This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
WPreface
elcome to DAWN, our comprehensive series for Early Childhood Education that has been meticulously crafted to align with the guidelines of the Foundational Stage as outlined in the National Education Policy (NEP) 2020. This series is designed to provide a holistic learning experience, fostering the comprehensive development of young learners in accordance with the developmental milestones and learning outcomes specified in the National Curriculum Framework (NCF) 2022.
DAWN offers a rich blend of interactive and activity-based content to nurture each child's physical, emotional, intellectual, and spiritual growth. Our approach ensures that learning is enjoyable and meaningful, catering to every child's interests and abilities. By integrating various domains of development, we aim to create an environment where children can thrive, explore their unique potentials and cultivate a lifelong love for learning.
The curriculum is structured to promote Physical Development by incorporating activities that enhance motor skills, health, and overall physical well-being. Social and Emotional Learning (SEL) is a critical component focusing on building empathy, cooperation, and strong interpersonal relationships. Through engaging and thought-provoking activities, children develop Intellectual Capacities, fostering critical thinking, problem-solving, and a curious mind.
In line with the NCF 2022, DAWN also emphasises Spiritual and Moral Development, encouraging children to understand and embody values such as honesty, integrity, and respect for others. We aim to instill a sense of responsibility towards the environment, promoting sustainable practices from an early age.
Our curriculum is not just a series of lessons but a journey of discovery, growth, and joy. We believe that every child is unique, and our tailored approach ensures that each learner can engage with the content in a way that resonates with their individual needs and interests. By providing a nurturing and stimulating environment, DAWN sets the foundation for future success, preparing children not just for school, but for life.
The DAWN Level A Kit includes:
Free Additional Resources:
• Flash Cards
• Sticker Sheets
• Suggested Activities List, for teachers and parents
• Teacher's Manual
• Digital Learning Resources
Thank you for embarking on this educational journey with us. Together, we can make the dawn of early childhood education a bright and promising start for every child.
PRODUCT PACKAGE AT A GLANCE
Dawn is a carefully crafted activities-based learning program that caters to all domains of Early Childhood Education, including physical development, emotional and mental development, intellectual development and spiritual development. The program includes textbooks in english, mathematics, general awareness, STEM exploration and rhymes & stories. The program also extends ample support to teachers through lesson plans and other assets that help attaining best outcomes.
PRINT
Engaging Textbooks
Teacher Manual
ASSESSMENT
Assessment Rubrics for Teachers
Progress Reporting Sheets
DIGITAL
Student and Teacher Apps
Learning Videos
Interactive Tasks & Exercises
iv The classroom program is augmented by the digital world, which includes assets like animated talking books, phonic songs, animated rhymes, animations on pre-number concepts, numbers and shapes, and other interactive activities.
KEY NEP RECOMMENDATIONS
The National Education Policy (NEP) 2020 represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualizing the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Physical and motor development
2. Cognitive development
3. Cultural and artistic development
4. Socio-emotional and ethical development
5. Language and Literacy
Competencies and Domains
6. Numeracy
7. Play and activity-based learning
8. Holistic and multi-faceted learning
9. Inclusion of local traditions of India
Teaching and Learning Pedagogy
10. Technology integration
OUR KEY FEATURES: ALIGNING WITH THE NEP
Rhymes and Stories
Build familiarity with rhythm, phonetics, and vocabulary. Encourage development of gross motor skills.
Flash Cards
Assist development of basic numeracy, literacy and fine motor skills in a playful and engaging way. 1 2 5 6 7
Drawing and Scribbling activities
Promotes hand-eye coordination and motor skills.
STEM Exploration activities
Encourage curiosity, critical thinking and problem-solving.
Pretend
Reading and Drawing
Contribute
Indian and Foreign Art Forms
Exposure to diverse cultures to develop an appreciation for global and local artistic traditions, and connect with cultural heritage.
2 3 4 7 8 9
Let’s Talk!
Picture Dictionary pages that enhance vocabulary and promotes language-rich discussions.
Storytelling and Role-Playing activities
Develop cognitive abilities like sequencing and understanding cause and effect. Allow exploration of emotional expression in social settings to develop empathy and ethics.
Phonological Awareness Activities
Help in grasping the sounds of spoken language, laying the foundation for reading and writing. 2 5 7 8
Digital Assets
Enhanced auditory learning in an engaging and tech-savvy environment.
Education Standards as per the NCF
The National Curriculum Framework for Foundational Stage (NCF-FS), released in 2022, is developed based on the vision of the National Education Policy (NEP) 2020. Its purpose is to enable the implementation of the NEP. The NCF-FS provides guidelines for designing syllabi, textbooks and learning materials for the Foundational Stage in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF-FS Page 51
Curricular Goals
Children develop habits that keep them healthy and safe
Children develop sharpness in sensorial perceptions
Competencies
C-2.1 Differentiates between shapes, colours, and their shades
C-2.2 Develops visual memory for symbols and representations
C-2.3 Differentiates sounds and sound patterns by their pitch, volume, and tempo
C-2.4 Differentiates multiple smells and tastes
C-2.5 Develops discrimination in the sense of touch
C-2.6 Begins integrating sensorial perceptions to get a holistic awareness of their experiences
The above is a snapshot of the curricular goals and competencies relationship in the domain of Physical Development for the Foundational Stage (NCF-FS, page 59). The next section shows the coverage of various competencies across domains.
Aligning with NCF for Foundational Years
The NCF-FS highlights the importance of children's all-round and holistic development, also known as the Panchakosha Vikas (five-fold development) in the Indian heritage.
Based on the philosophy of Panchakosha Vikas, the five different domains of development recommended in the NCF-FS are as follows: Physical Development, Development of Life Energy, Emotional and Mental Development, Intellectual Development, and Spiritual Development.
These domains have been covered extensively in our product, as can be seen from the mapping given below.
Physical Development (Sharirik Vikas)
Development of Life Energy (Pranik Vikas)
Rhymes and songs Circle time activities
Emotional and Mental Development (Manasik Vikas)
General Awareness
Stories Free Play Life Skills
Suggested Activities Group activities Picture Reading pages
Sensory Play Connection with nature
Circle time activities
Art and Craft
Energy awareness
Mind-body harmony
Nutrition awareness Health and Safety pages
Health and Hygiene practices
Activities that enhance Gross and Fine motor skills
Body awareness
Art and Craft
Social skills
Activities focusing on Problem solving and critical thinking skills
Positive self-concept
Intellectual Development (Bauddhik Vikas)
Spiritual Development (Chaitsik
Language and communication Life skills
Sequencing, patterning and sorting activities
Values, ethics and moral reasoning through stories and activity pages
STEM Exploration Sense of purpose through stories and classroom discussions
Memory and recall through games, repitition and other cognitive exercises
Art and craft
Incorporating the principles and guidelines of NCF-FS, our preschool curriculum is designed to provide a holistic and enriching learning experience, nurturing each child's unique potential and preparing them for future success.
Vikas)
A Look Inside
Bb
1. Listening Skills
Attentive Listening: Encourage children to listen attentively to stories, rhymes, songs, and instructions.
Understanding and Following Directions: Help children understand and follow simple directions and classroom routines.
Listening Comprehension: Develop the ability to comprehend spoken language by asking questions about stories and discussions.
2. Oral Language Development
Picture Talk: Encourage classroom discussions by helping children express their thoughts clearly and confidently.
Vocabulary Building: Introduce new words in context through conversations, stories, and songs to expand vocabulary.
Storytelling and Role-playing: Foster creativity and narrative skills by engaging children in storytelling and role-playing activities.
3. Reading Readiness
Print Awareness: Help children understand that print carries meaning and that reading and writing are ways to convey information.
Letter Recognition: Introduce letters of the alphabet and their corresponding sounds in a playful and engaging manner.
Phonemic Awareness: Develop the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.
4. Writing Readiness
Pre-writing: Develop fine motor skills and prepare for writing through tracing and pattern activities.
Modelled Writing: Demonstrate writing techniques by creating examples for children to observe and learn from.
Independent Writing: Encourage children to practise writing on their own, fostering creativity and confidence. Standing Lines
5. Social and Emotional Development
Collaborative Learning: Promote group activities where children can share their ideas and listen to others, fostering social interaction.
Positive Communication: Teach children to express their needs and feelings using appropriate language and to respond to others with empathy and respect.
Introducing Simple Sentence Structures in Preschool: Help children form and understand basic sentences, building a foundation for clear
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Artificial Intelligence 9
ISBN: 978-81-979765-3-7
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
In today’s rapidly advancing technological landscape that is dominated by robots and computers, understanding their language is more crucial than ever. From doctors harnessing AI to diagnose diseases to scientists deploying robots to explore space—computers are at the heart of it all. Simply knowing how to use a computer is no longer enough. The dynamic world of technology thrives on innovation, and this is where artificial intelligence (AI) plays a pivotal role.
To meet the demands of this exciting age, Uolo proudly presents a two-book series on Artificial Intelligence (Subject Code 417), meticulously crafted for students in grades 9 and 10. This series not only provides theoretical knowledge but also fosters hands-on experience in AI and coding skills, preparing students for real-world applications.
These books are thoughtfully aligned with the latest CBSE curriculum, ensuring that the material is presented in a clear and engaging manner. Within these pages, students will find all the resources they need to excel in both theoretical and practical AI examinations.
Our books cover all the prescribed CBSE learning objectives, introducing students to essential AI concepts, domains, and applications. Additionally, these volumes include units that develop vital employability skills and vocational proficiencies, equipping students for the future.
Each chapter is designed with detailed theoretical explanations that are contextual, relatable, and engaging for learners. The in-chapter activities provide practical experience with various AI concepts and domains, promoting a deeper understanding.
We hope this series sparks curiosity in learners and empowers them to become informed participants in the ever-evolving world of AI.
1
Think and Tell
Think and Tell
1. Can you list out the different types of oral, spoken, and written communication?
1. Can you list out the different types of oral, spoken, and written communication?
2. Give two advantages and disadvantages of verbal communication.
2. Give two advantages and disadvantages of verbal communication.
Non-verbal Communication
Non-verbal Communication
Chapter at a Glance: Walkthrough of Key Elements
Non-verbal communication is a way of sending messages without using words. This implies the ability to interact with others without the use of spoken or written language. Instead, it involves using facial expressions, hand signals, body postures, stances, and various gestures.
Non-verbal communication is a way of sending messages without using words. This implies the ability to interact with others without the use of spoken or written language. Instead, it involves using facial expressions, hand signals, body postures, stances, and various gestures. Hence, we can define non-verbal communication as the type of communication that does not involve words. It involves sharing signals and messages with others through expressions, gestures, and body language.
Differences Between Verbal, Non-verbal, and Visual Communication
Hence, we can define non-verbal communication as the type of communication that does not involve words. It involves sharing signals and messages with others through expressions, gestures, and body language.
Did You Know?
Did You Know?
Non-verbal communication involves expressions, posture, gestures, touch, space, eye contact, and paralanguage. Understanding the aspects of non-verbal communication can help us be better communicators. Using the right gestures and expressions while speaking helps us get our point across. Such understanding also aids us in understanding our audience’s reaction and altering our behaviour or communication accordingly.
Non-verbal communication involves expressions posture, gestures, touch, space, eye contact, and paralanguage. Understanding the aspects of non-verbal communication can help us be better communicators. Using the right gestures and expressions while speaking helps us get our point across. Such understanding also aids us in understanding our audience’s reaction and altering our behaviour or communication accordingly.
(a/an)
It has been observed that in our daily communication, information is constantly being shared and perceived through body movements (face, arm movements) and voice control (volume, tone, pauses), which are non-verbal in nature.
It has been observed that in our daily communication, information is constantly being shared and perceived through body movements (face, arm movements) and voice control (volume, tone, pauses), which are non-verbal in nature.
Think and Tell
Think and Tell
Did You Know?: Fun facts related to the topic, included to captivate students’ interest.
Basis Verbal Communication Non-verbal Communication Visual Communication
Meaning Involves using spoken or written words to convey messages and information. Conveys meaning through facial expressions, gestures, body language, and other non-verbal cues. Relies on visual elements, such as symbols, images, and design, to communicate ideas and concepts.
Differences Between Verbal, Non-verbal, and Visual Communication
Use of language Requires the use of language, including grammar and vocabulary. Does not use language directly but involves elements like tone, volume, and pace. May or may not use language, but uses visual cues and elements to convey messages.
Basis Verbal Communication Non-verbal Communication
Forms Face-to-face conversations, phone calls, speeches, and written documents. Facial expressions, gestures, posture, eye contact, and touch. Logos, posters, comics, product packaging, and illustrations.
1. Have you ever played a game of dumb charades? What are the various ways in which you communicate in the game? Discuss with your teacher.
Think and Tell: Analysis, reflection and text-to-self connection-based prompts for discussion in class
Being professional at work requires that we be aware of appropriate gestures and postures. If noise, distance, etc. interfere with spoken communication, we can communicate using hand gestures to get our message across. For example, putting a finger on the lips signals that silence is required.
Being professional at work requires that we be aware of appropriate gestures and postures. If noise, distance, etc. interfere with spoken communication, we can communicate using hand gestures to get our message across. For example, putting a finger on the lips signals that silence is required. Types of Non-verbal Communication
Example: I saw a dog in the park. (referring to one dog in general)
1. Have you ever played a game of dumb charades? What are the various ways in which you communicate in the game? Discuss with your teacher.
Meaning Involves using spoken or written words to convey messages and information. Conveys meaning through facial expressions, gestures, body language, and other non-verbal cues. Relies on visual elements, such as symbols, images, and design, to communicate ideas and concepts.
2. Have you ever felt confused when someone’s expression did not match their spoken words?
2. Have you ever felt confused when someone’s expression did not match their spoken words?
Medium Utilises spoken words, written documents, phones, and computers. Utilises body language, facial expressions, gestures, and physical presence. Utilises images, graphics, videos, and animations.
1. Countable Nouns: Use ‘a’ or ‘an’ with countable nouns when you are referring to one
Facial expressions Facial expressions convey the emotional state of a person to others.
2. Singular Nouns: Use ‘a’ before singular nouns that begin with a consonant sound.
Example: He is a teacher. (Teacher starts with a consonant sound: /t/.)
Facial expressions Facial expressions convey the emotional state of a person to others.
For example, people smile when they are happy or frown when they are upset.
Use ‘an’ before singular nouns that begin with a vowel sound.
For example, people smile when they are happy or frown when they are upset.
Example: She has an umbrella. (Umbrella starts with a vowel sound: /ʌ/.)
Gestures
Maintain eye contact.
Use of language Requires the use of language, including grammar and vocabulary. Does not use language directly but involves elements like tone, volume, and pace.
Example Writing an email or giving a speech.Nodding head or shaking hands.Logo of a brand.
2
Activity Time
Activity Time
Forms Face-to-face conversations, phone calls, speeches, and written documents. Facial expressions, gestures, posture, eye contact, and touch. Logos,
Medium Utilises spoken words, written documents, phones, and computers. Utilises body language, facial expressions, gestures, and physical presence. Utilises images, graphics, videos, and animations.
Activity 1: Pros and Cons of Verbal and Non-verbal Communication (Group Work)
In a small group of 4–5 students, choose and discuss any one type of communication. Converse on the advantages and disadvantages of the chosen form of communication.
Maintain a calm expression. Be subtle and neutral. Align expression to words being spoken. Maintain eye contact.
Example Writing an email or giving a speech.Nodding head or shaking hands.Logo of a brand.
On an A3 size sheet, list the advantages and disadvantages discussed. You may make it creative and display it in the class.
Activity 2: Common Body Language Mistakes (Group Work)
3. Singular Nouns Starting with a Silent ‘H’: Use ‘an’ before singular nouns that begin with a silent ‘h.’
Gestures
Gestures are a form of non-verbal communication used to express an idea or meaning through the movement of parts of the body, especially the hands or the head.
Activity Time: Classroom- and laboratory-based group and individual activities for an enhanced learning experience
It is important to keep in mind that it is considered impolite to use your finger to point at someone.
Example: He’s an honest person. (Honest starts with a silent ‘h’ and begins with the vowel sound of ‘o’)
Gestures are a form of non-verbal communication used to express an idea or meaning through the movement of parts of the body, especially the hands or the head.
For example, nodding of the head indicates agreement and understanding.
Waving at others indicates a greeting.
Try placing your hands by your sides instead of in your pockets when you’re having a conversation. Show that you are paying attention by nodding your head slightly when conversing or listening.
4. Professions and Nationalities: Use ‘a’ or ‘an’ when referring to someone’s profession or nationality without specifying a particular person.
Example: She is a lawyer. (referring to any lawyer in general)
She is an Indian chef.
For example, nodding of the head indicates agreement and understanding. Waving at others indicates a greeting.
5. General Statements: Use ‘a’ or ‘an’ to make general statements about a group.
Chapter Checkup: Chapter-end exercises containing subjective and objective questions to enable comprehensive practice of concepts.
Example: ‘I need a book for my research’. (referring to any book that fits the research).
6. First Mention: When you introduce a new, singular, and nonspecific noun in a conversation or text, use ‘a’ or ‘an’.
Example: ‘I saw a car on the street’. (The car hasn’t been mentioned before in the conversation.)
Activity Time
Activity Time
Form groups of 4–5 students and engage in discussion on the dos and don’ts of body language that should be followed in a formal and informal setting.
Activity 1: Pros and Cons of Verbal and Non-verbal Communication (Group Work)
It is important to keep in mind that it is considered impolite to use your finger to point at someone. Try placing your hands by your sides instead of in your pockets when you’re having a conversation. Show that you are paying attention by nodding your head slightly when conversing or listening.
Let us consider predicting student performance on an upcoming exam. We can build a model using a student database. This database would have various features suitable for training and testing. Here is how we can split the data:
Training Data: Training data is a collection of examples that the model uses to learn how to do a specific task. This would include data features like past exam scores in relevant subjects, attendance records, and time spent on online learning platforms (numerical data). It might also include categorical data like learning style (visual, auditory), preferred class participation (active, reserved), etc. For better efficiency of an AI project, the training data needs to be relevant and authentic.
Remember
Remember
Uncountable and plural nouns:
To make the presentation interesting, you can create a small skit displaying the good and bad body language in different scenarios.
In a small group of 4–5 students, choose and discuss any one type of communication. Converse on the advantages and disadvantages of the chosen form of communication.
On an A3 size sheet, list the advantages and disadvantages discussed. You may make it creative and display it in the class.
(continued...)
Activity 2: Common Body Language Mistakes (Group Work)
Form groups of 4–5 students and engage in discussion on the dos and don’ts of body language that should be followed in a formal and informal setting.
Chapter Checkup
A Select the correct option.
To make the presentation interesting, you can create a small skit displaying the good and bad body language in different scenarios.
1 What is the medium of verbal communication?
a To use pictures and symbols
b To exchange information through spoken or written words c To communicate using only gestures d To convey emotions through facial expressions
Grade_9_Book.indb 7 02-09-2024 15:30:51
Chapter Checkup
Specific vs. nonspecific: ‘a’ and ‘an’ indicate a nonspecific or generic item, whereas ‘the’ indicates a specific or previously mentioned item.
‘I need a pen’. (Any pen will do.)
Machine Learning (ML) is a branch of AI where the machine makes predictions and decisions based on the data that we provide it.
In the case of uncountable nouns or plural nouns, we do not use ‘a’ or ‘an’.
Remember: Important points to aid memory and recall.
A Select the correct option.
1 What is the medium of verbal communication?
a To use pictures and symbols
b To exchange information through spoken or written words
c To communicate using only gestures
Incorrect: ‘I need a information.’
Correct: ‘I need information.’
d To convey emotions through facial expressions
‘I need the pen you borrowed yesterday’. (referring to a specific pen) Cases with zero article usage, often referred to as ‘zero article’, occur when we don’t use any article (neither ‘the’, ‘a’, nor ‘an’) before a noun. Use
Testing Data: Testing data is used to evaluate the performance of a trained model. This data would be unseen by the model during training. It would include similar features from a separate group of students taking the same exam. By comparing the model’s predictions on the testing data with the actual exam results, we can evaluate its effectiveness in predicting performance.
Activity
Error Alert!
If an AI application is trained with an inaccurate or inappropriate data it may leads to incorrect result.
Reason
I don’t like pets. Pets in general—general meaning. What time do you have breakfast? Meals- lunch, breakfast, dinner. 2021 was a great year. Years, months, days. He does not speak Telugu. I love studying Biology. Languages. School subjects. We went to the shopping mall last week. Next, last.
Error Alert!: Common misconceptions with clear solutions.
Unit Reflection
4 Unit Reflection
Imagine you are tasked with creating an AI system to predict whether a customer is likely to purchase a high-end smartphone based on their online behaviour. The AI system will be trained using historical data from previous customers. Identify the data features you would collect to ensure the AI system can accurately predict the likelihood of a customer purchasing the smartphone.
Possible Data Features:
• Browsing Behaviour: Customers who have bought high-end smartphones before are likely to buy again.
Connecting Ideas: Paragraphs
• Search Queries: Specific searches for features or brands related to high-end smartphones indicate intent.
Key Terms: Important terms to ensure a firm grasp of important concepts.
• Demographic Information: Age and income can influence purchasing decisions for high-end smartphones.
Key Terms
Self-awareness: It is to know oneself as an individual—be it one’s likes, dislikes, strengths, or weaknesses, and reflect on one’s experiences to gain valuable insights into their personality.
Self-confidence: Self-confidence involves believing in one’s own judgement, abilities, and capabilities. It is reflected in one’s thoughts, ideas, and behaviour.
Key Terms
Self-management: Self-management is the capability of an individual to exercise control over one’s feelings, thoughts, emotions, and behaviour to achieve the desired goals in both personal and professional settings.
• Reviews and Ratings: High ratings on products may sway customer decisions. Now, think of three additional data features beyond those previously discussed to predict customer behaviour in the context of purchasing high-end smartphones. Also, explain why each feature is important.
Now that we have read about sentences, let us learn how to put them together to make paragraphs. Think of a paragraph as a group of friends who share something in common. Just like how friends stay close, sentences within a paragraph remain interconnected as they discuss a common topic.
Things to Remember: Unit-end point-wise summary to consolidate concepts.
Self-awareness: It is to know oneself as an individual—be it one’s likes, dislikes, reflect on one’s experiences to gain valuable insights into their personality.
Self-motivation: It an intrinsic feeling that encourages one to complete tasks and achieve goals independently. an internal drive or enthusiasm that prompts one to take initiative.
Stress management: It is the coping mechanism that enables an individual to handle work efficiently, even pressure or difficulties.
Self-confidence: Self-confidence involves believing in one’s own judgement, in one’s thoughts, ideas, and behaviour.
Time management: It is the ability to successfully complete tasks within specified deadlines and the ability individual to minimise distractions and unproductive activities.
Self-management: Self-management is the capability of an individual to exercise thoughts, emotions, and behaviour to achieve the desired goals in both personal
Things to Remember
• Various self-management skills that an individual should possess are self-awareness, self-confidence, self-motivation, problem solving, teamwork, time management, goal setting, decision-making, and stress management.
Self-motivation: It an intrinsic feeling that encourages one to complete tasks an internal drive or enthusiasm that prompts one to take initiative.
• Effective self-management helps in achieving goals, managing one’s time, reducing stress, making a person more organised, improving relationships, enhancing problem solving abilities, career advancement and instilling discipline.
Stress management: It is the coping mechanism that enables an individual pressure or difficulties.
• A self-confident person is ready to accept new challenges, willing to take risks, and has trust in their own capabilities.
Time management: It is the ability to successfully complete tasks within specified individual to minimise distractions and unproductive activities.
• A few qualities that are commonly associated with self-confident people are self-belief, hard work, commitment, and a positive attitude.
Things to Remember
• The three main factors that influence self-confidence are social, cultural, and physical.
10 • Basic Computer Skills
Viva-Voce Questions
Viva-Voce Questions: Reference list of viva questions to better prepare for oral examinations.
3. What
4. What fundamental questions does the 4 Ws canvas answer?
5. What is the full form of APIs? Ans. The full form of APIs is Application Programming Interfaces.
6. What is a box plot graph? Ans. A box plot graph is a graph that summarises the distribution of a dataset by showing the median, quartiles, and potential outliers.
7. What is AI modelling?
Ans. AI modelling refers to the process of creating algorithms, known as models, that can learn from data and make predictions or decisions based on new data.
8. How is prediction different from reality?
Ans. Prediction is the output given by the machine whereas reality is the actual situation in the field at the time the prediction was made.
9. Give an example of False Positive.
Ans. The machine predicts it is raining, but it is not actually raining.
10. Define deployment.
Deployment is the last stage in the AI project cycle where you implement your solution, in a
scenario, based on the model you have selected.
State any one ethical principle for AI.
AI should support and enhance human autonomy and
Sample Papers: Sample papers, adhering to CBSE guidelines, to ensure preparedness for written exams.
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Tekie Computer Science 1
ISBN: 978-81-978912-5-0
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Standing at the forefront of the digital and AI revolution, the importance of coding and computational skills has reached unprecedented heights. In today’s professional landscape, whether it is in the fields of medicine, space exploration, education, science, or business, no sector remains untouched by this transformative wave. To thrive in the 21st century, basic computer literacy is no longer sufficient. Learners must evolve into “digital natives” who can fluently read, write, and communicate in the languages that machines and AI comprehend.
Recognising this imperative, the National Education Policy of 2020 (NEP 2020) has strongly recommended the integration of coding skills, computational thinking, critical analysis, and problem-solving abilities into the curriculum. Moreover, forward-looking subjects like AI, Data Science, Computer Applications, and IT have been introduced as elective subjects from grade 9 onwards. It wouldn’t be surprising if further transformative measures are taken even at the elementary education level.
Uolo has introduced an innovative 360-degree program for a coding-focused computer science curriculum, known as Tekie, spanning grades 1 to 8. Tekie is a significant stride towards STEM education that aims at making learners future-ready—enabling them with skills needed in the ever-changing, technology-driven, and dynamic 21st-century world.
Tekie adopts a captivating and engaging approach to learning, in line with the recommendations of the National Curriculum Framework (NCF) 2023 and NEP 2020. The curriculum is ingeniously woven into the thrilling adventures of Mel and Conji, fictional characters from the enchanting land of Avora The Mel and Conji series epitomises a modern method of acquiring computer science knowledge and honing computational thinking skills.
Tekie is a technology-empowered curriculum that encompasses the following components:
• Main Content Books: These introduce learners to the theory of computer science and computer tools. Topics in AI are also covered, along with experiential and project-based learning resources.
• Coding Books: Specifically designed to nurture coding skills, this booklet aligns with the experiential and contextual learning approach of the coding curriculum, fostering critical thinking and problemsolving abilities.
• Animated Learning Videos: The program is powered by high-quality animation-based learning videos that deliver learning in an engaging manner.
• Teacher Manual: This valuable resource supports classroom instruction, ensuring that educators effectively deliver the curriculum.
Welcome to the captivating realm of Tekie! We hope you relish this educational journey as it equips you with the tools you need to thrive in the exciting and ever-changing world of the 21st century.
Product Package at a Glance
Tekie is an interactive, engaging, and experiential computer science program. It enables learners to attain mastery in computer science theory, new-age computer tools and coding. These are delivered through a storytelling-based main course book and an experiential learning-oriented coding book.
The learning experience is augmented by a digital platform that gives learners access to learning videos and experiential activities and projects that are rooted in the curriculum.
PRINT
Engaging Textbooks
Comic Stories
Teacher Manual
ASSESSMENT
Test Papers
Additional Projects
Test Paper Generator
DIGITAL
Student and Teacher Platform
Learning Videos
Interactive Classroom and Homework Assignments
Byte Size Lesson Modules
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. The NEP highlights the need for early development of computational thinking, coding, and digital literacy as vital skills for students’ holistic growth. UOLO is fully committed to actualising the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Focus on conceptual understanding
2. 21st century skills, values, and dispositions
3. Computational and critical thinking
4. Application in real life
5. Holistic and integrated learning
6. Experiential learning
7. Enjoyable and engaging
8. Artificial intelligence and coding concepts
9. Digital literacy and emerging technologies
10. Factoids on India
Competency-based Education
NEP Pages 12, 17 and 22
Teaching and Learning Pedagogy
NEP Pages 3, 5, 11, 12 and 56
National Pride
NEP Pages 15, 16 and 43
11. Assessment of core concepts and application skills Assessments
NEP Pages 12, 18 and 22
NEP Compliance: Features of Our Book
Project-based Learning
Engaging hands-on projects encouraging practical application of computer science and coding
Storytelling Approach
Enchanting comic tales that bring learning themes to life, making education a thrilling adventure 5 7
Latest Computer Tools
Equipping the students with future-ready skills through exposure to the latest tools and technologies
Fun with AI
Engaging activities to deepen students’ understanding and engagement with AI concepts
Competency-based Assessments
Test papers designed to evaluate understanding of core concepts and application of skills 3 4 11
Experiential Digital Projects
Projects on the digital platform to deepen understanding and develop essential practical skills
Collaborative Learning
Invites learners to discuss in small groups and present different perspectives
Engaging Learning Videos
Storytelling style learning videos that deliver concepts to students.
HOTS
Intellectually stimulating questions designed to encourage deep, analytical, critical, and evaluative thought process
Interactive Quizzes
Interactive quizzes that reinforce learning and assess students’ understanding
Think It Through
Probing question related to the concept that arouses curiosity
Test Paper Generator
Tool to create customised assessments that align with the curriculum and help evaluate students’ progress effectively.
Artificial intelligence and coding concepts
Digital literacy and emerging technologies
Factoids on India
Assessment of core concepts and application skills
The NEP Tags
The National Education Policy (NEP) outlines essential skills, values, dispositions, and learning approaches necessary for students to thrive in the 21st century. This textbook identifies and incorporates these elements throughout its content, activities, and exercises. Referred to as “NEP Tags,” they are defined as follows:
INTEGRATED
Art Integration
Bringing creativity and fun into learning by combining music, drama, and art with other subjects CRITICAL
Sports Integration
Using games and sports in daily life to enrich computer-related activities
Holistic & Integrated Learning
Cross-curricular linkages to make the learning experience more holistic, joyful and meaningful
Critical Thinking
Coding opportunities to apply higher-order skills like algorithmic and computational thinking, and problem-solving
SDG
Hands-on Activity
Step-by-step activities to enable learners put theoretical knowledge into practice
Sustainable Development Goals
Applied computer science activities related to real-world issues and sustainable development
SEL Socio-emotional Learning
Developing the skills to understand and manage emotions, build positive relationships with others and make responsible choices
Mapping of Tools and Technologies Across Grades
The curriculum is thoughtfully mapped to introduce tools and technologies at each grade level, ensuring a smooth and progressive learning experience for students. Beginning with basic concepts in junior grades, the curriculum gradually incorporates more advanced tools and concepts in higher grades. This structured approach enables students to build on their knowledge each year, equipping them with essential skills in computer science and technology as they progress from grade 1 through grade 8. By the time they reach the higher grades, students are well-equipped to tackle complex projects, think critically, and apply their skills in real-world scenarios. The curriculum not only fosters technical proficiency but also encourages creativity, problem-solving, and a deeper understanding of the digital world.
1
Chapter at a Glance: Walkthrough of Key Elements
We
Natural and Human-Made Things
Theme Page: Lists the chapters covered under a unit
Computers
2
Natural and Human-Made Things
Comic Story: To introduce key concepts in a fun way
Did You Know: Interesting facts related to the topic
Discuss: A multi-faceted probing question related to the concept that arouses curiosity
4
3
Explore More: Short videos to find out more about the topic
Do It Yourself: Short exercises in-between the chapter to pause and assess comprehension
We see many things around us. Some things are present in nature like trees, animals, mountains, and rivers. These are called natural things
Computers
Some things are made by humans. These are called human-made things Buildings, cars, and umbrella are some human-made things.
Let
2.
4. Hold the left mouse button, drag the mouse, and then release the mouse button. You will see that an oval has been drawn. Oval
Project-based Learning: A project-based learning approach employed to foster an engaging and interactive learning experience
Points to Remember: Summary of the chapter
Chapter Checkup: Chapter-end practice exercises aligned to different levels of BLOOMs Taxonomy
Apply your learning: Intellectually stimulating questions designed for higher-order thinking and analysis
Have you ever given a command to the speaker at your home to play a song, and it plays it? Do you know what these speakers are known as?
These special speakers, which follow your voice commands, are smart speakers Smart speakers can do this because of AI.
What is AI?
Artificial Intelligence: Chapters on Artificial Intelligence to explore the fundamentals of AI, including its principles and applications in various fields
AI stands for Artificial Intelligence It gives machines the ability to learn and do things on their own, just like humans do
AI Around Us
AI devices are all around us. There are many types of machines that use Artificial Intelligence (AI) to perform tasks or respond to us. Some examples of such AI devices are:
• Talking Toys: Some toys use AI to understand your voice and respond with sounds, songs, or even short sentences.
• Smart Speakers: These speakers respond to your voice commands. They use AI to understand your voice commands, like when you ask them to play music or tell you a story.
• Robot Helpers: These machines help us with daily tasks at home. They can clean floors, cook food, etc. They do work in the same way as a human does.
Fun with AI: Engaging AI activities designed to help students explore and apply AI concepts in practical ways
• Selfie Magic: Some phones use AI to edit your selfies. The AI can adjust lighting, smooth out backgrounds, or add fun filters.
A. Fill in the blanks.
Test Paper 1 (Based on Chapters 1 to 3)
Test Papers: Designed to evaluate understanding of core concepts and application of skills
1 Things that are present in nature are called
2 Some machines need to work.
3 Computers are used in to keep information of patients.
4 At restaurants, computers are used to order and pay for
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Tekie Computer Science Block Coding I
ISBN: 978-81-978912-1-2
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Standing at the forefront of the digital and AI revolution, the importance of coding and computational skills has reached unprecedented heights. In today’s professional landscape, whether it is in the fields of medicine, space exploration, education, science, or business, no sector remains untouched by this transformative wave. To thrive in the 21st century, basic computer literacy is no longer sufficient. Learners must evolve into “digital natives” who can fluently read, write, and communicate in the languages that machines and AI comprehend. Recognising this imperative, the National Education Policy of 2020 (NEP 2020) has strongly recommended the integration of coding skills, computational thinking, critical analysis, and problem-solving abilities into the curriculum. Moreover, forward-looking subjects like AI, Data Science, Computer Applications, and IT have been introduced as elective subjects from grade 9 onwards. It would not be surprising if further transformative measures are taken even at the elementary education level.
Inspired by these insights, Uolo has introduced an innovative 360-degree program for a codingfocused computer science curriculum, known as Tekie, spanning grades 1 to 8. The program provides an experiential learning approach, going beyond theoretical knowledge. It not only covers theoretical aspects of computer science and coding, but includes hands-on activities and technology-based projects that enable students to experience computer science first hand.
This coding book is a part of the larger Tekie program that also includes a main computer science textbook, covering the basics of computing, the latest technologies, and essential computer tools.
In addition to the textbooks, we provide a digital platform where students can actively engage in practical activities and hands-on learning projects. This platform is designed to enhance the learning process by allowing students to experiment and apply their knowledge in a real-world context.
We have meticulously aligned our activities with the guidelines of the National Education Policy (NEP) 2020, which emphasises a holistic approach to learning. This approach is aimed at developing critical thinking, logical reasoning, and practical skills among students. By integrating these elements into our coding program, we aim to prepare students for the future, equipping them with the necessary skills to navigate and excel in the ever-evolving world of technology.
Our mission is to cultivate a passion for coding and computer science among young learners, making the learning process enjoyable and impactful. We are confident that this series will not only help students grasp the fundamentals of coding but also inspire them to explore the endless possibilities that technology offers.
We invite you to embark on this exciting journey of learning and discovery. Let’s empower the next generation with the skills and knowledge they need to thrive in a digital world.
The NEP Tags
The National Education Policy (NEP) outlines essential skills, values, dispositions, and learning approaches necessary for students to thrive in the 21st century. This textbook identifies and incorporates these elements throughout its content, activities, and exercises, ensuring students develop coding skills and essential life skills. Referred to as “NEP Tags,” they are defined as follows:
INTEGRATED
CRITICAL THINKING
Art Integration
Bringing creativity and fun into learning by integrating art with computer science and coding
Sports Integration
Using games and sports in daily life to enrich computer-related activities
Holistic & Integrated Learning
Cross-curricular linkages to make learning-experiences more holistic and joyful and meaningful
Critical Thinking
Coding opportunities to apply higher-order skills like algorithmic and computational thinking and problem-solving
HANDS-ON
SDG
Hands-on Activity
Coding opportunities that enable learners to put theoretical knowledge into practice
Sustainable Development Goals
Coding opportunities related to real-world issues and sustainable development
SEL
Socio-emotional Learning
Developing emotional intelligence and collaboration skills through coding exercises
GAMES
Here are the steps to wash clothes:
hands with soap keeps germs away, wearing clean clothes is another way to stay clean. Dirty clothes can collect sweat and germs, so washing them regularly helps keep our skin free of germs and itch.
1 Gather all the clothes you want to wash.
Here are the steps to wash clothes:
2 Sort your clothes by colour. Keep dark-coloured clothes in one pile and white or light-coloured clothes in another pile.
1 Gather all the clothes you want to wash.
3 Check the pockets for tissues, candy wrappers, and other items, and take them out.
2 Sort your clothes by colour. Keep dark-coloured clothes in one pile and white or light-coloured clothes in another pile.
4 Put your clothes in the washing machine, one pile at a time.
Discuss
2 Drag the block to after the repeat block. Code
3 Check the pockets for tissues, candy wrappers, and other items, and take them out.
4 Put your clothes in the washing machine, one pile at a time.
What is the difference between the stage and the backdrop?
Discuss What is the difference between the stage and the backdrop?
We will be using block-based coding to make computers do things for us.
Block-based Coding
Block-based coding is the language in which we use colourful code blocks to tell computers what to do
Block-based Coding
You must have drawn things on a computer earlier, right?
Click the Go button
Discuss: A multi-faceted probing question related to the concept that arouses curiosity
We will be using block-based coding to make computers do things for us.
Did You Know?
Block-based coding is the language in which we use colourful code blocks to tell computers what to do
We are going to use a block-based coding platform called Scratch 3.0 to create code for drawing and shapes.
Identify and label the components based on the
You must have drawn things on a computer earlier, right?
Code Snippets: Complete code for each activity with output facilitating hands-on learning and immediate feedback
Chapter Checkup
What happens when you run your project?
The Pencil sprite moves quickly and draws the rectangle. Steps to add a delay of 1 second:
We are going to use a block-based coding platform called drawing and shapes.
NEP Tags: To showcase alignment with NEP skills and values
a I am a character in your project.
Did You Know: Interesting facts related to the topic
1 Click Control category in the blocks panel.
2 Drag the block inside the repeat block. Code
e I hold all the blocks for a block category. A Fill in the blanks.
c I hold colour-coded categories of blocks.
d I am the area where you drag and join the blocks.
Coding
We have completed the script to draw a rectangle. Save this project with the name 'Drawing a Rectangle'.
We have completed the script to draw a rectangle. 'Drawing a Rectangle'.
Hints menu bar untitled backdrop blocks create
b I show you the options to change the name, size, and location of a character.
Challenge
Open Scratch.
Short exercises in-between the chapter to pause and assess comprehension
1 In Scratch, we use colourful to create our own games, stories, and drawing.
Identify and label the components based on the clues given below.
Go to the Backdrops pane. Click on Choose a Backdrop option and select Blue Sky.
Coding Challenge
Now, go to the sprites pane. Click on Choose a Sprite option and select the Amon sprite.
The stage will look like the figure below.
Think and Tell
2 To create a project in Scratch, you need to click .
3 By default, the name of the Scratch project is
F Apply your learning.
in your project.
Hands-on challenges to encourage and actively engage with the concepts learnt throughout the chapter
Identify and label the components based on the clues given
4 The purple bar at the top of the Scratch editor is called the .
5 The background of the stage is called the
What are the other platforms you know of that assist in block-based coding?
d I am the area where you drag and join the blocks. Do It Yourself 1A
Think and Tell: Analysis, reflection, and text-to-self connection-based prompts for discussion in class
e I hold all the blocks for a block category.
b I show you the options to change the name, size, and location of a character.
c I hold colour-coded categories of blocks.
A Fill in the blanks.
Coding
Chapter Checkup: Chapter-end practice exercises aligned to different levels of BLOOMs Taxonomy
Apply your learning: Intellectually stimulating questions designed for higher-order thinking and analysis
Test Papers: Designed to evaluate understanding of core concepts and application of skills
A. Fill in the blanks.
Hints menu bar untitled backdrop blocks create
1 In Scratch, we use colourful to create our own games, stories, and drawing.
Chapter Checkup 1
1 Nia is making a Scratch project where she needs to move the dog from left to right. Which block should she use?
2 To create a project in Scratch, you need to click
e I hold all the blocks for a block category. A Fill in the blanks.
will look like the figure below. What are the other platforms you know of that assist in block-based coding? Think and Tell
1 Nia is making a Scratch project where she needs to move the dog from left to right. Which block should she use? Chapter Checkup
3 By default, the name of the Scratch project is
4 The purple bar at the top of the Scratch editor is called the
Hints menu bar untitled backdrop blocks create
5 The background of the stage is called the F Apply your learning.
1 In Scratch, we use colourful to create our own games, stories, and drawing.
2 To create a project in Scratch, you need to click
3 By default, the name of the Scratch project is
4 The purple bar at the top of the Scratch editor is called the
5 The background of the stage is called the F Apply your learning.
Test Paper (Based on Chapters 1 to 4)
1 Nia is making a Scratch project where she needs to move the dog from left to right. Which block should she use?
Test Paper (Based on Chapters 1 to 4)
1 In Scratch, the blocks you put together in the script area are called a
A. Fill in the blanks.
2 The is the background of the stage.
1 In Scratch, the blocks you put together in the script area are called a
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today’s world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning.
Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children’s knowledge acquisition; intellectual, social, and emotional development; and lifelong learning.
In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills.
It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT).
The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities.
The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives.
Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century. We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.
Dr Laraine O'Connell
D. Litt., English, North West University, South Africa
I am a veteran English teacher and lecturer, with a great love for English and for teaching. I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.
The Product Philosophy
Welcome to the Speak journey!
The program is a thoughtfully crafted activities-based learning experience that build students’ speaking skills in English. The program, with dedicated time and space within the classroom, becomes a platform to practice speaking and listening skills in everyday scenarios. These scenarios are created by way of teacher-led activities, which cater to specific competencies in English.
Course Book
Speak on the Spot Activities
Prepared-speaking Activities
Teacher Manual
Student and Teacher Apps
Talking Books
Listening and Speaking Projects
Interactice Practice Quizzes
The classroom program is augmented by the digital world, which is presented to the students through the UOLO App. The app includes projects that are closely associated with the activities in the coursebook. The projects allow a fear-free practice time to children at home and are AI evaluated. The app also include quizzes in listening, speaking, reading and writing that can be consumed at home.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualizing the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Comprehension and understanding
2. 21st century skills, values and dispositions
Competency Based Education
3. Application in real life
4. Holistic and integrated learning
5. Enjoyable and engaging
6. Collaborative and exploratory activities
NEP Pages 12, 17, 22
Teaching and Learning Pedagogy
7. Technology based solutions
NEP Pages 3, 11, 12, 27
8. Assessment of core concepts and application skills Assessments
NEP Pages 12, 18, 22
NEP Compliance: Features of Our Book
Captivating Texts
Exposure to rich literature, as stories and poems, that demonstrate essential speaking behaviours and competencies.
1 2 3 4 5
Vocabulary Support
Vocabulary development—through the book and digital interface—to build mastery on new words, usage and expression.
1 2 7
Animated Talking Books
Enhanced listening comprehension, modelled speaking activities, and elevated English learning experience through animations that bring each text to life.
1 5 7
Project-based Learning
Digital projects and supportive platforms that present English speaking opportunities in a fear-free environment.
2 3 4 5 7 8
Language Activities and Presentations
Classroom activities and presentations that help build confident expression and language usages in everyday scenarios.
2 3 4 5 6 8
1 Comprehension and understanding
2 21st century skills, values and dispositions
3 Application in real life
4 Holistic and integrated learning
5 Enjoyable and engaging
6 Collaborative and exploratory activities
7 Technology based solutions
8 Assessment of core concepts and application skills
Instructional Model
“In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes.” (NEP, 2020)
According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stressfree environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.
In this context, the Conversations series, along with the learning activities designed in it, can play a crucial role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.
The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.
The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.
I do: The teacher first provides explicit instructions and modelling that initiate the learning process.
We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.
You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.
Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are:
Fully guided; Modelled speaking by the teacher
Collaborative: Shared speaking between the learners and the teacher
Independent practice and application by the learners
To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in reallife situations.
Mapping with NCF 2023
Mapping with NCF 2022
The National Curriculum Framework for Foundational Stage (NCF) , released in 2022, is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonize the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience. Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education. Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
C-3.1 Shows coordination between sensorial perceptions and body movements in various activities
CG-3 Develops a fit and flexible body
C-3.2 Shows balance, coordination, and flexibility in various physical activities
C-3.3 Shows precision and control in working with hands and fingers
C-3.4 Shows strength and endurance in carrying, walking, and running
CG-4
C-4.1 Starts recognising ‘self’ as an individual belonging to a family and community
C-4.2 Recognises different emotions and makes deliberate efforts to regulate them appropriately
Develops emotional intelligence, i.e., the ability to understand and manage their own emotions, and responds positively to social norms
C-4.3 Interacts comfortably with other children and adults
C-4.4 Shows cooperative behaviour with other children
C-4.5 Understands and responds positively to social norms in the classroom and school
C-4.6 Shows kindness and helpfulness to others (including animals, plants) when they are in need
C-4.7 Understands and responds positively to different thoughts, preferences, and emotional needs of other children
C-5.1 Engages in age-appropriate work at school and/or at home
CG-5 Develops a positive attitude towards productive work and service or ‘Seva’
C-6.1 Shows care for and joy in engaging with all life forms
CG-6 Develops a positive regard for the natural environment around them
C-7.1 Observes and understands different categories of objects and the relationships between them
CG-7 Makes sense of the world around through observation and logical thinking
C-7.2 Observes and understands cause and effect relationships in nature by forming simple hypotheses and uses observations to explain their hypotheses
C-7.3 Uses appropriate tools and technology in daily life situations and for learning
C-9.1 Listens to and appreciates simple songs, rhymes, and poems
C-9.2 Creates simple songs and poems on their own
CG-9 Develops effective communication skills for day-to-day interactions in two languages1
C-9.3 Converses fluently and can hold a meaningful conversation
C-9.4 Understands oral instructions for a complex task and gives clear oral instructions for the same to others
C-9.5 Comprehends narrated/read-out stories and identifies characters, storyline, and what the author wants to say
C-9.6 Narrates short stories with clear plot and characters
C-9.7 Knows and uses enough words to carry out day-to-day interactions effectively and can guess the meaning of new words by using existing vocabulary
C-11.1 Develops phonological awareness and is able to blend phonemes/ syllables into words and segment words into phonemes/syllables
CG-11 Begins to read and write in Language 2
C-11.2 Recognises most frequently occurring letters of the alphabet (forms of akshara) of the script and uses this knowledge to read and write simple words and sentences
Talking Book
Chapter at a Glance Walkthrough of Key Elements
Cover page: Tells the learners the name of the chapter and theme.
Talking Book: Animated video of the text
Chapter text: Chapter text which showcases the target competency
Keywords: Keywords from the text with meaning and pronunciation
E-Speak 1: A series of three, guided speaking projects on the mobile app
Speak on the Spot: Impromptu speaking activity to be done in the classroom
speaking (with no expectation of
Practise: Guidance on how to practise at home
Present: Instruction on how to present in the class
Chapter Outcomes
Introducing oneself
Ask
Describe It
Asking questions
Describing something
Briefly introduce oneself
Respond to simple questions about oneself and one’s family, in a few words
Answer simple questions about one’s likes
Answer simple questions about others’ likes
Answer questions about daily routine
Talk about one’s daily routine and activities
Ask simple ‘wh’ questions to gain information in a real-life context
Participate in conversations, meaningfully and politely
Identify important details from a description
Describe 2–3 key details about something or someone
Requesting for help Request politely for help
Respond politely to others’ request for help
Talk about one’s feelings using simple sentences
Understand others’ feelings
Ask for permission, politely
Asking for permission
Respond to someone’s requests, politely and in simple sentences
Answer simple questions on what they did
Answer simple questions on what someone is
Follow
Give
Predict the next event in a story
Answer simple questions about one’s plans for the next day/the near future.
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
The ability to understand and communicate effectively in English remains a vital tool for success in today’s globalized world. Research by the World Economic Forum, in their Future of Jobs Report 2023, highlights that strong communication skills are among the top skills required for the workforce of the future. These skills ensure lifelong learning and facilitate successful entry into the professional world. This is in keeping with the vision of the National Education Policy (NEP) 2020 and National Curriculum Framework (NCF) 2022-23 which focuses on preparing learners for a dynamic future.
Guided by the visionary principles outlined in NEP 2020 and NCF 2022–23, education in India is undergoing significant transformation. There is a focus on a holistic, flexible, and multidisciplinary education, which aims to nurture 21st century soft skills such as effective communication, creativity, critical thinking and problem solving.
Following the directives of these landmark documents, Ignite is an ELT programme designed especially for 21st century learners. It develops foundational language skills—listening, speaking, reading, and writing—in a systematic and engaging way. In keeping with NEP 2020’s focus on holistic education, Ignite provides ample opportunities for learners to practise the recommended soft skills. The programme’s task-based approach and frequent opportunities for collaborative learning, encourage learners to express themselves creatively, interact constructively, take responsibility for their own learning, solve problems effectively and apply their knowledge in new situations. With a strong focus on socio-emotional learning (SEL) and the awareness of Sustainable Development Goals (SDGs), Ignite fosters national pride and good citizenship while also exposing learners to global perspectives.
In today’s media-rich environment, the ability to interpret, analyse, and create visual content is essential. Ignite develops learners’ skills to understand and communicate through images, symbols, and visual texts, preparing them to navigate and contribute to the increasingly visual world they live in. In accordance with NEP 2020’s emphasis on continuous and comprehensive assessment, Ignite supports ongoing learning by empowering learners, parents and teachers with the tools to track and enhance learning.
Ignite offers a balanced approach to listening, speaking, reading and writing that respects the linguistic diversity of learners while providing them with the tools to master the English language. The rubrics in the Teacher Guide emphasize the importance of creativity, the ability to find and express alternative solutions, innovation, teamwork, perseverance and work ethics.
We extend our warmest wishes to all educators, parents and learners as they embark on the exciting Ignite journey, filled with fun and joyful experiences. Let us work together to prepare our learners not just for the world as it is, but for the world as it could be, where they will thrive as empathetic, innovative and responsible global citizens.
Product Package at a Glance
Welcome to the Ignite journey!
The programme is an activities-based learning experience that builds language (LSRW) skills. It also emphasizes the development of critical soft skills and provides ample opportunities for formative and summative assessment. The Coursebook and the Workbook are a mix of rich LSRW experiences that can be teacher-led or done at home. Ignite prepares learners for a future where they can navigate and contribute to a rapidly evolving world.
PRINT
Coursebook
Workbook
Teacher Guide
ASSESSMENT
Test
Papers
Hands-On Projects
Progress Tracker
DIGITAL
Student and Teacher Apps
Talking Books
Pronounce Well
Listen Well
The classroom programme is augmented by the digital world, which is presented to the learners through the UOLO App. The app includes projects that are closely associated with the activities in the Coursebook. The projects provide children with fear-free practice time at home. The app also includes interactive activities in listening, speaking, reading and writing.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is committed to actualizing the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Language (LSRW) skills building
2. 21st century skills, values and dispositions
3. Creative and critical thinking
4. Application in real life
5. Holistic and integrated learning
6. Learning by doing
7. Enjoyment and engagement
8. Collaboration and exploration
9. Technology–based solutions
10. Knowledge of India
Competency Based Education
NEP Pages 12, 17, 22
Teaching and Learning Pedagogy
NEP Pages 3, 11, 12, 27
National Pride
NEP Pages 15, 16, 43
11. Assessment of, as and for learning Assessments
NEP Pages 12, 18, 22
Our Key Features: Aligning with the NEP
DIVERSE LITERATURE
Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride
Animated Talking Books
Animation that brings stories to life and enhances comprehension and makes learning enjoyable 1 7 9
EXPERIENTIAL PROJECTS
Opportunities to apply language skills that prepare learners for real-life challenges
PROGRESS TRACKER
Empowering parents and teachers to track learners’ growth, highlight skill gaps, and support year-round development
LIFE SKILLS
Emphasis on communication, creativity, critical thinking, collaboration, citizenship and character development
Translating Words into Action!
BALANCED LANGUAGE (LSRW) SKILLS
Balanced and comprehensive approach to language teaching at both foundational and preparatory stages 1 3 5 6 8 11
SKILL-BASED
ASSESSMENT
Continuous and comprehensive assessment tailored to promote competencybased learning, along with model papers to enhance teacher support 1 2 4 5 11
RECOMMENDED READING
Suggested reading list and a reading tracker to foster the culture of reading and sharing
PRONUNCIATION AND VOCABULARY SUPPORT
In-built digital and print-based assets provide essential support in mastering pronunciation and vocabulary 1 2 5 6 9 10 11
THEMATIC EXTENSION
Thematic alignment of the Coursebook and Workbook offers opportunities for extensive practice
The NEP Tags
The National Education Policy (NEP) outlines essential skills, values, dispositions and learning approaches necessary for learners to thrive in the 21st century. Ignite incorporates these elements throughout its content, tasks, and projects. Referred to as ‘NEP Tags,’ they are defined as follows:
GAMES
INTEGRATED
BHARAT
TEAMWORK
SDG
Art & Creativity
Bringing creativity and fun into learning by combining music, drama and art with other subjects
Sports Integration
Using physical activities, sports and games to make learning active and fun
Holistic & Integrated Learning
Cross-curricular and skill linkages to make the learning experience more holistic, joyful and meaningful
Indianess
Texts and tasks are rooted in the Indian context and culture to develop a sense of national pride
Teamwork
Embracing the spirit of mutual collaboration and cooperation while working together or engaging in a guided conversation
Sustainable Development Goals
Unwavering commitment to generating awareness of a green, peaceful, prosperous, equitable and inclusive world
SEL
Socio-Emotional Learning
Developing the skills to understand and manage emotions, build positive relationships and make responsible choices HANDS-ON
Learning by Doing
Engaging actively in hands-on experiences to acquire knowledge and skills
Higher-Order Thinking
HOTS
Tasks encourage higher-order skills such as analyzing, evaluating, problem-solving and fostering deep understanding
Education Standards as per the NCF 2023
The National Curriculum Framework for School Education (NCF), released in 2023, is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonize the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give direction to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF Page 56
Curricular Goals
CG-10
Children develop effective communication skills for day-to-day interaction in two languages 1
Competencies
C-10.1 Develops phonological awareness and blends phonemes/syllables into words and segment words into phonemes/syllables
C-10.2 Understands basic structure/format of a book, idea of words in print and direction in which they are printed, and recognises basic punctuation marks
C-10.3 Recognises all the letters of the alphabet (forms of akshara) of the script and uses this knowledge to read and write words
C-10.4 Reads stories and passages with accuracy and fluency with appropriate pauses and voice modulation
C-10.5 Reads short stories and comprehends their meaning — by identifying characters, storyline and what the author wanted to say — on their own
C-10.6 Reads short poems and begins to appreciate a poem for its choice of words and imagination
C-10.7 Reads and comprehends meaning of short news items, instructions and recipes, and publicity material
C-10.8 Writes a paragraph to express their understanding and experiences
C-10.9 Shows interest in picking up and reading a variety of children’s books
Note: English has been considered as L1 for this exercise.
Competencies Across Grades
Mapping of Language
English skills and competencies are thoughtfully mapped to ensure a smooth and progressive learning experience. Beginning with basic concepts in junior grades, the curriculum gradually incorporates more advanced concepts in higher grades. This structured approach enables learners to build their competence each year, equipping them with the necessary language and 21st century soft skills as they progress from grade 1 through grade 8.
C-9.1 Listens to and appreciates simple songs, rhymes, and poems
C-9.2 Creates simple songs and poems on their own
C-9.3 Converses fluently and can conduct a meaningful conversation
CG-9 Children develop effective communication skills for day-today interactions in two languages
C-9.4 Understands oral instructions for a complex task and gives clear oral instructions to others
C-9.5 Comprehends narrated/read-out stories and identifies characters, storyline and what the author wants to say
C-9.6 Narrates short stories with clear plot and characters
C-9.7 Knows and uses enough words to carry out day-to-day interactions effectively and can guess the meaning of new words by using existing vocabulary
C-10.1 Develops phonological awareness and blends phonemes/syllables into words and segment words into phonemes/ syllables
C-10.2 Understands basic structure/ format of a book, idea of words in print and direction in which they are printed, and recognises basic punctuation marks
C-10.3 Recognises all the letters of the alphabet (forms of akshara) of the script and uses this knowledge to read and write words
C-10.4 Reads stories and passages with accuracy and fluency with appropriate pauses and voice modulation
C-10.5 Reads short stories and comprehends their meaning — by identifying characters, storyline and what the author wanted to say — on their own
C-10.6 Reads short poems and begins to appreciate the poem for its choice of words and imagination
C-10.7 Reads and comprehends the meaning of short news items, instructions, recipes and publicity material
C-10.8 Writes a paragraph to express their understanding and experiences
C-10.9 Shows interest in picking up and reading a variety of children’s books
CG-10
Children develop fluency in reading and writing in Language 1
Note: English has been considered as L1 for this exercise.
1
Let’s Read
It is 6 o’clock in the morning. Rishika is sleeping. Rishika’s Mumma wakes her. She can smell yummy food.
Chapter at a Glance: Walkthrough of Key Elements
Papa is cooking poha. Yum! Rishika gives a big smile. She jumps out of bed. She gets ready fast.
Paste your picture here
Think and Tell
Theme Page: It shows the theme of the unit
1 Self and Family The Picnic
How do you feel when you go out with your family?
Get Set
We love our family. We have lots of fun with them. Paste a picture of your family in the space below. Tell your teacher two things about your family.
Rishika is very happy. It is picnic day today. She is going to have a lot of fun with her family. Let us read to find out what happens at the picnic. your family.
Get Set: A short and fun activity that gets learners excited about the new topic
Papa puts the picnic basket in the car. There is a lot of food in it— sandwiches, cutlet and poha! Rishika jumps into the car. She sits at the back. Raghav, her younger brother, Dada and Dadi sit next to her. It is time to go! Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada his feet. Dadi hums
Pre-reading: text to set the context and arouse curiosity
Let’s Read: Story or poem that is aligned to the theme of the unit
Paste your picture here
Let’s Read
It is 6 o’clock in the morning. Rishika is sleeping. Rishika’s Mumma wakes her. She can smell yummy food.
Talking Book: Animated video of the text
Papa is cooking poha. Yum! Rishika gives a big smile. She jumps out of bed. She gets ready fast.
Think and Tell
Keywords: Difficult and unknown words from the text with meanings
How do you feel when you go out with your family?
Read and Respond
They reach a river. What a pretty picnic spot! Rishika sees some ducks. ‘Quack, quack,’ they say.
taps: softly hits something, again and again, to make a sound hums: makes the sound of a song with a closed mouth
1. Fill in the blanks. a cooks poha.
Rishika is very happy. It is picnic day today. She is going to have a lot of fun with her family. Let us read to find out what happens at the picnic.
Rishika jumps into the car. She sits at the back. Raghav, her younger Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada taps 2
Rishika and Raghav play catch the ball. The ball falls into the river. Everyone laughs. Mumma brings the ball back. Rishika jumps with joy and thanks her mother. They all cheer. They watch the sun set. Rishika waves goodbye to the ducks.
Ducks can swim! They can also fly!
Think and Tell
How do you think Rishika feels when the ball falls into the river?
i Papa ii Mumma iii
Rishika jumps into the car. She sits at the back. Raghav, her younger brother, Dada and Dadi sit next to her. It is time to go! Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada taps his feet. Dadi hums.
b Rishika’s family goes on a picnic near a . i park ii zoo iii
Interesting facts related to the topic
Did You Know? 4
Comprehension-based questions for teachers to assess learners’ attention and understanding
c Rishika plays with her at the picnic. i parents ii friends iii
d Rishika and her family go home in the i morning ii evening iii
2. Talk about and answer the questions in class.
a What does Papa do at the start of the story?
b With whom does Rishika sit at the back of the car?
Read and Respond
softly hits something, again and again, to make a sound makes the sound of a song with a closed mouth
c What do Dada and Dadi do in the car?
1. Fill in the blanks.
d Who brings the ball back to Rishika?
cooks poha.
Papa ii Mumma iii Raghav
Rishika plays with her parents
Papa You may look for the answers in the story.
Rishika’s family goes on a picnic near a
Answer in full sentences.
Put up your hand and take part!
Rishika and her family go home in the morning
You can write the answers if your teacher asks you to.
2. Talk about and answer the questions in class.
What does Papa do at the start of the story?
Self and Family
With whom does Rishika sit at the back of the car?
What do Dada and Dadi do in the car? Papa
Big Idea
Circle what you like to do with your family.
watch TV cook play read wash study
The family reach
To showcase alignment with NEP skills and values
Draw a picture of one thing you do with your family. Write one line about the drawing.
Big Idea
Big Skills: Analysis, reflection and connection-based questions
Circle what you like to do with your family.
Pronounce Well: To develop phonological awareness
1. Read the words aloud.
2. What will the person in a Papa cooks poha. He i pack the food b The family reaches the
watch TV cook play read wash study
bat can map bag cat fan lap rag hat pan tap tag
Draw a picture of one thing you do with your family. Write one line about the drawing.
Vocabulary: Exercises to build vocabulary
My family and I like to v c b m at
Vocabulary
Look at the picture. Say the name and complete the word.
Special naming words
Unit 1 Self and Family
Go Grammar
Go Grammar: Scaffolding of grammar concepts along with practice exercises
My family and I like to .
Naming Words
3. Match the special naming words and the common naming words. Ganga Sia India Browny Mrs Sharma
Naming words are the names we use to talk about people, places, animals, and things.
Did You Know?
Listen to the words here.
Speak Well
For example: People girl father
1. Match the words and the pictures. duck family teeth basket
Common naming words
country
woman
river
girl
dog
The River Ganga is a river in India. It is a very long river!
Listen Well: Activity to listen and comprehend
1. Read the words aloud. at can map bag at fan lap rag at pan tap tag
Listen Well
Talk to your class about your family in two to three lines. Hello!
Listen carefully to the text and colour the pictures.
There are 4 people in my family.
My father’s name is Vikas Agarwal.
2. Tick ( ) the best meaning for each word. a picnic When we go outdoors to eat When we sit at dinner table and eat
Listen to the text here.
Speak Well
Look at the picture. Say the name and complete the word.
My mother’s name is Saloni Agarwal. My sister is 7 years old. Thank you!
b sunset
Talk to your class about your family in two to three lines.
Rishika Places city Delhi Mumbai Animals cat dog Things chair basket
Speak clearly and slowly.
Speak in complete sentences.
Speak Well: Opportunity to express their ideas and thoughts through independent, pair and group activities
When the sun comes up
When the sun goes down
Listen to your friends when they speak.
To feel sad
To feel very happy
Write Well
My father’s name is Vikas Agarwal. My mother’s name is Saloni Agarwal. My sister is 7 years old.
Thank you!
Complete the story with the words in the box.
1. Sort the naming words into the correct boxes. Animal Place
Write Well: Opportunity to apply the learnt vocabulary and express their ideas in writing
Keep you colour pencils ready. Use the colour that you hear in the text. 7
Hint Box: Mary tiger jug park
Hint Box: football family birds apples biscuits basket
Speak clearly and slowly.
Speak in complete sentences.
Listen to your friends when they speak.
My and I go to the park for a picnic. We pack , bananas, sandwiches, and family
Write Well
Parent’s Name Criteria: • Mark Green for Can Do • Mark Orange for Getting There • Mark Blue for Needs Help
Middle of the year
End of the year Parent Teacher Parent Teacher
Beginning of the year
Student’s Name Teacher’s Name
Date
Learning Outcomes
Listening
Listens to stories and poems with attention
Understands and follows simple steps and instructions Focuses on the speaker or activity for 5–7 minutes
Describes people and objects
Participates in simple conversations Expresses basic ideas and thoughts Uses simple vocabulary appropriately when speaking
Speaking
Reading
Reads a text aloud with proper pauses Understands the stories/poems/plays read Answers questions based on texts read Reads a variety of children’s books
Blends sounds and pronounces words learnt
Writing
Completes sentences and paragraphs by filling in the gaps correctly Uses simple vocabulary appropriately when writing Writes neatly and forms letters correctly Spells words learnt based on sound patterns
Shows a positive attitude towards learning Listens and follows instructions Completes work on time Expresses feelings and doubts Takes responsibility for one’s work
Work Habits
Reading Tracker
Spend at least 20 minutes a day reading books of your choice. After two weeks, bring your favourite book to your class and tell your friends about it.
What you need for this project:
• Books to read
• A pencil
• The reading tracker Steps
• Pick a book you like or ask your parents to help you choose a book.
• You can look at the Recommended Reading list at the back of your Content Book.
• Spend at least 20 minutes every day reading. Fill in the reading tracker every day. You can ask your parents to help you.
• After two weeks, bring your favourite book to your class and tell your friends about it. Talk about one thing you liked about the book.
• Keep reading and filling in the tracker for the rest of the year.
• Even if you miss a day or two, do not give up. Hello friends! My favourite book is The Very Hungry Caterpillar.
I like this book because the caterpillar eats a lot.
There is a fun reading list at the end of the book.
DateName of BookTime SpentOne Line About the Book
12/08 The Cat in the Hat 20 minutesThe cat is very funny.
Acknowledgements
Uolo wishes to thank the following entities for granting permission to use the copyrighted materials.
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Mathematics is an essential tool for understanding the world around us. It is not just another subject, but an integral part of our lives. It shapes the very foundation of our understanding, personality and interaction with the world around us. Studies from across the globe have shown that proficiency in mathematics significantly influences career prospects and lifelong learning.
According to the NEP 2020, mathematics and mathematical thinking are crucial for empowering individuals in their everyday interactions and affairs. It focuses on competencies-based education, which essentially means actively and effectively applying mathematical concepts in real life. It also encourages innovative approaches for teaching maths, including regular use of puzzles, games and relatable real-world examples to make the subject engaging and enjoyable.
It is in this spirit that Uolo has introduced the Imagine Mathematics product for elementary grades (1 to 8). This product’s key objective is to eliminate the fear of mathematics by making math exciting, relatable and meaningful for children.
Imagine Mathematics positions itself on the curricular and pedagogical approach of the Gradual Release of Responsibility (GRR), which has been highly recommended by the NEP 2020, the NCF 2023 and other literature in learning educational pedagogies. Subsequent pages elaborate further on this approach and its actualisation in this book.
This book incorporates highly acclaimed, learner-friendly teaching strategies. Each chapter introduces concepts through real-life situations and storytelling, connecting to children’s experiences and transitioning smoothly from concrete to abstract. Clear explanations and simple steps are provided for problem-solving. Engaging facts, error alerts and fun activities are integrated throughout to keep learning interesting and holistic. Importantly, concepts are interconnected across topics and grades, providing a scaffolding that ensures comprehensive and meaningful learning.
This book supports learners at all levels, providing opportunities to build critical thinking skills through questions and activities aligned with Bloom’s Taxonomy. For those seeking a greater challenge, the book includes thought-provoking questions that push learners to apply, analyse and evaluate. Additionally, the problems are rooted in real-world contexts, making the learning experience both relatable and meaningful.
In addition, the book is technologically empowered and works in sync with a parallel digital world, which contains immersive gamified experiences, video solutions and practice worksheets, among other things. Interactive exercises on the digital platform make learning experiential and help in concrete visualisation of abstract mathematical concepts. We invite educators, parents and students to embrace Imagine and join us in nurturing the next generation of thinkers, innovators and problem-solvers. Embark on this exciting journey with us and let Imagine be a valuable resource in your educational adventure.
Product Package at a Glance
Welcome to our comprehensive learning package designed to enhance educational experiences through three key components: print materials, digital resources and assessment tools. Our print materials provide in-depth and accessible information in a pedagogically suitable way, our digital resources offer interactive and engaging learning experiences, while our assessment tools ensure thorough understanding and progress tracking.
PRINT
Engaging Textbooks
Teacher Manuals
ASSESSMENT
Competency-based Model Assessments
Question Paper Generator
Student and Teacher Apps
Video Solutions
Interactive Tasks & Exercises
Byte Size Lesson Modules
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills and values that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualising the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Focus on conceptual understanding
2. 21st century skills, values and dispositions
3. Critical thinking and problem-solving
4. Application in real life
5. Holistic and integrated learning
6. Experiential learning
7. Enjoyable and engaging
8. Computational and mathematical thinking
9. Technology-based solutions
10. Factoids on India
Competency-based Education
NEP Pages 12, 17, and 22
Teaching and Learning Pedagogy
NEP Pages 3, 11, 12, 18, and 27
National Pride
NEP Pages 15, 16, and 43
11. Assessment of core concepts and application skills Assessments
NEP Pages 12, 18, and 22
Our Key Features: Aligning with the NEP
The GRR Approach
Pedagogical approach that empowers students to learn by the teacher progressively transitioning the responsibility to the students.
Competency-based Assessments
Test papers designed to evaluate understanding of core concepts and application of skills.
3 8 11
Contextual Learning
Introducing concepts through real-life situations and connecting them to students’ experiences.
Classroom Activity
A hands-on classroom activity to investigate and understand mathematical concepts in an engaging and concrete way.
Recall and Revisit
Introductory page with a quick recall of concepts done in previous grades.
Translating Words into Action!
Critical Thinking Questions
Intellectually stimulating questions designed to enhance problem-solving and analytical-thinking skills, promote deeper understanding and foster independent thinking.
Real-Life Math Problems
Scenario-based questions designed to help in applying theoretical knowledge to real-world scenarios, reasoning skills and improves reading comprehension & analytical abilities.
Common Misconceptions
Concise snippets of information designed to caution against potential errors and misconceptions
Think, Analyse and
Answer
A quick, mathematical-thinking question
Fun Facts
Facts related to the concepts, or bite-sized information about the contribution of Indian scholars to mathematics
Gradual Release of Responsibility
The Gradual Release of Responsibility (GRR) is a highly effective pedagogical approach that empowers students to learn progressively by transitioning the responsibility from the teacher to the students. This method involves comprehensive scaffolding—including modelling, guided practice, and ultimately fostering independent application of concepts.
GRR, endorsed and promoted by both the NEP 2020 and NCF, plays a pivotal role in equipping teachers to facilitate age-appropriate learning outcomes and enabling learners to thrive.
The GRR methodology forms the foundation of the Imagine Mathematics product. Within each chapter, every unit follows a consistent framework:
1. I Do (entirely teacher-led)
2. We Do (guided practice for learners supported by the teacher)
3. You Do (independent practice for learners)
GRR Steps Unit Component
Understanding Large Numbers
Dhruv was reading a newspaper. He came across news about different states in India that participated in the COVID vaccination drive and the number of vaccinations given until August 2023. Given below is the data of four states.
The temperature can change with different weather conditions. On a sunny day, the air feels warm, and the thermometer shows a higher temperature. On a cloudy or rainy day, the air feels cooler, and the temperature on the thermometer drops. Weather conditions like rain, wind and sunlight can all affect the temperature of the air.
All About 7-Digit and 8-Digit Numbers
Temperature Range (°C)Weather
While reading the news, Dhruv got confused and could not read the numbers given in the data. The numbers of vaccinations given were either 7-digit numbers or 8-digit numbers.
The temperature can change with different weather conditions. On a sunny day, the air feels warm, and the thermometer shows a higher temperature. On a cloudy or rainy day, the air feels cooler, and the temperature on the thermometer drops. Weather conditions like rain, wind and sunlight can all affect the temperature of the air.
Temperature Range (°C)Weather
Below 0 Very Cold 0–10 Cold 11–20 Mild 21–30 Warm 31–40 Hot
Drass in Jammu and Kashmir is the second coldest inhabited region on Earth.
Above 40 Very Hot
7-digit Numbers 8-digit Numbers
Example 8: Aliya’s body temperature was 2.3°C higher than normal. What was Aliya’s body temperature?
Normal body temperature = 37°C.
Place Value, Face Value and Expanded Form Reading and Writing 7-Digit and 8-Digit Numbers
Drass in Jammu and Kashmir is the second coldest inhabited region on Earth.
Example 8: Aliya’s body temperature was 2.3°C higher than normal. What was Aliya’s body temperature?
Aliya’s body temperature = 37°C + 2.3°C = 39.3°C
Let us help Dhruv understand 7-digit and 8-digit numbers!
Normal body temperature = 37°C.
So, Aliya’s body temperature was 39.3°C.
Aliya’s body temperature = 37°C + 2.3°C = 39.3°C
We know that the greatest 6-digit number is 999999. Now, if we add 1 to this number, we get 1000000. 999999 + 1 = 1000000
Example 9: In a city, the highest temperature was 37.5°C, and the lowest was 21.2°C. What is the difference between these two temperatures?
So, Aliya’s body temperature was 39.3°C.
To find the difference, subtract the lowest temperature from the highest temperature.
37.5°C – 21.2°C = 16.3°C
Example 9: In a city, the highest temperature was 37.5°C, and the lowest was 21.2°C. What is the difference between these two temperatures?
The temperature difference is 16.3°C.
1000000 is the smallest 7-digit number and is read as “Ten Lakhs”. We saw in the news article that the number of vaccinations administered in Sikkim was 1360477. Let us try to place this 7-digit number in the place value chart.
To find the difference, subtract the lowest temperature from the highest temperature.
Write the readings of the given thermometers.
37.5°C – 21.2°C = 16.3°C
The temperature difference is 16.3°C. Write the readings of the given thermometers.
2
Temperature = 45°CTemperature = Temperature = Temperature =
Converting Between Units of Temperature
Temperature = 45°CTemperature = Temperature = Temperature =
Celsius (°C) is like the universal language of temperature. Fahrenheit (°F) is another way to talk about temperature. We learnt that water freezes at 0°C and boils at 100°C. In Fahrenheit, water freezes at 32°F and boils at 212°F.
Converting Between Units of Temperature
Celsius (°C) is like the universal language of temperature. Fahrenheit (°F) is another way to talk about temperature. We learnt that water freezes at 0°C and boils at 100°C. In Fahrenheit, water freezes at 32°F and boils at 212°F.
GRR Steps Unit Component
Do It Yourself Challenge
You do
Chapter Checkup
Challenge
Case Study
Do It Yourself 14B
1 Identify the shape for which the net is drawn. a b c d
Do as directed.
a Write the greatest 7-digit number that has the smallest odd digit at its hundreds, ten thousands and lakhs place.
b Write the smallest 8-digit number that has the digit 7 at all its odd positions, starting from the ones place.
2 Look at the net and identify the object it belongs to.
3 Draw the net of the given shapes.
Critical Thinking & Cross Curricular
The Kumbh Mela is a major pilgrimage where Hindu pilgrims take the holy bath in the Ganges. The number of people who visited the Kumbh Mela in 1980 were 20,356,817 and those who visited in 1989 were 29,304,871. In which year did less than 25 crore people visit to the Kumbh Mela?
a 1980 b 1989 c Both years d None of the year
4 Rishi and Megha made the net of a square-based pyramid. Who made the net correctly? Explain your answer with reasons.
Comparing, Ordering and Rounding-Off Large Numbers
a Rishi’s drawing b Megha’s drawing
During COVID, India offered support to 150 affected countries in the form of vaccines, medical equipment and medicines. Given below is the data of the number of vaccine doses supplied by India to four different countries.
5 Draw the net of a hexagonal prism.
Guess the best units of length (m or cm) and weight (kg or g) for the given objects. a b c
6 Show using nets how a rectangular prism is different from a rectangular pyramid.
Rahul: Which country did India supply the greatest number of vaccine doses to? Bran: We could compare the numbers to find the country to which India supplied the greatest number of vaccine doses.
Comparing Numbers
Critical Thinking
Critical Thinking
1 Sanya wants to solve a 7-digit secret code in a safe. Use the given clues to help Sanya solve the secret code.
1 Sanya wants to solve a 7-digit secret code in a safe. Use the given clues to help Sanya solve the secret code.
a The digit in the hundreds and ones place is 6.
a The digit in the hundreds and ones place is 6.
What if Rahul wanted to compare the number of vaccines sent to Nepal and Australia? Let us find out.
b The digit in the lakhs place is 4 less than the digit in the ones place.
b The digit in the lakhs place is 4 less than the digit in the ones place.
c The digit in the ten lakhs and ten thousands place is the smallest odd number.
c The digit in the ten lakhs and ten thousands place is the smallest odd number.
Since 94,99,000 has 7 digits and 3,09,13,200 has 8 digits, 3,09,13,200 > 94,99,000.
d The face value of the digit in the thousands place is 5.
d The face value of the digit in the thousands place is 5.
Remember!
e The digit in the tens place is the biggest 1-digit number.
Thus, Australia was donated more vaccine doses.
e The digit in the tens place is the biggest 1-digit number. What is the secret code?
What is the secret code?
Now, what if we want to compare two numbers with the same number of digits? Let us consider 4,13,23,456 and 4,13,23,657.
A number with more number of digits is always greater.
James has some cotton candy which is 3 cm longer than the cotton candy shown below. How long is James’ cotton candy?
2 Write the greatest 8-digit odd number using only 5 digits. Do not repeat any digit more than twice.
2 Write the greatest 8-digit odd number using only 5 digits. Do not repeat any digit more than twice.
Chapter 1 • Numbers up to 8 Digits
Case Study
Case Study
200
How much longer is the red straw than the blue straw?
Cross Curricular
Cross Curricular
Population of Countries
Population of Countries
The population of different countries is shown using a table. Read the data carefully and answer the questions.
Convert the lengths.
The population of different countries is shown using a table. Read the data carefully and answer the questions.
Country
Population
Country Population
Germany
Germany
Convert the weights.
France
France
United
83,294,633
a 8 m into km b 4 hm 35 m into hm c 1232 m into mm d 897 m into dam
83,294,633
64,756,584
64,756,584
67,736,802
67,736,802
a 5 kg into g b 4 g 64 cg into g c 5487 g into mg d 43 kg 7 dag into kg
Poland
Poland
41,026,067
41,026,067
A baby koala is called a joey. A young joey weighs about 0.38 kg. How much is that in g?
Italy
58,870,762
A candle weighs 125 g. How much is it in mg?
1 Which country has the least population?
1 Which country has the least population?
a Italy b Germany c Poland d United Kingdom
a Italy b Germany c Poland d United Kingdom
2 Which country has the greatest population?
2 Which country has the greatest population?
a Poland b United Kingdom c Italy d Germany
Pearson, P. D., & Gallagher, G. (1983). Contemporary Educational Psychology. Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility. Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom.
a Poland b United Kingdom c Italy d Germany
3 Which country has approximately double the population than that of Poland?
3 Which country has approximately double the population than that of Poland?
4 Arrange the countries in ascending order as per their population.
4 Arrange the countries in ascending order as per their population.
5 If all the digits in the population of each country is rearranged to form the greatest number, then which country will have the greatest population?
5 If all the digits in the population of each country is rearranged to form the greatest number, then which country will have the greatest population?
The NEP Tags
The National Education Policy (NEP), 2020, outlines essential skills, values, dispositions and learning approaches necessary for students to thrive in the 21st century. This textbook identifies and incorporates these elements throughout its content, activities and exercises. Referred to as “NEP Tags,” they are defined as follows:
Art Integration
Bringing creativity and fun into learning by combining art with maths. Students construct and demonstrate understanding through an art form.
Collaboration
Working effectively with others. Includes clear communication, teamwork, active listening and valuing diverse approaches.
Cross Curricular
Integrating mathematical concepts with other subjects to see the real-life applications of maths.
Experiential Learning
Gaining knowledge and skills through direct, hands-on experiences rather than a traditional classroom setting.
Communication
Explaining mathematical ideas, processes and solutions to others, whether through verbal explanations, written work or visual representations.
Value Development
Promoting ethics, and human & constitutional values, like empathy, respect for others, cleanliness, courtesy, democratic spirit, spirit of service, respect for public property, responsibility and equality.
Creativity
Using imagination and original thinking to solve problems and explore mathematical concepts in innovative ways. Also includes finding unique solutions, and designing original problem-solving strategies.
Education Standards as per the NCF 2023
The National Curriculum Framework for School Education (NCF), released in 2023, is based on the vision of the National Education Policy (NEP), 2020, and enables its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competencies. These statements serve to harmonise the syllabus, content, pedagogical practices and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Statements that give direction to curriculum development and implementation in order to achieve the Curricular Aims. They are also specific to a School Stage (e.g., the Foundational Stage) and a Curricular Area (e.g., Mathematics).
Competencies: Learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
Curricular Goals
CG-1
Understands numbers (counting numbers and fractions), represents whole numbers using the Indian place value system, understands and carries out the four basic operations with whole numbers, and discovers and recognises patterns in number sequences
CG-2
Analyses the characteristics and properties of two- and three-dimensional geometric shapes, specifies locations and describes spatial relationships and recognises and creates shapes that have symmetry
Competencies
C-1.1 Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers
C-1.2 Represents and compares commonly used fractions in daily life (such as ½, ¼) as parts of unit wholes, as locations on number lines and as divisions of whole numbers
C-1.3 Understands and visualises arithmetic operations and the relationships among them, knows addition and multiplication tables at least up to 10×10 (pahade) and applies the four basic operations on whole numbers to solve daily life problems
C-1.4 Recognises, describes, and extends simple number patterns such as odd numbers, even numbers, square numbers, cubes, powers of 2, powers of 10, and Virahanka–Fibonacci numbers.
C-2.1 Identifies, compares and analyses attributes of two- and three-dimensional shapes and develops vocabulary to describe their attributes/properties
C-2.2 Describes location and movement using both common language and mathematical vocabulary; understands the notion of map (najri naksha)
C-2.3 Recognises and creates symmetry (reflection, rotation) in familiar 2D and 3D shapes
C-2.4 Discovers, recognises, describes and extends patterns in 2D and 3D shapes
The above is an abridged version of the curricular goals and competencies relatioship in Maths for the Foundational Stage (NCF 2023, pages 340–341). The next section shows the coverage of all these competencies across the chapters.
Mapping with NCF 2023
C-1.1 Represents numbers using the place value structure of the Indian number system, compares whole numbers, and knows and can read the names of very large numbers
C-1.2 Represents and compares commonly used fractions in daily life (such as ½, ¼) as parts of unit wholes, as locations on number lines and as divisions of whole numbers
C-1.3 Understands and visualises arithmetic operations and the relationships among them, knows addition and multiplication tables at least up to 10 × 10 (pahade) and applies the four basic operations on whole numbers to solve daily life problems
CG-1
Understands numbers (counting numbers and fractions), represents whole numbers using the Indian place value system, understands and carries out the four basic operations with whole numbers, and discovers and recognises patterns in number sequences
C-1.4 Recognises, describes and extends simple number patterns such as odd numbers, even numbers, square numbers, cubes, powers of 2, powers of 10, and Virahanka–Fibonacci numbers.
C-2.1 Identifies, compares and analyses attributes of twoand three-dimensional shapes and develops vocabulary to describe their attributes/properties
C-2.2 Describes location and movement using both common language and mathematical vocabulary; understands the notion of map (najri naksha)
C-2.3 Recognises and creates symmetry (reflection, rotation) in familiar 2D and 3D shapes
C-2.4 Discovers, recognises, describes and extends patterns in 2D and 3D shapes
C-3.1 Measures in non-standard and standard units and evaluates the need for standard units
CG-2
Analyses the characteristics and properties of twoand three-dimensional geometric shapes, specifies locations and describes spatial relationships, and recognises and creates shapes that have symmetry
CG-3
Understands measurable attributes of objects and the units, systems and processes of such measurement, including those related to distance, length, weight, area, volume and time using nonstandard and standard units
C-3.2 Uses an appropriate unit and tool for the attribute (like length, perimeter, time, weight, volume) being measured
C-3.3 Carries out simple unit conversions, such as from centimetres to metres, within a system of measurement
C-3.4 Understands the definition and formula for the area of a square or rectangle as length times breadth
C-3.5 Devises strategies for estimating the distance, length, time, perimeter (for regular and irregular shapes), area (for regular and irregular shapes), weight, and volume and verifies the same using standard units
C-3.6 Deduces that shapes having equal areas can have different perimeters and shapes having equal perimeters can have different areas
C-3.7 Evaluates the conservation of attributes like length and volume, and solves daily-life problems related to them
C-4.1 Solves puzzles and daily-life problems involving one or more operations on whole numbers (including word puzzles and puzzles from ‘recreational’ areas, such as the construction of magic squares)
C-4.2 Learns to systematically count and list all possible permutations or combination given a constraint, in simple situations (e.g., how to make a committee of two people from a group of five people)
CG-4 Develops problem-solving skills with procedural fluency to solve mathematical puzzles as well as daily-life problems, and as a step towards developing computational thinking.
C-4.3 Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation or paper-pencil calculation, in accordance with the context
C-5.1 Understands the development of zero in India and the Indian place value system for writing numerals, the history of its transmission to the world, and its modern impact on our lives and in all technology
CG-5 Knows and appreciates the development in India of the decimal place value system that is used around the world today
1 Numbers up to 8 Digits
Let’s Recall
Numbers are used everywhere in our daily lives. These numbers are formed using the digits 0 to 9 and are written using commas after every period, starting from the one’s period.
Chapter at a Glance: Walkthrough of Key Elements
For example, let us say the pin code of your area is 201301. This is a 6-digit number. It can be written using commas by representing it in a place value chart.
Each of these digits has a place value and a face value. Let us write the face value, place value, expanded form and number name for 201301.
Let’s Recall
Numbers are used everywhere in our daily lives. These numbers are formed using the digits 0 to 9 and are written using commas after every period, starting from the one’s period. For example, let us say the pin code of your area is 201301. This is a 6-digit number. It can be written using commas by representing it in a place value chart.
Let’s Recall: Introductory page with a quick recall of concepts learnt in the previous grade
Dhruv was reading a newspaper. He came across news about different states in participated in the COVID vaccination drive and the number of vaccinations given August 2023. Given below is the data of four states.
Number name: Two lakh one thousand three hundred one
Each of these digits has a place value and a face value. Let us write the face value, place value, expanded form and number name for 201301.
Letʹs Warm-up Fill in the blanks.
1 The place value of 8 in 8,60,765 is
Let’s Warm-up: Quick 4–5 questions to test the pre-knowledge
2 The number 4,36,536 can be written in words as:
3 The place value of the digit in 4,15,124 and 4,67,890 is the same.
4 8,76,504 has 6 in the place.
All About 7-Digit and 8-Digit Numbers
I scored out of 4.
While reading the news, Dhruv got confused and could not read the numbers given data. The numbers of vaccinations given were either 7-digit numbers or 8-digit
Number name: Two lakh one thousand three hundred one
The temperature can change with different weather conditions. On a sunny day, the air feels warm, and the thermometer shows a higher temperature. On a cloudy or rainy day, the air feels cooler, and the temperature on the thermometer drops. Weather conditions like rain, wind and sunlight can all affect the temperature of the air.
Letʹs Warm-up Fill in the blanks.
1 The place value of 8 in 8,60,765 is
Temperature Range (°C)Weather
Dhruv was reading a newspaper. He came across news participated in the COVID vaccination drive and the August 2023. Given below is the data of four states.
Did You Know?
The temperature can change with different weather conditions. On a sunny day, the air feels warm, and the thermometer shows a higher temperature. On a cloudy or rainy day, the air feels cooler, and the temperature on the thermometer drops. Weather conditions like rain, wind and sunlight can all affect the temperature of the air.
Temperature Range (°C)Weather
Below 0 Very Cold
0–10 Cold
Numbers
I scored out of 4.
Place Value, Face Value and Expanded Form
Drass in Jammu and Kashmir is the second coldest inhabited region on Earth.
Reading and Writing 7-Digit and 8-Digit Numbers
Did You Know?
Example 8: Aliya’s body temperature was 2.3°C higher than normal. What was Aliya’s body temperature?
11–20 Mild
21–30 Warm
Normal body temperature = 37°C.
31–40 Hot
Let us help Dhruv understand 7-digit and 8-digit numbers! We know that the greatest 6-digit number is 999999. Now, if we add 1 to this number, we get 1000000.
Drass in Jammu and Kashmir is the second coldest inhabited region on Earth.
Aliya’s body temperature = 37°C + 2.3°C = 39.3°C
All About 7-Digit and 8-Digit Numbers
Above 40 Very Hot
999999 + 1 = 1000000
So, Aliya’s body temperature was 39.3°C.
Example 8: Aliya’s body temperature was 2.3°C higher than normal. What was Aliya’s body temperature?
Normal body temperature = 37°C.
Examples: Solved problems showing the correct method and complete solution
While reading the news, Dhruv got confused and could data. The numbers of vaccinations given were either
Example 9: In a city, the highest temperature was 37.5°C, and the lowest was 21.2°C. What is the difference between these two temperatures?
Aliya’s body temperature = 37°C + 2.3°C = 39.3°C
1000000 is the smallest 7-digit number and is read as “Ten Lakhs”. We saw in the news article that the number of vaccinations administered in Sikkim 1360477. Let us try to place this 7-digit number in the place value chart.
So, Aliya’s body temperature was 39.3°C.
To find the difference, subtract the lowest temperature from the highest temperature. 37.5°C – 21.2°C = 16.3°C
Example 9: In a city, the highest temperature was 37.5°C, and the lowest was 21.2°C. What is the difference between these two temperatures?
To find the difference, subtract the lowest temperature from the highest temperature.
The temperature difference is 16.3°C. Write the readings of the given thermometers.
37.5°C – 21.2°C = 16.3°C
Do It Together: Guided practice for learners with partially solved questions
The temperature difference is 16.3°C.
Write the readings of the given thermometers.
Place Value, Face Value and Expanded Form
Reading and Writing 7-Digit and 8-Digit Numbers
Let us help Dhruv understand 7-digit and 8-digit numbers!
Temperature = 45°CTemperature = Temperature = Temperature =
We know that the greatest 6-digit number is 999999.
Temperature = 45°CTemperature = Temperature = Temperature =
Converting Between Units of Temperature
Converting Between Units of Temperature
Celsius (°C) is like the universal language of temperature. Fahrenheit (°F) is another way to talk about temperature. We learnt that water freezes at 0°C and boils at 100°C. In Fahrenheit, water freezes at 32°F and boils at 212°F.
Celsius (°C) is like the universal language of temperature. Fahrenheit (°F) is another way to talk about temperature. We learnt that water freezes at 0°C and boils at 100°C. In Fahrenheit, water freezes at 32°F and boils at 212°F.
Chapter 15 Time and Temperature
Chapter 15 • Time and Temperature
Now, if we add 1 to this number, we get 1000000. 999999 + 1 = 1000000 1000000 is the smallest 7-digit number and is read
We saw in the news article that the number of vaccinations 1360477. Let us try to place this 7-digit number in
What
Let
1
1
Fill
Word Problems on Length
After making a pair of trousers with 2 m of cloth, Sana thought
Did You Know: Interesting facts related to the topic
Do It Yourself: Exercise at the end of each topic with practice questions
Cloth bought by Sana for making a pair of trousers =
Cloth required by Sana for making a shirt = 1 m 55 cm = 1.55 m
Total cloth required
NEP Tags: To show alignment with NEP skills and values
Error Alert: Caution against misconceptions
1 Identify the shape for which the net is drawn. a b c d 2 Look at the net and identify the object it belongs to.
3 Draw the net of the given shapes.
4 Rishi and Megha made the net of a square-based pyramid. Who made the net correctly? Explain answer with reasons.
a Rishi’s drawing b Megha’s drawing
Chapter Checkup: Chapter-end practice exercises aligned to different levels of Blooms Taxonomy
5 Draw the net of a hexagonal prism.
6 Show using nets how a rectangular prism is different from a rectangular pyramid.
Picture-based Questions: Questions featuring visual stimuli to foster comprehension and interpretation
Critical Thinking
Challenge: Critical thinking questions to enhance problem-solving and analytical-thinking skills
Case Study: Scenario-based questions designed to help apply theoretical knowledge to real-world situations
Real-life Questions: Questions that help make connections with real life or other subjects
Challenge
1 Sanya wants to solve a 7-digit secret code in a safe. Use the given clues to help Sanya solve the secret code.
a The digit in the hundreds and ones place is 6.
1 Sanya wants to solve a 7-digit secret code in a safe. Use the given clues to help Sanya solve the secret code.
b The digit in the lakhs place is 4 less than the digit in the ones place.
a The digit in the hundreds and ones place is 6.
c The digit in the ten lakhs and ten thousands place is the smallest odd number.
d The face value of the digit in the thousands place is 5.
b The digit in the lakhs place is 4 less than the digit in the ones place.
e The digit in the tens place is the biggest 1-digit number.
c The digit in the ten lakhs and ten thousands place is the smallest odd number.
What is the secret code?
d The face value of the digit in the thousands place is 5.
1 Sanya wants to solve a 7-digit secret code in a safe. Use the given clues to help Sanya solve the
e The digit in the tens place is the biggest 1-digit number. What is the secret code?
2 Write the greatest 8-digit odd number using only 5 digits. Do not repeat any digit more than twice.
a The digit in the hundreds and ones place is 6.
b The digit in the lakhs place is 4 less than the digit in the ones place.
2 Write the greatest 8-digit odd number using only 5 digits. Do not repeat any digit more than twice.
Case Study
c The digit in the ten lakhs and ten thousands place is the smallest odd number.
Case Study
What is the secret code?
d The face value of the digit in the thousands place is 5.
e The digit in the tens place is the biggest 1-digit number.
Cross Curricular
2 Write the greatest 8-digit odd number using only 5 digits. Do not repeat any digit more than twice.
Case Study
Population of Countries
The population of different countries is shown using a table. Read the data carefully and answer the questions.
Population of Countries
Country Population
The population of different countries is shown using a table. Read the data carefully and answer the questions.
Curricular
Population of Countries
Population
The population of different countries is shown using a table. Read the data carefully and answer the questions.
1 Which country has the least population?
a Italy b Germany c Poland d United Kingdom
2 Which country has the greatest population?
a Poland b United Kingdom c Italy d Germany
3 Which country has approximately double the population than that of Poland?
4 Arrange the countries in ascending order as per their population.
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Book Title: Reflection Science 3
ISBN: 978-81-979832-9-0
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Welcome to the exciting world of science through Reflection, a textbook that has been thoughtfully designed to ignite curiosity and nurture a love for evidence-based thinking in young minds.
In today’s rapidly evolving world, a solid foundation in science from an early age is more crucial than ever. Science education lays the groundwork for critical thinking, problem-solving, and the ability to make informed decisions. These skills are not just academic; they are essential life skills that empower young minds to understand and interact with the world around them in a rational and meaningful manner. At UOLO, we believe that every child deserves to start this journey with the best resources available.
In this pursuit, Reflection is uniquely crafted to provide a comprehensive and contemporary learning experience, meticulously aligned with the recommendations of the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023. The book incorporates the curricular goals and competencies outlined in the NCF 2023, ensuring that every chapter, exercise, and feature reflects the foundational principles.
This textbook transcends traditional teaching methods by adopting a competency-based approach, recommended by both NEP 2020 and NCF 2023, that emphasises on not just conceptual understanding and critical thinking, but also real-life application of scientific concepts and solving real problems. It is designed to make learning both meaningful and relevant, equipping students with the tools they need to thrive in the 21st century.
Carefully curated content, NEP-specific tags, and a diverse array of elements are seamlessly integrated throughout the book to nurture essential skills, values, and dispositions outlined in the NEP. Competency-based projects and assessments are strategically placed to help students master key concepts and develop higher-order thinking skills.
Each chapter begins with comic pages, which tell a story that runs through out the entire book. The book is designed to provide an adventurous learning experience for students through out the academic year. Further, each chapter is enriched with vibrant illustrations, relatable examples, and interactive activities that engage young minds. Hands-on experiments and inquiry-based learning experiences are embedded to instill a scientific temper and make learning an enjoyable journey. Moreover, assessments ‘of, as, and for learning,’ as envisioned by the NEP and NCF, are interwoven throughout the curriculum, providing continuous evaluation and meaningful feedback to support student growth and success.
The Reflection product bundle offers a comprehensive science kit which includes a Textbook that provides in-depth content, concept building, projects, and assessments; a Teacher Manual offering extensive teaching support; technology-powered feature, including engaging videos and interactive exercises for students; and digital lesson plans and assessment generator for teachers.
In conclusion, Reflection is designed to fascinate students towards science, both as a subject and as a practical experience in their everyday lives, while also making them well-rounded individuals.
We invite educators, parents, and students to embrace Reflection and join us in nurturing the next generation of thinkers, innovators, and problem-solvers. Embark on this exciting journey with us and let Reflection be a valuable resource in your educational adventure.
The Product Philosophy
Welcome to the Reflection journey!
The program is carefully designed to elevate the science learning experience through NCF-based, age-appropriate, pedagogically sound, and engaging content. Teachers are supported with a Manual that offers comprehensive guidance to optimise classroom instruction. Further, various assessment mechanisms are built-in the program.
PRINT
Engaging Textbooks
Comic Stories
Teacher Manual
ASSESSMENT
Competency-based Model Assessments
Steam Projects
Question Paper Generator
DIGITAL
Student and Teacher Apps
Learning Videos
Interactive Tasks & Exercises
Byte Size Lesson Modules
The Reflection program is augmented by a digital learning platform that offers powerful educational videos and interactive exercises to help children master content, concepts, and skills in a joyful and fear-free manner.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values, and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualising the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Focus on conceptual understanding
2. 21st century skills, values, and dispositions
3. Critical thinking and problem solving
4. Application in real life
5. Holistic and integrated learning
6. Experiential learning
7. Enjoyable and engaging
8. Scientific inquiry and discovery approach
9. Technology-based solutions
10. Knowledge of India
Competency-based Education
NEP Pages 12, 17, and 22
Teaching and Learning Pedagogy
NEP Pages 3, 11, 12, and 27
National Pride
NEP Pages 15, 16, and 43
11. Assessment of core concepts and application skills Assessments
NEP Pages 12, 18, and 22
Our Key Features: Aligning with the NEP
STEAM Projects
Engaging hands-on projects blending Science, Technology, Engineering, Art, and Maths (STEAM) to inspire young minds
Competency-based Assessments
Test papers designed to evaluate understanding of core concepts and application of skills
Storytelling Approach
Enchanting comic tales that bring learning themes to life, making education a thrilling adventure
Explore More
Curated videos to find out more about key concepts
Do and Learn
Multidisciplinary, holistic, and fun activities to internalise the concept better
Investigate and Discover
Hands-on experiments to foster the spirit of scientific inquiry and evidence-based thinking
Translating Words into Action!
Error Alert
Concise snippets of information designed to caution against potential misconceptions
HOTS
Intellectually stimulating questions designed to encourage deep, analytical, critical, and evaluative thought processes
Interactive Quizzes
Digital worksheets on key concepts to supplement textbook exercises
Wonders of Bharat
Uncover fascinating insights into India’s rich culture and heritage, designed to ignite a profound sense of pride and love for the nation
Picture-based Questions Questions featuring visual stimuli to elevate comprehension, interpretation, and critical thinking
Life Skills
Simple activities and tips to develop a diverse set of essential skills for living well
The NEP Tags
The National Education Policy (NEP) outlines essential skills, values, dispositions, and learning approaches necessary for students to thrive in the 21st century. This textbook identifies and incorporates these elements throughout its content, activities, and exercises. Referred to as “NEP Tags,” they are defined as follows:
INTEGRATED
Art Integration
Bringing creativity and fun into learning by combining music, drama, and art with other subjects
Sports Integration
Using physical activities, sports, and games to make learning active and engaging
Holistic & Integrated Learning
Cross-curricular and skill linkages to make the learning-experience more holistic, joyful and meaningful
Scientific Temperment
A mindset rooted in curiosity, critical thinking, problem-solving, and evidence-based reasoning
SCIENTIFIC TEMPER
Teamwork
TEAMWORK
SDG
Embracing the spirit of mutual collaboration and cooperation while working together to solve problems
Sustainable Development Goals
Unwavering commitment to create a green, peaceful, prosperous, and equitable and inclusive world
SEL
Socio-emotional Learning
Developing the skills to understand and manage emotions, build positive relationships with others, and make responsible choices
GAMES
Education Standards as per the NCF 2023
The National Curriculum Framework for School Education (NCF), released in 2023, is developed based on the vision of the National Education Policy (NEP) 2020. Its purpose is to enable the implementation of the NEP. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF Page 56
Curricular Goals
CG-1
Explores the natural and social environment in their surroundings
CG-2 Understands the interdependence in their environment through observation and experiences
Competencies
C-1.1 Observes and identifies the natural (insects, plants, birds, animals, geographical features, sun and moon, soil) and social (houses, relationships) components in their immediate environment
C-1.2 Describes structures, relationships, and traditions in the family and community
C-1.3 Asks questions and makes predictions about simple patterns (season change, food chain, rituals, celebrations) observed in the immediate environment
C-1.4 Explains the functioning of local institutions (family, school, bank/ post office, market, and panchayat) in different forms (story, drawing, tabulating data, noting discussion), and analyses their role
C-1.5 Creates simple objects (family tree, envelopes, origami) on their own using local materials
C-2.1 Identifies natural and humanmade systems that support their lives (water supply, water cycle, river flow system, life cycle of plants and animals, food, household items, transport, communication, electricity in the home)
C-2.2 Describes the relationship between the natural environment and cultural practices in their immediate environment (nature of work, food, traditions)
C-2.3 Expresses the changes in the lives of their family and community as communicated by elders and through local stories (changes in occupation, food habits, resources, celebrations, communication)
The above is a snapshot of the curricular goals and competencies relationship in EVS for the Preparatory Stage (NCF 2023, pages 340–341). The next section shows the coverage of all these competencies across the chapters.
Mapping with NCF 2023
C-1.1 Observes and identifies the natural (insects, plants, birds, animals, geographical features, sun and moon, soil) and social (houses, relationships) components in their immediate environment
CG-1 Explores the natural and social environment in their surroundings
C-1.3 Asks questions and makes predictions about simple patterns (season change, food chain, rituals, celebrations) observed in the immediate environment
C-1.5 Creates simple objects (family tree, envelopes, origami animals) on their own using local materials
C-2.1 Identifies natural and humanmade systems that support their lives (water supply, water cycle, river flow system, life cycle of plants and animals, food, household items, transport, communication, electricity in the home)
CG-2 Understands the interdependence in their environment through observation and experiences
C-2.2 Describes the relationship between the natural environment and cultural practices in their immediate environment (nature of work, food, traditions)
C-3.1 Describes the basic safety needs and protection (health and hygiene, food, water, shelter, precautions, awareness of emergency situations) of humans, birds, and animals
CG-3 Explains how to ensure the safety of self and others in different situations
C-3.3 Develops simple labels, slogans, and participates in roleplay on safety and protection in the local environment to be displayed/done in school and locality
C-4.1 Observes and describes diversity among plants, birds, and animals in their immediate environment (shape, sounds, food habits, growth, habitat)
CG-4 Develops sensitivity towards social and natural environment
C-4.3 Observes and describes natural resources in their immediate environment, and their use
C-4.4 Discusses how natural resources can be shared and maintained (growing vegetables in flowerpots/kitchen gardens, use of rainwater)
C-4.5 Identifies needs of plants, birds, and animals, and how they can be supported (water, soil, food, care)
C-4.6 Identifies the needs of people in different situations— access to resources, equal opportunities, work distribution, shelter
C-6.1 Performs simple investigations related to specific questions independently or in groups
C-6.2 Presents observations and findings through different creative modes (drawing, diagram, poem, play, skit, through oral and written expression)
CG-6 Uses data and information from various sources to investigate questions related to their immediate environment
Chapter at a Glance Walkthrough of Key Elements
Plants Around Us
Theme Page: Lists the chapters covered under a unit
Plants Around Us
Comic Story: Exciting story built through the book, contains hooks to topics in a unit
Chapter Overview: Outline of the key concepts covered in the chapter
Get Set: A short and fun activity that gets learners excited about the new topic
You know about different parts of a plant. Solve the crossword puzzle as quickly as you can!
Did You Know: Interesting facts related to the topic
Vocabulary: Meanings of difficult words
Error Alert: Caution against misconceptions
Investigate and Discover: Hands-on experiments to nurture the spirit of curiosity, inquiry and evidence-based thinking
Pause and Answer: Short exercises in-between the chapter to pause and assess comprehension
NEP Tags: To showcase alignment with NEP skills and values
Do and Learn: Multidisciplinary, holistic, and fun activities to understand the concept better
Think and Tell / Discuss: Analysis, reflection, and text-toself connection-based prompts for discussion in class
Remember: Recall of previous knowledge relevant to the topic
Wonders of Bharat: Fascinating insights into India’s rich culture and heritage
Word Splash: Recall of key terms and concepts in the chapter
Explore More: Short videos to find out more about the topic
Points to Remember: Summary of the chapter
Chapter Checkup: Chapter-end practice exercises aligned to different levels of BLOOMs Taxonomy
Picture-based Questions: Special questions featuring visual stimuli to foster comprehension, interpretation, and critical thinking
HOTS: Intellectually stimulating questions designed for higher order thinking and analysis
Life Skills: Simple activities and tips to develop a diverse set of essential skills for living well
