self-instructional materials...(dzongkha) 2. tsheringla, principal, daga central school, dagana (...
TRANSCRIPT
Self-Instructional Materials
Key-stage I and II
Introduction.
The Self-Instructional Materials (SIMs) with the theme ‘Reaching the Unreached’ are developed
primarily to facilitate education of the students living in remote places with either limited or no
access to BBS and Internet for e-learning lessons. The learning activities in the SIMs packages are
developed considering the class-levels and learning potentials of the students. The designs of the
learning activities are intended technically to promote self-engagement and independent learning
of the students at homes.
Supporting Students in Using the Self-Instructional Materials
It is also acknowledged that the students of Primary Schools, especially students of classes Pre-
Primary to III, and IV to VI may face certain challenges in using the SIMs. It is possible that certain
instructions, content, and the activities may be difficult to understand due to the student’s limited
acquaintance with the medium of instructions and certain concepts covered in the learning
activities.
Therefore, it is imperative for family members and teachers staying in localities to provide
necessary guidance to students at homes. The support from the following individuals can be of
great help in student’s self-engagement and learning through the use of SIMs.
• Parent: can at least spare time to be with the child to monitor and motivate, if possible, help
with the lessons.
• Siblings: elder siblings in higher classes may help younger ones.
• Teachers: individual teachers in and around the same vicinity may help students in their
learning.
• NFE Instructors: may assist parents and students staying nearby.
• Family friends: educated family friends may help students living close to their houses.
• Student’s friends: the student’s friends in close neighbours can work together.
Our collaborations and joint efforts can make a difference in educating our children.
Published by
Ministry of Education in collaboration with Royal Education Council, Paro
Copyright © Ministry of Education, Bhutan
Advisors
1. Karma Tshering, Officiating Secretary, Ministry of Education
2. Kinga Dakpa, Director General, Royal Education Council, Paro
3. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,
Ministry of Education
SIM Developers
1. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,
MoE (English)
2. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination
Division, DSE, MoE (English)
3. Pelden, Deputy Chief Programme Officer, Non-Formal and Continuing Education Division,
DAHE, MoE ( Key Stage Coordinator and English)
4. Pem Dema, Teacher, Jigme Namgyel Lower Secondary School, Thimphu (English)
5. Kinley Dema, Teacher, Rinchen Kuenphen Primary School, Thimphu (Dzongkha)
6. Kinley Wangmo, Teacher, Samtengang Primary School, Wangdiphodrang (Mathematics)
7. Norbu Zam, Teacher, Khuruthang Middle Secondary School, Punakha (Mathematics)
Content Editor
1. Sonam Zangmo, Teacher, Sonamgang Middle Secondary School, Phuentsholing Thromde
(Dzongkha)
2. Tsheringla, Principal, Daga Central School, Dagana ( English)
3. Anthony Joshy, Teacher, Yangchenphug Higher Secondary School (Mathematics)
Layout and Design
1. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination
Division, DSE, MoE
2. Chokey Dorji, Teacher, Bjishong Central School, Gasa
Cover Design
Samdrup Tshering, Teacher, Lamgong MSS, Paro
Overall Coordinator
Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,
MoE
Self-Instructional Material
1 English- Class III
KEY STAGE-I
Lesson No: 1 Subject: English Class level: III Time: 30 minutes
Learning Area: Phonemic Awareness
Topic: Syllable
Introduction
In today’s lesson, you will learn syllables. What is a syllable?
A syllable is a unit of pronunciation forming the whole or a part of a word. We must learn syllable because it helps us to pronounce the words correctly. Some words will have one syllable while others will have more than one syllable.
Activity 1
Instruction: Let us read some examples of words having one, two and three syllable(s).
Examples Division of syllable of word
Number of syllable(s) in the word
dog
1
Say the syllable of the words correctly.
Identify syllable(s) in the words.
Learn the syllable(s) to pronounce the words correctly for
successful acquisition of reading, spelling and writing.
Picture courtesy: Google
Self-Instructional Material
2 English- Class III
KEY STAGE-I
fish
1
eat
1
time
1
chil - dren
2
Picture courtesy: Google
Self-Instructional Material
3 English- Class III
KEY STAGE-I
ta - ble
2
ba - by
2
but - ter - fly
3
ba - na - na
3
Picture courtesy: Google
Self-Instructional Material
4 English- Class III
KEY STAGE-I
com - pu - ter
3
Activity 2
Instruction: Read and write the number of syllable(s) for each word.
The first one is done for you.
Word examples
Break the word into syllable(s) Number of syllable(s)
1. doctor doc - tor 2
2. mother
3. big
4. tomorrow
5. elephant
6. winter
Picture courtesy: Google
Self-Instructional Material
5 English- Class III
KEY STAGE-I
Self-check for Learning
Instruction: Read the words given in the box below. How many syllable(s) do they have? Write each word in the correct box.
Words with ONE syllable Words with TWO syllables Words with THREE syllables
1.
2.
3.
Activity 2
Examples
Break the word into syllable (s) Number of syllables
2. mother moth-er 2 3.big big 1 4.tomorrow to-mor-row 3 5.elephant el-e-phant 3 6.winter win-ter 2
dog banana teacher tomorrow picnic bedroom hill cucumber boy
Self-Instructional Material
6 English- Class III
KEY STAGE-I
Lesson No: 2 Subject: English Class level: III Time: 35 minutes
Learning Area: Reading and Writing
Topic: Family
Introduction
What is a family?
A family is a group of people who live with you, loves you and cares about you.
A family has a father, a mother, a brother and a sister. Sometimes you can be the only child and sometimes you might be in an extended family with your grandparents, uncle, aunt and cousins. Each of this kind has their own charm.
Here is an example of family.
Grandparents Father and mother
Uncle and aunt Me Brother and sister
Name the family members.
Read the responsibilities of the family members.
Write how you help your parents at home.
Self-Instructional Material
7 English- Class III
KEY STAGE-I
Activity 1
Instruction: Read the responsibilities of family members.
Instruction: Let us look at how Dechen helps her family at home.
This is Dechen.
She lives with her family in Mongar.
She is in class III ‘A’.
She is a very good girl. She does her classwork and homework on time when in school.
Now the school is closed due to COVID-19 and she is at home with her parents.
At home she attends the video lessons in BBS every morning and then helps her parents.
She helps her parents by cleaning the house, washing the plates and feeding her pet dog ‘Domchu’.
She helps her younger sister in class I to do her homework.
She is very helpful to her parents at home.
Each family member has their own responsibilities.
The role of parents is to take care of you and also do jobs like cooking, sweeping, taking you to the school and most importantly earning money for your family. Brothers and sisters play a role of taking care of you and helping you as well.
You should always help your family. You can help them by washing your own plate, making your own bed and cleaning your room.
Are you helping your family?
Self-Instructional Material
8 English- Class III
KEY STAGE-I
Self-check for Learning
Instruction: Draw a picture and write how you are helping your parents at home.
Self-Instructional Material
9 English- Class III
KEY STAGE-I
Lesson No: 3 Subject: English Class level: III Time: 40 minutes
Learning Area: Reading and Writing
Topic: Festivals in Bhutan-Tshechu and Losar
Introduction A festival is an event celebrated by people in the community or a dzongkhag or the country mostly for religious or cultural purposes. There are many types of festivals celebrated in our country. You have learnt about one such festival ‘Blessed Rainy Day’ in class II.
Today, let us learn about two more festivals celebrated in Bhutan. They are Tshechu and Losar.
First, let us look at Tshechu.
What is Tshechu?
Tshechu is a religious festival held once a year in every dzongkhag and in some cases, they are held in the local regions of the dzongkhgs. Tshe-chu means the "tenth day”, therefore Tshechu is a religious event celebrated on the tenth day of the month of the lunar calendar corresponding to the birthday of Guru Rinpoche (Guru Padmasambhava).
During Tshechu, we wear beautiful gho and kira, carry packed food and go to the dzongs, monasteries and temples to witness the mask dances. The mask dance known as Cham in Dzongkha is generally performed by the monks. Each mask dance has its own importance and has a story to tell.
For example;
The Dance of Judgement Day called Raksha Mangcham, tells us the story of the good person,Chimdapelkey who is sent to heaven and the evil, Nyelwabum who is taken to hell. This story shows us the need to be good human beings.
We must therefore, attend Tshechu to receive blessings and cleanse or wash away our misdeeds or sins.
Say what festival is.
Read about two festivals celebrated in Bhutan.
Write about your favourite festival.
Self-Instructional Material
10 English- Class III
KEY STAGE-I
Here are some pictures of Tshechu.
Going to Tshechu in beautiful dress.
Picture courtesy: https://www.google.com/search?q=festivals+inbhutan&tbm
Mask dance in Tshechu
Self-Instructional Material
11 English- Class III
KEY STAGE-I
Instruction: Next, let us look at Losar.
What is Losar?
‘Lo’ means year and ‘sar’ means new. Therefore, ‘Losar’ means ‘New Year’. We celebrate Losar at the start of each new year. On this day we prepare special and delicious dishes and eat with our family. Some families go out for picnic while some stay indoor to celebrate. Usually, men go out to play khuru and archery and women dance in groups to celebrate Losar. During Losar celebrations, men, women and children wear beautiful Bhutanese costumes.
We enjoy delicious food together with family during Losar.
Activity 1
Instruction: Choose any festival you like and write about it in the space given below. Write why you like that festival and how you celebrated it. You may draw if you want.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Picture source: https://www.google.com/search?q=bhutan+food+recipes&tbm
Self-Instructional Material
12 English- Class III
KEY STAGE-I
Self-check for Learning
Instruction: Answer the following questions.
1. What does ‘Losar’ mean?
Answer:______________________________________________________________________
_____________________________________________________________________________
2. When do we celebrate Tshechu?
Answer:______________________________________________________________________
___________________________________________________________________
3. Write two differences and two similarities between ‘Tshechu’ and ‘Losar’.
Differences between Tshechu and Losar
Tshechu Losar
1.
2.
Similarities between Tshechu and Losar
1.
2.
Self-Instructional Material
13 English- Class III
KEY STAGE-I
Self-check for Learning
1.’Lo’ means year and ‘sar’ means new, Therefore, Losar means new year for the Bhutanese people.
2. We celebrate Tshechu on tenth day every year in monasteries, temples and dzongs throughout the country.
Differences between Tshechu and Losar
Tshechu Losar
1.It is a religious festival to celebrate
birthday of Guru Rinpoche.
It is a celebration of Bhutanese new year.
2.It is held in the monasteries and
temples by monks and lamas.
It is held among individual family members
and friends at home and outdoor.
Similarities between Tshechu and Losar
1.Both are festivals celebrated by the Bhutanese.
2.People wear beautiful dress and enjoy delicious food during these festivals.
Self-Instructional Material
14 English- Class III
KEY STAGE-I
Lesson No: 4 Subject: English Class level: III Time: 30 minutes
Learning Area: Grammar
Topic: Prepositions-beside, behind and in front of
Introduction
You have learnt prepositions in, on and under in earlier classes and we will learn some more prepositions like beside, behind and in front of.
What is preposition?
Preposition is a set of word or words that show location, direction and time or introduces an object.
Here are some examples of prepositions - behind, beside and in front of.
Read the prepositions beside, behind and in front of.
Use the prepositions correctly in the sentences.
Identify the prepositions in the paragraph.
The boy is behind the tree.
The elephant is beside the tree. The rabbit is in front of the tree.
Picture courtesy: Google
Self-Instructional Material
15 English- Class III
KEY STAGE-I
Activity 1
Instruction: Read the dialogue between Ap Bokto and Pema. Underline the prepositions.
Why are you here? Ap Bokto
I am looking for something. I don’t see my bag, my cat and my bangchung.
Let me help you. Your cat is behind the tree. Can you see it?
Yes!! My cat is behind the tree.
Welcome Ap Bokto.
I can see my bangchung in front of the house and bag beside the house. Thank you Pema.
Your bangchung is in front of the house and your bag is beside the house.
Picture courtesy: AthangPvtLtd
Picture courtesy: Google
Self-Instructional Material
16 English- Class III
KEY STAGE-I
Self-check for Learning
Instruction: Choose the correct prepositions from the given options and complete the sentence.
The first one is done for you.
1. The bear is in front of (in /beside/in front of) the cave.
2. The girl is _________________(beside/under/behind) the curtain.
3. The boy is _____________________ (beside/in front of / under) the curtain.
Picture courtesy: Google
Self-Instructional Material
17 English- Class III
KEY STAGE-I
4. The thread ball is ____________(in/beside/behind) the cat.
5. The girl is _______________ (in front of, behind, beside) the books.
Activity 1
behind, beside, in front of
Picture courtesy: Google
Self-Instructional Material
18 English- Class III
KEY STAGE-I
Lesson No: 5 Subject: English Class level: III Time: 30 minutes
Learning Area: Grammar
Topic: Punctuation marks-capital letter, comma, apostrophe and exclamation
mark.
Introduction
You have learnt some punctuation marks in class II. Let us learn some more punctuation marks.
What is punctuation?
Punctuation is a specific sign or symbols used in order to make meaning of the sentences. We will take a look at four punctuation marks with examples. The first punctuation mark is capital letter.
Read the usage of punctuation marks such as capital letter,
comma, apostrophe and exclamation mark.
Use punctuation marks correctly.
Use of Capital letter
The first word in the sentence.
Example: He is sad. For word I
Example: I like apples.
For names of people, days, months and places.
Example: Dorji, Pema, Monday, April, Thimphu
Picture courtesy: Google
Self-Instructional Material
19 English- Class III
KEY STAGE-I
Comma (,) We use a comma in a sentence to show where to stop for a short time and when there is a list of words.
Example: I like to eat carrot, broccoli, chilli and cabbage.
Apostrophe (’) We use an apostrophe for short forms and to show possession. Example: I’m [I am] jumping. This is Dorji’s dog.
Exclamation mark (!) We use an Exclamation mark at the end of a sentence to show sudden emotions. Example: Do not shout in the class! Ouch! I just hit my leg.
Picture courtesy: Google
Self-Instructional Material
20 English- Class III
KEY STAGE-I
Activity 1
Instruction: Read the sentences and circle the punctuation marks as instructed in the brackets.
The first one is done for you.
1. like my new shoes. (circle the capital letter)
2. Dema and her friend Deki went to the shop and bought books, pencils, crayons and cello
tape. (circle the capital letters and commas).
3. We played football last Sunday in the school ground. (circle the capital letters and full stop).
4. Where is my bag? Is it at home or in the classroom? (circle the question marks).
5. Come quickly! Oh! it is raining heavily! (circle the exclamation marks).
6. This is Dechen’s bag. I’m going to tell her to take it. (circle the apostrophe).
7. Don’t go out in the market where there are a lot of people, it’s not safe.
(circle the apostrophe and full stop).
8. Hurray! shouted the boys, girls and the teachers when they won the football match.
(circle the exclamation mark, commas and full stop).
Self-check for Learning
Instruction: Re-write the sentences using capital letter, comma, apostrophe, exclamation mark and full stop correctly.
1. dorji washes his hands frequently to keep away from germs
Answer:______________________________________________________________________
2. thimphu is the capital of bhutan.
Answer: ______________________________________________________________________
I
Self-Instructional Material
21 English- Class III
KEY STAGE-I
3. In the farm i saw cow calf ox and horses.
Answer:______________________________________________________________________
4. Did you wash your hands with soap
Answer: ______________________________________________________________________
5. Ouch my finger got cut with knife.
Answer: ______________________________________________________________________
6. The red building is boys toilet and the blue one is girls toilet.
Answer: ______________________________________________________________________
7. I dont like to stay home because Im missing my school and friends.
Answer: ______________________________________________________________________
8. Are you going to Tshechu
Answer: ______________________________________________________________________
Self-check for Learning
1. Dorji washes his hands frequently to keep away from germs.
2.Thimphu is the capital of Bhutan.
3.In the farm I saw cow, calf, ox and horses.
4.Did you wash your hands with soap?
5.Ouch! my finger got cut with knife.
6.The red building is boy’s toilet and the blue one is girl’s toilet.
7.I don’t like to stay home because I’m missing my school and friends.
8.Are you going to Tshechu?
Self-Instructional Material
1 Mathematics – Class III
KEY STAGE-I
Lesson No: 1 Subject: Mathematics Class level: III Time: 30 minutes
Learning Area: Numbers and Operations
Topic: Counting Numbers
Introduction
You have learnt to skip count numbers by 10s and 100s. In this lesson you will learn to skip
count by numbers by 1000s. We will also learn to round numbers to the nearest ten, hundred, or
thousand which helps us to compare numbers and to estimate.
To skip count by 1000s we can add 1000 repeatedly or we can skip nine hundred ninety-nine
numbers and jump to the thousandth number.
Activity 1
Look at the picture below. Skip count in 1000s to fill in the blanks with the missing numbers.
The first blank is filled for you.
Each has 1000 toys
❖ Skip count numbers by 1000s.
❖ Round numbers to the nearest tens, hundreds and thousands.
1000, 2000, 3000, _____, _____, 6000, _____, _____, 9000
Self-Instructional Material
2 Mathematics – Class III
KEY STAGE-I
Example: Round the following numbers to the nearest ten:
a) 42 b) 45 c) 47
a) 42
b) 45
c) 47
0 20 10 30 50 40 70 60 80 100 90
42
0 20 10 30 50 40 70 60 80 100 90
45
0 20 10 30 50 40 70 60 80 100 90
47
47 is between 40 and 50.
47 is closer to 50 than 40.
So, 47 is round to 50.
Activity 2
42 is between 40 and 50
42 is closer to 40 than 50.
So, 42 is round to 40.
45 is exactly between 40 and 50.
50 is the greater tens.
So, 45 is round to 50.
If a number falls exactly between two tens, the number is round to the greater tens.
Self-Instructional Material
3 Mathematics – Class III
KEY STAGE-I
i. Use the number line to help you round each number to the nearest ten.
The first one is done for you.
a. 33 30 b. 67 _____ c. 84 _____
ii. Use the number line to help you round each number to the nearest hundred.
The first one is done for you.
a. 189 200 b. 614 _____ c. 872 _____
iii. Use the number line to help you round each number to the nearest thousand.
The first one is done for you.
a. 2790 3000 b. 8149 _____ c. 4278 _____
0 200 100 300 500 400 700 600 800 1000 900
189 614 872
0 2000 1000 3000 5000 4000 7000 6000 8000 9000
2790 4278 8149
0 20 10 30 50 40 70 60 80 100 90
33 67 84
Self-Instructional Material
4 Mathematics – Class III
KEY STAGE-I
Self-check for Learning
1. Round the following numbers to the nearest hundred.
a. 728 _____ b. 292 _____
2. Round the following numbers to the nearest thousand.
a. 9119 _____ b. 5856 _____
Activity 1
Activity 2 i. b. 70 c. 80
ii. b. 600 c. 900
iii. b. 8000 c. 4000
Self-check for Learning
1. a. 700 b. 300
2. a. 9000 b. 6000
1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
1 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
འཆར་གཞི་ཨང་ ༡ ཆོས་ཚན་ རློང་ཁ། སློབ་རིམ་ གསུམ་པ། དུས་ཚློད་ སྐར་མ་༣༠ དློན་ཚན་ ལྷག་དེབ་ལག་ལེན། དློན་ཚན་ནང་གསེས་ ལྷག་དེབ་བདག་འཛིན་དང་ ལྷག་ཐངས།
ངོ་སློད།
➢ ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཤེས་དགོ། ➢ ལྷག་དེབ་ག་དེ་མང་མང་ ལྷག་ནི་ལུ་ ལང་ཤློར་བཙུགས་དགོ།
སློང་ལཱ་༡ པ།
➢ འློག་གི་པར་ཚུ་ལུ་བལྟ་སྟེ་ རྗོད་ཚིག་ཚུ་ལྷག།
ལས་དློན།
➢ ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས་ཚུ་ ལྷག་ཚུགས། ➢ ལྷག་དེབ་ལྷག་པའི་ ཕན་པ་ཚུ་ འབྲི་སབ་འབད་ཚུགས།
ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས།
པར་ཚུ་གི་རྒྱབ་རྟེན། Google
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
2 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
༡) × ལྷག་དེབ་ཚུ་ རང་རློང་འབད་ ག་མནློ་སར་ བཀོ་བཞག་ནི་མེན་པར་
ལེགས་ཤློམ་འབད་ གཞིབ་བཞག་དགོཔ་ཨིན།
༢) × ལྷག་དེབ་ནང་ལས་ ཤློག་ལེབ་ཚུ་ སྤེད་ནི་མེན་པར་
༣) × ཤློག་ལེབ་ཚུ་ཡང་ མཛུབ་མློ་གུ་ཚིལ་མ་བཏབ་སྟེ་ ལྷློག་ནི་མེན་པར་
ཤློག་ལེབ་ཀྱི་མཐའ་མ་ ཡང་ན་ ཤློག་ལེབ་ཀྱི་མགུ་ལས་
འགྲོས་ཀྱིས་འབད་ ལྷློག་དགོཔ་ཨིན།
གུས་ཞབས་ཀྱི་ཐློག་ལས་ བདག་འཛིན་འབད་དེ་
བཞག་དགོཔ་ཨིན།
པར་ཚུ་གི་རྒྱབ་རྟེན། Google
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
3 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
སློང་ལཱ་༢ པ།
➢ ལྷག་དེབ་ལྷག་ཐངས་ སང་བ་འབད།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
4 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
5 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
6 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
རང་ཉིད་དབྱེ་ཞིབ།
➢ དྲི་བ་ཚུ་གི་ལན་བྲིས།
༡༽ སྲུང་འདི་ནང་ལས་ ག་ཅི་ཧ་གོ་ཡི?
ལན།
༢༽ སྲུང་འདི་ནང་ལུ་ སེམས་ཅན་ ག་ཅི་ར་འདུག?
ལན།
ལན་གསལ་དཔེ། རང་ཉིད་དབྱེ་ཞིབ།
༡༽ སྲུང་འདི་ནང་ལས་ རང་ལུ་ཡློད་པའི་ བཟའ་འཐུང་གི་རིགས་ཚུ་ ཆ་རློགས་ཚུ་དང་གཅིག་ཁར་ འཆམ་ཏློག་ཏློ་འབད་ བགོ་བཤའ་རྐྱབ་དགོ་པས་ཟེར་ ཧ་གོ་ཡི།
༢༽ སྲུང་འདི་ནང་ལུ་ སེམས་ཅན་ སག་ བྱི་ལི་ འ་དློམ་ཚུ་འདུག།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
7 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
ཆར་གཞི་ཨང་ ༢ ཆོས་ཚན་ རློང་ཁ། སློབ་རིམ་ གསུམ་པ། དུས་ཚློད་ སྐར་མ་༣༠ དློན་ཚན་ གྱངས་ཁ་༡ ལས་༡༠ ཚུན། དློན་ཚན་ནང་གསེས་ གྱངས་ཁ་༡༠ ཚུན་ ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ འབྲི་ཐངས།
ངོ་སློད།
➢ ་ གྱངས་ཁ་ཚུ་ ཨང་ཡིག་དང་ ཡིག་གཟུགས་གཉིས་ཆ་ར་ནང་ བྲིཝ་ཨིན།
སློང་ལཱ་༡ པ།
➢ ཨང་ཡིག་ཚུ་ ཡིག་གཟུགས་ནང་བྲིས། ཨང་ཡིག། ཡིག་གཟུགས། ༡ དཔེར་ན། གཅིག། ༢ ༣ ༤ ༥ ༦ ༧ ༨ ༩ ༡༠
ལས་དློན།
➢ གྱངས་ཁ་༡ ལས་༡༠ ཚུན་ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ བྲི་ཚུགས། ➢ གྱངས་ཁ་ཚུ་ ཨང་ཡིག་དང་ཡིག་གཟུགས་གཉིས་ཆ་ར་ནང་ བྲི་ཚུགས།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
8 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
སློང་ལཱ་༢ པ།
➢ པར་ཚུ་གྱངས་ཁ་རྐྱབ་སྟེ་ ལན་ཨང་ཡིག་ནང་བྲིས།
༡༽ མཛུབ་མློ་ ག་དེམ་ཅིག་ འདུག?
ལན།
༢༽ མེ་ཏློག་ ག་དེམ་ཅིག་ འདུག?
ལན།
༣༽ སློབ་ཕྲུག་ ག་དེམ་ཅིག་ འདུག?
ལན།
༤༽ རྐང་ཁྲི་ ག་དེམ་ཅིག་ འདུག?
ལན།
༥༽ བྱི་ལི་ ག་དེམ་ཅིག་ འདུག?
ལན།
པར་ཚུ་གི་རྒྱབ་རྟེན། Google
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
9 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
རང་ཉིད་དབྱེ་ཞིབ།
➢ པར་ཚུ་གྱངས་ཁ་རྐྱབ་སྟེ་ ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ བྲིས།
༡༽ + = ༤ བཞི།
༢༽ + =
༣༽ + =
༣ གསུམ།
༡ གཅིག།
རང་ཉིད་སློབ་སློན་མཁོ་ཆས།
10 རློང་ཁ། སློབ་རིམ་གསུམ་པ།
གནས་རིམ་ - ༡ པ།
༤༽ + =
ལན་གསལ་དཔེ།
སློང་ལཱ་༡ པ། ༢ གཉིས། ༣ གསུམ། ༤ བཞི། ༥ ལྔ།
༦ དྲུག། ༧ བདུན། ༨ བརྒྱད། ༩ དགུ། ༡༠ བཅུ་ཐམ།
སློང་ལཱ་༢ པ།
༡༽ མཛུབ་མློ་ ༡༠ འདུག། ༢༽ མེ་ཏློག་༣ འདུག།
༣༽ སློབ་ཕྲུག་༨ འདུག། ༤༽ རྐང་ཁྲི་༧ འདུག།
༥༽ བྱི་ལི་༢ འདུག།
རང་ཉིད་དབྱེ་ཞིབ།
༢༽ ༥ ལྔ + ༤ བཞི། = ༩ དགུ། ༣༽ ༣ གསུམ། + ༣ གསུམ། = ༦ དྲུག། ༤༽ ༣ གསུམ། + ༢ གཉིས། = ༥ ལྔ།
པར་ཚུ་གི་རྒྱབ་རྟེན། Google