Math-Magic 1
Textbook in Mathematics for Class I
2020-21
ISBN 81-7450-476-1
First Edition
February 2006 Phalguna 1927 ALL RIGHTS RESERVED
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February 2017 Magha 1938
November 2017 Agrahayana 1939 OFFICES OF THE PUBLICATION
December 2018 Agrahayana 1940 DIVISION, NCERT
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2020-21
Foreword
The National Curriculum Framework (NCF), 2005, recommends that
children’s life at school must be linked to their life outside the school. This
principle marks a departure from the legacy of bookish learning which
continues to shape our system and causes a gap between the school, home
and community. The syllabi and textbooks developed on the basis of NCF
signify an attempt to implement this basic idea. They also attempt to
discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly
further in the direction of a child-centred system of education outlined in
the National Policy on Education (1986).
The success of this effort depends on the steps that school principals
and teachers will take to encourage children to reflect on their own learning
and to pursue imaginative activities and questions. We must recognise that
given space, time and freedom, children generate new knowledge by
engaging with the information passed on to them by adults. Treating the
prescribed textbook as the sole basis of examination is one of the key
reasons why other resources and sites of learning are ignored. Inculcating
creativity and initiative is possible if we perceive and treat children as
participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days are actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at different
stages with greater consideration for child psychology and the time
available for teaching. The textbook attempts to enhance this endeavour
by giving higher priority and space to opportunities for contemplation
and wondering, discussion in small groups, and activities requiring
hands-on experience.
The National Council of Educational Research and Training (NCERT)
appreciates the hard work done by the textbook development committee
responsible for this book. We wish to thank the Chairperson of
2020-21
the advisory committee for textbooks at the primary level,
Professor Anita Rampal and the Chief Advisor for this book, Rohit Dhankar,
Director, Digantar for guiding the work of this committee. Several teachers
contributed to the development of this textbook; we are grateful to their
principals for making this possible. We are indebted to the institutions and
organisations which have generously permitted us to draw upon their
resources, material and personnel. We are especially grateful to the
members of the National Monitoring Committee, appointed by the
Department of Secondary and Higher Education, Ministry of Human
Resource Development under the Chairpersonship of Professor Mrinal Miri
and Professor G.P. Deshpande, for their valuable time and contribution. As
an organisation committed to systemic reform and continuous
improvement in the quality of its products, NCERT welcomes comments
and suggestions which will enable us to undertake further revision and
refinement.
Director
New Delhi National Council of Educational
20 December 2005 Research and Training
(iv)
2020-21
Textbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE PRIMARY LEVEL
Anita Rampal, Professor, Central Institute of Education, Delhi University
CHIEF ADVISOR
Rohit Dhankar, Director, Digantar, Jaipur
MEMBERS
Asmita Verma, PRT, Navyug School, Lodhi Colony, New Delhi
Binoda Chandra Ojha, PRT, Fateh Public School, Sawai Madhopur, Rajasthan
Geeta Mahashabde, Navnirmiti, Near Pawai Municipal Hospital, Pawai, Mumbai
L.K. Bhopa, Regional Institute of Education, Bhubaneshwar, Orissa
M. Sharda, TGT, Demonstration Multipurpose School, Regional Institute of
Education, Mysore
N. Harini, PRT, Demonstration Multipurpose School, Regional Institute of
Education, Mysore
MEMBER-COORDINATOR
Surja Kumari, Professor, Department of Elementry Education, NCERT, New
Delhi
2020-21
2020-21
Acknowledgements
The National Council of Educational Research and Training
acknowledges the valuable contributions of the participants of the
Review Workshop in the finalisation of this book — Maitrar
Sasmal, PRT, Kendriya Vidyalaya, Sector IV, R.K. Puram, New
Delhi; Subra Singh, PRT, Kendriya Vidyalaya, NCERT Branch,
New Delhi; Rupinder Kaur, PRT, Guru Harkishan Public School,
Vasant Vihar, New Delhi; Arun T. Mavalankar, Homi Babha
Centre for Science Education, Mumbai.
Special thanks are due to Professor K.K. Vashishtha, Head,
DEE, NCERT for his support during the development of this book.
The Council also gratefully acknowledges the contributions of
Subodh and Sadiq Saeed, DTP Operators, and Bharati Guleria,
Copy Editor during the preparation of the book and Incharge,
Computer Station, Shakambar Dutt, in shaping this book. The
efforts of the Publication Division, NCERT in bringing out this
book, are also highly appreciated.
2020-21
2020-21
Contents
Foreword iii
1. Shapes and Space 1
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2. Numbers from One to Nine 21
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3. Addition 51
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4. Subtraction 61
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5. Numbers from Ten to Twenty 69
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6. Time 89
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7. Measurement 93
2020-21
8. Numbers from Twenty-one to Fifty 104
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9. Data Handling 109
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10. Patterns 111
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11. Numbers 117
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12. Money 124
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13. How Many 130
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Teacher’s Notes 134-146
The Shape Kit 147-150
(x)
2020-21
