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

Calculate

1 3 + 2 =   

2 4 + 2 =  

3 2 + 5 =  

4 6 + 3 = 

5 4 + 4 =  

6 6 – 2 =

7 8 – 6 =

8 7 – 4 =

9 8 – 2 =

10 9 – 1 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes 23 + 45 = __ on the board

• Gives the learners a few minutes to work on the problem individually

• Asks learners to discuss their strategies and answers with the person sitting next to them.

Reminds the learners that they solved these sorts of problems last term.

• Lets some pairs present their work on the board.

• For corrections show how to work with base ten kits as follows:

• Uses base ten kits to show the calculation on the place value table.

• You may want to refer to the term 1 lesson plans for a detailed description of the steps.

• Moves onto revising the column method with the learners.

• You may want to refer to the term 1 lesson plans for a detailed description of the steps.

• Writes 23 + 45 = __ on the board.

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

column method.

• As you do the working, you should talk through the steps with the class.

O: 3 + 5 = 8

T: 20 + 40 = 60

Steps:

1 Write 23 and 45 aligning the ones and tens vertically in columns.

2 Start adding in the ones place, writing O: 3+5=8 in the space on the right next to the

first line in the solution.

3 Write 8 under the line in the ones place

4 Write T: 20+40=60 under O: 3+5=8 in the space on the right next to the second line

in the solution and write 60 under 8, writing the 6 and 0 in the appropriate places.

5 Add 8 and 60 vertically and get the answer 68.

CLASS ACTIVITY

The teacher

• Writes 57 – 32 = __ on the board

• Gives the learners a few minutes to work on the problem individually.

• Asks learners to discuss their strategies and answers with the person sitting next to them.

Reminds the learners that they solved these sorts of problems last term.

• Lets some pairs present their work on the board.

• For corrections, show how to work in a place value table as follows:

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

subtract.

• You may want to refer to the term 1 lesson plans for a detailed description of the steps.

• Moves onto revising the column method with the learners.

• You may want to refer to the term 1 lesson plans for a detailed description of the steps.

• Writes 57 – 32 = __ on the board.

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

column method.

• As you do the working, you should talk through the steps with the class.

O: 7 – 2 =5

T: 50 – 30 = 20

Steps:

1 Write 57 and 32 aligning the ones and tens vertically in columns.

2 Start subtracting in the ones place, writing O: 7-2=5 in the space on the right next to the first line in the solution. 3 Write 5 under the line in the ones place

4 Write T: 50-30=20 under O: 7-2= 5 in the space on the right next to the second line in the solution and write 20 under 5, writing the 2 and 0 in the appropriate places.

5 Add 5 and 20 vertically and get the answer 25.

Pupils pay attention and participate

STEP 3

CLASS-WORK

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

Note also that the illustrations below in the lesson plans show the base ten kit solutions.

Learners should use their base ten kits to find the solutions, but they must record their numeric answers using a place value table and the column method.

Calculate using a place value table and the column method.

a 15 + 32 = ___

b 38 – 24 = ___

c 24 + 40 = ___

d 65 – 45 = ___

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate using a place value table and the column method.

a 45 + 31 = ___

b 67 – 33 = ___

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 problems. We revised solving problems using the place value table and the column method.

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

Add the following numbers

1 9 + 2 =

2 8 + 4 =

3 6 + 6 =

4 7 + 3 =

5 7 + 7 =  

6 9 + 3 =

7 8 + 5 =

8 6 + 5 =

9 7 + 6 =

10 9 + 6 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Begins the lesson by asking: how many ones fill a ten frame? (10) Ask them to remember this as you complete the lesson.

• Writes 27 + 51 = __ on the board.

• Lets learners solve the problem.

• Using the diagram interactively with the class while revising the steps to solve the question

27 + 51 = __.

• Writes 27 + 56 = __ on the board.

• Lets learners solve the problem.

• Draws a place value table on the board and display the number 27 in it, using your base ten kit.

• Asks: How would you solve this problem?

• Allows learners to solve this problem with you using the steps from term 1.

• Shows the learners 20 as 2 tens and 7 ones. Place them in the place value table.

• Asks: What are we going to add to 27? (56)

• Yes, we will add 6 ones to the 7 ones, and 5 tens to the 2 tens.

• When we add 6 and 7 we get? (13). How many tens and ones in 13? (It is 1 ten

and 3 ones)

• Now we carry the 10 ones to the tens place (show the exchange of ten ones for 1 ten using the base ten kit when you do this).

• Adds the tens together.

• Asks: How many tens are there? (8 tens)

• Asks: How many ones there are? (3 ones)

• Asks: What is the answer? (83)

27 + 56 = (83)

CLASS ACTIVITY

The teacher

• Writes 27 + 56 = ___ on the board.

• Lets learners solve this problem using expanded notation.

• Writes: 27 + 56 = 20 + 7 + 50 + 6

= (20 + 50) + (7 + 6)

= 70 + 13

= 83

• Asks: How is this similar to the place value table? (The same answer. Calculate by breaking down the numbers according to place, into ones and tens.)

• Discusses that this is a different strategy that can be used to solve an addition problem.

• We will now solve the same problem using the column method.

O: 7 + 6 =13

T: 20 + 50 = 70

• Discusses how we carry 1 ten from the 13 in the ones place to the tens place and that we do not write 13 in the ones place, we only write the 3 that remains in the ones place.

• It is very important that the learners understand the concept of carrying over when you have a ten as the answer in the ones place.

• Asks: How is this similar to the place value table? (The same answer. One ten of the 13 is moved into the tens place.)

• Discusses that these are two strategies for solving an addition problem.

Pupils pay attention and participate

STEP 3

CLASS-WORK

NOTE: While the learners are solving these problems walk around the class. Assist those

who may be struggling with the column method and carrying the tens. Learners should be

using their base ten kits in the place value table which they drew into their classwork book.

Help them to make the connection between the manipulation they do with the base ten kits

and the numeric recording they write in their books

Calculate using a place value table and the column method.

a 19 + 23 = ___

b 38 + 29 = ___

c 27 + 49 = ___

d 74 + 8 = ___

e 27 + 13 = ___

f 16 + 54 = ___  

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate using a place value table and the column method.

a 17 + 24 = ___

b 7 + 85 = ___

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 problems with carrying to the tens place. We revised solving problems using the place value table and the column method

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

Add the following numbers

1 9 + 6 =  

2 8 + 8 =  

3 6 + 7 =  

4 7 + 7 =  

5 7 + 8 =  

6 9 + 5 =

7 9 + 7 =

8 6 + 8 =

9 9 + 9 =

10 9 + 6 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes 35 + 17 = __ (52) on the board.

• Lets learners solve this problem using the base ten kit in the place value table an expanded notation. Refer to lesson 2 for the steps if you need to.

• Involves the learners in each strategy.

• Asks individual learners to come to the board to solve each problem.

• Solves 35 + 17 = __ using the column method. Refer to lesson 2 for the steps.

O: 5 + 7 = 12

T: 30 + 10 = 40

Steps:

1 Write 35 and 17 aligning the ones and tens vertically in columns.

2 Start adding in the ones place, writing O: 5+7=12 in the space on the right next to

the first line in the solution.

3 Write 12 under the line, with 1 in the tens place and 2 in the ones place.

4 Write T: 30+10=40 under O: 5+7=12 and write 40 under 12 putting the 4 and 0 in

the appropriate places.

5 Add 12 and 40 vertically to get the answer 52.

• Keeps 35 + 17 = 52 and the written working using the column method on the board for Activity 2

CLASS ACTIVITY

The teacher

• Writes 17 + 35 = __ next to 35 + 17 = 52 (from Activity 1) on the board.

• Asks: Can you see anything similar between the two problems? (The same numbers but in a different order)

• Lets learners solve 17 + 35 = __ using the column method as shown below.

O: 5 + 7 = 12

T: 30 + 10 = 40

O: 7 + 5 = 12

T: 10 + 30 = 40

• Discusses with the learners that the order of the numbers may be different but the answer is the same. You can check if the answer 52 is correct for 35 + 17 = __ by swapping numbers to make it 17 + 35 = __and then seeing if the answer is the same, 52.

Pupils pay attention and participate

STEP 3

CLASS-WORK

The learners will be solving problems using the column method. While they are working

walk around the class to check that each learner has grasped the concept of carrying.

Discuss the work with the learners. Ask: What do you know about d) and e)? (They have the same answer.) Why? (Because the order of addition does not affect the answer. So we

can use 69 + 21 = 90 to check if 21 + 69 = 90 is correct or not.)

Calculate using the column method.

a 27 + 24 = __

b 16 + 18 = __

c 39 + 58 = __

d 21 + 69 = __

e 69 + 21 = __

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate using the column method.

a 28 + 12 = __

b 13 + 67 = __

c 54 + 17 = __

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we practised solving addition problems using the column method and carrying. We also learnt that it doesn’t matter the order that the numbers are in when we add as we get the same answer.

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 __ + 4 = 10  

2 __ + 3 = 10  

3 __ + 5 = 10  

4 __ + 2 = 10  

5 __ + 7 = 10  

6 6 +__ = 10

7 1 +__ = 10

8 9 +__ = 10

9 8 +__ = 10

10 10 +__ = 10

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following on the board:

43 + __ = 50 (7),

65 + ___ = 70 (5),

22 + ____ = 30 (8),

71 + ___ = 80 (9) and

56 + ___ = 60 (4).

• In pairs ask the learners to fill in the missing numbers.

• Once they have completed the answers let some learners give their answers and others

write their answers on the board.

• Asks: Do you notice anything about the answers? (They are all multiplies of 10. We

made tens. We bridged to the next ten.)

• Revises with the learners what a multiple of 10 is. (It is a number which is a certain

number of tens, e.g. 10, 20, 30, 40, 50, etc..)

CLASS ACTIVITY

The teacher

• Writes 48 + 9 = __ on the board.

• Instructs learners to solve it using a number line.

• Asks: What multiple of 10 is closest to 48? (50) How many do we add to 48 to get 50? (2)

• Draws the number line as shown below and show the jump to 50.

• Asks: If we took 2 from the 9 to get to 50 how many must we still add? (7)

• Shows the next jump – jump along 7 on the number line.

• Asks: What will the answer be? (57)

ACTVITY II

The teacher

• Checks the answer for activity 2 using the column method with the learners

48 + 9 = __ (57)

O: 8 + 9 = 17

T: 40 + 0 = 40

Pupils pay attention and participate

STEP 3

CLASS-WORK

Solve using a number line. Check your answer using the column method.

a 38 + 7 = __

b 9 + 76 = __

I can swop 9 and 76, because I learnt in Lesson 3 that 9+76 and 76+9 have the same answer.

c 34 + 6 = __

d 3 + 67 = __

I can swop 3 and 67, because I learnt in Lesson 3 that 3+67 and 67+3 have the same answer.

e 5 + 85 = __

I can swop 5 and 85, because I learnt in Lesson 3 that 5+85 and 85+5 have the same answer.

Pupils attempt their class work

STEP 4

HOME-WORK

Solve using a number line. Check your answer using the column method.

47 + 8 = ___

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 problems with carrying. We solved them using both number lines and the column method. We also compared the methods.

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