Number System (60 hrs) 
(i) Knowing our Numbers: 

Consolidating the sense of
numberness up to 5 digits, Size,
estimation of numbers, identifying
smaller, larger, etc. Place value
(recapitulation and extension),
connectives: use of symbols =, <, >
and use of brackets, word problems
on number operations involving
large numbers up to a maximum of
5 digits in the answer after all
operations. This would include
conversions of units of length &
mass (from the larger to the smaller
units), estimation of outcome of
number operations. Introduction to
a sense of the largeness of, and initial
familiarity with, large numbers up to
8 digits and approximation of large
numbers) 
(ii)Playing with Numbers: 

Simplification of brackets,
Multiples and factors, divisibility rule
of 2, 3, 4, 5, 6, 8, 9, 10, 11.
(All these through observing
patterns. Children would be helped
in deducing some and then asked
to derive some that are a
combination of the basic patterns
of divisibility.) Even/odd and
prime/composite numbers,
Coprime numbers, prime factorisation, every number can be
written as products of prime
factors. HCF and LCM, prime
factorization and division method
for HCF and LCM, the property
LCM X HCF = product of two
numbers. All this is to be embedded
in contexts that bring out the
significance and provide motivation
to the child for learning these ideas. 
(iii) Whole numbers 

Natural numbers, whole numbers,
properties of numbers (commutative,
associative, distributive, additive
identity, multiplicative identity),
number line. Seeing patterns,
identifying and formulating rules to
be done by children. (As familiarity with
algebra grows, the child can express the generic
pattern.) 
(iv) Negative Numbers and Intergers 

How negative numbers arise, models
of negative numbers, connection to
daily life, ordering of negative
numbers, representation of negative
numbers on number line. Children to
see patterns, identify and formulate
rules. What are integers, identification
of integers on the number line,
operation of addition and subtraction
of integers, showing the operations
on the number line (addition of
negative integer reduces the value of
the number) comparison of integers,
ordering of integers. 
(v) Fractions: 

Revision of what a fraction is,
Fraction as a part of whole,
Representation of fractions
(pictorially and on number line),
fraction as a division, proper,
improper & mixed fractions,
equivalent fractions, comparison of
fractions, addition and subtraction
of fractions (Avoid large and
complicated unnecessary tasks).
(Moving towards abstraction in
fractions)
Review of the idea of a decimal
fraction, place value in the context of
decimal fraction, inter conversion of
fractions and decimal fractions
(avoid recurring decimals at this
stage), word problems involving
addition and subtraction of
decimals (two operations together
on money, mass, length and
temperature) 
Algebra (15 hrs) 
INTRODUCTION TO ALGEBRA 

• Introduction to variable through
patterns and through appropriate
word problems and generalisations
(example 5 X 1 = 5 etc.)
• Generate such patterns with
more examples.
• Introduction to unknowns
through examples with simple
contexts (single perations)

Ratio and Proportion (15 hrs) 

• Concept of Ratio
• Proportion as equality of two
ratios
• Unitary method (with only direct
variation implied)
• Word problems 
Geometry (65 hrs) 
(i) Basic geometrical ideas (2 D): 

Introduction to geometry. Its
linkage with and reflection in
everyday experience.
• Line, line segment, ray.
• Open and closed figures.
• Interior and exterior of closed
figures.
• Curvilinear and linear boundaries
• Angle — Vertex, arm, interior
and exterior,
• Triangle — vertices, sides, angles,
interior and exterior, altitude and
median
• Quadrilateral — Sides, vertices,
angles, diagonals, adjacent sides
and opposite sides (only convex
quadrilateral are to be discussed),
interior and exterior of a
quadrilateral.
• Circle — Centre, radius,
diameter, arc, sector, chord,
segment, semicircle, circumference,
interior and exterior. 
(ii) Understanding Elementary
Shapes (2D and 3D): 

• Measure of Line segment
• Measure of angles
• Pair of lines
 Intersecting and perpendicular
lines
 Parallel lines
• Types of angles acute, obtuse,
right, straight, reflex, complete
and zero angle
• Classification of triangles (on the
basis of sides, and of angles)
• Types of quadrilaterals –
Trapezium, parallelogram,
rectangle, square, rhombus.
• Simple polygons (introduction)
(Upto octagons regulars as well
as non regular).
• Identification of 3D shapes: Cubes,
Cuboids, cylinder, sphere, cone,prism (triangular), pyramid
(triangular and square)
Identification and locating in the
surroundings
• Elements of 3D figures. (Faces,
Edges and vertices)
• Nets for cube, cuboids, cylinders,
cones and tetrahedrons. 
(iii) Symmetry: (reflection) 

• Observation and identification
of 2D symmetrical objects for
reflection symmetry
• Operation of reflection (taking
mirror images) of simple 2D
objects
• Recognising reflection symmetry
(identifying axes) 
(iv) Constructions (using
Straight edge Scale,
protractor, compasses) 

• Drawing of a line segment
• Construction of circle
• Perpendicular bisector
• Construction of angles (using
protractor)
• Angle 60^{o}, 120^{o} (Using
Compasses)
• Angle bisector making angles
of 30^{o}, 45^{o}, 90^{o} etc. (using
compasses)
• Angle equal to a given angle
(using compass)
• Drawing a line perpendicular to
a given line from a point a) on
the line b) outside the line. 
Mensuration (15 hrs) 
CONCEPT OF PERIMETER AND
INTRODUCTION TO AREA 

Introduction and general
understanding of perimeter using
many shapes. Shapes of different
kinds with the same perimeter.
Concept of area, Area of a
rectangle and a square Counter
examples to different misconcepts related
to perimeter and area.
Perimeter of a rectangle – and
its special case – a square. Deducing
the formula of the perimeter for a
rectangle and then a square through
pattern and generalisation. 
Data handling (10 hrs) 

(i) What is data  choosing data to
examine a hypothesis?
(ii) Collection and organisation of
data  examples of organising
it in tally bars and a table.
(iii) Pictograph Need for scaling in
pictographs interpretation &
construction.
(iv) Making bar graphs for given
data interpreting bar graphs+. 