# Lesson Notes By Weeks and Term - Primary 2

Numbers up to 99

TERM: 1st Term

WEEK: 1

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Numbers up to 99

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

1. Recognise, identify, compare, read and write number symbols and names 0 to 20.
2. Decompose two-digit numbers into multiples of tens and ones and state the value of each digit.
3. Identify the place value of two-digit numbers to 99 and find number patterns.
4. Expanded notation of numbers up to 99; Read and write numbers up to 30.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical

INSTRUCTIONAL MATERIALS: 20 bottle tops per pair of learners, 2 ten frames per learner, number symbol and number name cards, 100 board per learner, 1 hundred and 10 printed tens for the teacher and the learners, 20 bottle tops per learner, place value table per learner, 100 board, ten frames and bottle tops, place value table per learner

PERIOD 1: Numbers up to 20

PERIOD 2: Numbers up to 99

PERIOD 3: Numbers up to 99

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsFill in the missing ten or one1 11 = 10 + __2 13 = __ + 3   3 12 = 10 + __    4 18 = __ + 8      5 16 = __ + 6     6 14 = 10 + __7 19 = __ + 98 15 = 10 + __9 17 = 10 + __10 10 = __ + 0 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Gives each learner a 100 board.• Ask the learners to cover the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100 with bottle tops.• Counts from 0 to 100 in 10s forwards and backwards with the learners. The learners should point at the numbers as they count.• Asks them what pattern do you see? (They are all under each other on thenumber board)• Write 10 and 50 on the board.• Ask the learners which number is bigger (50) and why. (10 is one group of 10 and 50is 5 groups of 10)• Ask the learners to put bottle tops on 5, 10, 15, 20, 25, 30, 35, 40, 45 and 50.• Counts from 0 to 50 in 5s forwards and backwards with the learners. The learners should point at the numbers as they count.• Asks them what pattern do you see? (All the numbers are 5 spaces apart or they end in 5 or 0)• Writes 15 and 35 on the board.• Asks the learners which number is bigger (35) and why? (35 is bigger because it has 3 groups of 10 and 5 ones but 15 has one ten and 5 ones) CLASS ACTIVITYIn this activity we will introduce the learners to the place value table (shown below) • Draws the place value table on the board.You will need 5 ten frames and 7 ones/bottle tops.• Writes the number 17 on the board. Asks: How can I show 17 using the base ten kit?The learners should answer 1 ten and 7 ones.• Using the ten frames lets a learner show the class how this is done. They can paste/stick the correct cuts outs from base ten kit onto the place value table. (One printed ten and 7 bottle tops on an empty ten frame can be used to show the number 17 as shown below.)• Discusses with the learners that 17 is one ten and 7 ones.• Repeats these steps with the numbers 31, 25 and 42 and other 2-digit numbers (up to 99) if there is time. Pupils pay attention and participate STEP 3CLASS-WORK Note: Learners should use their base ten kits while they do this classwork.1 Fill in the missing number:a 13 = 10 + __b 21 = 20 + _c 34 = 30 + __d 26 = 20 + __ 2 Circle the bigger number:a 16 or 22b 20 or 32c 42 or 24d 50 or 35e 18 or 38 3 Circle the smallest number:a 6 or 9b 24 or 25c 32 or 22d 18 or 27e 55 or 35 Pupils attempt their class work STEP 4HOME-WORK 1 What is 10 more than 3? 2 What is: 10 more than 20? 3 Complete the following:a 14 = 10 +b 32 = 30 +c 24 = 20 +d 16 = 10 + The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in today’s lesson we have counted in 5 and 10s to 100 and looked for patterns. We started to use theplace value table to show tens and ones. For example, 17 is 10 and 7. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4: Expanded notation

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhat is 10 more than the following1 2        2 40      3 30      4 50      5 20    What is 10 less than the following6 107 208 309 4010 17 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Gives each learner a 100 board.• Writes the number symbols and number names 11 to 30 on the board (or use thenumber symbol and number name cards).• Writes the numbers 11 to 30 in the air.• Asks: Point to the number 11 on the 100 board. 11 is 1 ten and 1 one.• Asks: Point to the number 26 on the 100 board. Explain that the number 26 is madeof 20 and 6.• Asks the learners to find the number name for 26 on the board.• Does the same with numbers 12, 18, 23 and 29.Each time explain the importance of knowing the place value breakdown of the number into tens and ones.For example – 23 is made of 2 ten and 3 ones. Ask learners to tell you how the numbers are made up. CLASS ACTIVITYThe teacher• Draws a place value table on the board and show 26 on it using the base ten kit. (You willneed 2 printed full ten frames and 6 bottle tops.)• Writes the number 26 on the board. Asks: How can I show 26 by tens and ones?The learners should answer 2 tens and 6 ones.• Using the tens lets a learner show the class how this is done. They can paste/stick tens onto the place value table.• Discusses the following questions with the learners: Looking at the number 26a Why are there 2 tens shown? (There are 2 tens in 26.)b Does the 6 mean 6 or 60? (It means 6, or 6 ones)c Does the 2 mean 2 or 20? (It means 2 tens, or 20)• Writes the following numbers on the board: 16, 28 and 41 on the board and repeats the activity questions as you did for the number 26 above.• Selects 3 different learners to let them present these numbers using the base ten kits as shown above.• Discusses the value of each digit with the learners.• Compares the 3 given numbers in terms of which is the biggest, smallest and the reasons for this. (41 is the biggest, then 28, 26, 14. 14 is the smallest. 41 has 4 tens, 14 has 1 ten. Etc.) CLASS ACTIVITYThe teacher• Draws a place value table on the board. Use the base ten kit to show 14. Writes a number sentence to express how to break down 14 into tens and units.(14 = 10 + 4) • Explains to the learners the relationship between the place value table and the numbersentence. The place value table is a pictorial representation. The number sentence is abstract. It is important that learners recognise the relationship between these.• Repeats this activity using the numbers 18 (10 + 8 = 18) and 16 (10 + 6 = 16) Pupils pay attention and participate STEP 3CLASS-WORK Note: Learners should use their base ten kits while they do this classwork.1 Show the number 15 on the place value table below:2 7 ten + 3 ones = _____3 6 ten + 8 ones = _____4 82 = 80 + _____5 55 = _____ + _____6 90 + _____ = 937 _____ + 6 = 668 _____ + 9 = 59 Pupils attempt their class work STEP 4HOME-WORK 1 7 tens + 5 ones = _____2 5 tens + 0 ones = _____3 67 = _____  tens + _____  ones4 89 = _____  tens + _____  ones The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils how to break numbers down into tens and ones. We also started to add numbers using tens and ones. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.

PUPIL’S ACTVIVITY: The pupils work on the worksheets and exercises give by the teacher individually

CONSOLIDATION

1 Colour 58 circles.

How many tens? ________

How many ones? ________

1. Write the answer. The first one has been done for you.

1. Complete the following:

a 14 = ____ + ____

b 23 = ____ + ____

c 32 = ____ + ____

d 50 = _____ + ____

e 99 = _____ + ____