# Lesson Notes By Weeks and Term - Primary 2

Number sequences up to 100

TERM: 1st Term

WEEK: 3

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Number sequences up to 100

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

1. Counting forwards and backwards in 5s and 10s up to 100.
2. Count forwards and backwards in fives and tens from any number – they

use this to investigate ways of building up and breaking down numbers.

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

INSTRUCTIONAL MATERIALS: Printed tens, bottle tops and place value table per learner, 1 printed hundred (teacher), a board game for each pair of learners, dice.

PERIOD 1: Number sequences up to 100

PERIOD 2: Number sequences up to 100

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhat is the next number1 5, 10, ...       2 70, 60, ...      3 34, 35, ...      4 99, 98, ...      5 25, 30, ...     6 10, 20, ...7 65, 70, ...8 80, 75, ...9 28, 29, ...10 82, 81, ... Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher• Asks 12 learners to stand in front of the class.• Asks the class how many legs the first learner has. (2)• Asks the learners the following questions and remind them to count in twos:- How many legs do the first and the second learners have altogether? (4)- How many legs do the first, second and third learners have altogether? (6)- How many legs do the first, second, third and fourth learners have altogether? (8)• Repeats until you have reached the twelfth learner.• Asks all the learners to count all the legs again. (2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24)• Discusses the counting pattern you have just shown – the pattern of 2s – counting goes upin multiples of 2. CLASS ACTIVITYThe teacher• Writes the following numbers on the board: 20, 54, 66,7,37 and 45.• Arranges them in order from smallest to biggest. (7, 20, 37, 45, 54 and 66)• Gives the learners a 100 board.• Using the numbers above, (7, 20, 37, 45, 54 and 66) add 7 more to each of the numbers.(14, 27,44,52,61 and 73). Let learners use the 100 board as an aid.• Using the numbers above. (7, 20, 37, 45, 54 and 66) go to 7 less than each of the numbers. (0, 13, 30, 38, 47 and 59) Let learners use the 100 board as an aid. ACTIVITY IIThe teacher• In pairs, lets the learners play the snake and ladder game below. While they play thegame you can circulate and speak to them about the moves they are making using ofmathematical language. Pupils pay attention and participate STEP 3CLASS-WORK 1 Write these numbers from the greatest to the smallest: 53, 59, 54, 56.2 Give two numbers that are greater than 56, but not bigger than 60.3 Give two numbers that are smaller than 54, but not smaller than 51.4 Write the number name for the number that is greater than 54, but smaller than 56.5 What is the value of the 3 in 73?6 What is the value of the 7 in 75?7 Complete the following:a 7 less than 80 is ___b 7 more than 57 is ___ Pupils attempt their class work STEP 4HOME-WORK 1 Complete the pattern: 68, 69, __, 71, __, __.2 What is 7 less than 75?3 What is two more than 71?4 Thelma has 60 marbles. He finds 7 more. How many does he now have altogether? The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in today’s lesson we counted in 2s, compared numbers and added and subtracted 7 from various numbers She marks their class works, makes corrections where necessary and commends them positively

PERIOD 3: Building up and breaking down numbers

PERIOD 4: Assessment

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 Show the number 26 by drawing the dots on the ten frames.

2 Circle the biggest number, and make a cross over the smallest number.

 48 21 19 38 14 12 44

3 Show 30 + 20 using the number line below:

4 Fill in the missing numbers: 30, 40, __, __, __, 80, __, 100.

5 Write these numbers from the greatest to the smallest: 93, 99, 94, and 96

6 Give two numbers that are greater than 97, but not bigger than 100.

7 Give two numbers that are smaller than 74, but not smaller than 71.

8 What is the value of the 6 in 56?

9 What is the value of the 8 in 85?

10 Complete the table:

 7 less than 7 more than 10 _____ 20 _____ 20 _____ 90 _____ 30 _____ 40 _____

Pupils attempt their class work

STEP 4

SUMMARY

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

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 ACTIVITY: The pupils work on the worksheets and exercises give by the teacher individually

CONSOLIDATION

1 Complete:

a 40 + __ = 100

b 30 + __ = 100

c __ + 50 = 100

2 Complete:

a Which number is two less than 14? __

b Which number is two more than 26? __

c Which number is five more than 70? __

d Which number is ten more than 90? __

e Which number is five less than 55? __

f Which number is ten less than 100? __

3 3 more than 30 is ____.

4 Fill in the missing numbers: 30, 40, __, __, __, 80, __, 100.

5 Complete:

a 6 groups of 10 is ___

b 36 has ___groups of 10 and___ ones

c 48 has ___groups of 10 and ____ones

6 Complete the pattern: 40, 50, __, 70, __, __.

7 What is 3 less than 30? __

8 What is 5 more than 75? __

9 7 groups of 10 is ___.