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

Count forwards and backwards in 2s up to 20.

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the word problem on the board.

There are 2 apples on a plate.

How many apples are there on 1 plate?

• Reads the story several times. First read it quite slowly but then read it using a normal speed of reading.

• Draws the diagram below on the board while learners place 2 bottle tops horizontally across their desks.

• Asks: How can we write the multiplication sentence for this drawing? (1 × 2 = 2)

Why? (Because there is 1 group of 2 bottle tops.)

How many apples are there? (2 apples)

• Lets the learners draw 2 circles in a horizontal line and write the multiplication number sentence 1 × 2 = 2 next to the drawing in their classwork books.

• Says: This is 1 times 2 and write 1 × 2 = 2 next to the drawing on the board.

• Continues this activity with 2 plates, 3 plates and 4 plates.

• Draws the diagrams underneath each other and write the number sentence next to the drawing each time.

• Lets the learners read the number sentence every time and draw the same diagram and write the multiplication number sentence in their classwork books.

CLASS ACTIVITY

The teacher

• Asks some learners to come to the board to complete the 2 times table up to 10 times 2, following the diagram in Activity 1.

5 × 2 = 10, 6 × 2 = 12 until you reach 10 × 2 = 20.

• Once all the number sentences are written on the board, asks: Do you notice anything about the answers to these number sentences? (They end in 2, 4, 6, 8 or 0, the answers

increase by 2 each time).

• Says: We have found a pattern to the two times table.

• Lets the learners continue to complete the 2 times table with drawings in their classwork books.

Pupils pay attention and participate

STEP 3

CLASS-WORK

NOTE: Learners may use bottle tops to help them do this activity.

The Grade 2 class sits on benches. 2 children can sit on each bench. How many children

each time?

Complete the table.

Pupils attempt their class work

STEP 4

HOME-WORK

 If there are 6 children, how many feet are there altogether? ____________

Draw a picture of the children showing the number of feet. (12 feet)

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 the 2 times table

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

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Gives each pair of learners a set of multiplication cards (2 times table).

The learners should cut up the cards. They should write the answers on the back of each card, to prepare them for use in this and other lessons. Make sure that they write the correct answers on the backs of the cards.

The learners should put their cards in order from 1 × 2 = 2 to 10 × 2 = 20 on their desks.

• Asks: What is the pattern in the answers? (The answers increase by 2 each time).

Learners turn their cards over to show the answer side up.

• The teacher says a multiplication problem from the 2 times table.

• Learners grab the card with the correct answer.

CLASS ACTIVITY

The teacher

Using the 2 times table cards play the following games.

• Explains one game at a time.

When the fast learners become tired of the first game, let them move on to the next game.

• You should walk around the class and make sure all of the learners a playing a game and having fun learning the 2 times table.

• Helps learners who have not understood the rules of the games if necessary.

Game 1

1 One learner picks up one card at a time and reads it out loud.

2 The other learner gives the answer.

3 Learners take turns to ask and answer questions, checking the answers at

the back of the card each time.

Game 2

1 Both learners draw a card from the pile.

2 They say the answer to each other.

3 The learner who gets the bigger answer is the winner.

4 When you have completed the cards, you can play the game again but this

time the learner who gets the smaller answer is the winner.

Game 3

1 Lay all the cards out with the answers facing up.

2 Pick a card and say the multiplication number sentence for which the

number you chose is the answer.

3 Take turns

Pupils pay attention and participate

STEP 3

CLASS-WORK

Pupils attempt their class work

STEP 4

HOME-WORK

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 to the two times table.

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. Complete the table

2 Draw a diagram to calculate the answer. 7 × 4 = ______

Pupils attempt their class work

STEP 4

SUMMARY

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

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Count forwards and backwards in 3s up to 30.

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the word problem on the board.

There are 3 chocolate bars in a box.

How many chocolate bars are there in 1 box?

• Reads the story several times. First read it quite slowly but then read it using a normal speed of reading.

• Draws the diagram below on the board while learners place 3 bottle tops horizontally across their desks.

• Asks: How can we write the multiplication sentence for this drawing? (1 × 3 = 3)

Why? (Because there is 1 group of 3 bottle tops.)

How many chocolate bars are there? (3 chocolate bars)

• Lets the learners draw 3 circles in horizontal line and write the multiplication sentence

1 × 3 = 3 next to the drawing in their classwork books.

• Says: This is 1 times 3 and write 1 × 3 = 3 next to the drawing on the board.

• Continues this activity with 2 boxes, 3 boxes, and 4 boxes.

• Draws the diagrams underneath each other and writes the number sentence next to the drawing each time.

• Lets the learners read the number sentence every time and draws the same diagram and write the multiplication number sentence in their classwork books.

CLASS ACTIVITY

The teacher

• Ask some learners to come to the board to complete the 3 times table up to 10 times

following the diagram in Activity 1.

• 5 × 3 = 15, 6 × 3 = 18 until you reach 10 × 3 = 30.

• Once all the number sentences are written on the board, asks: Do you notice anything about the answers to these number sentences? (The answers increase by 3 each time).

• Says: We have found a pattern in the three times table.

• Lets the learners continue to complete the 3 times table by drawing in their classwork books.

Pupils pay attention and participate

STEP 3

CLASS-WORK

NOTE: Learners may use bottle tops to help them do this activity.

The Grade 2 class sits in groups. There are 3 children in each group. How many children

each time?

Complete the table.

Pupils attempt their class work

STEP 4

HOME-WORK

Count in 3s starting from 0 and ending at 27.

Write your numbers inside the circles of the worm’s body.

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that in today’s lesson we have learnt the three times table.

Multiplication

Repeated addition

Answer

1. 2 x 3 =

3 + 3 =

6

2.  3 x 2

3.

2 + 2 + 2 + 2

4. 5 x 3

5.

3 + 3 + 3 + 3 + 3 + 3

6. 7 x 2

7.

3 + 3 + 3 + 3 + 3 + 3 + 3 + 3

8.

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2