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 58 – 8 =    

2 85 – 5 =    

3 79 – 9 =    

4 100 – 50 =  

5 67 – 7 =    

6 81 – 80 =

7 56 – 50 =

8 75 – 70 =

9 99 – 90 =

10 48 – 40 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following word problem on the board. This is an example of a subtraction (change).

There were 4 children playing in a playground.

Some children came and joined them.

Now there are 7 children.

How many children came in?

The word problem must be written on 4 lines as shown above to assist learners to identify the critical information/numbers needed to solve the problem.

• Reads the problem.

• Lets learners read the problem until they read it fluently.

• Underlines the numbers, 4 and 7.

• Underlines the question (How many children came in?) with a wavy line.

• Lets learners manipulate bottle tops to represent the story.

• Then, let them draw circles (with words to explain what they drew) as follows.

• Draws circles on the board as above.

• Asks: How can we show the 4 children and the extra children who came in? (You draw boxes around all 7 children and the 4 children who were there at the beginning.)

• Asks: How will it look like if we close the lids of the boxes? (Imagine closing the boxes– you won’t see the circles anymore.)

• Lets learners draw exactly the same diagram without the circles in it as follows.

• Discusses with learners which operation they need to find the number of children who came. (subtraction).

• Lets the learners develop and solve the number sentence (7 – 4 = 3).

• Asks: What is the answer for the word problem? (3 children came in.).

Learners have to answer with the unit, 3 children. See also summary of approach in

the tracker.

CLASS ACTIVITY

The teacher

In this activity learners will work in pairs to solve a word problem using a bar diagram.

• Leaves Activity 1 drawn on the board.

• Changes the numbers in the word problems on the board:

There were 26 children playing in a playground.

Some children came and joined them.

Now there are 35 children.

How many children came in?

• Asks: How do we change the diagram if the number changes? (We don’t change the diagram. We only change the numbers.)

• Lets learners work in pairs and drawing a bar diagram in their classwork book.

Learners do not have to use bottle tops or draw circles in this activity. However, the learners who are struggling can use them.

• While the learners complete this activity, walk around the class and ask learners to explain the steps to you.

• Models the correct way to draw the diagram, i.e. draw the following diagram on the board to share with the class.

• Lets learners represent the story by drawing circles.

• Asks: Which is faster, drawing a bar diagram or drawing circles? (The bar diagram is faster to draw.)

The number sentence is 35 – 26 = (9).

The answer is 9 children came.

Pupils pay attention and participate

STEP 3

CLASS-WORK

The first question in this activity is an example of subtraction (change) and the second is an example of subtraction (combine). Learners do not need to know about this classification

but it is important that they are able to do both types. Draw a bar diagram. Then, write a number sentence and answer.

a There were 8 cows in the field.

Some more cows came to the field and joined them.

Now there are 15 cows. How many cows joined them?

b There are 42 animals in the farm yard.

24 are cows and

the others are goats.

How many goats are there?

Pupils attempt their class work

STEP 4

HOME-WORK

Explain to learners that when they do this homework they are supposed to draw the diagram. They do not have to solve the problem. Draw a bar diagram to represent the problem.

There were 9 children in the bus.

Some more children came and got on.

Now there are 17 children.

How many children came?

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we drew our own bar diagrams to solve 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 60 + 20 =    

2 50 + 40 =    

3 10 + 50 =    

4 40 + 30 =    

5 20 +30 =    

6 50 – 40 =

7 90 – 30 =

8 60 – 10 =

9 90 – 70 =

10 80 – 40 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following word problem on the board. This is an example of subtraction (change).

Kenny has some sweets.

If Kenny get 3 sweets more,

she will have 14 sweets.

How many sweets did she have before she got 3 more?

• Reads the problem.

• Lets learners read the problem until they read it fluently.

• Underlines the numbers, 3 and 14.

• Underlines the question (How many sweets did she have before she got 3 more?) with a wavy line.

• Lets learners draw a bar diagram.

Learners who are still struggling can draw circles first.

• Lets learners present their bar diagram.

• Draws a bar diagram as follows.

Kenny has ? sweets               she got 3 more

• Lets learners discuss in pairs if they drew the correct bar diagram.

• Lets learners correct their bar diagrams if necessary and develop a number sentence which gives the answer.

(14 – 3 = 11, 11 sweets)

• Models how you can reach the correct answer with the class asking: Why did you think this is an addition/subtraction problem? (Some pairs could develop a number

sentence of addition while others use subtraction. It is important to let learners explain why they chose addition or subtraction as a way to solve the problem.)

CLASS ACTIVITY

The teacher

In this activity learners will work in pairs to solve a word problem using a bar diagram.

• Leaves Activity 1 drawn on the board.

• Changes the numbers in the word problems on the board:

Kenny has some sweets.

If Kenny gets 7 sweets more,

she will have 30 sweets.

How many sweets did she have at the beginning?

• Asks: How do we change the diagram if the number changes? (We don’t need to change the diagram. We only change numbers in the diagram.)

• They will be working in pairs and drawing a bar diagram in their classwork book.

• While the learners complete this activity, walk around the class and ask learners to explain the steps to you.

• Models the correct answer and how you reached it, i.e. draw the following diagram on the board.

 Kenny has ? sweets                      she got 7 more

• Lets learners write a number sentence and solve it.

The number sentence is 30 – 7 = (23).

The answer is Kenny had 23 sweets when she began.

Pupils pay attention and participate

STEP 3

CLASS-WORK

The first question in this activity is an example of subtraction (change) and the second is an example of subtraction (change). Learners do not need to know about this classification but it is important that they are able to do both types.

Draw a bar diagram. Then, write a number sentence and the answer.

a Busi had some crayons.

After her cousin gives her 5 more crayons she has 13 crayons.

How many crayons did she have in the beginning?

b There were some taxis in a taxi rank.

14 taxis came and there are 43 taxis now.

How many taxis were there in the beginning?

Pupils attempt their class work

STEP 4

HOME-WORK

Draw a bar diagram. Then, write a number sentence and the answer.

A group of children is playing together.

If 6 more children join them there will be 17 children.

How many children were there at the beginning?

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson have learnt how to find the original number in word problems using subtraction.

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 70 + ___ = 77  

2 60 + ___ = 69  

3 90 + ___ = 92  

4 ___ +6 = 56  

5 ___+ 4 = 84  

Subtract the following numbers

6 91 – ___ = 1

7 38 – ___ = 8

8 ___ – 70 = 6

9 ___ – 80 = 9

10 ___ – 40 = 5

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following word problem on the board. This is an example of

addition (change).

There were birds in a backyard.

After 6 flew away,

5 birds remained.

How many birds were there in the beginning?

• Reads the problem.

• Lets learners read the problem until they read it fluently.

• Underlines the numbers, 6 and 5.

• Underlines the question (How many birds were there in the beginning?) with a wavy line.

• Lets learners draw a bar diagram and a number sentence with the answer.

Learners who are still struggling can draw circles first.

• Lets learners present their bar diagrams and number sentences.

• Draws a bar diagram as follows.

• Lets learners discuss in pairs if they draw a correct bar diagram.

• Lets learners correct their bar diagram when necessary and develop a number sentence with the answer. (6 + 5 = 11, 11 birds)

• Models the correct answer with the class asking: Why did you think this is an addition/subtraction problem? (Some pairs could develop a number sentence of subtraction. It is important to let learners explain the reason for their selection of operation for both

addition and subtraction.)

CLASS ACTIVITY

The teacher

In this activity learners will work in pairs to solve a word problem using a bar diagram.

• Leaves Activity 1 drawn on the board.

• Changes the numbers in the word problems on the board:

There were birds in a backyard.

After 16 flew away,

15 birds remain.

How many birds were there in the beginning?

• Asks: How do we change the diagram if the number changes? (We don’t need to change the diagram. We only change numbers in the diagram.)

• Lets learners work in pairs and draw a bar diagram in their classwork book.

• While the learners complete this activity, walk around the class and ask learners to explain the steps to you.

• Models the correct answer, i.e. draw the following diagram on the board with a step by step explanation of the procedure you followed and the choices you made.

• Lets learners write number sentence and solve it.

The number sentence is 15 + 16 = (31).

The answer is there were 31 birds.

Pupils pay attention and participate

STEP 3

CLASS-WORK

The first question in this activity is an example of addition (change) and the second is an example of addition (change). Learners do not need to know about this classification but it

is important that they are able to do both types. Draw a bar diagram. Then, write a number sentence and answer.

a You had some sweets.

After you ate 6 sweets,

you have 14 sweets left.

How many sweets did you have to begin with?

b There were some children in a park.

After 18 children left,

29 children remained.

How many children were there in the park at the beginning?

Pupils attempt their class work

STEP 4

HOME-WORK

Draw a bar diagram. Then, write number a sentence and the answer.

Nneoma picked some flowers.

4 of the flowers died.

13 flowers are still fine.

How many flowers did Norma have in the beginning?

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in this lesson we have learnt how to find the original number in word problems using addition.

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

Complete the bar diagram. Then, write a number sentence and the answer.

1 Pamela ate 5 mangoes.

Her aunt ate 3 mangoes.

How many mangoes did they eat altogether?

?mangoes                                  ?mangoes

2 I have 14 pens.

6 of them are red and the others are blue.

How many blue pens do I have?

6 red pens                         ? blue pens

Draw a bar diagram. Then, write a number sentence and the answer.

3 There were 12 biscuits.

Daniel ate some biscuits.

There are 5 biscuits left.

How many biscuits did Daniel eat?

4 There are 13 sheep in the field.

7 of them are lambs. The others are big sheep.

How many big sheep are there?

5 You have some marbles.

After you lose 7 marbles

you have 15 marbles left.

How many marbles did you have to begin with?

Pupils attempt their class work

STEP 4

SUMMARY

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