Lesson Notes By Weeks and Term - Primary 2

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Which number is between

What is 5 more than

1. 25?  

2 56?  

3 59?  

4 10?  

5 35?  

What is 5 less than

6 30?

7 46?

8 78?

9 99?

10 100?

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Uses a metre stick for this activity.

• Recaps through discussion that this stick is one metre long and it is a standard measure.

• Explains: When we use a standard measuring instrument, we will all get the same answer for the measurement. This is what we need!

• Calls 3 learners of different heights to the front of the class.

• Using the metre stick as a guide, asks the learners to estimate the height of each learner. Records these estimations on the board.

• Uses the metre stick to measure the different height of each learner.

• Discusses the relationship between estimation and accurate measurement. Ensure that you use the word estimate. Estimation is a key mathematical term and this activity that involved estimation allows the teacher to assess if the learner has an understanding of

the concept.

CLASS ACTIVITY

The teacher

• Explains to the learners that you will be reading them a story and that they will be completing an activity in groups.

• Reads the following story to the learners:

Every year our school holds a paper plane flying competition. Children in

groups of 3 design their own paper plane and then fly them against each

other. The group whose paper plane flies the furthest is the winner. Today

you are going to design your own paper plane in groups of 3. You will use a single A4 piece of paper and you may not use tape or glue. You can only

fold and rip the paper by hand. You are allowed to decorate the outside of

the plane.

• Once all the planes have been made we will be holding the competition. I will mark our how far a metre is and everyone will fly their plane from the same starting point.

• Lets the learners design and make their paper planes in groups.

• Once the learners are finished bring the learners together.

• Explains that one person from each group is going to fly their plane from the starting line.

• Allows each group to fly their plane. After each group ask the learners to estimate if the plane flew more/less than a metre. They should each mark the landing point of their planes.

• Once all the groups have flown their planes, measure 1 m from the starting line and mark it 1 m.

• Makes use of the metre stick to show the learners how we measure using a standard unit.

• Now learners decide – was their estimation correct? Did their plane fly for more/less than 1 m? Discuss.

• The winning group is the paper plane that flew the furthest.

Pupils pay attention and participate

STEP 3

CLASS-WORK

 1 Sort these object into less/more than 1 m – write them into the table below in the correct column.

A pencil, a car, a mouse, teacher’s desk, a carrot, a key and a ladder.

2 How many metres do you think these objects are in length?

a Chalk/White board - 

b Height of a fridge-

c Width of a street-

3 Solve the following problem.

Mary walks 23 m to the classroom. Then she walks 15 m to her desk. How many metres did Mary walk?

Pupils attempt their class work

STEP 4

HOME-WORK

Look around your house. Estimate the length of these objects: (Answers will vary)

1 Your bed- ___ m

2 The height of the front door-__ m

3 The length of the sofa-___ m

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we made paper planes and flew them. We measured whether they flew less or more than a metre. The winning plane was the one that flew the furthest.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

ORAL

ASSESSMENTS

The teacher asks questions on mental maths treated so far

Pupils respond and participate

STEP 2

DISCUSSION

The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen

Pupils pay attention and participate

STEP 3

WRITTEN ASSESSMENTS

1 Circle the line that is shortest:

2 Circle the stick that is the longest.

3 Circle the correct answer.

4 The height of your classroom door is closest to: (1)

Circle the correct answer:

a 1 m

b m

c m

d m

5 Use the table below. Decide if these objects are less/more than 1m. Tick the correct column.

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Which is the biggest number

1 69, 65, 63

2 30, 27, 33  

3 40, 15,10  

4 12, 20, 16  

5 70, 72, 71  

6 70, 68, 66

7 30, 80, 40

8 41, 82,66

9 49, 41, 40

10 68,79,69

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Brings 10 learners to the front of the class. They must stand in a line.

• Gives the following instructions:

The third person from the right, put your hands up.

Three learners from the right, put your hands up.

• See whether the learners have the same response for both instructions.

• Asks learners: What is the difference between the two instructions I gave you?

• Explains clearly that ordinal numbers show the position of something.

• How do we know when we are talking about an ordinal number? (The words are a little different – first, second, third, fourth, etc.).

• When I asked for three learners from the right to raise their hands, I was giving you the total number of people. The word three there tells you how many people in total.

(Cardinal number – one, two three, four)

• Gives them lots of different questions by changing the number of people and position of the person.

• E.g. The sixth person from the right, put your hands up.

• Six learners from the right, put your hands up.

• The fourth person from the left, put your hands up.

• Four learners from the left, put your hands up.

ACTIVITY II

The teacher

• Writes the sentences below on the board, with 10 uncoloured circles next to them.

• Asks one of the learners to present the answer by colouring the blank circle/s on

the board.

• Colours the fourth circle from the right.

• Colours four circles from the right

• Shades circles in other positions to practice using the language of ordinal numbers.

• Repeats the same process with the statements and pictures below, where the focus of the counting starts from the top or the bottom.

• Asks: Which circles are shaded? (Discuss the answers with the class, noting that this time the starting point is from the top. We could do the same, starting from the bottom.)

In the first column, the second circle from the top is shaded.

In the second column, two circles from the top are shaded

In the first column, the fourth circle from the bottom is shaded.

In the second column, three circles from the bottom are NOT shaded

• Draws another vertical column of dots and discuss different dots according to their

positions in a similar way.

ACTIVITY II

The teacher

• Uses a 100 board to answer the following questions:

• Learners answer the questions verbally and you record the answers (as symbols ) on the board to reinforce the way in which ordinal numbers are written. E.g.

• What is the first number? (1)

• What is the last number? (100)

Notice that in this activity when you count on the number board you sometimes start

on the number and sometimes FROM the number, counting on. E.g.

• What is the seventh number on the grid, starting from 1? (7)

• What is the 7th number after the number 1? (8)

• Discusses other questions where you ask about numbers on the board, according to their position in different ways. E.g.

• What are the first 3 numbers from the left of the number 7?(6, 5, 4)

• What is the seventeenth number on the board? (17)

• What is the fifth number after 10? (15)

• What is the fifteenth number after 10? (25)

• 8 is the ___ number? (8th / eighth) Etc.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Note: The 100 board in this activity is to be used for the whole class activities and the individual classwork.

1 Refer to the hundred board to answer these questions:

a Circle the second number to the right of the number 70.

b Draw a triangle on the sixth number to the right of 70.

c Put a cross through the third number to the left of 70.

2 Colour the correct circle or circles:

a The third circle from the right.

b Three circles from the right.

c The fifth circle from the left.

d Five circles from the left.

e The eighth circle from the right.

f Eight circles from the right.

g The sixth circle from the left.

h Six circles from the left.

i Four circles from the bottom.

j The fourth circle from the bottom.

k Two circles from the top.

l The second circle from the top.

Pupils attempt their class work

STEP 4

HOME-WORK

Draw 10 circles in your classwork book. Then:

a Cross out the ninth circle from the right.

b Draw a face in the third circle from the right.

c Draw a triangle in the last circle from the right.

d Colour in the first circle from the right.

e Draw a heart in the fourth circle from the right.

f Draw a square in the seventh circle from the right.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we have used ordinal numbers to show position. For example, the person who comes number 1 in a race is first.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

ORAL

ASSESSMENTS

The teacher asks questions on mental maths treated so far

Pupils respond and participate

STEP 2

DISCUSSION

The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen

Pupils pay attention and participate

STEP 3

WRITTEN ASSESSMENTS

1 Complete the following table. The first one has been done for you.

2 Circle the 3rd A from the left and draw triangles around two As from the right.

3 Colour the correct circle or circles.

a The third circle from the right.

b Three circles from the right.

c The fourth circle from the left.

d Four circles from the left.

e Five circles from the bottom.

f The fifth circle from the bottom.

g Two circles from the top.

h The second circle from the top.

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils