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

1 21 and 23     

2 34 and 36     

3 44 and 46     

4 55 and 57     

5 59 and 61    

6 84 and 86

7 90 and 92

8 66 and 68

9 31 and 29

10 100 and 98

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Introduce your learners to today’s topic – how to estimate, measure and compare objects by measuring their length using hands, pencils and bottle tops.

CLASS ACTIVITY

The teacher

• Ask your learners to do each of these activities:

- Trace their hand on a piece of paper and then cut out their drawing. Each learner must then compare their hand with their friend’s hand. Is it the same? How is it different?

(answers will vary – discuss – not all hands are the same size)

• Learners must measure the length of their desk with their hand cut-outs and then talk to a partner about how many hands long their desks were.

• Calls up two learners. Ask each learner to take one step. Each learner should take one step and then measure the length of their steps using sticks – use a different stick for each step. Breaks the sticks to show the correct length of each of the two learners’ steps.

Compares the length of the sticks. Are they the same? If not, why not? (Discuss – we don’t all take steps of the same length.)

• Calls up two different learners to measure the length of the classroom using the two sticks you have made as step lengths. (Remember that there should be no gaps between

the sticks when you measure.)

• Compares the lengths of the classroom that have been measured using the two different sticks. The class can help count the stick lengths while the learners who have been called up do the activity. The class can also check that the learners are not leaving any gaps when they mark off one stick at a time, back-to-back. (One learner will find that the classroom is, possibly, 16 sticks long while another may say 14 sticks long; this is because of the different stick lengths.)

• Asks: It is a problem if the measurements are different? (Discuss – it is! Gets the learners thinking about the idea that a standard unit it a good idea.)

Pupils pay attention and participate

STEP 3

CLASS-WORK

 1 Which line is shorter?

a _____ or

b _______________________

2 Which line is longer?

a _____ or

b _______________________

3 Draw a rectangle, and measure the sides using your index finger. (Learner answers will vary.)

4 Use a pencil to measure the width of the window frame in the classroom.

5 Use your hand span to measure the length of your desk.

6 Use your step (one foot in front of the other, with no spaces in between) to measure how many steps it takes to walk around the classroom.

Pupils attempt their class work

STEP 4

HOME-WORK

1 Draw a picture of you and your friend.

2 Is your friend taller or shorter than you?

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we revised length. We have measured how long some objects are in our classroom.

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

Break down into smaller numbers but with the same total value:

1 10        

2 20    

3 35   

4 21    

5 50  

6 24

7 28

8 44

9 55

10 84

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Explains the concepts of width and height to the learners using a desk as a concrete aid.

The width of the desk is the measurement across the shorter length across the desk.

The height of the desk is the measurement from the ground up to the top of the desk.

• Gives each group of learners some empty matchboxes.

• Asks the learners to measure the height of their desks with a matchbox.

• Asks the learners to measure the width of their desks with a matchbox.

• Discusses the measurements found by a few different groups.

• Asks: Are the measurements the same/different? Why? (The measurements should be roughly the same because learners are all using the same unit – a matchbox.)

• Asks: Do you think we could use matchboxes all the time to measure lengths? (No, because they are clumsy to work with and even if we all used the same matchboxes, not all matchboxes are the same and if everyone used matchboxes to measure, there would

be different measurements for the same length which is no good.)

• Asks the learners what they would rather use to measure the width of the classroom: a matchbox or a broom? Why? (A matchbox is too small, it would not be a good unit to measure a thing as long as the width of the classroom. A broom would be better. But a broom is still not a standard unit and could lead to the same problems of inconsistency in measurement as the matchbox did for the shorter lengths.)

• Discusses the value of standard units such as the centimetre and metre.

• Discusses the differences between the centimetre and metre – the one is a smaller unit and the other is a bigger unit. They can be efficiently used to measure different lengths.

For example – The centimetre would be used to measure the width of the desk and the metre would be used to measure the width of the classroom.

ACTIVITY II

The teacher

• Take your learners outside.

• Identify an area where the learners could practise measuring length using their feet. For

example the length of a corridor or a field. Perhaps the distance between 2 trees.

• Ask your learners to get into pairs.

• Explains to the learners that they will measure the length of the field for example using

their feet.

• Each pair should complete the task and compare their findings.

• Asks the learners if their measurements were the same.

• Discusses why they were not.

• Discusses the value of standard units such as the centimetre and metre

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Tick the box next to the longest shape

2. About how many blocks long is each ice-cream?

Pupils attempt their class work

STEP 4

HOME-WORK

Look at the drawing of a paintbrush, some paper clips and a crayon

1 This paint brush is___________ paper clips long.

2 This crayon is________ paper clips long.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we learnt to estimate and measure in non-standard units.

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

Put the smallest number first

1 63, 65, 61  

2 30, 27, 33  

3 20, 15, 10  

4 12, 20, 16  

5 70, 72, 71  

6 70, 68, 66

7 30, 50, 40

8 4, 8, 12

9 42, 41, 40

10 16, 20, 18

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Takes learners outside for this activity.

• Divide your class into pairs.

• Gives each pair a 1 m piece of string and a ball.

• The pairs are now going to stand on the field/playground facing one another, 1 m apart.

• They have to measure the space between them with their string.

• Throw the ball to one another.

• After ten throws they have to increase the space between them to 2 m.

• Throw the ball to each other, ten times.

• Repeats this activity, until there is a 5 m gap between each pair.

• Discusses the activity. When did you find it easy/difficult to throw and catch the ball?

CLASS ACTIVITY

The teacher

• Gives each group a piece of paper and a 1 m piece of string.

• They are now going to estimate and then measure the lengths of objects/spaces/lengths

outside their classroom.

• Explains to the learners what they have to measure, e.g. the length from one tree to another, the width of the netball field, the length of the corridor, the space between 2 things, etc.

• They write the names of what they will measure on their paper, first estimate the length and then go and measure it.

• Each group should starts at a different place.

• As soon as all the groups are finished, they can compare their measurements.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 The shortest distance to throw and catch a ball is 1 m, 2 m, 3 m, 4 m or 5 m?

2 The longest distance to throw and catch a ball is 1 m, 2 m, 3 m, 4 m or 5 m?

3 Choose some lengths to measure at school in the lesson.

4 List them in the table.

5 Write in your estimation, your measurement and then the difference between your estimation and measurement.

Pupils attempt their class work

STEP 4

HOME-WORK

1 Choose some lengths to measure at home.

2 List them in the table.

3 Write down your estimations in your table.

4 Write down your measurements and then the difference between your estimation and

the measurements.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we learnt to estimate and measure in metres using a metre length of string..

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 10 more than

1 84  

2 65  

3 33  

4 44  

5 1  

What is 10 less than

6 53

7 10

8 56

9 71

10 16

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Revises measuring the length of objects using hand spans.

• Asks the learners to measure the length of their desks, using their hands.

• Gives each learner a chance to give their measurement.

• Asks the learners why all the measurements are not the same. (Because everyone in the class does not have hands that are the same size.)

• Explains to them that when we use hands or feet, etc. we call it a non-standard measure because the sizes of the measuring units differ. Discuss that you have found out this is not always a good thing because people get different measurements for the same thing.

CLASS ACTIVITY

The teacher

• Uses a metre stick for this activity.

• Shows the metre stick to the learners and explain to them that this stick is one

metre long.

• When we use this stick to measure the lengths of objects we will get a standard

measurement. 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!

• Uses the metre stick to measure the lengths of different objects in the classroom, e.g. height of door, length of desk, etc.

• Some of the learners may be asked to come and help you.

ACTIVITY II

The teacher

• Chooses an object in the class to measure, e.g. your table, the board or a book bag.

• First get three to four learners to measure the length/height/width of the table using

hand spans.

• Writes all the measurements on the board.

• Discusses the measurements.

• Asks: Are they the same/different/why?

• Now get three or four learners to measure length/height/width of the table, using the

metre stick.

• Compares all the different readings.

• Asks: Are they the same/different/why?

• Asks: Which measurement is the most accurate? (The metre stick.)

• If time allows you can measure other lengths in the class in the same way (e.g. the length and width of the classroom), but this time use paces and the metre stick.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Write the following items under the correct heading in the table below: pencil, tree, cell

phone, telephone pole, lunchbox, sharpener, flagpole, fridge, school fence.

2 Nosa’s brother is 1m tall, Joseph’s brother is 2 m tall. Whose brother is taller?

3 How many metres in length do you think these objects are:

a A car?

b A playing field?

Pupils attempt their class work

STEP 4

HOME-WORK

Look around at home. Write down 5 objects that are less than 1 m and 5 objects more than

1 m in length.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we measured various objects using standard and non- standard measurements.

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

Items

Measurement in metres