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

Subtract the following

1 12 – 6 =    

2 14 – 5 =    

3 17 – 9 =    

4 15 – 8 =    

5 11 – 3 =    

6 10 – 4 =

7 12 – 5 =

8 14 – 9 =

9 15 – 6 =

10 17 – 8 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following word problem on the board.

• Zena had 14 beans in total and gave 3 of them to her sister. How many beans does

Zenas have now?

• The first step is to understand the question properly.

• In the step 1, we write the word problem on the board. Next, we read the problem.

Then, we let the learners read the problem themselves to see if they have any difficulties with the meaning.

• After that we underline the numbers. These are 14 and 3.

• First, use bottle tops to show 14 and 3. Let the learners count out the bottle tops and

subtract 3 from 14 on their own.

• Next, let leaners draw circles by copying the bottle tops.

• Finally, you draw the following diagram on the board

• Lets learners copy the bar diagram into their classwork books, then writes the number sentence on the board: 14 – 3 = ___

• Repeats the problem using the bottle tops with the learners. Show them that the bottle tops are represented by the bar diagrams on the board.

• Discusses the answer with the learners. (11 beans). Zenas had 14 beans in total and gave

3 of them to her sister. How many beans does Zenas have now? 14 – 3 = 9. Zenas

has 9 beans.

• Learners record the full number sentence into their classwork books.

• This is an example of an addition problem of change.

• Do not erase this diagram from the board.

CLASS ACTIVITY

The teacher

• This second activity uses subtraction with the compare method.

• Writes the following word problem on the board.

• Mabel has 18 sweets and Carolyn has 4 less than her. How many sweets does

Carolyn have?

• The first step is to understand the question properly.

• In step 1, we write the word problem on the board. Next, we read the problem. Then, we let the learners read the problem themselves in order to understand the problem.

• After that we underline the numbers. These are 18 and 4.

• First, use bottle tops to show 18. Let the learners count out the bottle tops and take away

4 from 18 with you.

• Next, lets learners draw circles by copying the bottle tops.

• Finally, draws the following diagram on the board:

• Lets learners copy the bar diagram into their classwork books, then write the number sentence on the board: 18 – 4 = __

• Repeats the problem with the bottle tops with the learners. Show them that the bottle tops are represented by the bar diagrams on the board.

• Discusses the answer with the learners. (14 sweets). Mabel has 18 sweets and Carolyn has 4

less than her. How many sweets does Carolyn have? 18-4 = 14. Carolyn has 14 sweets.

• Learners record the full number sentence into their classwork books.

• This is an example of a subtraction problem using compare.

• Do not erase this diagram from the board.

Pupils pay attention and participate

STEP 3

CLASS-WORK

 (This classwork should be done as a class so that you and the learners can discuss and solve

the problems together.) Write the question and draw a bar diagram. Let learners find the

number sentence and solve it.

1 (change) Mabel had 17 beans in total and gave 5 of them to her sister. How many beans does Mabel have now?

2 (compare) Mabel has 16 carrots and Carolyn has 5 less than her. How many carrots does Carolyn have?

3 (combine) Josephine has 16 marbles in total. Three of them are pink and the rest is red.

How many red marbles does she have?

Pupils attempt their class work

STEP 4

HOME-WORK

Note: Learners solve this problem on their own at home. Teachers can draw bar diagram and go over the solution to the word problem in the next lesson.

Solve this word problem:

John has 18 pencils. He loses 5. How many pencils does he have?

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we solved word problems. We solved subtraction word problems using change, compare and combine.

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 34 – 3 =    

2 46 – 2 =    

3 59 – 1 =    

4 64 – 2 =    

5 28 – 7 =    

6 25 + 2 =  

7 62 + 6 =

8 38 + 1 =

9 26 + 4 =

10 32 + 0 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following word problem on the board.

• Joe had 12 potatoes in total and gave 7 of them to his brother. How many does

Joe have now?

• The first step is to understand the question properly.

• Lets the learners read the problem themselves in order to understand the problem.

• After that underline the numbers. These are 12 and 7.

• First, use bottle tops to show 12 and 7. Let the learners count out the bottle tops and subtract 7 from 12 on their own.

• Next, let learners draw circles by copying the bottle tops.

• Finally, draws the following diagram on the board

• Lets learners copy the bar diagram and ask the learners what the number sentence would be. Writes the number sentence on the board:12 – 7 = __

• Repeats the problem with the bottle tops with the learners. Show them that the bottle tops are represented by the bar diagrams on the board.

• Discusses the answer with the learners. (5 potatoes).

• Learners record the full number sentence into their classwork books.

• This is an example of a subtraction problem of change.

ACTIVITY II

The teacher

• This second activity uses the addition of compare method.

• Writes the following word problem on the board.

• Joshua has 9 oranges. Cindy has 5 more than Joshua. How many oranges does Cindy have?

• The first step is to understand the question properly.

• Lets the learners read the problem themselves in order to understand the problem.

• After that we underline the numbers. These are 9 and 5.

• Lets the learners discuss which operation they will use, addition or subtraction for this

story.(Step 2: Devise a plan)

• For this story it is addition. We will be comparing the 2 numbers. (Step 3: Carry out the plan)

• Uses bottle tops to show 9 and 5. Let the learners count out the bottle tops and add them together with you.

• Draws the following diagram on the board:

• Asks the learners what the number sentence would be.

• Writes the number sentence on the board: 9 + 5 = __

• Repeats the problem with the bottle tops with the learners. Show them that the bottle tops are represented by the bar diagrams on the board.

• Discusses the answer with the learners. (14 oranges).

• Learners record the full number sentence into their classwork books.

• This is an example of an addition problem of compare.

Pupils pay attention and participate

STEP 3

CLASS-WORK

This classwork should be done as a class so that yourself and the learners can discuss and

solve the problems together.) Write the question and draw a bar diagram. Let learners find

the number sentence and solve it.

Solve the following word problems using bar diagrams.

1 Musa has 14 pens in total. Eight of them are blue and the rest are red. How many red pens does he have? (combine)

2 George has 8 bananas. Joe had 4 more. How many more bananas does Joe have?

(compare)

Pupils attempt their class work

STEP 4

HOME-WORK

Note: Learners solve this problem on their own at home. Teachers can draw bar diagram

and go over the solution to the word problem in the next lesson.

Solve the following word problem.

Anna has 18 apples in total. Nine of them are red and the rest are green. How many green

apples does she have?

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 word problems. We solved both addition and subtraction word

problems.

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 9 – 2 =    

2 7 – 4 =    

3 8 – 3 =    

4 6 – 1 =    

5 3 – 1 =    

6 4 – 4 =

7 10 – 5 =

8 9 – 4 =

9 7 – 3 =

10 10 – 10 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• In the first activity we will revise addition and subtraction using the column method.

• Write 86 + 12 = ___ on the board.

• Explains to the learners that we will now be solving this question using the

column method.

• Draws the diagram below and talk the learners through the steps.

O: 6 - 2 = 4

T: 80 – 10 = 70

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

• Add up the ones column: 6 + 2 = 8

• Add up the tens column: 80 + 10 = 90

• Now add the tens and ones together: 90 + 8 = 98.

• Write 67 – 13 = __ on the board.

• Revise the steps with the learners solving 67 – 13 = __

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

O: 7 - 3 = 4

T: 60 – 10 = 50

• Subtract the ones column: 7 – 3 = 4

• Subtract the tens column: 60 – 10 = 50

• Now add the tens and ones together: 50 + 4 = 54

CLASS ACTIVITY

The teacher

• In this activity we will revise using a number line to solve addition and

subtraction problems.

• Writes 86 + 12 = on the board.

• Draws a number line with the start being 86.

• Asks: How many tens and one in 12? (1 ten and 2 ones)

• Explains to the learners that we will move along the number line to show 10 + 2.

• Draws a single jump of 10 to land on 96. Write in 96.

• Draws a smaller jump of 2 to land at 98.

• In this activity we will be solving the same question 67 – 14 = using a number line.

• Asks the learners how many tens and ones in 14? (1 ten and 4 ones)

• Explain to the learners that we will move along the number line to show subtracting 10 and 4 from 67.

• Starts at 67. Draw a single jump of 10 to land on 57. Write in 57.

• Draws a smaller jump of 4 to land at 53.

ACTIVITY II

The teacher

• The third activity involves solving an addition problem using a bar diagram.

• Collins has 24 marbles. Richard has 4 more marbles. How many marbles does Richard

have? (compare)

• Lets learners discuss which operation they will use, addition or subtraction for this story.

• For this story it is addition. We will be comparing the 2 numbers.

• Draws the following diagram on the board:

• Asks the learners what the number sentence would be.

• Writes the number sentence on the board: 24 + 4 = .__

• Discusses the answer with the learners. (28 marbles).

Pupils pay attention and participate

STEP 3

CLASS-WORK

Calculate

1. 34 + 25 =

2. 48 – 35 =

3. Ken has 11 black pens and 7 red pens. How many pens does Ken have altogether?

(combine)

Pupils attempt their class work

STEP 4

HOME-WORK

Solve using a number line

a. 36 + 11 =

b. 58 – 15 =

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we revised and practised solving addition and subtraction problems using a variety of strategies.

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. Calculate using column method

a. 70 + 26 =

b. 86 – 32 =

2 Solve the following word problems, use the bar diagrams to help you

a Dan has 10 pencils. Silas has 7 more pencils than Dan. How many pencils does Silas have? (compare)

b Tina had 14 stickers in total and gave 4 of them to her sister. How many stickers does Tina have now? (change)

c Nelly has 20 sweets and Maria has 6 less than her. How many sweets does Maria have? (compare)

Pupils attempt their class work

STEP 4

SUMMARY

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