OBJECTIVE

- Students will understanding how analogies used.
- Students will be able to make comparisons between concepts and complete analogies.

THEORY
Grouping is a set or arrangement of pictures, things or objects in a group.
Type I: In this type of questions, the student is required to analyze the given set of things, pictures, numbers and put them into groups of 2's, 3's...
Type II: Finding the number of groups of 2's, \[3's,\text{ }...\] that could be formed from the given things/objects.
Examples
1. There are 4 equal groups of______ cookies.
(a) 3 (b) 4
(c) 2 (d) 1
Ans. (c) There are 4 equal groups of 2 cookies.
2. The shape can be placed in which group?
(a) M (b) N
(c) O (d) M, N, O
Ans. (b) The shape can be placed in group.
3. There are ________ groups of 6 toys.
(a) 3 (b) 4
(c) 5 (d) 2
Ans. (a) There are 3 groups of 6 toys.
4. Arrange the transports according to their weight (Light to Heavy).
more...

OBJECTIVES

- Students will identify patterns in pictures/shapes, numbers and letters.
- They will develop to extend given patterns.
- They help students to be aware of patterns in their daily surroundings.
- They will help them to sort and group objects.
- Patterns serve as the foundation of algebraic thinking.

- Identify the order of series (descending or ascending order). Observe the pattern using operations: addition, subtraction, skip counting and reverse counting.
- Identify the order of alphabetical series either A to Z or Z to A.
- Numbering of alphabets series either A to Z or Z to A.
- Skipping letters/numbers.

- Identify the missing term in the pattern by observing the rule followed in rest of the given terms.

- Complete the figure pattern by drawing its incomplete part in the pattern.

OBJECTIVE
(a) (b)
(c) (d)
Ans. (d) All others have four objects while option (d) has five objects. So, the correct answer is d.
2. Directions: Select the odd one out.
(a) (b)
(c) (d)
Ans. (d) Except (d), in all other figures there are one small shaded figure.
(ii) Number-based odd one out
3. Directions: Select more...

- To train the students to find things that are similar or different.
- To distinctly identify things on the basis of their shape, size, colour etc.
- To help students make connections between the word and to know the process involved in it etc.

OBJECTIVE

- To enhance structural and locational abilities.
- To trace out specific mentioned positions according to a certain given pattern.

- Identify the position of an object/a person from the left end or right end and rank them from the top or from the bottom.

- In this type, identify positions of two persons/objects by interchanging.

- Identify the position of an object/a person with respect to the position or rank of other person.

- Identify the position of an object/a person after removing some object person from the series.

- Step 1: See carefully all items given in the figure.
- Step 2: Identify the position of an object/ a person from left end or right end.
- Step 3: Think and choose the right option.

OBJECTIVE

- Students will identify different problem solving styles and methods.
- They will apply methods to specific problems.
- A problem-solving approach can be used to encourage students to make) generalization about rules and concepts.
- It develops students confidence in their own ability to think mathematically.

- Students will learn the use of one piece of information in the problem.
- They will organise the given information.

- Mohit said, "My number is 4 less than Lina's."

OBJECTIVE

- Students will involve in estimating real-life quantities such as distances, areas and volumes.
- Estimation allows students to make judgments about how much time, money, food..... they will need.
- In estimation, students use their mathematical reasoning which ultimately saves time and money.

OBJECTIVE

- Students will understand their location and the location of an object in relation to their bodies.
- They will come to learn concepts such as direction, distance and location
- Spatial awareness helps us understand, interact and appreciate the places we live.
- Students will be able to keep up to date with their surroundings and make sense of their cities.

OBJECTIVES

- Students will know the properties of different 2D and 3D shapes.
- Students will recognise difference between 2D and 3D shapes,
- Students will learn how to move a shape around, enlarge it, and rotate if without it being changed in shape.

OBJECTIVE
Shadows
Views from different Sides
Shadows
A Shadow is formed where light can’t reach. The larger the light source, the larger the Shadow.
Shadows are place where light is "blocked".
View From Different Sides
A view is a way of seeing something from a particular position. There can be different views of a thing from different sides.
Different Views of Car from Different Sides
Examples
1. Identify the shadow of the given figure (X).
(a) (b)
(c) (d)
Ans. (d)
2. Which one of the following pictures of a Cap has front view?
(a) (b)
(c) (d)
Ans. (a) Option (a) has the front view of a cap.
3. Match the shadow on the right hand side with the correct picture on the left.

- Students will understand the relationship of visual information to its real-world context.
- They will learn to identify what the object might look like from another side.

S. no. | 2D Geometrical Shapes | 3D Geometrical Shapes |

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