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

What numbers comes just before

1 2      

2 4      

3 10   

4 5      

5 20  

6 1  

7 14

8 18

9 13

10 100

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following on the board and ask the learners to complete the sums:

• 3 tens + 6 ones =

• 44: ___ tens + ___ ones = ___

• 62: ___ tens + ___ ones = ___

CLASS ACTIVITY

The teacher

• Draw a place value table on the board.

• Using the base ten kit, show 25 on the place value board.

• Writes 20 + 5 = on the board. Uses the place value table to illustrate how we can work with these numbers.

• Asks: How many tens do we have? (2) and how many ones? (5) How much do we have altogether? (25)

It is important not to count in ones. When counting in the tens column count one, two, 2 tens is 20. Move onto the ones and count 1, 2, 3, 4 and 5. 20 and 5 is 25.

• Move the printed tens when you count the tens and move the bottle tops when you count the bottle tops.

• Writes 25 – 20 = on the board.

• Uses the same place value table to illustrate this.

• Asks: How many tens do we have? (2) and how many ones? (5) What do we want to take away? (20) So how many tens do we need to take away? (2) How much is left over? (5)

It is important not to count in ones. When counting in the tens column to take away the two tens, count take away one, two, 2 tens is 20. I take away 20 (2 tens). I am left with 5 ones.

• Move the printed tens when you count the tens and move the bottle tops when you count the bottle tops.

• Repeats these steps this using the following numbers:

20 + 8 = 28, 28 – 20 = 8

30 + 3 = 33, 33 – 30 = 3

40 + 2 = 42, 42 – 2 = 40

Remember to count in tens when you take away tens and count in ones when you take away ones.

ACTVITY II

The teacher

• Reads the following word problem to the learners;

Thandi has 40 marbles. He wins another 7. How many marbles does he have

altogether?

• Uses the base ten kit to work out the answer.

• Asks the learners how do we make 40? (4 tens – we need 4 printed tens).

This is the amount of marbles which Thandi has. He wins 7. How many do we add? (7 ones. We can add 7 bottle tops to the 4 tens.)

How many marbles does he have altogether? (40 + 7 = 47)

Using the printed tens and bottle tops in the place value table we can show this sum in the following way:

• Draws the place value table on the board.

• Puts the tens and units onto the board to show how many marbles Thandi has: he has 40 + 7 marbles:

• Asks: How many marbles does Thandi have altogether? (47)

• Writes the sum on the board under the place value table: 40 + 7 = 47

Pupils pay attention and participate

STEP 3

CLASS-WORK

Note: For this activity, learners need to use their base ten kits to work with tens and units.

They record the numeric values in the place value table when they have completed the work

with the base ten kit. The solutions shown below show the display of the number using the

base ten kit.

1 What is …?

a 5 tens + 1 one = __

b 4 tens + 2 ones = __

c 6 tens + 8 ones = __

2 Calculate using your base ten kit. Record the answers in the place value tables.

a 30 + 4 = __

b. 50 + 8 = __

c 26 – 6 = ___

Pupils attempt their class work

STEP 4

HOME-WORK

1 5 tens + 7 ones = ___.

2 What sum is shown in the place value table? Write it at the bottom.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we solved addition and subtraction questions using tens and ones.

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

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

What is 5 more than

1 45  

2 60  

3 50  

4 30  

5 25  

What is 5 less than

6 5 

7 10

8 20

9 45

10 25

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following numbers on the board: 70, 71,72,73,74 and 75.

• Discusses the place value and total value of the digits in the numbers between 70 and 75.

These repetitive questions allow learners to consolidate their understanding of place

value. Allow learners to ask the questions as well if possible. This will really help them

consolidate their knowledge. Guide them if necessary.

• Asks the learners the following questions about the numbers 70, 71, 72, 73, 74, and 75:

- How many tens in 71? (seven)

- How many 1s in 71? (1)

- How many tens in 75? (seven)

- How many 1s in 75? (5)

• Asks similar questions for the numbers 70, 72, 73 and 74.

ACTIVITY II

The teacher

• Draws the number line on the board.

• Writes the following sum on the board: 30 + 5 = 35.

• Asks: Where do we start on the number line? (30) How many ones do I add to 30? (5)

• Uses the number line to illustrate 30 + 5 = 35.

• Moves onto illustrating that 35 – 5 = 30.

• Asks the learners where do we start on the number line? (35) How many ones do I subtract from 35? (5)

• Uses the number line to illustrate 35 – 5 = 30.

It is important that you show the learners the movement along the number line.

• Repeats using: 40 + 7 = 47 and 47 – 7 = 40.

ACTIVITY II

The teacher

• Reads the following word problem to the learners;

Susan has 25 sweets. She eats 5 of them. How many sweets does she have left?

• Uses the base ten kit to lay out the number 25.

• Draws a place value table on the board.

• Asks: How do we make 25 with the base ten kit? (2 printed tens and 5 bottle tops).

• Places the printed tens and bottle tops in the place value table on the board

This is the amount of sweets which Sue has. She eats 5. How many sweets does she have left?

• Uses the bottle tops to take away the 5 ones. Asks: How many are left?(20)

• Writes 25 – 5 = 20 under the place value table.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Complete the following:

a 30 + 9 = __

b 5 tens + 3 ones = __

c Write the answer in words: 7 tens + 6 ones = ____________________

d 6 tens + 5 ones = ___

e 47: ___ tens + ___ ones = ___

f 72: ___ tens + ___ ones = ___

2 Using a number line show the following:

a 50 + 5 = __

b 42 – 2 = __

c 60 + 8 = __

d 39 – 9 = __

Pupils attempt their class work

STEP 4

HOME-WORK

1 Write the answer in words: 6 tens + 3 ones = _____________________.

2 5 tens + 7 ones = ___.

3 Show 40 + 4 = _____ using a number line

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we solved addition and subtraction questions using number lines.

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 What is …?

a 7 tens + 1 one = __

b 5 tens + 4 ones = __

c 9 tens + 9 ones = __

d 8 tens + 5 ones = ___

e 34 = ___ tens + ___ ones

f 42 = ___ tens + ___ ones

2 Calculate using your base ten kit. Record the answers in the place value tables.

(3 × 3 = 9)

(Learners only record the numbers in the place value table but check that they use their base ten kits if they need to when they work out the answers.)

a 20 + 4 = __

b 50 + 8 = __

c 16 – 6 = ___

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

What is 1 more than

1 9

2 12  

3 10  

4 20  

5 14  

What is 1 less than

6 5

7 2

8 10

9 12

10 15

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes 20 + 40 = on the chalkboard.

• Lets learners work on the question individually. (Walk around and check who is using which strategy.)

Some learners may use a place value table with printed tens from their experience with

a place value table by now, others may use a number line, then there are learners who

will find the answer mentally. Choose some learners with different strategies to come to

the board and present their strategies to the class.

• Lets learners discuss the strategies presented and the answer comparing their own strategies.

• Draws the place value table as shown above on the chalkboard for correction.

• Shows the learners 20 as 2 tens and place these in the tens column of the place value

table. Then explain to the learners that we will be adding 40 as 4 tens to the tens place.

Places the 4 tens next to the 2 tens as shown in the diagram above.

• Lets all the learners reproduce the same situation with their ten frames.

• Discusses with the learners that we are adding 20 and 40. When we add we want to find out how much we have altogether?

• Asks: How many tens are there? What’s the answer? (2 tens plus 4 tens which is 6 tens, which is 60)

• Shows the learners the connection between the number sentence and the place value

table and the ten frames and bottle tops.

• Asks learners to calculate 70 + 30 = (100) for practice.

• Writes 100 – 10 = _____ on the chalkboard.

• Refers to the place value table. Explain to the learners that we will be subtracting 10

from 100 using our bottle tops.

• Lets learners work on the problem individually first. After having worked on addition using a place value table, more learners may start using this place value table strategy.

• Lets some learners present their strategies on the chalkboard.

As the whole class correction, ask: How many tens make up 100? Place 10 ten frames on the place value table as shown above. Counts the tens as you place them on the place value table.

• Lets all learners reproduce the same situation with their own base ten kits.

• Discusses with the learners: We are subtracting 10 from 100. Remove one ten and as you do say: I am subtracting 10 from 100.

• Asks the learners to count in 10s on their own displays. Ask: How many 10s are left? The answer is 9 tens which is 90.

• Shows the learners the connection between the number sentence and the place value

table, and the ten frames and bottle tops. 100 – 10 = 90

• Repeats these steps using the example 80 – 50 = (30).

CLASS ACTIVITY

The teacher

• Draws a number line on the board before the lesson (labelled in 10s).

• Counts in 10s with the class, forwards and backwards using the tens number line on

the board.

• Writes 20 + 40 = on the board

• Discusses with the learners that to solve this addition number sentence we start at 20. Asks the learners how many groups of 10 make 40? (4). Starting at 20 draw 4 jumps of 10 so that you end at 60. (as below)

• Writes 100 – 10 = on the board

• Discusses with the learners that to solve this subtraction number sentence we will start at 100 and subtract one group of 10. Starting at 100 draw 1 jump of 10 so that you end at 90. (as below)

ACTIVITY II

The teacher

• Writes on the board:

30 + 10 = (40)

20 – 10 = (10)

40 + 10 = (50)

70 – 10 = (60)

• Asks the learners to do these calculations using either a number line or a place

value table.

• Lets individual learners come up to the board and solve these.

• Encourages each learner to explain the steps. In this way you are able to check their

Understanding

Pupils pay attention and participate

STEP 3

CLASS-WORK

NOTE: Learners should use their own base ten kits while they work through this activity.

The solutions show the base ten kits working as well as the numeric solutions in the place value table.

Calculate using your base ten kit. Record your answer in the place value table.

1 30 + 10 = ___

2 40 – 10 = ___

3. 80 – 20 = __

4 60 + 30 = ___

5 40 + 40 = ___

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate. Record your answer in the place value table.

1 50 + 10 = ___

2.40 – 20 = ___

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we solved addition and subtraction sums up to 100 using multiples of 10.

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