PRY 2 MATHEMATICS IST TERM E-NOTE

Week: one

Class: primary two

Topic: whole number 1-200.

Behavioural objectives: At the end of the lesson pupils should be able to,

1. Count numbers correctly from 1-200.
2. Identify and read numbers from 1-200.
3. Identify order and write numbers up to 200.

 

Instructional material/Reference material:

1. Concrete objects such as bottle tops, stick, small water proof bags for bundles of seeds/bottle tops, ropes, straw and two hundred squares chats.

2 flash cards, sticks, chat of numbers 1-200

Building Background /connection to prior knowledge: pupils can count l-100

Content: TEACHING AID: Concrete objects such as bottle tops, sticks, seeds, small waterproof bags for bundles of seeds/bottle tops, ropes, straws and two hundred square charts etc. Flash cards and Charts of numbers 1-200 etc

 

PROCEDURE

STEP1: Stimulate pupils’ interest for the day’s task by the use of set induction. Revise their previous knowledge by asking them to count 1-100.

Step 2: Introduce new lesson by engaging pupils in a song that has to do with counting. Guides pupils to revise counting of numbers from 1-99 using counters and 100-square charts;

STEP3: Develop lesson by adding one counter to 99 counters, and recap that 100 is equal to 99 plus one i.e. 100 = 99+ 1. Guide pupils to count numbers 1 to 200.

Write 1 to 200 on the chalkboard and count with pupils. Invite pupils to identify some numbers on the chalkboard e.g 12, 15, 23, etc

 

Step 4. Develop lesson further by guiding pupils to use the teaching aid, to build up piles in tens and units, and demonstrates that bringing three piles of tens and eight sticks represent 38 e.t.c.

Build up piles in tens and units, guide pupils to use bundles or piles to demonstrate place value. Write numbers 1-200 on the chalkboard and guide pupils to write same in their mathematics notebook.

Evaluation

Teacher should guide the pupils to

1. Arrange and count correctly using bottle tops in tens up to two hundred.
2. Counts bundles of straws in tens and hundreds up to two hundreds.
3. Build piles corresponding to given numbers.
4. Say the number representing a pile. Homework: pupils should write from 1-300

 

Week: Two

Class: primary Two.

Topic: Whole numbers1-200

Behavioural objectives: At the end of the lesson pupils should be able to:

1. Count numbers correctly from 1- 200.
2. Identify and read numbers from 1- 200
3. Identify order and write numbers up to 200.

Instructional material/Reference material: number charts, counters.

Building Background /connection to prior knowledge: The pupils are familiar with the topic.

 

Content:

When one figure is written the figure is under unit

1. e U. U

4, 5

When it is two we will write it under tens

I.e. 46= 40+4. That means 4tens and 4unit

1. U. T U
2. 4. 9. 8

When the figure becomes three that means hundred is included.

I.e. 463=4hundred+6tens+3units H T U. H T U

4 6 3. 5 7 3

 

Evaluation:

1. Build piles corresponding to a given number.
2. Identify and read given number on flash cards.
3. Write given numbers in expanded form.
4. Order given piles of numbers.
5. Write numbers up to 200.

 

Week: Three

Class: Primary Two Topic: Fractions I

Behavioural objectives: At the end of the lesson pupils should be able to:

1. Divide a collection of concrete objects into two equal parts and four equal parts. Instructional material/Reference material:

1. Oranges
2. Cardboard Paper etc.

Building Background /connection to prior knowledge: The pupils are familiar with the topic.

Content:

Fraction.

What is Fraction? Fractions represent equal parts of a whole or a collection. Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole. For example, Fraction of a collection: Fractions also represent parts of a set or collection. For example, There are total of 5 children.3 out of 5 are girls. So, the fraction of girls is three-fifths (3⁄5).2 out of 5 are boys. So, the fraction of boys is two-fifths (2⁄5).Fraction notation A fraction has two parts.

The number on the top of the line is called the numerator. It tells how many equal parts of the whole or collection are taken.

The number below the line is called the denominator. It shows the total divisible number of equal parts the whole into or the total number of equal parts which are there in a collection. Fractions on a number line: Fractions can be represented on a number line, as shown below. For examples,

 

es 08140403282, 08059957264

Real life examples: The most common examples of fractions from real life are equal slices of pizza, fruit, cake, a bar of chocolate, etc. Non-examples when the parts of the whole are unevenly divided, they don’t form fractions of fractions Unit fractions with numerator 1 are called unit fractions.

 

Proper fractions: Fractions in which the numerator is less than the denominator are called proper fractions e.g. 2/7, 5/10 e.t.c.

Improper fractions: Fractions in which the numerator is more than or equal to the denominator are called improper fractions. e.g. 9/2,8/3,20/5 e.t.c.

 

Evaluation: Teacher should guide the Pupils to:

1. find ½ and ¼ of given collections of objects.

 

Week: Four

Class: Primary Two Topic: Fractions II

Behavioural objectives: At the end of the lesson; pupils should be able to;

1. obtain ¾ of a concrete object. Instructional material/Reference material:

1. Oranges
2. Cardboard Papers etc.

Building Background /connection to prior knowledge: Pupils can definitely a fraction and knows the different types of Fractions.

Content: Fractions

A fraction is a part of a whole number, and a way to split up a number into equal parts. It is written as the number of equal parts being counted, called the numerator, over the number of parts in the whole, called the denominator. These numbers are separated by a line. There are different types of fraction and different ways of writing the same fraction. Just like whole numbers, it is possible to add, subtract, multiply, and divide fractions. The size of fractions can also be compared to find the smallest or the largest fraction.

 

Evaluation: Find ¾ of given collection of objects.

 

Of course, here are 15 fill-in-the-blank questions on the topic of fractions:

1. A fraction represents a part of a ______ number.
a) even
b) odd
c) whole

2. The number above the line in a fraction is called the ______.
a) denominator
b) numerator
c) divisor

3. The number below the line in a fraction is known as the ______.
a) whole
b) numerator
c) denominator

4. A fraction consists of a numerator and a ______.
a) whole
b) sum
c) denominator

5. Fractions are written with the numerator above a ______.
a) comma
b) period
c) line

6. The number of equal parts being counted in a fraction is the ______.
a) numerator
b) denominator
c) divisor

7. The fraction 3/4 represents ______ equal parts.
a) two
b) three
c) four

8. Fractions can be added, subtracted, multiplied, and ______.
a) sorted
b) grouped
c) divided

9. In the fraction 5/8, the numerator is ______.
a) 5
b) 8
c) 13

10. Fractions can be used to split a ______ into equal parts.
a) number
b) whole
c) line

11. Fractions can be compared to find the smallest or ______ fraction.
a) shortest
b) largest
c) equal

12. The line that separates the numerator and denominator is called a ______.
a) division line
b) fraction line
c) fraction bar

13. Fractions can also be represented using ______ ways.
a) different
b) odd
c) whole

14. The fraction 2/5 has a numerator of ______.
a) 2
b) 5
c) 7

15. Just like whole numbers, fractions can be used to perform arithmetic operations such as addition, subtraction, ______, and division.
a) sorting
b) multiplication
c) counting

 

Week: five

Class: primary two Topic: Addition I

Behavioural objectives: At the end of the lesson pupils should be able to:

4. Add 2-digit numbers without exchanging or renaming.
5. Add 3 digits number without exchanging or renaming.
6. Add 3 numbers taking two at a time.

 

Instructional material/Reference material:

1. Number beads.
2. Bean seed
3. Card etc.
4. Charts on addition of 3-digit numbers without renaming etc.
5. Counters such as sticks bottle tops.
6. Addition cards

Building Background /connection to prior knowledge: Pupils can add two digits number.

Content:

1 Revision of addition of 2- digit numbers without exchanging or renaming.

1. U
2. 5. 2

+ 2 3

===== 7. 5.

Remember that you will start your addition from the right hand side under unit. You will count 2 and count 3 and you will count it together your answer will be 5 then you will write it and repeat the same process under T(tens) .

2, 15+14= 29.

Addition problems of 3-digit numbers 1. 141 +125=

HTU 141

+  125

= 266

 

Example 2. HTU

253

+125

= 378

3. 🌐🌐🌐 +🌐🌐🌐🌐🌐 + 🌐🌐🌐

3 +. 5. + 3

=11

4. 🌐🌐🌐🌐🌐+🌐🌐🌐🌐+🌐🌐
5. +. 3. +. 2

=10.

5. 🌐🌐🌐🌐 +🌐🌐🌐🌐 +🌐🌐
6. + 4. + 2

×10.

Evaluation: Pupils should be able to:

1. Add given 2 digit numbers without exchanging of renaming.
2. Add 3 digit numbers vertically without exchanging or renaming.

 

Week: Six

Class: Primary two. Topic: Addition II

Behavioural objectives: At the end of the lesson pupils should be able to;

1. Add 3-digit numbers with exchanging or renaming.
2. Add 3 numbers taking two at a time.

Instructional material/Reference material: pictures and charts.

Building Background /connection to prior knowledge: Pupils can add both 2 and 3 digit numbers vertically without exchanging or renaming.

Content:

Writing of numbers in an expanded form

e.g. 96= 9 tens +6 units. 2,458=4hundreds+5tens+8units.

Addition problems on 2- digits with exchanging or renaming.

TU e.g. 76+19 = 76

+ 19

= 95

 

You will start your addition from the right hand side, you will add 6 and 9 together your answer will be 15, 1 tens and 5unit, u will write the tens and keep the unit then you will add 7 and 1 together you answer will be 8 you will now add the 1 that you kept your answer now will be 9.

 

2. Addition of 3 digits numbers with exchanging or remaining.

 

854+526=. HTU

854

+ 526

=1380

 

Add 4 and 6 together write 0 and keep 1. Add 5 and 2 and the 1 u kept together=6

Add 8 and 5 together your answer will be 13, write it down. Example 2:

THU 589

+368

= 957.

Evaluation: At end of the lesson pupils can add both 2 and 3 -digits numbers with exchanging or renaming.

 

 

**Add 2-Digit Numbers without Exchanging or Renaming:**

1. When adding 2-digit numbers, you don’t need to ______ or rename.
a) carry over
b) subtract
c) multiply

2. To add 23 and 45, you would add ______ and ______ to get the sum.
a) 2, 5
b) 3, 4
c) 23, 45

3. What is the result of adding 36 and 47?
a) 71
b) 83
c) 83

**Add 3-Digit Numbers without Exchanging or Renaming:**

4. Adding 3-digit numbers without exchanging involves adding ______ place value columns.
a) hundreds
b) tens
c) ones

5. If you add 123 and 456, what is the sum?
a) 579
b) 589
c) 669

6. When adding 3-digit numbers, you add the ______ in the same place value column.
a) largest digit
b) middle digit
c) corresponding digits

**Add 3 Numbers Taking Two at a Time:**

7. When adding 3 numbers taking two at a time, you first add ______.
a) the smallest and largest numbers
b) any two numbers
c) the first two numbers

8. In the addition 37 + 45 + 21, you would first add ______ and ______, then add the result to 21.
a) 37, 45
b) 45, 21
c) 37, 21

9. What is the sum of 58, 26, and 39 when adding two numbers at a time?
a) 84
b) 109
c) 123

10. When adding 3 numbers, the order in which you add them ______ affect the final sum.
a) does
b) doesn’t
c) sometimes

11. In the addition 69 + 47 + 23, you would first add ______ and ______, then add the result to 23.
a) 69, 47
b) 47, 23
c) 69, 23

12. To add 3 numbers taking two at a time, you ______ the sum of the first two numbers to the third number.
a) multiply
b) divide
c) add

Remember to practice these different addition techniques to become more confident in your math skills!

Week:  Seven Class: Primary Two

Topic: Subtraction I

Behavioural objectives: At the end of the lesson pupils should be able to:

1. Subtract 2digit numbers without exchanging or renaming.
2. Subtract 2digit numbers with exchanging and renaming.
3. Apply addition and subtraction in everyday activities.

 

Instructional material/Reference material:

1. Number cards.
2. Cardboard strips with numerals and number line etc.
3. Number beads.
4. Sticks.
5. Counters such as oranges, beans seed bottles tops.

Building Background /connection to prior knowledge: The pupils have learnt addition.

Content:

1. Revision of subtraction of 1digit numbers. 1. 5-3=2
2. 8-6=3
3. 7-5=2.

Subtraction with the using of counters:

Example1

If you have 10 pineapples in kitchen and you are 4 in the morning how many pineapples do you now have?

You will Subtract 4 from 10

🍍🍍🍍🍍–🍍🍍🍍🍍🍍🍍

(🍍🍍🍍🍍)-🍍🍍🍍🍍🍍🍍

Your answer will be six that means you have six pineapples in your kitchen. Expressing of plans value e.g:

36=3tens, 6units. 28= 2tens, 8units.

90= 9 tens; 0units.

Subtractions of two digits numbers.

 

48

-22

= 26

 

2. 53

-32

= 21.

Evaluation

1. Subtract 2digit numbers without exchanging or renaming. 2. Subtract 2digit numbers with exchanging and renaming.
2. Mention four everyday activities accuracy is needed.

 

 

1. If you had 10 pineapples and used 4 in the morning, how many pineapples do you have left?
a) 6
b) 14
c) 8

2. To find out the number of pineapples left, you would ______ 4 from 10.
a) add
b) multiply
c) subtract

3. What operation is used to determine the number of pineapples left?
a) Division
b) Subtraction
c) Addition

4. In the calculation 🍍🍍🍍🍍-🍍🍍🍍🍍🍍🍍, what does each pineapple emoji represent?
a) 1 pineapple
b) 2 pineapples
c) 5 pineapples

5. What’s the result of the subtraction 🍍🍍🍍🍍-🍍🍍🍍🍍🍍🍍?
a) 🍍🍍🍍🍍
b) 🍍🍍🍍
c) 🍍🍍

6. To express the value 36, we say ______ tens and ______ units.
a) 3, 6
b) 6, 3
c) 36

7. How would you express the number 28 using tens and units?
a) 8 tens, 2 units
b) 2 tens, 8 units
c) 28 tens

8. If a number is 90, it means there are ______ tens and ______ units.
a) 0 tens, 9 units
b) 9 tens, 0 units
c) 90 tens

9. In the calculation 🍍🍍🍍🍍-🍍🍍🍍🍍🍍🍍, how many pineapples are left after subtracting?
a) 5
b) 4
c) 6

10. How many pineapples did you use in the morning?
a) 6
b) 4
c) 10

11. What is the final result of the calculation (🍍🍍🍍🍍)-🍍🍍🍍🍍🍍🍍?
a) 🍍🍍🍍🍍
b) 🍍🍍🍍
c) 🍍

12. How many pineapples are left in the kitchen?
a) 4
b) 6
c) 8

13. To find the number of pineapples left, you ______ 4 from 10.
a) add
b) multiply
c) subtract

14. How can you express the value 28 using tens and units?
a) 2 tens, 8 units
b) 8 tens, 2 units
c) 28 tens

15. If a number is 90, it means there are ______ tens and ______ units.
a) 9 tens, 0 units
b) 0 tens, 9 units
c) 90 tens

 

Week: Eight

Class: primary Two Topic: Subtraction I

Behavioural objectives: At the end of the lesson the pupils should be able to,

1. Subtract 2- digit numbers with exchanging and renaming.
2. apply addition and subtraction in everyday activities.

Instructional material/Reference material:

1. Number card
2. Cardboard strips with numerals and number line
3. Number beads.
4. Sticks.
5. Counters such as oranges, beans seed bottle tops. Building Background /connection to prior knowledge:

1. Pupils can subtract 2digit numbers without exchanging or renaming.
2. Pupils can subtract 2digit numbers with exchanging and renaming. Content:

Subtraction of 2- digits numbers without exchanging or renaming. 1. 53

– 21

= 32

 

2. 94

-32

= 62I

Identification of the digit that are in tens and units e.g.

48=4tens and 8units. 57= 5tens and 7units. 83= 8tens and 3units.

56=5tens and 6units.

 

Subtracting 2-digit numbers with exchanging and renaming can sometimes be a bit tricky, but it’s an important skill in mathematics. Let’s work through an example to see how this works:

Example: Subtract 46 from 82

Step 1: Start from the rightmost digits and subtract them.
2 – 6 = -4 (Since 2 is smaller than 6, we need to borrow from the tens digit.)

We change 8 to 7 (borrowing 1 from 8) and add it to the 2, making it 12. Then we subtract 6.

12 – 6 = 6

Step 2: Subtract the tens digits.
7 – 4 = 3

So, 82 – 46 = 36

Now, let’s apply addition and subtraction in everyday activities:

**Addition in Everyday Activities:**
1. **Grocery Shopping:** When you buy multiple items, you’re adding up their prices to calculate the total cost.
2. **Cooking:** When you’re measuring ingredients for a recipe, you’re often adding different amounts to get the right total.
3. **Paying Bills:** If you have multiple bills to pay, you add them together to know the total amount due.

**Subtraction in Everyday Activities:**
1. **Change Calculation:** When you buy something and give more money than the price, you calculate the change by subtracting the price from the amount you paid.
2. **Time Calculation:** When you want to know how much time has passed, you subtract the start time from the end time.
3. **Savings:** If you save a portion of your allowance, you subtract the amount saved from your total allowance to know how much you have left to spend.

By using addition and subtraction in everyday activities, you’re using practical math skills to make sense of the world around you!

[mediator_tech]

Evaluation

1. When subtracting 2-digit numbers, you may need to borrow or ______.
a) exchange
b) add
c) multiply

2. In the example 82 – 46, what is subtracted first?
a) Tens digits
b) Ones digits
c) Hundreds digits

3. Borrowing from the tens digit involves changing the tens digit in the ______ number.
a) smaller
b) larger
c) middle

4. In the example, what is 2 – 6?
a) -4
b) 4
c) 8

5. Borrowing from the tens digit is also known as ______.
a) exchanging
b) carrying
c) adding

6. After borrowing, the tens digit becomes ______.
a) smaller
b) larger
c) the same

7. In the example, after borrowing, what is 12 – 6?
a) 6
b) -6
c) 4

8. When subtracting, you start from the ______ digits.
a) rightmost
b) leftmost
c) middle

9. What is the result of 7 – 4?
a) 3
b) 1
c) 2

10. Subtracting 2-digit numbers with exchanging is an important skill in ______.
a) science
b) mathematics
c) art

11. In everyday activities, addition is used when you calculate the ______.
a) change
b) time passed
c) distance

12. In the example, what is the final result of 82 – 46?
a) 46
b) 36
c) 56

13. Subtraction is applied when calculating the ______ after buying something.
a) product
b) change
c) total cost

14. Time calculation involves subtracting the ______ from the end time.
a) start time
b) middle time
c) current time

15. Savings involve subtracting the amount saved from the total ______.
a) earnings
b) allowance
c) spending

1. Subtract 2-digit numbers without exchanging or renaming.
2. subtract 2-digitnumbers with exchanging and renaming.

 

Week: Nine

Class: Primary Two Topic: Multiplication I

Instructional material/Reference material:

1. Number cards.
2. Cardboards strips with numerals and number line etc.
3. Number beads.
4. Sticks

Behavioral objectives: At the end of the lesson pupils should be able to:

1. multiply numbers using repeated additions.
2. apply corrections in multiplication as important in everyday activities.

 

Building Background /connection to prior knowledge: pupils are very good at addition and subtraction of numbers.

Content:

As you coming to school this morning if your mother gave you three sweets, your daddy gave three sweets and your brother saw you on your way coming and gave you another three sweets. How many sweets do you have now?

3sweets in 3places 3. ×. 3

That is 3+3+3=9.

Example 2 4×3

4 +4 + 4 + 4=12

 

EVALUATION

 

Week: Ten Class: primary

Topic: Multiplication II

Behavioural objectives: At the end of the lesson pupils should be able to;

1. Apply correctness in multiplication for everyday activities. Instructional/Reference material:
2. Counters such as oranges, beans seed, bottle tops.

Building Background /connection to prior knowledge: pupils already knows multiplication with repeated addition.

Content:

Multiplication as repeated addition and the use of symbol “x”. 1. 3×5=3+3+3+3+3=15

2. 3×6=3+3+3+3+3+3=18

3, 5×2=5+5=10

4. 5×4=5+5+5+5=20
5. 3×4=3+3+3+3=12
6. 4×2=4+4=8
7. 5×3=5+5+5=15
8. 2×5=2+2+2+2+2=10
9. 2×7=2+2+2+2+2+2+2=14
10. 6×2=6+6=12.

 

[mediator_tech]

Evaluation

1. Multiplication is often represented as ______ addition.
a) repeated
b) random
c) mixed

2. 3 × 5 can be written as ______.
a) 3 + 3 + 3 + 3 + 3
b) 5 + 5 + 5
c) 5 + 3

3. Using the symbol “x,” 3 × 6 equals ______.
a) 18
b) 6 + 6
c) 3 + 3 + 3

4. 3, 5 × 2 can be written as ______.
a) 2 + 2 + 2 + 2 + 2
b) 5 × 2
c) 3 × 2

5. 5 × 4 can be represented as ______.
a) 4 + 4 + 4 + 4
b) 5 × 3
c) 5 + 4

6. Using repeated addition, 3 × 4 equals ______.
a) 4 + 3 + 4
b) 3 + 3 + 3 + 3
c) 12

7. 4 × 2 can be written as ______.
a) 4 + 4
b) 2 × 2
c) 4 × 3

8. Using the symbol “x,” 5 × 3 equals ______.
a) 15
b) 5 + 3 + 5
c) 3 + 3 + 3

9. Representing 2 × 5 as repeated addition gives us ______.
a) 2 + 2 + 2 + 2 + 2
b) 5 × 2
c) 5 + 5

10. Using the symbol “x,” 2 × 7 equals ______.
a) 14
b) 7 + 2
c) 2 + 2 + 2 + 2 + 2 + 2 + 2

 

[mediator_tech]