Mango Treat (Numbers 1 to 9)

Given: A story picture showing birds eating a mango.

The birds shown in the picture include sparrows, parrots, and other common birds that come to eat a mango on a tree branch.

(Note: The exact birds depend on the illustration. Students should look at the picture and name the birds they can identify, such as sparrow, parrot, crow, etc.)

Given: The story begins with a squirrel eating a mango.

In the beginning, only $1$ animal (the squirrel) was eating the mango.

$$\text{Answer} = 1$$

Given: The story shows animals joining one by one.

Each time, $1$ more animal or bird joined.

$$\text{Answer} = 1 \text{ more each time}$$

Given: We need to find 1 more than each number starting from 1.

Concept: Adding 1 to a number gives the next counting number.

$$1 + 1 = 2$$
$$2 + 1 = 3$$
$$3 + 1 = 4$$
$$4 + 1 = 5$$
$$5 + 1 = 6$$
$$6 + 1 = 7$$
$$7 + 1 = 8$$
$$8 + 1 = 9$$

So: 1 more than 1 is $\mathbf{2}$, 1 more than 2 is $\mathbf{3}$, 1 more than 3 is $\mathbf{4}$, 1 more than 4 is $\mathbf{5}$, 1 more than 5 is $\mathbf{6}$, 1 more than 6 is $\mathbf{7}$, 1 more than 7 is $\mathbf{8}$, 1 more than 8 is $\mathbf{9}$.

Given: The story starts with 1 squirrel and birds keep joining one by one.

Counting all the animals and birds that joined: squirrel + birds joining one by one up to a total of $9$.

$$\text{Answer} = 9 \text{ animals and birds ate the mango at the end.}$$

Given: Pictures of groups of birds and pictures of hands showing fingers.

Concept: Count the number of birds in each group and match it to the hand showing the same number of fingers.

Matching:
- $1$ bird $\longleftrightarrow$ hand showing $1$ finger
- $2$ birds $\longleftrightarrow$ hand showing $2$ fingers
- $3$ birds $\longleftrightarrow$ hand showing $3$ fingers
- $4$ birds $\longleftrightarrow$ hand showing $4$ fingers
- $5$ birds $\longleftrightarrow$ hand showing $5$ fingers

Count the birds carefully in each group and draw a line to the matching hand.

Given: Pictures of hands showing different numbers of fingers and groups of dots.

Concept: Count the fingers on each hand and match to the group that has the same number of dots.

Matching:
- Hand showing $1$ finger $\longleftrightarrow$ group of $1$ dot
- Hand showing $2$ fingers $\longleftrightarrow$ group of $2$ dots
- Hand showing $3$ fingers $\longleftrightarrow$ group of $3$ dots
- Hand showing $4$ fingers $\longleftrightarrow$ group of $4$ dots
- Hand showing $5$ fingers $\longleftrightarrow$ group of $5$ dots
- Hand showing $6$ fingers $\longleftrightarrow$ group of $6$ dots
- Hand showing $7$ fingers $\longleftrightarrow$ group of $7$ dots
- Hand showing $8$ fingers $\longleftrightarrow$ group of $8$ dots
- Hand showing $9$ fingers $\longleftrightarrow$ group of $9$ dots

Draw a line from each hand to its matching dot group.

Given: The number is $3$.

Different ways to show $3$ fingers on one hand:
- Raise the index finger, middle finger, and ring finger.
- Raise the thumb, index finger, and middle finger.
- Raise the thumb, index finger, and ring finger.
- Raise the thumb, middle finger, and ring finger.
- Raise the index finger, middle finger, and little finger.

So there are many different ways to show the same number using different combinations of fingers.

Given: We need to show $4$ fingers on one hand.

On one hand there are $5$ fingers. To show $4$ fingers, we keep $1$ finger down (folded) and raise the other $4$.

Different ways:
- Fold the thumb — raise index, middle, ring, little fingers.
- Fold the index finger — raise thumb, middle, ring, little fingers.
- Fold the middle finger — raise thumb, index, ring, little fingers.
- Fold the ring finger — raise thumb, index, middle, little fingers.
- Fold the little finger — raise thumb, index, middle, ring fingers.

$$\text{There are } 5 \text{ different ways to show } 4 \text{ fingers on one hand.}$$

Given: A drawing event where objects are assigned to children. We compare the number of children with the number of objects.

Concept: Count the children and count the objects. Then decide:
- If objects > children → objects are MORE
- If objects < children → objects are LESS
- If objects $=$ children → they are EQUAL

Step: Count each group carefully from the picture and tick the correct box (more / less / equal).

(Note: Since the actual picture is not visible, students should count each group in their textbook and tick accordingly.)

Given: Two groups of objects are shown.

Concept: Count the objects in each group. The group with the larger count is MORE.

Step 1: Count the objects in the first group.
Step 2: Count the objects in the second group.
Step 3: Compare the two counts.
Step 4: Tick ☑ the group that has more objects.

(Students should count carefully from their textbook picture and tick the group with the greater number of objects.)

Given: Two groups of objects are shown.

Concept: Count the objects in each group. The group with the smaller count is LESS.

Step 1: Count the objects in the first group.
Step 2: Count the objects in the second group.
Step 3: Compare the two counts.
Step 4: Tick ☑ the group that has fewer objects.

(Students should count carefully from their textbook picture and tick the group with the smaller number of objects.)

Given: Two groups of objects are shown.

Concept: Count the objects in each group. The group with the smaller count is LESS.

Step 1: Count the objects in the first group.
Step 2: Count the objects in the second group.
Step 3: Compare the two counts.
Step 4: Tick ☑ the group that has fewer objects.

(Students should count carefully from their textbook picture and tick the group with the smaller number of objects.)

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $1$ time in the picture.

Step: Look at the picture carefully. Find the object(s) of which there is only $1$. Draw a triangle $\triangle$ around that object and write $\mathbf{1}$ below it.

$$\text{Write: } 1$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $2$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $2$. Draw a circle $\bigcirc$ around those objects and write $\mathbf{2}$ below.

$$\text{Write: } 2$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $3$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $3$. Draw a square $\square$ around those objects and write $\mathbf{3}$ below.

$$\text{Write: } 3$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $4$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $4$. Draw a triangle $\triangle$ around those objects and write $\mathbf{4}$ below.

$$\text{Write: } 4$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $5$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $5$. Draw a circle $\bigcirc$ around those objects and write $\mathbf{5}$ below.

$$\text{Write: } 5$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $6$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $6$. Draw a square $\square$ around those objects and write $\mathbf{6}$ below.

$$\text{Write: } 6$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $7$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $7$. Draw a triangle $\triangle$ around those objects and write $\mathbf{7}$ below.

$$\text{Write: } 7$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $8$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $8$. Draw a circle $\bigcirc$ around those objects and write $\mathbf{8}$ below.

$$\text{Write: } 8$$

Given: A picture with various objects in different quantities.

Concept: We need to find objects that appear exactly $9$ times in the picture.

Step: Look at the picture carefully. Find the object(s) of which there are exactly $9$. Draw a square $\square$ around those objects and write $\mathbf{9}$ below.

$$\text{Write: } 9$$

Given: Groups of objects and numerals $1$ to $9$.

Concept: Count the objects in each group carefully and draw a line to the matching numeral.

Step 1: Count the objects in each group one by one.
Step 2: Find the numeral that equals that count.
Step 3: Draw a matching line.

(Students should count each group in their textbook and draw lines to the correct numbers.)

Given: A group of stars is shown (more than 8).

Concept: Count up to $8$ and colour only those stars.

Step: Count the stars one by one. Stop at $8$. Colour those $8$ stars with any colour of your choice.

$$\text{Number of stars to colour} = 8$$

Given: A group of flowers is shown.

Concept: Count up to $5$ and colour only those flowers.

Step: Count the flowers one by one. Stop at $5$. Colour those $5$ flowers with any colour of your choice.

$$\text{Number of flowers to colour} = 5$$

Given: A group of balls is shown.

Concept: Count up to $6$ and colour only those balls.

Step: Count the balls one by one. Stop at $6$. Colour those $6$ balls with any colour of your choice.

$$\text{Number of balls to colour} = 6$$

Given: Three $3 \times 3$ grids with numbers $1$ to $9$ placed in different positions.

Concept: We must join the numbers in the order $1 \to 2 \to 3 \to 4 \to 5 \to 6 \to 7 \to 8 \to 9$ without the lines crossing each other.

Grid ii:
$$\begin{array}{|c|c|c|}\hline 1 & 3 & 4 \\ \hline 9 & 2 & 5 \\ \hline 8 & 7 & 6 \\ \hline\end{array}$$
Path: Start at $1$ (top-left) $\to$ $2$ (middle-centre) $\to$ $3$ (top-centre) $\to$ $4$ (top-right) $\to$ $5$ (middle-right) $\to$ $6$ (bottom-right) $\to$ $7$ (bottom-centre) $\to$ $8$ (bottom-left) $\to$ $9$ (middle-left).

Grid iii:
$$\begin{array}{|c|c|c|}\hline 5 & 6 & 7 \\ \hline 4 & 3 & 8 \\ \hline 1 & 2 & 9 \\ \hline\end{array}$$
Path: Start at $1$ (bottom-left) $\to$ $2$ (bottom-centre) $\to$ $3$ (middle-centre) $\to$ $4$ (middle-left) $\to$ $5$ (top-left) $\to$ $6$ (top-centre) $\to$ $7$ (top-right) $\to$ $8$ (middle-right) $\to$ $9$ (bottom-right).

Draw the path carefully so that no two lines cross each other.

Given: Number cards $1$ to $9$ are shuffled (mixed up).

Concept: Arrange numbers from smallest to largest — this is called ascending order.

Correct order (smallest to largest):
$$1, \ 2, \ 3, \ 4, \ 5, \ 6, \ 7, \ 8, \ 9$$

Write the numbers in this order in the boxes provided.

Given: A number line or sequence from $1$ to $9$ with some numbers missing (erased by the cat's paw prints).

Concept: Numbers from $1$ to $9$ come in order: $1, 2, 3, 4, 5, 6, 7, 8, 9$.

Step: Look at the numbers that are already written. Find the gaps. Fill in the missing numbers by following the correct order.

For example, if the sequence shows: $1, \ \_, \ 3, \ \_, \ 5, \ \_, \ 7, \ \_, \ 9$

Then the missing numbers are: $2, \ 4, \ 6, \ 8$.

$$\text{Complete sequence: } 1, 2, 3, 4, 5, 6, 7, 8, 9$$

(Students should fill in whichever numbers are missing in their textbook.)

Given: A picture showing yellow boxes.

Concept: Count each yellow box one by one.

Step: Count all the yellow boxes in the picture carefully.

(Students should count the yellow boxes in their textbook picture and write the number in the box provided. The answer will be a number between $1$ and $9$.)

Given: A picture showing jamuns (Indian blackberries).

Concept: Count each jamun one by one.

Step: Count all the jamuns in the picture carefully.

(Students should count the jamuns in their textbook picture and write the number in the box provided. The answer will be a number between $1$ and $9$.)

Given: A picture showing sheep.

Concept: Count each sheep one by one.

Step: Count all the sheep in the picture carefully.

(Students should count the sheep in their textbook picture and write the number in the box provided. The answer will be a number between $1$ and $9$.)

Given: We need to draw $4$ fruits.

Step: Draw any fruit of your choice (for example, mango, apple, banana, or orange) four times in the space provided.

$$\text{Number of fruits to draw} = 4$$

Make sure you draw exactly $4$ fruits — not more, not less.

Given: Three groups of fruits are shown with different counts.

Concept: We need to find two groups whose counts add up to $8$.

Step 1: Count the fruits in each group.
Step 2: Try adding two groups together:
- If Group 1 has $3$ fruits and Group 2 has $5$ fruits: $3 + 5 = 8$ ✓
- If Group 1 has $4$ fruits and Group 2 has $4$ fruits: $4 + 4 = 8$ ✓

Step 3: Encircle the two groups that together make $8$.

(Students should count each group in their textbook and encircle the correct two groups that add up to $8$.)

Given: Three groups of umbrellas are shown with different counts.

Concept: We need to find two groups whose counts add up to $7$.

Step 1: Count the umbrellas in each group.
Step 2: Try adding pairs of groups:
- For example, if one group has $3$ and another has $4$: $3 + 4 = 7$ ✓
- Or if one group has $2$ and another has $5$: $2 + 5 = 7$ ✓

Step 3: Encircle the two groups that together make $7$.

(Students should count each group in their textbook and encircle the correct two groups that add up to $7$.)

Given: A picture showing cups and spoons.

Concept: Count the cups and count the spoons. The group with the smaller number is LESS.

Step 1: Count the number of cups.
Step 2: Count the number of spoons.
Step 3: Compare the two numbers.
Step 4: Encircle the group (cups or spoons) that has fewer items.

(Students should count both groups in their textbook picture and encircle the one with the smaller count.)