CBSE Class 1 Maths Syllabus

CBSE Class 1 Maths Syllabus for 2023-24 Exam

Students are expected to study a variety of courses, one of the most important of which is Mathematics. If a student is going to do well in their assessments, they need to have a firm grasp of the material from the very beginning of their academic career. Additionally, if they have a solid foundation, it will be easier for them to comprehend more difficult material and find efficient solutions to challenges in subsequent sessions.

In order for students and their parents to become familiar with the math study material for Class 1 they need to study for examinations, it is recommended that they follow the CBSE Class 1 Maths Syllabus. In addition, if you download the material at the beginning of the session, you will have plenty of time to figure out your study routine and get ready for it.

CBSE Class 1 Syllabus for Other Subjects

CBSE Class 1 English Syllabus
CBSE Class 1 Hindi Syllabus

CBSE Syllabus for Class 1 Maths for 2023-24 Examination

We are all aware that children are pliable and can be shaped in any way that we choose, thanks to their malleable nature. Therefore, the curriculum children will follow in Class 1 has been designed by the CBSE board with the intention of cultivating children’s capacity for rapid learning and logical application. Students in CBSE Class 1 receive a high-quality education throughout the formative years of their education, which assists them in the later stages of their education in the process of discovering and developing their potential.

However, parents should ensure that they and their kids have in hand the CBSE Class 1 Maths Syllabus that has been issued by the board so as to instil self-assurance and a sense of ease in the students prior to the start of the day’s instruction at school. The Class 1 CBSE Maths Syllabus is not difficult, and it allows students to learn and study while having a great time.

You can find the detailed CBSE Class 1 Maths Syllabus for the Year 2023-24 here. Download and save it for your future reference. 

Maths Syllabus for Class 1

It is very important that you do not forget to download the most recent CBSE CLASS 1 MATH SYLLABUS which can be done for no cost at all. Along with the required coursework, you can improve your mathematical skills by reviewing NCERT solution guides.

1st Class Maths Syllabus – An Overview

The CBSE Class 1 Maths Syllabus 2023-24 consists of 13 units. The topics are referred to by their respective names, which are Addition, Subtraction, Shapes and Space, Time, Measurement, Data Handling, How Many, Numbers, Numbers from One to Nine, Patterns, Money, Numbers from Ten to Twenty, and Numbers from Twenty-One to Fifty.

It is recommended that parents, instructors and guardians begin teaching the students by applying the strategies and ideas that the students acquire in Kindergarten classes. This is because the students will be more prepared for the material. Students continue to learn and practice with larger numbers and are introduced to more advanced mathematical topics such as multiplication, division and geometry, just like they did in mathematics class 1. At this point, the process of adding and subtracting is going to become more difficult. Because of this, it is essential for students to have an understanding of the computational approaches that are connected to one another, and how these methods can be utilised in a variety of contexts.

 Class 1 Maths Syllabus: Shapes and Space

Students will be able to distinguish one size and shape from another after reading this chapter because it covers the many different sorts of sizes and shapes. In this section, the students will be tasked with determining whether an item is larger or smaller, which objects are closer or further away, etc.

Class 1 Maths Syllabus: Addition

In this chapter, students will become familiar with some fundamental additional problems in mathematics that incorporate pictures. In this activity, they will be asked to perform several types of problems, such as adding a variety of items, matching and adding objects, identifying the appropriate numeral after addition, etc.

Class 1 Maths Syllabus: Subtraction

This chapter covers some straightforward subtraction exercises. One will have to solve the sums-related subtraction problems and figure out the missing numerals, just like you did in the previous session.

Class 1 Maths Syllabus: Numbers from one to nine

In this chapter, students will become familiar with single-digit numbers and be able to tackle challenging questions and riddles that are related to those numbers.

Class 1 Maths Syllabus: Numbers from ten to twenty

Up next is the range of numbers between 10 and 20. These are numbers that are two digits long, and you are expected to find solutions to a large number of puzzles, games and other activities that are both entertaining and challenging. In addition to that, it has problems that involve counting and writing, various counting difficulties and so on.

Class 1 Maths Syllabus: Numbers from twenty-one to fifty

The content covered in this unit applies to the numbers between 21 and 50. Students are expected to work through all of the challenging exercises and problems contained in it in order to get a good understanding of the material.

Class 1 Maths Syllabus: Time

In this section, students will learn about time and how different activities may be completed within different amounts of time.

Class 1 Maths Syllabus: Measurement

This chapter is packed with illustrated exercises that involve making comparisons between different lengths, such as longer and shorter, longest and shortest, taller and shorter, tallest and shortest, heavier and lighter, heaviest and lightest, thicker and thinner, thickest and thinnest and so on.

Class 1 Maths Syllabus: Data Handling

Students are given an introduction to the data world as part of an essential mathematical subject known as “Data Handling.” The topic of data handling encompasses a wide range of topics, such as counting the number of times a particular alphabet or digit is repeated and determining which forms are repeated.

Class 1 Maths Syllabus: Patterns

In this chapter, students will be tasked with determining the missing number, expanding an existing sequence or series, finishing a design or pattern, and other similar activities.

Class 1 Maths Syllabus: Numbers

Earlier, the students studied up until number 50. Here they will become familiar with the numbers between 51 and 100 as you progress through this chapter. In addition, the illustrated tasks will help clear up any misconceptions that they may have regarding the subject matter.

Class 1 Maths Syllabus: Money

In the chapter titled “Money,” we go over the numerous varieties of currency notes and coins that are legal tender in India. In this section, questions revolve around a particular quantity and the ways in which several combinations lead to the same result.

Class 1 Maths Syllabus: How Many

The final part of the lesson focuses on number writing as well as number counting.


General Points for Textbook Writers

  1. The following syllabus has been developed keeping the philosophy of the Yashpal Report and the National Focus Group for Teaching Learning Mathematics in view. Keeping in mind the reality of the number of hours that teaching actually takes place in the school, we have kept a thumb rule of 140 periods, of 30-40 minutes each, per year for Within this the number of periods allotted to each area is given in the syllabus. However, this is just to give an approximate idea of the weightage to be given to a particular topic by writers and others who are transacting the syllabus. This break- up of time should not be taken as an exact writ by teachers.
  2. We need to encourage the development of a culture of learning outside the classroom. If a topic is linked well with experiences, interesting exercises given then conceptual learning of math would continue beyond the 140
  3. The syllabus has been developed in five very natural streams flowing from Class I to Class V, which overlap very often, not only with each other but also with themes developed in other subjects that are being learnt
  4. While developing the study material, we expect the focus to be activities/exercises, built around children’s real-life experiences and from areas across the They need to be created in a manner that would meet more than one objective simultaneously, and cover more than one stream at the same time. Further, we must include extensions to activities as part of the main course material, and not as a supplement, for the learners who feel encouraged to do them. However, as for any activity or experience, the teachers would need to give enough leeway to children, or modify the activity, to suit their interests. In this context, it is important that children’s current local interests and enthusiasms be utilised to the maximum as opportunities for developing math concepts. Enough space, in various ways, must be given for this in the textbooks.
  5. Mathematics is about a certain way of thinking and reasoning. This should be reflected in the way the materials are written and other activities and exercises created. The teachers’ training should reflect this also. Particular stress must be given to allow the child to articulate her reasons behind doing an exercise in a certain way, for example, why she is continuing a pattern in a particular Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.
  1. The Class I and II books would be workbooks with short notes for the teacher about suggestions for dealing with the particular topic. (In fact, such notes should probably be incorporated in all the primary books.) The Class I workbook and the other materials would be created with the view to consolidate the mathematical concepts and experiences that the child already has before she joins school, and to build on this
  2. The language used in the books for Classes III to V should be what the child would normally use and would
  3. The sequencing of the concepts should not be linear, but
  4. The book should not appear to be dry and should be attractive to children in various The points that may influence this include the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  5. While dealing with problems, the text books should have several situations with multiple correct Make the children aware that there can be several strategies for teaching a problem.
  6. The material regarding patterns should be created in a way that would allow the child to observe patterns to generalise them, and to develop her own
  7. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own words. There should be no overt emphasis on remembering definitions in known standard forms in exactly the same
  8. Problem posing is an important part of doing Exercises that require children to
Class I Class II

Geometry                                                   (10 hrs.)


•      Develops and uses vocabulary of spatial relationship (Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After)


•      Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.

•      Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties.

•      Observes and describes the way shapes affect movements like rolling and sliding.

•      Sorts 2 – D shapes such as flat objects made of card etc.
















Numbers                                                    (46 hrs.)



•      Observes object and makes collections of objects.

•      Arranges the collection of objects in order by

–         Matching and

–         One to one correspondence


Geometry                                                   (13 hrs.)


3-D and 2-D Shapes

•      Observes objects in the environment and gets a qualitative feel for their geometrical attributes.

•      Identifies the basic 3-D shapes such as cuboid, cylinder, cone, sphere by their names.

•      Traces the 2-D outlines of 3-D objects.

•      Observes and identifies these 2-D shapes.

•      Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names.

•      Describes intuitively the properties of these 2-D shapes.

•      Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler.

•      Draws horizontal, vertical and slant lines (free hand).

•      Distinguishes between straight and curved lines.

•      Identifies objects by observing their shadows.













Numbers                                                    (46 hrs.)

•      Reads and writes numerals for numbers up to ninety- nine.

•      Expands a number with respect to place values.

•      Counts and regroups objects into tens and ones.

•      Uses the concept of place value in the comparison of numbers.




Class III Class IV Class V

Geometry                        (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Creates shapes through paper folding, paper cutting.

•      Identifies 2-D shapes

•      Describes the various 2-D shapes by counting their sides, corners and diagonals.

•      Makes shapes on the dot-grid using straight lines and curves.

•      Creates shapes using tangram pieces.

•      Matches the properties of two 2-D shapes by observing their sides and corners (vertices).

•      Tiles a given region using a tile of a given shape.

•      Distinguishes between shapes that tile and that do not tile.

•      Intuitive idea of a map. Reads simple maps (not necessarily scaled)

•      Draws some 3D-objects.








Numbers                          (42 hrs.) NUMBER SEQUENCE UPTO 1000

•      Reads and writes 3-digit numbers.

•      Expands a number w.r.t. place values.

•      Counts in different ways – starting

from any number.


Geometry                       (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Draws a circle free hand and with compass.

•      Identifies centre, radius and diameter of a circle.

•      Uses Tangrams to create different shapes.

•      Tiles geometrical shapes: using one or two shapes.

•      Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally.

•      Explores intuitively the area and perimeter of simple shapes.

•      Makes 4-faced, 5-faced and 6- faced cubes from given nets especially designed for the same.

•      Explores intuitively the reflections through inkblots, paper cutting and paper folding.

•      Reads and draws 3-D objects, making use of the familiarity with the conventions used in this.

•      Draws intuitively the plan, elevation and side view of simple objects.


Numbers                         (40 hrs.) NUMBERS AND OPERATIONS

•      Writes multiplication facts.

•      Writes tables upto 10 × 10.

•      Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm.


Geometry                      (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Gets the feel of perspective while drawing a 3-D object in 2-D.

•      Gets the feel of an angle through observation and paper folding.

•      Identifies right angles in the environment.

•      Classifies angles into right, acute and obtuse angles.

•      Represents right angle, acute angle and obtuse angle by drawing and tracing.

•      Explores intuitively rotations and reflections of familiar 2-D shapes.

•      Explores intuitively symmetry in familiar 3-D shapes.

•      Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.









Numbers                        (40 hrs.) NUMBERS AND OPERATIONS

•      Finds place value in numbers beyond 1000.

•      Appreciates the role of place value in addition, subtraction and

multiplication algorithms.


Classes at the

Elementary Level

Class I Class II

•      Counts the number of objects in a collection.

•      Makes collection of objects corresponding to a specific number.

•      Recognises and speaks numbers from 1 to 9.

•      Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting)

•      Reads and writes numerals from 1 to 9.

•      Adds and subtracts using real objects and pictures.

•      Adds and subtracts the numbers using symbols ‘+’ and ‘-’.

•      Approaches zero through the subtraction pattern (such as 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0).

NUMBERS FROM (10 – 20)

•      Forms Number sequence from 10 to 20.

•      Counts objects using these numbers.

•      Groups objects into a group of 10s and single objects.

•      Develops the vocabulary of group of ‘tens’ and ‘ones’.

•      Shows the group of tens and ones by drawing.

•      Counts the number of tens and ones in a given number.

•      Writes the numerals for eleven to nineteen.

•      Writes numerals for ten and twenty.

•      Compares numbers upto 20.


•      Adds and subtracts numbers upto 20.


•      Writes numerals for Twenty-one to Ninety nine.· Groups objects into tens and ones.

•      Draws representation for groups of ten and ones.

•      Groups a number orally into tens and ones.


•      Counts in various ways:

–         Starting from any number.

–         Group counting etc.

•      Arranges numbers upto hundred in ascending and descending order.

•      Forms the greatest and the smallest two digit numbers with and without repetition of given digits.

•      Indicates and identifies the position of an object in a line.


•      Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping.

•      Adds zero to a number and subtracts zero from a number.

•      Observes the commutative property of addition through patterns.

•      Solves addition, subtraction problems presented through pictures and verbal description.

•      Describes orally the situations that correspond to the given addition and subtraction facts.

•      Estimates the result of addition and subtraction and compares the result with another given number.


•      Discussion of situations involving repeated addition and situations involving equal sharing.

•      Activities of making equal groups.


Class III Class IV Class V

•      Compares numbers.

•      Forms greatest and smallest numbers using given digits.


•      Adds and subtracts numbers by writing them vertically in the following two cases:

–         without regrouping.

–         with regrouping.

•      Uses the place value in standard algorithm of addition and subtraction.

•      Solves addition and subtraction problems in different situations presented through pictures and stories.

•      Frames problems for addition and subtraction facts.

•      Estimates the sum of, and difference between, two given numbers.


•      Explains the meaning of multiplication (as repeated addition).

•      Identifies the sign of multiplication.

•      Constructs the multiplication tables of 2, 3, 4, 5 and 10

•      Uses multiplication facts in situations.

•      Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.


•      Explains the meaning of division from context of equal grouping and sharing.

•      Relates division with multiplication.

•      Completes division facts:

–         by grouping

–         by using multiplication tables.


•      Divides a given number by another number in various ways such as:

–         by drawing dots.

–         by grouping.

–         by using multiplication facts.

–         by repeated subtraction.

•      Applies the four operations to life situations.

•      Frames word problems.

•      Estimates sums, differences and products of given numbers.


•      Uses informal and standard division algorithms.

•      Explains the meaning of factors and multiples.

Class I Class II


•      Adds two single digit numbers mentally.



•      Adds and subtracts single digit numbers mentally.

•      Adds and subtracts multiples of ten mentally.

Money                                                          (3 hrs.)

•      Identifies common currency notes and coins.

•      Puts together small amounts of money.

Money                                                          (3 hrs.)

•      Identifies currency – notes and coins.

•      Puts together amounts of money not exceeding Rs 50/-.

•      Adds and subtracts small amounts of money mentally.

•      Transacts an amount using 3-4 notes.




Measurement                                             (13 hrs.)


•      Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.

•      Seriates objects by comparing their length.




Measurement                                              (13 hrs.)


•      Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.

Class III Class IV Class V


•      Adds and subtracts single digit numbers and two digit numbers mentally.

•      Doubles two digit numbers mentally (result not exceeding two digits).
















Money                               (5 hrs.)

•      Converts Rupee. to Paise using play money.

•      Adds and subtracts amounts using column addition, and subtraction without regrouping.

•      Makes rate charts and bills.







Measurement                   (21 hrs.) LENGTH

•      Appreciates the need for a standard unit.

•      Measures length using appropriate



•      Adds and subtracts multiples of 10 and 100, mentally.

•      Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).


•      Identifies half, one fourth and three- fourths of a whole.

1 , 1 , 3

•      Identifies the symbols, 2 4 4 .

1    1

•      Explains the meaning of 2 , 4


and 4 .


•      Appreciates equivalence of 4 and

1              2    3   4

2 ; and of 2 , 3 , 4 and 1.


Money                              (5 hrs.)


•      Converts Rupees to Paise.

•      Adds and subtracts amounts using column addition and subtraction with regrouping.

•      Uses operations to find totals, change, multiple costs and unit cost.

•      Estimates roughly the totals and total cost.


Measurement                 (21 hrs.) LENGTH

•      Relates metre with centimetre;

•      Converts metre into centimetres and vice versa.



•      Estimates sums, differences, products and quotients and verifies using approximation.


•      Finds the fractional part of a collection.

•      Compares fractions.

•      Identifies equivalent fractions.

•      Estimates the degree of closeness of a fraction to known fractions

1    1   3

( 2 , 4 , 4 etc.)

•      Uses decimal fractions in the context of units of length and money.

•      Expresses a given fraction in decimal notation and vice versa.


Money                              (5 hrs.)

•      Applies the four operations in solving problems involving money.










Measurement                 (26 hrs.) LENGTH

•      Determines area and perimeter of simple geometrical figures.

•      Applies the four operations in

Class I Class II

•      Measures short lengths in terms of non-uniform units (in the context of games e.g. ‘Gilli Danda’ and ‘marble- games’).

•      Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)


•      Compares between heavy and light objects.


•      Distinguishes between events occurring in time using terms -earlier and later.

•      Gets the qualitative feel of long & short duration, of school days v/s holidays.

•      Narrates the sequence of events in a day.



•      Compares two or more objects by their weight.

•      Appreciates the need for a simple balance.

•      Compares weights of given objects using simple balance.


•      Compares and orders containers in terms of internal volume(capacity).

•      Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc.


•      Gets familiar with the days of the week and months of the year.

•      Gets a feel for sequence of seasons (varying locally).

•      Sequences the events occurring over longer periods in terms of dates/days.

Class III Class IV Class V

standard units of length by choosing between centimetres. and metres.

•      Estimates the length of given object in standard units and verifies by measuring.

•      Uses a ruler

•      Relates centimetre. and metre.


•      Weighs objects using non standard Units.

•      Appreciates the conservation of weight.


•      Measures and compares the capacity of different containers in terms of non-standard units.

•      Appreciates the conservation of volume.


•      Reads a calendar to find a particular day and date.

•      Reads the time correct to the hour.

•      Sequences      the      events chronologically.


•      Solves problems involving length and distances.

•      Estimates length of an object and distance between two given locations.


•      Weighs objects using a balance and standard units.

•      Determines sums and differences of weights.

•      Estimates the weight of an object and verifies using a balance.


•      Measures volumes of given liquid using containers marked with standard units.

•      Determines sums and differences of volumes.

•      Estimates the volume of a liquid contained in a vessel and verifies by measuring.


•      Computes the number of weeks in a year.

•      Correlates the number of days in a year with the number of days in each month.

•      Justifies the reason for the need of a leap year.

•      Reads clock time to the nearest hours and minutes.

•      Expresses time, using the terms, ‘a.m.’ and ‘p.m.’

•      Estimates the duration of familiar events.

•      Finds approximate time elapsed


solving problems involving length, weight and volume.

•      Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.

•      Applies simple fractions to quantities.

•      Converts fractional larger unit into complete smaller units.

•      Appreciates volume of a solid body: intuitively and also by informal measurement.

•      Uses addition and subtraction in finding time intervals in simple cases.


Class I Class II







Data Handling                                             (6 hrs.)

•      Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.







Patterns                                                     (10 hrs. )

•      Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb.

•      Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.








Data Handling                                             (6 hrs.)

•      Collects data through measurement.

•      Represents the data followed by discussion (e.g. heights of children).

•      Collects and presents the data on birthdays.

•      Draws inferences from the data at the appropriate level.





Patterns                                                      (10 hrs.)

•      Observes and extends patterns in sequence of shapes and numbers.

•      Searches for patterns in different ways of splitting a number.

•      Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.

•      Creates patterns of regular shapes by stamping.

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FAQs (Frequently Asked Questions)

1. How Should I Study Using the Mathematics Syllabus for Class 1?

The Class 1 CBSE Maths Syllabus can be used to build an ideal study plan for the kids, ensuring that they are well prepared for their final exams and that they achieve high marks, allowing them to remain at the top of the class. Before commencing their studies, the students should be made to go through the course syllabus to familiarise themselves with the material that will be included in the assessments so that they can better prepare for those topics. Additionally, in accordance with their frame of mind, they will be then able to classify the same thing as easy, moderate and difficult.

2. Which mathematics textbooks are beneficial for students to use in accordance with the CBSE curriculum for Class 1?

The Math Magic-1 is the NCERT BOOK that should be used for the mathematics curriculum of Class 1 according to the CBSE Syllabus. The other reference books can also be used with the goal of gaining a deeper and more comprehensive understanding of the pertinent issues in an appropriate manner. The authors of the books are as follows: “Rachna Sagar”, “Pearson Education”, “Anubhuti Gangal”, “Aashalata Badami”, “S. K. Gupta”, “R. S. Aggarwal” and “Oxford”.

3. How can one teach mathematics to students who are in Class 1?

In order to help your students in Class 1 improve their listening skills, you should explain to them the characters and the plot and then ask them questions about it. When you tell the story instead of reading it, you have the opportunity to observe your class 1 children and see how much of the story they are getting. Words of sight can also be taught.

4. How challenging is the CBSE Syllabus for Class 1 Maths for the 2023-2024 Exam?

The multiplication, division, addition, and subtraction topics are all included in the mathematics curriculum covered in the CBSE CLASS 1 MATH SYLLABUS. The children are given instructions in the fundamentals of mathematics so that they have a better understanding of the ideas covered in subsequent classes. For the students to have a chance of getting good grades, it is imperative that they master the ideas completely.