE STRUCTURE
SHAPES & SPATIAL UNDERSTANDING
Develops and uses vocabulary of spatial relationship
(Top, Bottom, On, Under, Inside, Outside, Above,
Below, Near, Far, Before, After)
SOLIDS AROUND US
Collects objects from the surroundings having different
sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.
orts, Classifies and describes the objects on the basis
of shapes, and other observable properties.
Observes and describes the way shapes affect
movements like rolling and sliding.
orts 2 - D shapes such as flat objects made of card etc.
Numbers (46 hrs.)
DEVELOPING A SENSE OF NUMBERNESS,COUNTING AND OPERATIONS OF
NUMBERS 1 - 9 AND ZERO
SHAPES & SPATIAL UNDERSTANDING
3-D and 2-D Shapes
Observes objects in the environment and gets a qualitative
feel for their geometrical attributes.
Identifies the basic 3-D shapes such as cuboid, cylinder,
cone, sphere by their names.
Traces the 2-D outlines of 3-D objects.
Observes and identifies these 2-D shapes.
Identifies 2-D shapes viz., rectangle, square, triangle,
circle by their names.
Describes intuitively the properties of these 2-D shapes.
Identifies and makes straight lines by folding, straight
edged objects, stretched strings and draws free hand and with a
Draws horizontal, vertical and slant lines (free hand).
Distinguishes between straight and curved lines.
Identifies objects by observing their shadows.
- Reads and writes numerals for numbers up to ninetynine.
- Expands a number with respect to place values.
- Counts and regroups objects into tens and ones.
- Uses the concept of place value in the comparison of