Learning About Data and Counting Mathematics Primary 2 Third Term Lesson Notes Week 11

Explore data collection and counting in Primary 2! Learn how to arrange data using less than or more than, sort data in groups, and practice counting from 1-600 in 2s, 3s, 5s, and 10s. Perfect for young learners to build foundational math skills

Subject: Mathematics

Class: Primary 2

Term: Third Term

Week: 11

Topic:

• Data Collection, Counting, and Sorting Data

Sub-topic:

• Collecting and arranging data
• Ordering numbers
• Counting numbers and skip counting
• Sorting data into groups

Duration:

• 1 hour

Behavioral Objectives:

• Pupils should be able to identify numbers from 1-300 and 301-600.
• Pupils should be able to order numbers from 1-500.
• Pupils should be able to count numbers from 1-600.
• Pupils should be able to skip count in 2s, 3s, 5s, and 10s.
• Pupils should be able to write numbers 301-600 in numerals and in words.
• Pupils should be able to collect and arrange data in order using less than or more than between categories of objects.
• Pupils should be able to sort data in groups and solve real-life problems on data collection.

Key Words:

• Data, count, skip count, arrange, sort, group, numerals, words.

Entry Behaviour:

• Pupils have prior knowledge of numbers, counting, and simple comparison.

Learning Resources and Materials:

• Chart with numbers 1-600.
• Counters (e.g., colored balls, cubes).
• Chart paper and markers.
• Worksheets for counting, ordering, and skip counting.
• Picture cards for sorting data.

Building Background / Connection to Prior Knowledge:

• Begin the lesson by reviewing previous topics such as counting numbers and skip counting.
• Ask pupils to recall what they know about comparing objects (e.g., more than, less than).

Embedded Core Skills:

• Communication: Discussing and explaining answers.
• Problem-Solving: Solving real-life problems on data collection.
• Critical Thinking: Arranging data and making comparisons.

Learning Materials:

• Counters or manipulatives (e.g., balls, cubes).
• Picture cards for sorting groups.
• Worksheets on counting, ordering, and skip counting.

Reference Books:

• Mathematics textbook for Primary 2.
• Lagos State Scheme of Work.

Instructional Materials:

• Number chart, manipulatives, worksheets, and picture cards.

Content:

• Discuss data collection and how to arrange data using less than or more than.
• Demonstrate sorting data into groups such as boys and girls.
• Practice counting numbers 1-600 and skip counting in 2s, 3s, 5s, and 10s.
• Teach how to write numbers 301-600 in numerals and in words.

1. Data Collection:
   • Data collection is about gathering information or counting different things.
   • For example, count how many green balls and red balls you have.
2. Arranging Data:
   • Once you have collected data, you can arrange it in order.
   • For example, you can put the data in a list, from smallest to largest, or from largest to smallest.
3. Comparing Data:
   • Look at the data you collected and compare it.
   • For example, if you have counted green and red balls, you can say:
     • “Green balls are more than red balls” or
     • “Red balls are less than green balls.”
4. Sorting Data into Groups:
   • You can sort data into groups.
   • For example, if you counted boys and girls in your class, you can sort them into groups:
     • Group of boys and group of girls.
5. Solving Real-Life Problems on Data Collection:
   • You can use data collection to solve real-life problems.
   • For example, if you are planning a party, you might count how many plates, cups, and napkins you need.
   • Another example is counting how many apples and oranges you have to know which one you have more of.

Examples:

• Example 1: Collect data on the number of green and red balls in a box.
  • If there are 8 green balls and 5 red balls, we can say:
    • “Green balls are more than red balls.”
• Example 2: Count the number of boys and girls in your class.
  • If there are 12 boys and 15 girls, you can sort them into groups and say:
    • “There are more girls than boys in the class.”
• Example 3: Count how many apples and oranges you have in the kitchen.
  • If you have 10 apples and 6 oranges, you can say:
    • “I have more apples than oranges.”

By collecting data, arranging it, and comparing different categories, pupils can better understand the concept and use it to solve real-life problems.

Numbers from 1 to 600:

5. Identify Numbers from 1-300 and 301-600:
   • Recognize numbers from 1 to 300, then from 301 to 600.
6. Order Numbers from 1 to 500:
   • Arrange numbers from 1 to 500 in order, starting from the smallest to the largest.
7. Count Numbers 1-600:
   • Practice counting numbers from 1 to 600.
8. Skip Count in 2s, 3s, 5s, and 10s:
   • Count by twos: 2, 4, 6, 8, and so on.
   • Count by threes: 3, 6, 9, 12, and so on.
   • Count by fives: 5, 10, 15, 20, and so on.
   • Count by tens: 10, 20, 30, 40, and so on.

Writing Numbers:

9. Write Numbers 301-600 in Numerals and Words:
   • Practice writing numbers from 301 to 600 in numerals (301, 302, etc.).
   • Also write them in words (three hundred and one, three hundred and two, etc.).

Examples:

• Example 1: Data Collection and Comparison:
  • You count 7 green balls and 4 red balls.
  • You say, “Green balls are more than red balls.”
• Example 2: Sorting Data into Groups:
  • In the class, there are 10 boys and 15 girls.
  • Group the students into a group of boys and a group of girls.
• Example 3: Counting Numbers and Skip Counting:
  • Count from 1 to 20 by twos: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
  • Count from 1 to 30 by threes: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.

By collecting and arranging data, comparing data, and ordering numbers, pupils can improve their mathematical understanding and apply it in real-life situations.

Class Activity Discussion

What is data collection?

Answer: Data collection is counting and recording information about different objects.

2. How do we compare data?

Answer: We compare data by saying if one group is more than, less than, or equal to another group.

3. What does it mean to sort data?

Answer: Sorting data means grouping objects into different categories.

4. Can you give an example of data comparison?

Answer: Sure! If you have 5 green balls and 3 red balls, you can say, “Green balls are more than red balls.”

5. What are some categories we can sort data into?

Answer: Categories could be groups of boys and girls, or different colors of balls.

6. How do you solve real-life problems using data collection?

Answer: By collecting and comparing data, you can make decisions based on the information.

7. How do we identify numbers from 1 to 600?

Answer: We recognize numbers from 1 to 600 and practice writing them.

8. How do you order numbers from 1 to 500?

Answer: Arrange numbers from 1 to 500 in order from smallest to largest.

9. How do you skip count by 2s?

Answer: Start from 2 and add 2 each time: 2, 4, 6, 8, 10, and so on.

10. How do you skip count by 3s?

Answer: Start from 3 and add 3 each time: 3, 6, 9, 12, 15, and so on.

11. How do you skip count by 5s?

Answer: Start from 5 and add 5 each time: 5, 10, 15, 20, 25, and so on.

12. How do you skip count by 10s?

Answer: Start from 10 and add 10 each time: 10, 20, 30, 40, 50, and so on.

13. How do you write numbers 301 to 600 in numerals?

Answer: Practice writing the numbers as digits, such as 301, 302, 303, and so on.

14. How do you write numbers 301 to 600 in words?

Answer: Practice writing the numbers as words, such as “three hundred and one,” “three hundred and two,” and so on.

15. Can you give an example of using data to solve a real-life problem?

Answer: Yes! If you have 8 green apples and 5 red apples, you know you have more green apples. You could decide to use green apples for a recipe.

data collection and counting numbers:

1. Fill in the blank:

Green balls are ______ than red balls. a) more b) less c) equal d) none

2. Fill in the blank:

Data collection helps us to _______ and arrange information. a) compare b) hide c) ignore d) sell

3. Fill in the blank:

If there are 15 boys and 10 girls, we can say there are ______ boys than girls. a) more b) less c) equal d) none

4. Fill in the blank:

When we skip count by 2s from 2, the next number is ______. a) 4 b) 5 c) 3 d) 6

5. Fill in the blank:

When we skip count by 3s from 3, the next number is ______. a) 4 b) 5 c) 6 d) 7

6. Fill in the blank:

Counting in 5s from 5, the next number is ______. a) 10 b) 12 c) 14 d) 15

7. Fill in the blank:

Counting in 10s from 10, the next number is ______. a) 11 b) 12 c) 15 d) 20

8. Fill in the blank:

If there are 7 green balls and 9 red balls, there are ______ green balls than red balls. a) more b) less c) equal d) none

9. Fill in the blank:

The number that comes after 499 is ______. a) 497 b) 501 c) 500 d) 502

10. Fill in the blank:

When we skip count by 2s, the pattern is: a) 2, 3, 4, 5, 6 b) 2, 4, 6, 8, 10 c) 1, 3, 5, 7, 9 d) 1, 2, 3, 4, 5

11. Fill in the blank:

How would you write the number 302 in words? a) two hundred two b) three hundred two c) three hundred twelve d) three hundred twenty

12. Fill in the blank:

What is 100 plus 500? a) 500 b) 600 c) 400 d) 700

13. Fill in the blank:

If there are 15 students, 9 of them are boys and the rest are girls, there are ______ girls. a) 5 b) 7 c) 6 d) 9

14. Fill in the blank:

When we sort data into groups, we are ______. a) separating information b) mixing information c) counting the same d) hiding information

15. Fill in the blank:

When we arrange data in order, we are _______. a) disorganizing b) randomizing c) organizing d) removing

Presentation:

Step 1:

• Revision: Review the previous topic on counting and ordering numbers.
• Ask pupils to count from 1-300 and identify the next number.
• Exploring Shapes in Everyday Objects Mathematics Primary 2 Third Term Lesson Notes Week 10

Step 2:

• Introduction: Introduce the new topic of data collection and sorting data.
• Show examples of data collection (e.g., green balls vs. red balls).

Step 3:

• Activity: Allow pupils to use counters to sort data into groups (e.g., boys and girls, colors).
• Ask pupils to arrange data using less than and more than comparisons.

Teacher’s Activities:

• Guide pupils in collecting and arranging data.
• Explain how to write numbers 301-600 in numerals and in words.
• Provide examples and allow pupils to practice skip counting.

Learners’ Activities:

• Collect and arrange data using counters.
• Practice skip counting and counting numbers.
• Write numbers 301-600 in numerals and words.

Assessment:

• Activity: Provide worksheets on data collection, counting, and skip counting for pupils to complete.
• Observe pupils during group activities and offer assistance as needed.

Evaluation Questions:

1. Compare and arrange data using less than or more than.
2. What comes after 599?
3. Skip count by 2s from 300 to 310.
4. Write 350 in words.
5. How many green balls are there compared to red balls?
6. Sort data into groups (e.g., boys and girls).
7. Count from 500 to 520.
8. Write 590 in words.
9. Use counters to solve a data collection problem.
10. Skip count by 5s from 0 to 50.

Conclusion:

• The teacher will go around the class to mark pupils’ work and provide necessary feedback.
• Summarize the lesson by highlighting the key points on data collection, counting, and sorting data.