Mathematics

Grade1

Pupil's Book
Part 1
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

Dr R. NENDURADU - Panel Coordinator, Senior Lecturer
Ms S. THAPERMALL-RAMASAWMY - Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr J. DESCUBES - Primary Educator
Ms D. OOGARAH - Mentor
Ms J. APPADOO - Mentor
SERVICE DIOCÉSAIN DE L'EDUCATION CATHOLIQUE
Mr M. JOLY - Deputy Head Master

Acknowledgements

VETTING TEAM

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Y. FOKEERBUX - School Inspector
Mr D. MOHANGOO - School Inspector
Mr K. OOCHIT - School Inspector
Ms D. RUCHCHAN - School Inspector
Ms T. NATHOO - School Inspector

MAURITIUS INSTITUTE OF EDUCATION

Ms R. GUNGAPERSAND - Proof-reading, Lecturer, English Department

Illustration and layout

GRAPHIC DESIGNER
Mr Kunal SUMBHOO

REVIEW

MAURITIUS INSTITUTE OF EDUCATION

Dr Rajeev NENDURADU - Coordinator, Senior Lecturer

ISBN : 978-99949-37-84-4
© Mauritius Institute of Education (2021)
 Foreword

MIE has produced a brand new collection of textbooks based on the National
Curriculum Framework for the Nine Year Continuous Basic Education as from 2016.
These textbooks have been written by a team of academic staff from MIE, supported
by experienced Educators, advised by Inspectors, mentors and Deputy Head Masters.

We have done our best to ensure that the textbooks enable children to undergo a
pleasant learning experience. We have taken care to align the textbooks with very
clearly defined learning outcomes and objectives set for the respective subjects as
outlined in the National Curriculum Framework, Grades 1 to 6. The textbooks provide
clear indications of the diverse skills that children should master at each stage.

We are also providing a set of teachers’ manuals where we have outlined the
appropriate techniques and pedagogical approaches so that children are helped
to make optimal use of the textbook and materials provided. Some of the textbooks
have been updated and changes effected after receiving feedback from educators.

We are thankful to all those who have provided us with constructive feedback, thereby
enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists
who have tried their best to create the right layout for the books. The authors and the
curriculum team, under the guidance of Professor Vassen Naëck, also deserve our
thanks.

We hope that you enjoy this material and wish you lots of success.

Dr O. Nath Varma
Director
Mauritius Institute of Education

i
 Preface

The Grade 1 Mathematics Pupil’s Workbook and the Teacher’s Book have been
developed following the same philosophical principles as presented in the New
Curriculum Framework (Primary). The philosophy underpinning the development of the
curricular materials is geared towards the holistic development of the pupil. Pedagogical
approaches focussing on child-centered as well as activity-based learning have been
used. Key mathematical concepts are learnt via themes. This thematic approach
enables pupils to enjoy learning as well as to understand the underlying mathematical
concepts as they transit from preprimary to primary level.

The mathematical concepts are integrated within the themes. Part I of the curriculum
materials consist of three themes namely, Home, School and Games. Moreover, the
three main strands at this level are shapes, numbers and measure. The three selected
themes are familiar to pupils and enable the latter to link mathematical concepts
to their real-life situations. Activities are incorporated so as to help pupils understand
mathematical concepts therein. Exercises for pupils are presented in a progressive as
well as child-friendly manner. Continuous assessment is also included in the materials
presented to gauge pupils’ understanding of mathematical concepts covered at
different phases. Profiling is also incorporated at the end of each theme in order to
help educators monitor each pupil’s progress after covering it.

Educators are encouraged to make optimal use of the ‘Note to Teacher’ in their book
so as to facilitate learning of related mathematical concepts. They should act as
facilitators and support pupils to learn key ideas and concepts presented in the Pupil’s
Workbook.

The Mathematics Panel sincerely hopes that pupils will have fun in learning fundamental
mathematical concepts and also understand the importance of learning Mathematics
using the curriculum materials presented to them.

Dr R. Nenduradu
Coordinator, Mathematics Panel

ii
TABLE OF CONTENTS

Page

Home 1

Shapes

Colours

Numbers


School 26
Numbers

Length

Time

Games 50
Numbers

Shapes

iii
 Learning Objectives

At the end of Grade 1 (Part 1), the child should be able to

• recognise, draw and name 2-D shapes - circle, rectangle, square,

and triangle

• recognise and name colours - red, blue, yellow, green

• sort objects according to one attribute (shape; colour; size)

• identify and compare shapes in the environment

• recognise, read and write numerals up to 8 (1 to 8)

• count and write numerals up to 8 (1 to 8)

• recognise, read, count and write number names up to 8

(one to eight)

• match numerals to a number of items in a group and vice versa

• sort and compare objects according to length

• distinguish between time concepts (day/night; morning/

afternoon)

• recognise, complete and create patterns (shapes; numbers)

iv
 Shapes
Home

Hi, I am Anna.
What is your
name?

Hello, nice to
meet you! I am
Tom!

1
Unit
1
Shapes
Unit
2 Anna pays a visit to her friend, Tom, at his place.
“Hello Anna! Welcome to my home.
Please come in and let’s go to the living room.”

Tom, I have a
gift for you.
Unit Here, take it!

3
BOOK

Activity: Picture discussion

1 Observe carefully and discuss the picture.

2 What gift is Anna giving to Tom?

3 Look at the book cover. What shape is it?

2
 Home

12 1
11
10 2
9 3
8 4
7 5
6

Thank you Anna!

Activity: Picture discussion

1 Observe the picture carefully and circle the

objects having these shapes.

2 Can you identify similar shapes in your classroom?

3 Can you name the shapes?

3
Unit
1
Activity: I explore and I draw
Draw some objects you find in your classroom having these shapes.
Unit
2
Unit
3

One example
has been done
for you.

4
 Home
Let's work out

1. Match each object to its corresponding shape.

12 1
11
10 2
9 3
8 4
7 5
6

12 1
11
10 2
9 3
8 4
7 5
6

2. Trace around the shapes.

5
Unit
1

Unit
2
Anna, look at Oh! Your
the window. window has two
rectangles.

Unit
3
Activity: Name of shapes

triangle

rectangle

circle

square

6
 Home
Let's work out

3. Trace the name of the shapes.

4. Cross ( X ) all the circles.

Tick ( ) all the triangles.

7
Unit
1
Anna and Tom are outside.

“Look Anna, my father has just painted the house," says Tom.

Unit
2
“Oh! Its roof is as red as tomatoes. Its door is as green as the grass.
Its walls are as yellow as these flowers. Its windows are as blue as the sky,”
says Anna.

Unit
3

1 Observe carefully and discuss the picture.

2 Can you name the colours in the picture?

3 Find some objects having these colours.

8
 Home
One example
Let's work out has been done
for you.
5. Circle the items having the same colour.

9
 Unit
1
Colours
Unit Red
2
Unit
3
a red apple a red car two red cherries

Let's work out

6. Trace and reproduce the word “red”.

red
red
red
red

10
 Home
7. Tick ( ) the red rectangles.

8. Colour the triangles red.

11
 Unit
1

Unit Blue
2
Unit
3
a blue chair a blue basket a blue ball

Let's work out

9. Trace and reproduce the word “blue”.

blue
blue
blue
blue

12
 Home
10. Tick ( ) the blue squares.

11. Colour the circles blue.

13
 Unit
1
Numbers
Unit
2
Unit
3
Your house has
My house has two windows.
only one door.

1 Observe carefully and discuss the picture.

2 Can you count the number of windows?

3 How many doors are there in the house?

14
 Home

Number (1) This is

number one.

one apple

one pencil

one one eraser

Let's work out

12. Trace and write the numeral “1”.

15
 Unit
1
Let's work out

13. Trace and write the word “one” in the space provided.
Unit
2
Unit
14. 3 Colour one door blue.

15. Draw and colour one tree.

16
 Home

Number (2) This is

number two.

two balloons

two shoes

two two cherries

Let's work out

16. Trace and write the numeral “2”.

17
 Unit
1
Let's work out

17. Trace and write the word “two” in the space provided.
Unit
2
Unit
18. 3 Colour two apples red.

19. Draw and colour two birds.

18
 Home

Colours

Yellow

a yellow lemon a yellow sun a yellow banana

Let's work out

20. Trace and write the word “yellow”.

yellow
yellow
yellow
yellow

19
 Unit
1
21. Tick ( ) the yellow triangles.

Unit
2
Unit
3
22. Colour the squares yellow.

20
 Home

Green

a green apple a green leaf a green cap

Let's work out

23. Trace and write the word “green”.

green
green
green
green

21
 Unit
1
24. Tick ( ) the green circles.

Unit
2
Unit
3
25. Colour the rectangles green.

22
 Home
Continuous Assessment
1. Colour the house using the colour code.

23
 Unit
1
2. Colour the parts using the colour code.

Unit
2
Unit
3
(a) Colour the image as follows:

1 blue 2 yellow

(b) What can you see in the picture when the colours have been added?

3. Describe the character.

Tom has _______ ( one , two ) bag.

The bag is _______ ( blue , yellow ).

Tom has _______ ( one , two ) shoes.

The shoes are _______ ( red , green ).

24
Profiling Home

Good Satisfactory Needs Improvement

Recognise and
name four
different shapes
(circle, rectangle,
square, and
triangle)
Trace and draw
four different
shapes (circle,
rectangle, square,
and triangle)
Recognise and
name four
different colours
(red, blue, yellow,
green)
Recognise, read
and write the
numerals (1 and
2) and number
names (one and
two)
Count and write
numerals and
number names up
to 2
Sort objects
according to one
attribute (shape;
colour)

Teacher's Remarks

25
 Unit
2
School
Unit
3

I am happy to
school
see my new
classroom.

Anna! Here is
our new school.

school
26
26
 School
Length
Anna and Tom are in their new classroom.
The teacher asks them to remove their pencils.

My pencil is
short.
My pencil is
long.

1 Observe carefully and discuss the picture.

2 What are Anna and Tom talking about?

3 Try to compare your pencil or another object with that of

a friend in your class.

27
 Unit
2
Try these

Draw a short pencil. Draw a long ruler.

Unit
3

Activity: Exploration
Draw a long item that you have seen.

You may draw

something that you
have seen at home
or at school.

28
 School
Let's work out

1. Tick ( ) the long ruler.

2. Colour the short pencil.

29
 Unit
2
Unit
3 Hello! I’m
Ishanvee.
I am tall.

Hello! I’m
Kaitlyn. I am
short.

Activity: Who is tall? Who is short?

1 Observe carefully and discuss the picture.

2 Who is short?

3 Who is tall?

30
 School
Let's work out

3. (a) Colour the tall tree. (b) Tick ( ) the short boy.

4. Look at the picture and write the correct word.

Jessica Sophie

Sophie is _________ . ( tall , short )

Jessica is __________ . ( tall , short )

31
 Unit
2
Numbers
Unit
Anna and Tom are counting their school items.

3
I have five
I have three pencils.
erasers and
we have four
copybooks.

1 Observe carefully and discuss the picture.

2 Can you count the number of pencils?

3 How many copybooks are there on the desk?

32
 School

Number (3) This is

number three.

three bananas

three eggs

three three spoons

Let's work out

5. Trace and write the numeral “3”.

33
 Unit
2
Let's work out

6. Trace and write the word “three” in the space provided.

Unit
3

7. Colour three pencils.

8. Draw and colour three apples.

34
 School

Number ( ) This is
number four.

four flowers

four four balls

Let's work out

9. Trace and write the numeral “ ”.

35
 Unit
2
Let's work out

10. Trace and write the word “four” in the space provided.
Unit
3

11. Colour four pencil sharpeners.

12. Draw four boys.

36
 School

Number (5) This is

number five.

five bags

five five pens

Let's work out

13. Trace and write the numeral “5”.

37
 Unit
2
Let's work out

14. Trace and write the word “five” in the space provided.
Unit
3

15. Colour five erasers.

16. Draw five books.

38
 School
Let's work out

17. Match the numeral to the correct number name.

Trace the number names accordingly.

5
39
 Unit
2
Time
Unit
3
Mia is already in bed.
“Oh! It is bedtime.
The moon and the stars are
shining brightly.”
“I will have a nice sleep.”

Activity: Picture discussion

1 Observe carefully and discuss the pictures 1 and 2.

2 Describe what is happening in the pictures?

3 In which picture is it day time?

40
 School

“It is time to get up.

The sun is up in the sky”
“Getting ready for a nice day.”

4 Discuss some activities you do at night?

5 What activities do you do during the day?

41
 Unit
2
Let's work out

18. Colour the two drawings.

Unit
3

42
 School
Let's work out

19. Match the pictures.

20. Complete the word with the correct letter.

d n

ight ay
43
 Unit
2
It is breakfast time.
Leo is eating his cereals.
Unit
Then he will get ready to

3
go to school.

Activity: Picture discussion

1 Observe carefully and discuss the pictures 1 and 2.

2 At what time do you have breakfast?

44
 School
It is snack time.
“It’s time to get up.
Leo has just returned
The sun is up in the sky”
from school.
“Getting ready for a nice day.”
He is eating some snacks.

3 What do you usually eat at snack time?

4 What activities do you do during the afternoon?

45
 Unit
2
Let's work out

21. Complete with the correct word.

Unit
3 afternoon morning

It is a beautiful
_____________ .
It is snack time.

22. Match the picture to the correct label.

morning

afternoon

46
 School
Continuous Assessment
1. Match each picture to its corresponding numeral.

47
 Unit
2
2. (a) Cross ( ) the tall one. (a) Tick ( ) the long one.

Unit
3

3. Write the missing letter.

3 4 5
th ee f ur f ve
4. Complete with the correct word.

I eat breakfast in the

_______________ . afternoon

I eat snacks in the

morning
_______________ .

48
Profiling
School
Good Satisfactory Needs Improvement
Compare the
lengths of two
objects and identify
long/short object
Compare the
lengths of two
objects and identify
tall/short objects
or persons
Sort objects/
persons according
to length (long/
short; tall/short)
Distinguish between
time concepts (day/
night and morning/
afternoon)
Recognise, read,
count and write
numerals (3, 4 and
5) and number
names (three, four
and five)
Match numerals to
a number of items
in a group and vice
versa

Teacher's Remarks

49
 Unit
3 Games
During recess Tom and Anna are playing hopscotch.
“Can you count up to eight?” asks Tom.

Count up to 8,
Anna.

1 Observe carefully and discuss the picture.

2 What are Tom and Anna talking about?

3 Can you identify which numerals do you have on the hopscotch?

50
 Games
Measure

Number (6) This is

number six.

six kites

six six tennis balls

Let's work out

1. Trace and write the numeral “6”.

51
 Unit
3
Let's work out

2. Trace and write the word “six” in the space provided.

3. Colour six dice.

4. Draw six balls.

52
 Games
Measure

This is
Number (7) number seven.

seven seven balls

Let's work out

5. Trace and write the numeral “7”.

53
 Unit
3
Let's work out

6. Trace and write the word “seven” in the space provided.

7. Colour seven marbles.

8. Draw seven rackets .

54
 Games
Measure

Number (8) This is

number eight.

eight eight dolls

Let's work out

9. Trace and write the numeral “8”.

55
 Unit
3
Let's work out

10. Trace and write the word “eight” in the space provided.

11. Join the dots to complete the picture.

12. Tick the balls having numeral “8” on them.

5 7 3

56
 Games
Measure
Shapes

1 Observe carefully and discuss the picture.

2 What can you see on the table?

3 Comment on the shapes and colours.

57
 Unit
3 Look carefully
at the patterns.
Let's work out

13. Tick ( ) the correct pattern.

(a)

(b)

(c)

(d)

58
 Games
Measure
Let's work out Use the dotted lines
to trace and complete
the pattern.
14. Complete the pattern.

(a)

(b)

(c)

(d)

59
 Unit
3
Let's work out

15. Complete the drawings.

(a)

(b)

(c)

60
 Games
Measure
Continuous Assessment
Write the
correct numeral
1. Complete the Hopscotch game. in the right
place.

HOME

7
6
4
3

1
61
 Unit
3
2. Complete the pattern.

3. Write the missing letter.

6 7 8
s_x s_ven ei_ht

4. Complete and colour the drawing.

62
 Games
Measure
5. Count and write the correct numeral.

63
 Unit
3Profiling
Good Satisfactory Needs Improvement
Recognise,
complete and
create patterns

Recognise, read,
count and write
numerals (6,7 and
8) and number
names (six, seven
and eight)

Teacher's Remarks

64
Annex: Memory game Games
Measure

65
 Unit
3

66
Annex: Memory game
Games
Measure

67