# Lesson Notes By Weeks and Term - Primary 2

TERM: 1st Term

WEEK: 6

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

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

1. Add 2-digit numbers using the column method.
2. Solve 2-digit addition problems using a number line.

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

INSTRUCTIONAL MATERIALS: Printed tens, bottle tops and place value table per learner,

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1 __ + 4 = 11

2 __ + 7 = 12

3 __ + 4 = 13

4 6 + __ = 14

5 __ + 9 = 14

6 __ – 6 = 5

7 __ – 9 = 6

8 __ – 7 = 13

9 __ – 9 = 4

10 __ – 7 = 7

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following number sentence on the board 35 + 12 =

Draws a place value table on the board.

Asks: How many tens and ones in 35? (3 tens and 5 ones) and How many in 12? (1 ten and 2 ones)

Asks: How can we solve this addition problem using the place value tables?

Lets learners use the base ten kits to work with the numbers, then let the learners share

their ideas.

You will need to guide them in this discussion. Ensure that they make use of the terms tens, ones, add and altogether, total.

Explains how you add the tens and ones together using the diagram above to do so. The answer is 47.

 T O 3 5 + 1 2 7 4 0 4 7

O: 5 + 2 = 7

T: 30 + 10 = 40

You must discuss each step. Ensure that you use the correct language while you discuss it: speak about the number in terms of tens and ones, and remind the class that you are adding.

The first step is to line up the numbers vertically in columns – of tens and ones.

• Starts by adding up the ones column: 5 + 2 = 7. (use bottle tops to show this addition)

Next add up the tens column: 30 + 10 = 40. (use printed tens to show this addition)

Now add the tens and ones together: 40 + 7 = 47. (count the total number of tens and

units you have found after adding.)

Asks if there are any questions – explain again what you have done if necessary –

Now writes 52 + 16 = _____ on the board and then write it in columns as shown below.

Repeats the above steps with the learners, writing the number in columns of tens and

units and adding first the units and then the tens, then finding the final answer.

CLASS ACTIVITY

The teacher

Writes the following number sentence on the board: 35 + 12 =

Writes: 35 + 12 = 30 + 5 + 10 + 2

= 30 + 10 + 5 + 2

= 40 + 7

= 47

Explains to the learners: We write the tens next to each other and add them together

(30 + 10 = 40) and the ones (5 + 2 = 7)

Then we add the tens and ones together. The answer is 47.

Discusses with the learners that this is a similar process to the column method – breaking the number into tens and ones and adding the ones and the tens.

Writes the following on the board: 52 + 16 =

Writes the sum for this horizontally

Pupils pay attention and participate

STEP 3

CLASS-WORK

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

Calculate the following using base ten kits. Record your solutions using tens and

ones columns.

a 74 + 23 =

b 35 + 54 =

c 46 + 32 =

d 11 + 28 =

e 27 + 41 = (68)

Pupils attempt their class work

STEP 4

HOME-WORK

a 61 + 25 =

b 43 + 12 =

c.34 + 15 =

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we solved we have solved addition problems. Firstly, we used the place value table and then moved onto learning the column method. We will be practising this method for the next few lessons.

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

Calculate

1 2 + 4

2 4 + 2

3 3 + 5

4 5 + 3

5 8 + 3

6 3 + 8

7 12 + 3

8 3 + 12

9 14 + 5

10 5 + 14

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

In the mental maths, we added the same numbers in different order. What did you

find? (The answers are the same)

Writes 24 + 41 = _____ on the board.

Explains to the learners that we will now be looking at this same question using the

column method.

Draws the diagram below and talk through the steps.

 T O 2 4 + 4 1 5 + 6 0 6 5

O: 4 + 1 = 5

T: 20 + 40 = 60

You must discuss each step. Ensure that you use the correct language- ones, tens, add.

The first step is to line up the numbers vertically in tens and ones.

Add in the ones column: 4 + 1 = 5. (use bottle tops to show this addition)

Add in the tens column: 20 + 40 = 60. (use printed tens to show this addition)

• Now add the tens and ones together: 60 + 5 = 65. (count the total number of tens and units you have found after adding.)

Don’t erase this as you will need it for the next activity.

ACTIVITY II

The teacher

Writes 41 + 24 = _____ on the board.

Lets the learners solve it individually in their classwork books using the column method.

Asks the learners to look at the answer from 41 + 24 =

Asks: Do you notice anything? You may need to ask other questions such as look at the numbers which we used in the previous activity? What do you notice about the

numbers in both calculations?

Checks if the answers are the same in activity 1 and 2. Do the calculation together again as a class.

 T O 4 1 + 2 4 5 + 6 0 6 5

O: 1 + 4 = 5

T: 40 + 20 = 60

We have shown that 41 + 24 = 24 + 41

ACTIVITY II

The teacher

In this activity we will revise expanded notation – where we break down numbers into tens and ones in order to add.

Writes on the board the following numbers: 55 + 24 =

With the learners, solves the problem using expanded notation.

55 + 24 = 50 + 5 + 20 + 4

= 50 + 20 + 5 + 4

= 70 + 9

= 79

Repeats with 24 + 55 = ____ (79)

We have shown that 24 + 55 = 55 + 24

Pupils pay attention and participate

STEP 3

CLASS-WORK

Solve the following using the column method:

a 12 + 17 = _____

b. 40 + 10 = _____

c. 53 + 6 = _____

d. 14 + 32 = _____

e. 11 + 78 = _____

Pupils attempt their class work

STEP 4

HOME-WORK

Solve the following using the column method:

a 51 + 23 = ___

b 35 + 24 = ___

c 27 + 41 = ___

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 problems using the column method. We also found out that

it doesn’t matter what order the numbers are in, when we add we get the same answer.

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

PERIOD 3: Addition using a number line

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Which is the smallest number

1 4, 3

2 10, 12

3 13, 15

4 22, 24

5 5, 7

6 1, 3

7 9, 7

8 19, 17

9 14, 15

10 21, 19

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Writes 43 + 14 = _____ on the board.

Asks the learners if they remember the method that they learnt yesterday.

Revises the steps with the learners solving 43 + 14 = _____

The first step is to line up the numbers vertically in tens and ones. Write the working on the board while you work through the example:

 T O 4 3 + 1 4 7 + 5 0 5 7

O: 3 + 4 = 7

T: 40 + 10 = 50

Add up the ones column: 3 + 4 = 7 (use bottle tops to show this addition)

Add up the tens column: 40 + 10 = 50 (use printed tens to show this addition)

Now add the tens and ones together: 50 + 7 = 57 (count the total number of tens and units you have found after adding.)

CLASS ACTIVITY

The teacher

In this activity we will be solving the same question 43 + 14 = ____ using a number line.

• Draws a number line, which starts at 43. Discuss the choice of the starting point with the class. (Because I want to add onto 43, I will start jumping from there on the number line. I could have started on other numbers – discuss. )

• Asks: How many tens and one in 14? (1 ten and 4 ones)

• Explains to the learners that we will move along the number line to show 10 first, then 4.

• Draws a single jump of 10 to land on 53. Write in 53.

• Draws a smaller jump of 4 to land at 57.

Asks: What is different between the two methods? Which method/way of adding they found easier. It is important to ask them why? (Allow free discussion and engage with

meaningful debate on what is different and useful about the two methods.)

ACTIVITY II

The teacher

If time allows, solve the following question with your learners 53 + 16 = _____ using

both the column method and the number line.

Activity 1 and 2 can guide you through the steps for each method.

Remember to compare the two methods with the learners.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Note: Learners should still use their base ten kits when they do these calculations if necessary.

Calculate the following using the column method and a number line:

a 78 + 11 = ___

b 61 + 25 = ___

c 33 + 21 = ___

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate the following using the column method and a number line:

a 34 + 15 = ___

b 67 + 11 = ___ (78)

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 problems. We solved them using both the place value

table and number lines. We also compared the methods and discussed which we found easier and why.

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

PERIOD 4: Assessment

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1ORALASSESSMENTS The teacher asks questions on mental maths treated so far Pupils respond and participate STEP 2DISCUSSION 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 3WRITTEN ASSESSMENTS 1 Complete the following:a 6 ten + 3 ones = ______b 3 ten + 9 ones = ______c 42 = 40 + ______d 50 + ______  = 93e ______  + 6 = 66f 72 = ______ + 2g 80 = ______ tens + ______ ones 2 Add using your base ten kit: 30 + 20 = ___(Learners only record the answer in the place value table. Check that they use their base ten kits if they need to when they work out the answer.) 3 Subtract using your base ten kit: 70 – 30 = ____(Learners only record the answer in the place value table. Check that they use their base ten kits if they need to when they work out the answer.) 4 Calculate. Show working using columns.a 45 + 23 = ____b 22 + 57 = ____ 5 Calculate using the number line below: 61 + 14 = ____ . Pupils attempt their class work STEP 4SUMMARY 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

Calculate using the column method:

a 64 + 12 = ___

b 55 + 14 = ___

c.61 + 13 = ___

d 54 – 12 = ___

e 67 – 16 = ___