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

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

This is a whole-class activity to revise minutes and hours with your learners.

• Uses an old analogue clock for this activity or a paper one, or draw one on the board.

• Uses a clock to show time in hours, e.g. 3 o’clock.

• Asks: Where is the long hand? (On the 12.)

• Asks: Where is the short hand? (On the 3.)

• Shows the class more examples of time on the hour to revise the position of the long hand and the short hand of an analogue clock on the hour.

• Uses a clock to show learners time in half hours, e.g. half past two.

• Asks: Where is the long hand? (On the 6, which shows 30 minutes past the hour.)

• Asks: Where is the short hand? (Half way between the 2 and the 3.)

• Shows the class more examples of half past time to revise the position of the long hand and the short hand of an analogue clock on the half hour.

ACTIVITY II

The teacher

• Draws or shows learners clocks, showing times at quarter past.

Quarter past one. Draws it onto the board.

The short hand has just passed one.

The long hand is on the 3, which shows fifteen minutes after the hour.

We say that it is quarter past one.

This means it is a quarter of an hour (15 minutes) after one.

• Shows the class more examples of quarter past time – use the times shown below (or others – add as you wish – all quarter past times).

The short hand has just passed (ten). The long hand stands on (fifteen) minutes. We say it is quarter past (ten).

• The short hand has just passed (two). The long hand stands on (fifteen) minutes. We say it is quarter past (two).

• The short hand has just passed (twelve). The long hand stands on (fifteen) minutes. We say it is quarter past (twelve).

ACTIVITY II

• Introduces quarter to to the learners.

Quarter to three. Draws it onto the board.

• The short hand is just before the three.

• The long hand is on the 9, which shows fift een minutes to hour,

(OR 45 minutes past the hour).

• Lets the learners count backwards from 12 in 5s until they have counted 15 minutes. Asks:

What do you notice? (You are on the 9).

• Lets the learners count forwards from 12 in 5s until they have counted 45 minutes.( Asks:

What do you notice? (You are on the 9 again).

• Says: 15 minutes before OR 45 minutes after is in the same place – we call it ‘quarter to’.

The short hand is just before three.

The long hand stands on the 9.

We say it is quarter to three.

We mean it is a quarter of an hour (15 minutes) before three o’clock.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Show the following times on the clock faces.

(Make sure that the learners draw the long hand and the short hand in the correct place each time.)

a 11 o’clock.

b. 9 o’clock

c. 2 o’clock

d. 3 o’clock

e. Half past 9

f. Half past 11

g. half past 4

h. quarter past 10

i. quarter to 3

j. quarter past 2

k. quarter to 7

Pupils attempt their class work

STEP 4

HOME-WORK

 1 Which comes first, quarter to 10 or 10 o’clock?

2 Which comes first, quarter to 11 or quarter past 11?

3 Draw a picture of something you do at 7 o’clock in the morning.

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 tell the time using analogue clocks.

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 5 less than

1 30   

2 45    

3 50    

4 60    

5 25   

6 30  

7 45

8 50

9 60  

10 25

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Uses the months of the year and days of the week name cards that you have prepared from the resources.

• Explains: Days of the week and months of the year are also ways of measuring and speaking about time. Days are made of hours, weeks are made of days and months are made of weeks. They are all longer or shorter times. (Discuss the way these are all related. There are different ways we can talk about the relationships between these lengths of time.)

• Sticks the days of the week name cards on the board (or write them on the board).

• Discusses what learners do on each day of the week. Allow several learners to respond.

Each time they should say what they do and on which day of the week.

Time can also be expressed in months of the year.

• Sticks the months of the year name cards on the board (or write them on the board).

• Discusses the months in relation to birthdays and seasons.

• Discusses how time passed. Learners’ responses will vary. Listen closely to them and make the conversation meaningful. This will build their positive attitude towards

mathematics. Ask things such as:

Do we all do things in the same way and at the same time?

Do you all leave at the same time to come to school?

Have you ever heard your parents/caregivers say, ‘We don’t have enough time’?

What do they mean by this? Who makes tea the fastest in your house?

The passing of time from one school holiday to another.

CLASS ACTIVITY

The teacher

• Refers to the copy of the month of December.

• Introduces learners to the three different types of calendars (daily, weekly, monthly, yearly).

• Pass the calendars around the class so that the learners can look at them.

• Sticks the months of the year name cards on the board (or write them on the board).

• Reads the names of the months of the year. Ask different individual learners to read the names of the months with you.

• Asks the learners to show the following dates on the calendar:

Religious festivals e.g. Christmas, Day of Goodwill.

Public holidays e.g. Day of Reconciliation.

School events e.g. the last day of the school year.

• Learners’ birthdays in the month of December.

• Discusses the different months of the year and which events are associated with them, e.g. the start of the school year in January.

ACTIVITY II

The teacher

• Continues to refer to the copy of the month of December.

• Asks: How many weeks are there in December? (4 and a bit)

• Discusses some questions, linking them to the calendar – to find out the lengths of time in days.

How long is the school week? (5 days)

How many days are there from Monday to Friday? (5 days)

How long is the weekend? (2 days)

How many days are there from Saturday to Sunday? (2 days)

• Asks other questions using the calendar and dates that have meaning to the learners in the class.

E.g. find out who has birthdays this month. Calculate how long it is between two

birthday dates you found.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Refer to the calendar month of September above.

a Put a triangle on 26 September to indicate the Mathematics quiz.

b Put a square on 12 September to indicate the school play.

c Put a red circle around 24 September to indicate a public holiday, and discuss this public holiday with your peers.

d Put a rectangle on 15 September to indicate the sports day.

e Put a circle around all the Sundays.

f How many days are there in September?

g How many days between the school play and the sports day?

Pupils attempt their class work

STEP 4

HOME-WORK

1 Which is the first month of the year?

2 Which two months come between April and July?

3 Which is the last month of the year?

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 read calendars.

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

1 7 × 2    

2 6 × 4    

3 5 × 3    

4 6 × 5    

5 5 × 4     

6 7 × 3

7 7 × 5

8 9 × 4

9 8 × 5

10 5 × 5

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Revises past and to.

• Asks: What does the short hand on the clock show us? (The hours.)

• Asks: What does the long hand on the clock show us?(The minutes.)

• Draws a clock on the board, which is divided into halves.

• Shows the learners that when the long hand is on the left -hand-side

it is ‘to’ and on the right-hand-side it is ‘past’.

• Gives them some examples to show past and to.

• Draws other examples of times which are past and to.

• Uses the time half past. (e.g. half past 5.)

• Uses the times quarter past and quarter to. (e.g. quarter past 7 or quarter to 12.)

• Revises time on the hour. (e.g. 5 o’clock or 7 o’clock.)

ACTIVITY II

The teacher

Revises the length and passing of time.

• Asks: How many hours are there from 3 o’clock to 5 o’clock? (2 hours.)

• Asks: How many hours are there from 8 o’clock in the morning to 2 o’clock in the

afternoon? (6 hours.)

• Asks: How many hours are there from quarter to 5 to quarter past 5? (15 minutes + 15 minutes = 30 minutes = half an hour.)

• Asks learners to tell you about two things they do in the morning – write down the times that they do these things (to the nearest hour/half hour/quarter hour).

• Then works out the time passed between doing these two things, e.g. I wake up (6

o’clock). I eat breakfast (7 o’clock). Time passed = 1 hour.

• Allows a few different times to be discussed and then move on to the classwork activity.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 How many hours are there between 8 o’clock and 10 o’clock?

2 How many hours are there between 10 o’clock and 12 o’clock?

3 It is the 1st of September. School breaks up on the 13th of September. How many days until break up day?

4 It is the 26th of December. How many days are there until the 1st of January?

Pupils attempt their class work

STEP 4

HOME-WORK

 1 How many hours are there between 4 o’clock and 8 o’clock?

2 How many hours are there between 8 o’clock and 11 o’clock?

3 It is the 1st of June. Your birthday is on the 12th of June. How many days are there until your birthday?

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 calculate how much time has passed.

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 Draw the long hand and the short hand on this analogue clock to show 5 o’clock.

2 Draw the hands on this analogue clock to show 9 o’clock.

3 Draw the arms on this analogue clock to show quarter past six.

4 What is the time shown on the clock below?

5 How many hours are there between 9 o’clock and 2 o’clock? ____________

Pupils attempt their class work

STEP 4

SUMMARY

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