Grade Teacher’s Guide for Grade 2

Teacher’s Guide for Grade 2 Grade Interactive Radio Instruction (IRI) - TERM 2

Term 2 Term 2 REVISED 2009REVISED 2009

A GOG/IDB Project - BEAMS

MINISTRY OF EDUCATION INTERACTIVE RADIO INSTRUCTION (IRI)

FOR MATHEMATICS

THE LAND OF NUMBERS—GRADE 2 TEACHER’S GUIDE FOR THE 2nd TERM

BEAMS—A GOG/IDB Project

NOT TO BE SOLD

Available for free download fromwww.education.gov.gy

IRI Mathematics Grade 2 “THE LAND OF NUMBERS” i

MINISTRY OF EDUCATION THE LAND OF NUMBERS - GRADE 2

TEACHER’S GUIDE FOR THE 2nd TERM

WRITING TEAM: Louise Perera Noemi de Carter, IRI Mathematics Specialist

Education Development Center, Inc. (EDC)

ILLUSTRATIONS: Olwyn Chester Shirley McPherson

COVER DESIGN: Alvaro Cisneros, IRI Consultant EDC Waleema Abrahime

FORMATIVE EVALUATION: Joseph McKenzie

EDITING: Hetal Thukral and Jennifer Davis-Kay, EDC

2007 Ministry of Education, Georgetown, Guyana. Revised Edition, 2009 Published by the Ministry of Education.

IRI Mathematics Grade 2 “THE LAND OF NUMBERS” ii

ACKNOWLEDGEMENTS

The Ministry of Education wishes to acknowledge the critical comments, suggestions, and professional assistance provided by

several individuals and groups in the development of the IRI Programme for Mathematics and this Teachers Guide. Their input

is going to help to improve the quality of education in Mathematics, specifically, for the Grade 2 children of Guyana. We wish to

thank the following groups and individuals.

Participants in the Validation of IRI Mathematics Lessons, During Year 2006

GEORGETOWN

Smith’s Memorial Primary School F.E. Pollard Primary School

Ms. Desryn Richmond (Head Teacher) Ms. Eleatrice Davenport (Head Teacher)

Ms. Michelle Downer Ms. Rene Singh

Ms. Joy Hopkinson

IRI TEAM Pauline Stanford (Acting Head of DEIU) Carol Bess (Scriptwriter) Krishna Nand Prashad (Editor) Rae Andre Wiltshire

(Actor) Geoffrey Smith (Implementation Officer) Raymond Coxall (Scriptwriter) Waleema Abrahime (Admin. Assistant) Lavonne George (Actress) Joseph Mc Kenzie (Formative Evaluator) Melanie Pierre (Scriptwriter) Shirley McPherson (Secretary) Lyndon Jones (Actor) Claudette Fredericks (Radio Producer) Morris Solomon (Scriptwriter) Peter Callender (Musician) Petal Burnett (Actress) Nizam Bacchus (Digital Editor) Samatha Joseph (Team Leader) Julian Kattow (Musician) Jennifer Cumberbatch

(Actress)

Noemi de Carter (IRI Mathematics Specialist)

IRI Mathematics Grade 2 “THE LAND OF NUMBERS” iii

TABLE OF CONTENTS

OVERVIEW: TEACHER’S GUIDE FOR “The Land of Numbers,” Grade 2 IRI Mathematics Term 2 ………..…. 1 -15 Lessons 52 to 55 ………………………………………………………………………………………………….………… 17-24Review of Week 14 ………………………………………………………………………………………………….……... 25-26 Lessons 56 to 59 …………………………………………………………………………………………………….……… 27-34 Review of Week 15 …………………………………………………………………………………………………………. 35-36 Lessons 60 to 63 ………………………………………………………………………………………………………........ 37-44 Review of Week 16 …………………………………………………………………………………………………..……… 45-46 Lessons 64 to 67……………………………………………………………………………………………………..……… 47-54 Review of Week 17 ………………………………………………………………………………………………..………… 55-56 Lessons 68 to 71 …………………………………………………………………………………………………..………… 57-64 Review of Week 18………………………………………………………………………………………………..………… 65-66 Lessons 72 to 75 …………………………………………………………………………………………………..………… 67-74 Review of Week 19 ………………………………………………………………………………………………..………… 75-76 Lessons 76 to 79 …………………………………………………………………………………………………..………… 77-84 Review of Week 20 …………………………………………………………………………………………………………. 85-86 Lessons 80 to 83………………………………………………………………………………………………….…….…… 87-94 Review of Week 21………………………………………………………………………………………………………..… 95-96 Lessons 84 to 87 …………………………………………………………………………………………………..……..... 97-104 Review of Week 22 ……………………………………………………………………………………………………..…. 105-106 Lessons 88 to 91 ……………………………………………………………………………………………………….…. 107-114 Review of Week 23 …………………………………………………………………………………………………….…. 115-116

IRI Mathematics Grade 2 “THE LAND OF NUMBERS” iv

Lessons 92 to 95 …………………………………………………………………………………………………….……117-124 Review of Week 24 ………………………………………………………………………………………………….……125-126 Lessons 96 to 98 ………………………………………………………………………………………………….………127-132 Closing Lesson …………………………………………………………………………………………………………. 133-134 MATHEMATICS TOPICS FOR GRADE 2, TERM 2…………………………………………………………….……. 135-143 IRI SONGS FOR GRADE 2, TERM 2………………………………………………………………………………..…..145-149 Currency—Notes and Coins …………………………………………………………………………………………...151-153 Posters—Shapes Divided Into Parts…………………………………………………………………………………. 155-181

IRI Mathematics Grade 2 “THE LAND OF NUMBERS”

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OVERVIEW: TEACHER’S GUIDE FOR “THE LAND OF NUMBERS”

GRADE 2 IRI MATHEMATICS -TERM 2

This is the second part of the Teacher’s Guide for the Grade 2 IRI Mathematics series “The Land of Numbers.” The purpose of this Guide is to provide you with in-class support for each IRI programme in your Grade 2 Mathematics classroom, while also drawing from observations and feedback received from the first-term IRI classrooms. This overview will guide you through various Mathematics activities or learning situations that you may encounter in your Grade 2 IRI Mathematics classroom during Term 2. In this section, you will find the organization of the IRI lessons for Term 2, some reflections on the role of a teacher in an IRI classroom, and a list of basic materials you will need for some of the topics addressed after the Audio Programmes. Following the overview, you will find individual guides for each of the 47 IRI lessons and the closing lesson in Term 2. This section is the heart of this guide, as it provides you, the teacher, with continued support in your classroom, before, during, and after each IRI Audio Programme. Toward the back of this guide, you will find supplementary materials that will help you in the effective delivery of the IRI Mathematics lessons: posters with shapes to help teach fractions, a table that lists the Mathematics topics covered in these 47 lessons and the closing lesson, the lyrics to each song heard in the programmes. STRUCTURE AND ORGANIZATION OF THE TERM 2 TEACHER’S GUIDE AND AUDIO PROGRAMMES The structure of this guide is similar to the Term 1 Teacher’s Guide. For this term, you will have 48 IRI lessons and 11 review sessions (see Table 1 below). Again, each Mathematics lesson lasts 50 minutes and is divided into two parts: the AUDIO Programme (28 min.) and the FACE-TO-FACE interaction between you and your pupils, without audio (22 min.) Both parts contain guided, engaging activities for teaching and learning Mathematics. At the end of each week, there is a “review session” that is designed to last 30 minutes. For each review session, the Guide provides activities that can be re-created by you, the teacher. Alternatively, you may choose to cater the activities during these 30 minutes to the learning


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needs of the Grade 2 Mathematics pupils. However, you, the teacher, may choose how to use the time during each review session. The focus of each review is to provide the pupils with an opportunity to develop their mathematical skills or abilities in the Mathematics topics previously presented. As you use this guide and all other IRI materials, keep in mind that the main purpose of these 48 IRI lessons and 11 review sessions is to provide the children with opportunities to develop their abilities in Mathematics up to and beyond the standards for the second term of Grade 2.

Table 1: Distribution of the IRI Lessons for Grade2

Term (T) No. of IRI Lessons No. of Review

Sessions

No. of CDs for Each Term

T1

51 and a closing lesson 12 4 CDs (13 lessons on

each) T2

47 and a closing lesson 11 3 CDs (16

lessons on each)

T3

35 and a closing lesson 8 3 CDs (12 lessons on

each) Total: 133 and 3 closing lessons 31

10 CDs (total of

133 lessons and 3 closing

lessons)

As in the first term, the Audio Programmes will be delivered to Grade 2 teachers and pupils either through broadcast or on CD (compact disc). In addition to the Audio lesson, each pupil will also receive the chequered-line exercise book for Term 2, and each teacher will receive a copy of this Teacher’s Guide.


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LESSONS LEARNED FROM TERM 1: THE IMPORTANCE OF THE TEACHER’S ROLE, AND THE TOOLS REQUIRED FOR EFFECTIVE LEARNING

The role of the teacher in a successful IRI Mathematics classroom As you well know, the Teacher’s continued participation during the entire Audio Programme is the key to a successful IRI Mathematics lesson. Your participation includes answering questions posed by the “radio teachers” together with the children, singing along with the pupils, taking part in the physical activities, and providing additional support to those pupils who may need it. This level of involvement and participation from the teacher is important to a successful IRI Mathematics lesson. Children see you, their teacher, as the most important person in the classroom, and your participation will enrich the learning experience for all children for whom IRI is the medium. Encourage your pupils to answer to “radio teachers” together with the chores; the Audio Programmes for Grade 1 were not designed to have chores, and pupils were used to this kind of design, Grade 2 requires the participation of children together with the chores, except in segments that deal with stories or word problems and the first segments that are introductions to the Audio Programmes, in which children should not expect chores.

Tips and tools for learning Mathematics effectively with IRI: radio and CDs, proposed activities or exercises on the chalkboard, and posters with drawings of shapes, counters and other materials Be prepared for the IRI Audio lesson. From Term 1, we learned that teachers, who were prepared with their Audio

Programme before the Mathematics lesson began, were better able to complete all the given activities within the allotted time. Before the Mathematics lesson is scheduled to begin, tune in to the appropriate channel or insert the CD and ensure that the Audio Programme is playing, so that you, the teacher, are able to address any technical difficulties ahead of time and without disrupting the Audio Programme.

Be prepared by having the exercises or activities on the chalkboard. Throughout Term 1, teachers repeatedly noted the importance of being prepared with the respective Mathematics exercises or activities on the chalkboard before the IRI lesson began. Almost all the IRI classes require that you, the teacher, copy a number of exercises on the chalkboard. You might also need to draw shapes or patterns, make graphs, etc. These tasks can be facilitated if you, the teacher, have the opportunity to create posters with the mathematics exercises for each IRI lesson, as in the example below:


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G2 Lesson 1

2 5 3 0 9 4 7 11 6 14

10 8 13 19 12

G2 Lesson 12 (cont.)

3 + 1 + 2 = 3 + 5 + 0 = 2 + 0 + 5 = 3 + 0 + 7 =

G2 Lesson 12

A 100 200 300 400 B 500 600 700 800 C.

D.

E.

32 6 67 9 4 8 + 56 – 2 + 11 – 3 + 5 – 4

The posters above correspond to Lesson 1 and Lesson 12. They can be written by hand on cardboard or a sheet of paper. The size of each poster must be calculated according to the number of children in your class, remember that all of your pupils need to see the exercises to read and/or copy them.


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These posters can be covered with plastic to last for some years. This way, the teachers of Grade 2 can use them for many years and will not need to copy them on the chalkboard every day, which will optimize their precious time. You will also need to store these posters safely for future use. Be prepared with the posters that show shapes divided into parts. During this second term, pupils will learn about topics related to fractions. For this purpose, you will need to show groups or sets of shapes divided into parts. In most cases, each part has to be coloured. These posters (14 in total) can be found at the back of this teacher’s guide, and can be detached. The shapes and colours should not be changed because they are in accordance with their respective Audio Programmes. The 14 posters with the shapes are as follow: Poster 1 Poster 2 Poster 3 Poster 4 Poster 5 Poster 6 Poster 7 R B

R B G Y R B Y G Y G RB B Y G R Y G Poster 8 Poster 9 Poster 10 Poster 11 Poster 12 Poster 13 Poster 14 R G Y Y Bk Y R

Y B R Y G Bk Y R G B R Bk Y R G B Bk B G Codes: B = Blue; Y = Yellow; G = Green; R = Red; Bk = Black Each IRI lesson that requires posters with divided shapes is mentioned in the section with the sub-title: Before the Mathematics Class. Lesson 64, for example, requires that you, the teacher, put posters 1 through 8 in a visible place for the pupils. The order in which the posters should be showed is very important, and can be found on the first page of each lesson that deals with fractions. For example, Lesson 64 requires that you, the teacher, select, organize, and display posters 1- 8 as follows:


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Poster 1 Poster 2

Poster 3 Poster 4

Poster 5 Poster 6

Poster 7 Poster 8

The

Be prepared with the multiplication table. Copy the multiplication table shown below to an appropriate-size piece of cardboard and post it in a visible place in your classroom. The children can also copy it onto the last page of their exercise books, as they will use this table many times. As you know, this table is helpful for learning multiplication of numbers 1 to 10. The children can also find the other ways to present this multiplication table (the 1times through 10 times tables) at the back of their exercise books. The Audio Programmes will refer to both kinds of tables, and it is important for you to have them ready.


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X 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10

2 2 4 6 8 10 12 14 16 18 20

3 3 6 9 12 15 18 21 24 27 30

4 4 8 12 16 20 24 28 32 36 40

5 5 10 15 20 25 30 35 40 45 50

6 6 12 18 24 30 36 42 48 54 60

7 7 14 21 28 35 42 49 56 63 70

8 8 16 24 32 40 48 56 64 72 80

9 9 18 27 36 45 54 63 72 81 90

10 10 20 30 40 50 60 70 80 90 100

Be prepared with other basic materials. Some of the Mathematics topics taught after the Audio Programme require basic materials that you, the teacher, will already have from the past years or can easily construct, for example:

a) Clocks and a calendar: One of the concepts that is emphasized as a continuation of Grade 1 and Term 1 is the

concept of time and the way it is measured. For this, you will need the following:


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- Digital clock:1 The tool pictured below can be helpful in using a digital clock to teach time:

This digital clock on the left is showing 15:04 (15 hours and 4 minutes), which can be read as 15 hours, 4. The clock on the right is showing 04:05 (4 hours and 5 minutes), which can be read as 4 hours, 5. To construct this digital clock (tool), you’ll need the following:

o A 22 cm x10 cm base of red plastic, with four slots that allow the passage of the four number strips. o Four white cardboard number strips: one that is 11.5 cm x 2.5 cm, numbered (vertically) from 0 to 2,

one that is 34 cm x 2.5 cm, numbered from 0 to 9, one that is 21 cm x 2.5 cm, numbered from 0 to 5, and one that is 34 cm x 2.5 cm, numbered from 0 to 9.

With this kind of clock, the children can (1) identify the numbers from 1 to 24 and identify the 24 hours of a day, (2) read the time in hours, minutes, (3) use it to show the times requested, (4) calculate intervals of time, showing them in hours and minutes, (5) estimate the time of relevant events and use the clock to explain their reasoning, and (6) recognize hours and minutes as units for measuring time.

1 This digital clock was designed by the project Educational Material for Basic Education, Bolivia—Ecuador—Peru. You can find it in “Catalogo Pedagogico Regional,” SECAB-GTZ.


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- Analogue clock: Most classrooms already have this kind of clock, in which the hands rotate in such a way that children can manipulate them easily. The picture below shows a clock with the numbers from 1 to 12 in a large-size font around the border and the numbers 13 to 24 in a smaller font around the outside. These numbers can aid you in reading the time in hours and minutes.

It is good to use the clock every day at appropriate moments, for example, by saying, “Look at the clock. It’s 12 o’clock - time for lunch!” As you, the teacher, call attention to the clock, many children will learn to tell time. However, this is less important than their understanding of the patterns of minutes, hours, days, weeks, and months.

- Calendar: Besides the activities proposed to facilitate the understanding of days, weeks, and months and the use of a calendar, you, the teacher, can propose that the children study the months as they pass. In this way, each month can be related to particular characteristics (such as the kinds of fruits that are available, rainy time, and so on), an event that is relevant to the children, a holiday, the number of days in that month, the meaning of “yesterday,” “today,” and “tomorrow,” and other topics related to understanding how to measure time and the tools we use to measure it.

Sometimes you will need a calendar with the 12 months of a year for the whole class; other times the children will each need to have their own 12-month calendar or a calendar page of a specific month.


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b) Balances, standard units, and objects to use as non-standard units: Children should also have experiences with weighing objects. Balances help them to understand comparative weights and reinforce the concept of equality. For example, the children can predict that the two groups of candies weigh the same, then, test their prediction. Scales permit pupils to assign numerical values to the weight of objects. Pupils in Grade 2 should relate standard measures, such as kilograms, to the attribute “how heavy.” The following tools can be useful to have in your classroom:


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c) Metre stick and rulers: Some activities of linear measurement are addressed in Term 2, as a continuation of Term 1. Linear measurements are the main emphasis in this grade. Measurement experiences should include both direct comparisons and the use of non-standard and standard units. For example, teachers might ask the children to find objects in the classroom that are about as long as their foot or to measure the length of their desk with connecting clips, cubes, or counters (corks). Later, they can supply standard measurement tools, such as rulers, to measure the growth of plants, or metre sticks to measure the length of the classroom and other objects. You, the teacher, can propose that the children construct their own metre tools (if they did not do this during the Term 1), using long cords or other materials, on which they can mark each metre. You can also get a carpenter’s metre rule for the class. Each child should also have a ruler marked in centimetres, as this will allow them to assign numerical values (cm, dm) to linear measures.

c

d) Money: The activities proposed during this term will require coins ($1, $5, $10) and bills ($20, $100, $500, and

$1,000). These coins and bills can be made of cardboard (coins) and paper (bills) - a template for you to use in your classroom of coins and bills can also be found in the back of this guide. Each child can also cut out the pictures of bills and coins on the worksheets that were used during Grade 1 to use when needed.

e) Shapes: The pupils have already approached the study of basic shapes in Grade 1 and Term 1 of Grade 2.

During this term, pupils will review the concepts of close, open, and boundary and address the concepts of interior and exterior (inside, outside). Topics related to triangles and quadrilaterals will be reviewed, pentagons and hexagons will be introduced, and the vocabulary related to these concepts will be highlighted.


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For this purpose, a Geo-board (pictured below) can help the children construct the quadrilaterals and recognise which ones are called square, rectangle, pentagon, and hexagon.

Geo-board 5 x 5 ( Quadrilaterals in a part (3 x 3) of a Geo-board

3D shapes, such as cubes, cuboids, cylinders, and spheres, are introduced. The activities proposed for these topics are limited; the children simply get an introduction to the shapes’ characteristics and learn the vocabulary related to them. Within your own classroom, you may find more objects that you can use to further the children’s understanding of shapes. It is important to make such tools available to pupils in such a way that they can understand the concepts and manipulate the objects with their hands. So, you may find it useful to have some of these shapes around the classroom, whether they are actual objects with this shape or something you’ve constructed.

f) Chequered-line exercise book: The “little squares” of this exercise book, which each child has, will facilitate the introduction of the concept of area during the Audio lessons. While this concept is often left until later grades, it is introduced in this term by counting the number of “little squares” in an enclosed surface (interior) of a rectangle or a square to determine the area. Then this area is related to the concept of multiplication. Each child will need to


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use a “little square” as a non-standard unit to measure the area of the particular shape (square or rectangle) and then relate it to the answer of a particular multiplication problem (see the example below).

Page of a chequered-line exercise book

2 x 4 3 X 2

The “little squares” of the chequered-line book can also be used to calculate the perimeter of some shapes. (Each “little square” is a non-standard unit.) The boundary of shapes can also be measured using a ruler, or indirectly measured by using a cord, passing it around the boundary of the particular shape, and then measuring the length of the cord to find the shape’s perimeter.

Page of a chequered-line exercise book

g) Counters: During and after the Audio Programme, counters are often used to convey specific mathematical

concepts in a tangible way, where pupils are required to manipulate the counters within the time provided. In order to ensure that all pupils are able to participate in activities requiring counters, each pupil must have his or her counter prepared before the IRI lesson begins.

TIME MANAGEMENT TO MAXIMIZE “TIME ON TASK” “Time on task” refers to the time spent by each pupil in completing a task. Maximizing “time on task” is achieved by ensuring that all pupils are prepared with the necessary tools and are following along with the radio teachers, so that they can complete each task or activity within the time allotted. From Term 1, we discovered that children learn how to manage their time in order to complete the given tasks within the allotted time.


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During the first term, children learned the importance of paying attention to the radio teacher and following along with the instructions and activities, so as not to fall behind the rest of the class. While pupils continue to improve their time-management skills and focus their attention on the given task, the teacher is instrumental in teaching children how to best use their time. Time management is also enforced through a regular schedule for IRI lessons. Since IRI Mathematics lessons are scheduled to begin at the same time each day (see the national timetable), this can be a cue for pupils to have their exercise books, pencils, counters, and other materials ready for the day’s lesson.

ASSESSING YOUR PUPILS The IRI Mathematics series “The Land of Numbers” is designed to not only teach Mathematics in a fun and enjoyable way, but also to ensure that pupils are learning the mathematics topics assigned to Grade 2. While pupils learn Mathematics through games, stories, and engaging activities, it is important to keep in mind that each of these elements of the IRI programme is based on the Grade 2 Mathematics curriculum for the children of Guyana. Therefore, the IRI series can serve as a foundation to you, the teacher, when developing assessment tools for your Grade 2 Mathematics class. Across various resources within the IRI series, you will find a wide range of questions, problems, activities, and mathematical games that you may wish to refer to when designing assessment tools for your pupils.

One of the resources that you may wish to refer to is the teacher’s guide for IRI (included during and post-broadcast activities). In this guide you, the teacher, can find suggested activities for the review of each week (on Friday) or activities for after the Audio Programmes, and re-create some of them for the purpose of assessing your pupils. The IRI programmes themselves can be a valuable source for designing assessment tools.

As you develop questions and activities to include in your assessment tools, you can accumulate them to develop a “bank” of items for assessment of Grade 2 Mathematics. Over time, you may also choose to use the items in your “bank” with other pupils, share them with fellow teachers, or adapt them for use with other pupils and subjects. From year to year, you and your fellow teachers can use this “bank” of activities to assess your pupils’ learning of the Grade 2 Mathematics content.

MONITORING LEARNING NEEDS AND PROVIDING SUPPORT Throughout the IRI series, Grade 2 pupils are asked to demonstrate their mathematical abilities in their exercise books—during activities and games, and through their interactions with the radio characters, other pupils, and you. By closely monitoring your pupils’ learning needs during these interactions, and when they are doing their Mathematics activities in their exercises books, you, the teacher, may identify areas or Mathematics topics where specific pupils need additional support. Based on your observations, you, the teacher, may also choose to adapt your weekly review activities in order to focus on particular topics that you have found to be problematic for your class, or as a way to assist specific pupils on


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specific tasks. In this way, you can help your pupils master a specific concept or strategy, while also continuing to monitor their learning needs. Teachers in Term 1 found it helpful to use the review activities just as they are given in some weeks, and at other times, to adapt the activities for their pupils, which allowed them to further monitor their pupils’ learning needs and to spend more time on topics that were difficult and required more time for the pupils.


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LESSON 52

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have a calendar ready showing the months of the year. Copy all the following exercises, along with the letters and drawings, on the chalkboard.

C 34 12

E

F

A 549 635 x 2 x 3

- 136 - 321 D 12 43

x 4 x 2 B 545 649 - 231 - 501

THE CHILDREN: Copy all the exercises except the one with the kitten

2. PART 1: During the Audio Programme Column Subtraction

(exercise book) Column Multiplication

(exercise book) Oral Multiplication

(chalkboard) A 549 635 - 136 - 321 B 545 649 - 231 - 501

C 34 12 X 2 x 3 D 12 43 x 4 x 2

E 3 x 2

F 5 X 3

Song: “The Canoe Song”


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3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

Relationship between Days, Weeks, and Months Show the calendar to the class and ask the children, how many days are in the

week? (7) Ask the children to say the names of the days aloud. (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday)

15 min

Show the children a calendar that shows all the months of the year. Ask the children, how many months are in a year? (12) Ask them to say (or read) the names of the months aloud. (January, February, March, April, May, June, July, August, September, October, November, December)

Ask them such questions as “What day is after/before Tuesday?”, “What month is after/before March?”

JANUARY 2008 Sun Mon Tues Wed Thurs Fri Sat

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Perimeter Ask the children to think of a square and to tell you the properties of a

square (four straight sides of equal length, four corners, all right angles). Draw a square on the chalkboard to reinforce these concepts.

Ask the children to look at their mathematics book. Tell them that they are going to use the squares in their books to help them draw an exact square, and that each side will be as long as four little squares on their page.

Walk around the classroom and check that all pupils are drawing the square correctly. Draw a 4 by 4 square (4 rows of 4 little squares) on the chalkboard.

Ask the children to look at the line that is the boarder of the shape. TEACHER: Move your finger around the boarder of the square. Tell them that this is called the perimeter. Ask them to count how many squares are across the top (4), the bottom (4), and the two sides (4 and 4). Label the sides of the square on the chalkboard, and ask the children to do the same in their books.

Ask them to add up those numbers (4 + 4 + 4 + 4 = 16). Tell them that the perimeter of this square measures 16 small (little) squares.

Ask them to draw another square in their books, but this time each side is 5 squares long. Ask them to find the measurement of the perimeter of this square. Walk around the classroom to observe pupil’s work and offer support where needed.

Lesson 52


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LESSON 53

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, along with the letters and drawings, on the chalkboard.

A.

B.

278 372 – 153 – 162 520 857 – 310 – 604 24 21 42 x 2 x 3 x 2

THE CHILDREN: Copy the exercises with the flower.

2. PART 1: During the Audio Programme Oral

Multiplication (oral)

Column Subtraction (exercise book)

Column Multiplication (exercise book)

Oral Multiplication (chalkboard)

6 x 2

4 x 4

3 x 5

278 372 – 153 – 162 520 857 – 310 – 604

24 21 42 x 2 x 3 x 2

A. 5 x 4 3 x 3

B. 2 x 5

Song: “The Children’s Song”


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3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

Symmetry

15 min

5 min Draw a triangle on the chalkboard. Ask the children to name the shape and to tell you its properties. (a closed shape, 3 straight sides, 3 corners)

Ask them if they could draw a line that would cut the triangle in half so that both sides were the same. Choose a child to draw this line.

Show with a paper triangle how you can fold it along this line so that two sides cover each other.

Tell the children that this line is a Line of Symmetry -This line can be replaced with a mirror.

Draw other triangles, upside down or on their side, and ask different children to draw the lines of symmetry.

Perimeter Ask the children to think of a rectangle. Ask them what the properties of

a rectangle are (four straight sides, two pairs of equal length, four corners all right angles). Draw a rectangle on the chalkboard to reinforce these concepts. Discuss the difference between a rectangle and a square.

Ask them to draw a rectangle in their books, using the small squares, that is 6 small squares.

Walk around the classroom and check that all are drawing the rectangle correctly. Draw a 6 by 2 rectangle (2 rows of 6 small squares each) on the chalkboard.

Ask them to look at the line that is the border of the shape. Can they remember the special name for the border? (perimeter) Ask them to count how many squares are across the top (6), the bottom (6), and the two sides (2 and 2), and have them label the sides of their rectangles. TEACHER: Label the rectangle on the chalkboard.

Ask the children to add up these numbers (6 + 6 + 2 + 2 = 16). Tell them the perimeter of this rectangle measures 16 small squares.

Ask them to draw another rectangle in their books, with two sides that are 5 squares long and two sides that are 3 squares long. Ask them to find the perimeter of this rectangle. Walk around the classroom, observe their work, and offer support where needed. Lesson 53


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A

B

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, along with the letters and drawings, on the chalkboard.

LESSON 54

13 32 X 2 x 3 21 23 x 4 x 1

THE CHILDREN: Copy the exercises with the mouse only.

2. PART 1: During the Audio Programme Oral Addition

Problems (oral)

Addition Equation (oral)

Column Multiplication

(exercise book)


Oral Multiplication Problems

(oral)

20 + 40 + 6 =

20 + 40 + 9 =

30 + 3 + 6 =

70 + 0 + 1 =

20 + 2 + 2 =

80 + 1 + 7 =

50 + 1 + 2 =

20 + 4 + 2 =

13 32 x 2 x 3 21 23 x 4 x 1

A 3 x 3 = 3 x 5 =

B 1 x 5 = 3 x 1

2 x 4

3 x 2

3 x 5

Song: “I Would Fly” Physical Activity: ”Birds Flying”


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Less Than and Greater Than Ask a child to name a number under 10, and write that number on the chalkboard.

Ask another child to name a number that is less than that number, and write that number on the board (leaving a space in the middle). Ask if the first number (e.g., 7) is less than or greater than the second number (e.g., 4)? (7 is greater than 4)

7 > 4

4 < 7 Tell them that there is a special sign to show “greater than,” and draw the sign > between the two numbers. Use < and >

Now reverse the numbers and ask if the first number (e.g., 4) is less than or greater than the second number (e.g., 7)? (4 is less than 7)

5 …. 9

Tell the class that there is a special sign to show “less than,” and draw the sign < between the two numbers. 8 …. 3

7 …. 4 1 …. 2 Tell the children that an easy way to remember the two signs is to remember that <

looks like the letter L, and L is the first letter of less than. Ask the children to copy from the board, into their books, and fill in the signs < and >.

15 minPerimeter

Ask the children to draw a rectangle. Ask one child to remind the class of the properties of a rectangle. Draw a rectangle on the chalkboard to reinforce these concepts.

5 cm 2 cm 2 cm

Tell them that today we are going to measure the boundary of a rectangle, but we will use our rulers rather than the squares on the page.

Ask the children to use their rulers to draw a top and bottom line of 5 cm and two side lines of 2 cm.

5 cm Draw the same rectangle on the chalkboard and label the sides. Walk around the classroom and check that all pupils are drawing the rectangle correctly. Ask them to add up the four lengths (5 + 5 + 2 + 2 = 14). Tell them that the perimeter of

this rectangle measures 14 cm. Ask them to draw another rectangle in their books, with two sides that are 4 cm long and

two sides that are 2 cm long. Ask them to find the perimeter of this rectangle. Walk around the classroom, observe their work, and offer support where needed.

Lesson 54


23

LESSON 55

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, along with the drawing, on the chalkboard.

13 32 x 2 x 3

21 32 x 4 x 1 THE CHILDREN:

Copy the exercise with the boat.

2. PART 1: During the Audio Programme Oral Subtraction

Problems (oral)


Addition equation (oral)

Oral Multiplication (exercise book)

28 – 20

26 – 20

52 – 50

13 32 x 2 x 3 21 32 x 4 x 1

30 + 1 + 1 =

80 + 1 + 1 =

50 + 2 + 1 =

30 + 2 + 5 =

30 + 4 + 5 =

80 + 4 + 4 =

2 x 3 = 4 x 4 = 3 x 5 =

2 x 2 =

Song: “The Canoe Song” Physical Activity: “Sleeping”


24


10 min

5 min

Symmetry

5 min

Draw an open shape on the board, then draw a dotted line down the open side and tell the children that this is the line of symmetry. Ask the class what shape they think this is going to be (square). Ask one child to draw the other side. Remind them that the two sides must be symmetrical. (the same) Tell them to use their rulers. Draw another open shape on the board, again with a dotted line down the open side. Ask the

class what shape they think this is going to be (triangle). Ask one child to draw the other side.

Have the children work in pairs. One pupil will draw an open shape with a line of symmetry and then pass the book to the other pupil, who will draw the other side of the symmetrical shape.

< and > “Greater Than” and “Less Than”

Draw the signs < and > on the board, and ask the children if they can remember 5 ….. 9 10 ….. 3 14 ….. 4 20 ….. 16 12 ….. 10

-------------------------

1 2 3 4 5 6 7 8 9 10

what each one means (> Greater than, < Less than). If needed, remind them that the < is like the letter L, which makes the sound “l” for “less.” Ask the children to copy these numbers in their books and to use the signs < and >. Recognising Even Numbers Write the numbers 1–10 on the board. Ask the children to say the even numbers.

Circle the even numbers as the children say them. Ask the children what pattern they notice. (every other number is circled) Tell them

that the even numbers are all the 2’s and that when we count in twos, we say the even numbers.

Ask the children what the next even number is that comes after 10. (12) If you have a number line in the room, help them look for the next number.

Count in twos with the children from 2 to 12.

Lesson 55


25

REVIEW OF WEEK 14

TEACHER: Tell the children that today there will not be a radio/CD Mathematics lesson; instead, they are going to think about the work they have done during the past week. The main purpose of Review 14 is to recap:

the audio characters and the main songs the months of the year the days of the week

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the areas covered during or after the audio sessions from this week. The materials needed for - Teacher: ”The Months of the Year” song

List of audio characters


26

Review activities TEACHER: Facilitate the following activities

Teacher Leila Teacher Ray

Amar Lana

Wiseman Numberseeka

Audio Characters 10 min Ask the children to think of all the audio characters. As they name them list the characters on the board.

10 min

Allow the children to discuss whether they like or dislike each character. Have them give the reasons why they feel this way.

Months of the Year

Weekday Weekend

March August April

June May July September

February October

December January

November

Begin by singing the song: ”The Months of the Year.” Ask the children to tell you the name of this month. Ask them what month will follow. Ask several children what month their birthday is in, and then ask which month comes

before and after that one. Write the months of the year on the board in a mixed-up order (see box), and ask the

children to copy them into their books in the correct order. With the children, review the lyrics of the song: “The Months of the Year.” Sing it

together. 10 min Days of the Week Ask the children what day of the week it is. Ask them to name the days that they come to school and the days that are the weekend. TEACHER: Draw the table shown in the box on the chalkboard. Ask the children to look at the table on the chalkboard. Ask them to copy the table into

their exercise books and then to draw a picture of things they most like to do on a weekday (e.g., come to school, have music) in the column labelled Weekday and to draw something they most like to do on the weekend (eg., go to market, go to church) in the column labelled Weekend.

Tell the children to label each activity they’ve drawn with the day that they do that activity, e.g., Church – Sunday.

For the next lesson, you will need a 12-month calendar for the current year.

Review 14


27

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, along with the letters and drawing, on the chalkboard.

THE CHILDREN: Copy all the exercises.

LESSON 56

C 8 + 3 + 9 = 9 + 9 + 7 = D 6 + 2 + 9 = 2 + 2 + 6 =

A 12 32 x 4 x 3 B 43 44 X 1 x 2

2. PART 1: During the Audio Programme Column Multiplication

(exercise book) Addition Equation (exercise book)

Oral Problems

(oral)


A 12 32 x 4 x 3 B 43 44 x 1 x 2

C 8 + 3 + 9 = 9 + 9 + 7 = D 6 + 2 + 9 = 2 + 2 + 6 =

82 – 80

75 – 70

28 – 20

2 x 5 = 4 x 5 =

4 x 3 = 2 x 8 =

Song: “Numberseeka”


28


Relationship Between Days, Weeks, and Months

5 min Show the children the calendar of the months of the year. Invite one of the children to point to each of the months while the rest of the class reads the months aloud.

Ask the children: “In which month are we?” Chat with the children about this month: JANUARY 2007

Sun Mon Tues Wed Thurs Fri Sat - “How many days does this month have?” - “What day is the beginning of this month?” 1 2 3 4 5 6 - “What day is the last day of this month?” 7 8 9 10 11 12 13

14 15 16 17 18 19 20 21 22 23 24

- “How many weeks does this month have?” 24 26 27

28 29 30 - “How many days?” 31

15 min

- “Are there any holidays in this month? Which dates are holidays?” - “Which date in this month is important for you?”

Allow the children to talk about which days of this month are the important for them. Ask the boys, and then the girls, to chant the months of the year.

Odd and Even Numbers Write the numbers 1, 4, 5, 6, 7 on the chalkboard. Ask the children to look

at the numbers and read them aloud. Ask them to copy them into their exercise books and draw the correct number of dots beside each number (i.e., one dot for the number 1, four dots for the number 4, and so on - see box).

Ask them to look at 1 and say if it is odd and even. Ask a child to explain how he or she knows it is odd. Draw one dot on the board and say that it does not have a pair so therefore the number 1 is odd. Write odd next to it on the board.

Do the same with 4, grouping the pairs of dots and discussing if the number 4 is odd or even.

Ask the children to complete the last three independently. When they have all finished, look at the numbers with pairs of dots that have an odd one left. Reinforce that an odd dot left means that the number is odd. TEACHER: Ensure that the children understand that the number is odd and not the dot.

1 . odd

4 (. . ) (. .) even

5 (. .) (. .) . odd

6 (. .) (. .) (. .) even

7 (. .) (. .) (. .) . odd

For the next lesson, the children will need the metre tools they made at the end of Term 1. Lesson 56


29

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the metre tools ready. Copy the following exercises, along with the letters and drawings, on the chalkboard.

THE CHILDREN: Copy all the exercises.

LESSON 57

D 4 4 x 2 x 3 E 3 2 x 6 x 5 F 847 951 267 – 31 – 30 – 13

A ________ B ________ C ________

2. PART 1: During the Audio Programme Counting by Tens and Ones

(exercise book) Oral Multiplication and Subtraction

(exercise book) A _____ B _____ C _____

D 4 4 x 2 x 3 E 3 2 x 6 x 5 F 847 951 267 – 31 – 30 – 13



30

3. PART 2: The After-Audio Programme

TEACHER: Facilitate the following activities

Perimeter 3 cm

3 cm

3 cm

3 cm

10 min Ask the children to draw a square in their book; each side is to be 3 cm long. Walk around the classroom and check that everyone is drawing the square correctly. Ask them to add up the sides to find the perimeter. (3 + 3 + 3 + 3 = 12) Tell them that the

perimeter is 12 cm. Ask them to draw another square in their book, but this square will have a perimeter of 8

cm. Ask them how long each side would be if to get a perimeter of 8 cm. (2 cm) Draw this square on the board and explain that 2 + 2 + 2 + 2 = 8.

Ask them to draw this in their books. Walk around the classroom, observe their work, and offer support where needed.

Estimation of Length 10 min Review how many decimetres and centimetres are in a metre. (10 and 100) Tell the children they are going to use the metre tools they made last term to measure

things in their classroom. They are going to find which things are less than a metre and which are greater than a metre.

Draw the empty chart (see box) on the board. Ask the children to copy it in their exercise books and to fill it in as they measure things (see examples of things to measure in the box).

For the next lesson you will need: 100 counters and your hundred square. Lesson 57

Less than 1 metre

Greater than 1 metre

My book My pencil

Me The

chalkboard The door

The window


31

LESSON 58

A 124 872 804 + 3 + 6 + 1 B 12 32 23 + 2 x 2 + 1 C 136 920 842 – 14 – 420 – 30

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have 100 counters and the Hundred Square ready for the After-Audio Programme. Copy the following exercises, along with the letters and drawings, on the chalkboard.

THE CHILDREN: Copy only the exercises with the chick and the mouse.

H

D

2. PART 1: During the Audio Programme

Column Addition, Multiplication, and Subtraction (exercise book)

Counting by 100’s, 10’s, and 1’s (exercise book)


A 124 872 804 + 3 + 6 + 1 B 12 32 23 + 2 x 2 + 1 C 136 920 842 – 14 - 420 – 30

D _______

E _______

F ______

G ________

H I


_____

E

_____

F I

_____

G _____


32

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min Odd and Even Numbers

TEACHER: If you don’t have a hundred square, you will need to write out the numbers 1 to 100 as shown in the box. Group your counters into tens and some loose ones.

Tell the class that they are going to count in unison from 2 to 20. Ask one child to point to the numbers as they are said by the class.

Ask another child to point to the numbers as the class counts from 22 to 40. Continue to 100. Ask one child to choose a number from the board. Write or circle that number. (e.g., 26) Ask

another child to make that number using the counters. (e.g., 2 groups of 10 counters and 6 loose counters) Show this representation to the class.

Tell the class that you are going to divide these counters (e.g.: 26) between yourself and the child. Each of you will get one group of 10 and three of the loose ones.

Ask the class if the counters were shared equally. (yes) Equal shares means that the number (e.g.: 26) is even. If not, then it is odd. Repeat for several more numbers.

5 min Estimation of Length Ask the children to look at the chart they completed yesterday of things that are

less than or greater then one metre. TEACHER: Copy the table opposite onto the board.

5 min

Ask them if they can remember the signs that mean “less than” (<) and “greater than” (>), and write these on the board. Ask the children to look at the first sentence on the board. Read: “The length of my book is ‘less than’ or ‘greater than’ one metre.” Ask one child to draw the sign for “less than” on the line. Repeat with the other sentences.

Less than

< Greater than

> The length of:

My book one metre My pencil one metre Chalk board one metre The door one metre The window one metre My height one metre

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Introducing the Terms “Right” and “Left” Ask the children to hold up their left hand and wave it in the air. Check that every one has their

left hand up. Now ask them to hold their right hand up in the air and wave it. Ask them to turn and look to the left, and then turn and look to the right. Continue to reinforce right and left. Ask: “Who is right handed?”, “Who is left

handed?”, “Who is on your left side?”, “Who is on your right?” For the next lesson, you will need: A calendar showing the 12 months, a hundred square if you have one.

- Left hand up

- Right hand up

- Turn and look to the left

- Turn and look to the right Lesson 58


33

LESSON 59

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the calendar and the “hundred square” ready for the After-Audio Programme. Copy the following exercises, including the titles, drawings, and letters, on the chalkboard.

Part One 709 673 – 209 – 71

278 741

– 100 – 30

THE CHILDREN: Copy Parts One, Two and Three.

Part Two 6 8 3 x 4 x 2 x 5 5 6 2 x 2 x 3 x 9

Part Three

A

Part Four

D

E




(exercise book)

Counting by 100’s, 10’s, and 1’s (exercise book)


709 673 – 209 – 71 278 741 – 100 – 30

6 8 3 x 4 x 2 x 5 5 6 2 x 2 x 3 x 9

A 636

B 405

C 240

D 2 x 4 = 2 x 0 =

E 3 x 0 = 3 x 6 =

Physical Activity: “Flying Like Birds”

_________

B _________

C _________


34

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Relationship between Days, Weeks and Months JANUARY

Sun Mon Tues Wed Thurs 5 min Show the children a month of the calendar, and highlight a section of the days. (see box opposite)

Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13

14 Ask the children: How many days are highlighted? (18) How many weeks are highlighted? (2) How many weeks and days are highlighted? (2 weeks and 4 days)

10 min

10 min

Turn to another month and highlight a different amount of days. Reinforce that there are seven days in a week.

Symmetry Copy this picture onto the chalkboard, and ask the children what it is. (half a house) Tell

them that they are going to use symmetry to complete the other side of the house. Have them assist by completing it on the chalkboard.

Ask them the names of the shapes in this picture. (roof = triangle, house = rectangle, window = square, door = rectangle) Draw the other side of the house.

Odd and Even Numbers TEACHER: Again, you will either need your hundred square or you will need to write out

the numbers 1 to 100, as shown in the box opposite. Point to a number on the grid. Ask the class if they can tell you if the number is odd or

even without creating it with counters. Point to all the even numbers, starting at 2. Ask the children to look at the end number

(i.e., in the ones place). Point out that all the even numbers are in the columns that end in 2, 4, 6, 8, and 0. Remind them that even numbers always end in 2, 4, 6, 8 and 0.

Point to all the odd numbers on the grid, starting at 1. Point out that these are all in the columns that end in 1, 3, 5, 7, or 9. Remind them that odd numbers always end in 1, 3, 5, 7 or 9.

Point to different numbers on the grid, and ask the children to identify them as odd or even.

Lesson 59

15 16 17 18 19 20 21 22 23 24 24 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


35

REVIEW OF WEEK 15

TEACHER: Tell the children that today there will not be a radio/CD Mathematics lesson; instead, they are going to think about the work they have done during the past week. The main purpose of Review 15 is to review:

perimeter multiplication of 2 and 5

There are suggested activities on the next page for you to follow OR you can create or re-create activities relating to the areas covered during and after Audio sessions from this week. The materials needed for - Children: Exercise books, different-coloured pencils, rulers


36

Review activities TEACHER: Facilitate the following activities

Multiplication Tables 15 min Ask all the children to say the 2x table and the 5x table aloud.

TEACHER: Write these problems on the board: a. Mangoes are sold in bags of 5. Peggy buys 3 bags. How many mangoes does

she have? (5 x 3) b. Each child is given 2 sweets. There are 7 children. How many sweets do they

have in total? (2 x 7) c. Each pot has 4 flowers growing in it. There are 5 pots. How many flowers are

growing? (4 x 5) Ask the children to use their multiplication tables to solve the word problems written on

the board. Encourage the children to draw the objects in groups and then count to find the answers. TEACHER: Place together any children that have difficulty reading, and you may read

the problem to them for them to solve independently. Finish by giving 10 quick-fire multiplication questions to the class. The pupils should just

write down the answer. Repeat each question twice, then move on to the next: 3 x 5 = 4 x 2 = 2 x 7 = 0 x 5 = 8 x 2 = 5 x 5 = 2 x 6 = 0 x 2 = 2 x 9 = 5 x 2 =

15 min Perimeter Ask the children to think about the work they have done on perimeters. Tell them that they are going to draw a square that has a perimeter of 8 small squares

(the “little squares” in their books, not cm). Tell them to draw as many squares as they can with different perimeters. Remind them to

label or write the number of “little squares” that each side measures. For those that finish early, ask them to use a different-coloured pencil to draw as many

different rectangles as possible with a perimeter of 10 squares (they will need to remember the properties of rectangle).

2 2 2 2 3

1 1 3 (8 “little squares”)

Review 15


37

LESSON 60

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy Parts One and Two on the chalkboard.

Part Two

G

THE CHILDREN: Copy only the exercises in Part One, from A to F.


Column Addition and Subtraction

(exercise book)

Counting by 100’s, 10’s, and 1’s to 99 (exercise book)


A 684 731 + 14 – 30 B 683 171 + 5 – 61

C _____

D _____

E _____

F _____

G 6 x 3 = 6 x 0 =

H 4 x 6 = 2 x 0 =

I 2 x 8 = 3 x 0 =

Song: “The Canoe Song” Physical Activity: “Pretending to Fly Like Birds”

Part One A 684 731 + 14 – 30 B 683 171 + 5 – 61

C _____

D

H

_____

E _____

IF _____


38


10 min

Left Right

Left and Right Draw the chart on the chalkboard (without the pictures), and ask the children to copy it

into their books. Read the words left and right to the class. Ask the children to raise first their right hand, then their left.

Draw the triangle on the board, and ask the children to draw it in the middle column of their charts.

Tell them to draw a circle to the right of the triangle. Tell them to draw a rectangle in the middle, under the triangle, and to draw a square to

the left of the rectangle. Addition Write the first addition problem on the chalkboard, and ask the children to read it aloud: 60 plus 5 plus 3. Ask them which two numbers they should add first. (60 and 5) Ask each child to hold up 5 fingers. Ask them what number comes after 60. (61) Tell

them to start counting on their five fingers from that number. (61, 62, 63, 64, 65) Tell them that 60 + 5 = 65.

60 + 5 + 3 =

10 + 1 + 7 =

20 + 6 + 2 =

30 + 5 + 4 =

Ask them what number they still need to add on. (3) Ask them to hold up 3 fingers. Ask them what number comes after 65. (66) Tell them to count on their three fingers from that number. (66, 67, 68) Tell them that 65 + 3 = 68.

Repeat this process with the second addition problem. Tell the children to copy the next two problems in their books and to complete them

independently. Walk around the classroom, assess their work, and offer help as needed.

5 min Classification of Shapes

Draw a triangle on the chalkboard, and ask one child to tell you how many sides this shape has. (3) Ask another child to tell you the name of this shape. (triangle) Draw a different triangle on the board and again ask how many sides it has and the name of

the shape. Continue to do this with a range of triangles. Ensure that the children know that triangles can look different but will always have three sides.

For the next lesson, you will need 12 cards with a month written on each one.

Lesson 60


39

LESSON 61

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the month cards ready for the After-Audio Programme. Copy Part One on the chalkboard.

Part One

A 20 30 20 x 2 x 2 x 4 B 30 40 50 x 1 x 2 x 1

THE CHILDREN: Copy Part One.


Problems (oral)

Oral Multiplication(oral)


Reading Numerals (exercise book)

Oral Division Problems(oral)

40 + 4 + 1 =

20 + 5 + 3 =

70 + 3 + 2 =

0 x 2 =

2 x 6 =

0 x 4 =

3 x 0 =

3 x 4 =

3 x 2 =

A 20 30 20 x 2 x 2 x 4 B 30 40 50 x 1 x 2 x 1

150

22

50

51

201

4 ÷ 2

8 ÷ 2

6 ÷ 3

Song: “In the Classroom”


40

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Calendar, Months, and Ordinal Numbers 10 min Hand out the month cards to different children around the class.

10 min

Ask the children how many months there are in the year. (12) Ask the class to say the FIRST month. (January) The child holding the “January” card should

come to the front. Encourage the class to name the second, third, and fourth month and so on, up to the twelfth, and have each child with the appropriate card stand in the correct position after the first child.

Ask the children: “Can March be the first month of the year?” (no) “Can January go to the place of December?” (no) “Which months are allowed to change places?” (none of them)

Ask other questions related to the months, such as: “What month is before July?”, “…after September?”

Write the months on the board in the wrong order, and ask the children to write them in the correct order in their exercise books. Ensure that they start with January.

Classification of Shapes Draw a range of squares and rectangles on the board. Ask the children to tell you how many

sides these shapes have. (4) Ask them what these shapes are called. (squares and rectangles)

Draw a four-sided shape on the board that is not a square or a rectangle. (see the bottom box) Ask the children how many sides this shape has. (4) Ask them if this shape is a square or a rectangle. (no) Tell them that all shapes with four sides are called quadrilaterals. Squares and rectangles are quadrilaterals too. Ask the children to say “quadrilateral.”

Ask the children to use their pencils and rulers to draw other quadrilaterals in their books. Walk around to observe their work. Ask some children to come to the front and draw their quadrilaterals on the board.

Lesson 61

January February March

April May June

July August September

October November December


41

LESSON 62


THE CHILDREN: Copy Parts One and Two.

Part Two Part One

A 82 62 56 + 46 + 54 + 80 B 4 4 4 x 2 x 1 x 0 C 3 3 2

6 – 3

9 – 5

7 – 3 x 2 x 0 x 0


(oral) Column Addition and Multiplication

(exercise book) Oral Subtraction

(oral) Column Subtraction

(exercise book) 900 + 54 =

600 + 88 =

800 + 20 + 4 =

300 + 9 =

A 82 62 56 + 46 + 54 + 80 B 4 4 4 x 2 x 1 x 0 C 3 3 2 x 2 x 0 x 0

700 – 100 =

900 – 100 =

300 – 100 =

600 – 100 =

6 – 3

9 – 5

7 – 3

Song: “In The Classroom” Physical Activity: “Pretending to Be Trees and Birds”


42


Addition

4 + 8 + 6 = 6 + 4 = 10

10 + 8 = 18 7 + 5 + 3 2 + 8 + 3

Write the first addition exercise on the board. Ask the children to look at it and think about how they could change the numbers around to make it easier to add up in their heads. Can they use their number bonds to 10?

5 min

(yes, 6 + 4 = 10) Write this on the board. Ask which number is left. (8) Write 10 + 8 = on the board, and ask what the final answer

is. (18) Write the other exercises on the board, and solve them the same way.

(7 + 3 = 10, 10 + 5 = 15, and 2 + 8 = 10, 10 + 3 = 13)

Fractions

5 min Draw the shape at left on the board and ask the children to say its name. (rectangle) Ask them to look at the line drawn on the rectangle. Does it cut the rectangle into two equal parts? (no, one side is larger than the other) Review with the children that “equal” means that both sides are exactly the same size and shape. Remind them of the name for two equal parts: halves. Ask if anyone can remember the symbol used for half? (½).

Ask them to draw a rectangle in their books that is 4 squares along the top and bottom and 2 squares at the sides. Walk around to check that these are being drawn accurately.

Ask the children to use their rulers to draw a straight line down the middle of the rectangle that divides it into two equal parts.

Ask the children to count the number of squares on each side of the line. (there should be 4 squares on either side of the line)

Triangles Quadrilaterals

3 sides 4 sides

Classification of Shapes Draw the table on the board (without filling it in) and ask the children to copy

it. Review the definitions of a quadrilateral (any closed shape that has four straight sides) and a triangle (any closed shape that has three straight sides).

10 min

Draw some triangles and quadrilaterals on the board (not in the table), and ask the children to copy them into the correct column—triangles or quadrilaterals.

Ask them to draw some triangles and quadrilaterals of their own in the correct columns.

Lesson 62


43

LESSON 63


Part One

43 56 74 64

+ 92 + 81 + 60 + 64

Part Two

46 63 56 – 31 – 21 – 30

THE CHILDREN: Copy Part One only.

2. PART 1: During the Audio Programme Column Addition (exercise book)

Oral Multiplication (oral)


Oral Subtraction (exercise book)

43 56 + 92 + 81

74 64 + 60 + 64

2 x 1 =

2 x 2 =

2 x 3 =

2 x 4 =

2 x 5 =

2 x 6 =

2 x 7 =

2 x 8 =

2 x 9 =

46 – 31

63 – 21

56 – 30

10 – 1

10 – 5

10 – 8

10 – 3

10 – 6


Physical Activity: “Walking On the Spot”


44


Fractions 10 min Draw the shapes at left on the board. Ask the children to look at the shapes

and name them. (squares) Ask them to look at the lines drawn through the first three squares. Ask if someone can remind the class of the meaning of equal: that both sides are exactly the same size and shape. (the second and third squares are divided equally into two parts) Ask one child to write “1/2” under the squares that are divided in half.

Ask them to look at the lines drawn through the bottom three squares. Do any of the lines cut the square into four equal parts? (the first and second squares are divided equally into four parts)

Ask them if they can remember the name for each of the four equal parts. (one-fourth) Ask if anyone can remember how to write the symbol for one-fourth. Ask one child to write “1/4” under one of the shapes divided into fourths.

Classification of Shapes Ask the children to draw one three-sided shape and one four-sided shape in

their books. Walk around the classroom to assess that all are able to do this. 10 min Ask the children if they think they could draw a shape that has five sides.

Tell them to work in pairs to investigate drawing shapes that have five sides. Walk around the classroom, and offer support and encouragement where needed.

Ask different pairs to draw their five-sided shapes on the board. Encourage the rest of the class to count the sides to make sure that there are five.

Tell the children that all five sided shapes are called pentagons. Say the word together as a class, and encourage them to practice saying it on their own.

Lesson 63


45

REVIEW OF WEEK 16

TEACHER: Today there will not be a radio/CD Mathematics lesson; instead, the children are going to think about the work they have done during and after the Audio Programmes. The main purpose of Review 16 is to discover:

the children’s ability to write numbers to 999 their ability to estimate length counting in 100’s

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the areas covered during or after the audio sessions from the past weeks. Materials needed: Metre stick with divisions in centimetres


46

REVIEW ACTIVITIES TEACHER: Facilitate the following activities 5 min

5 min

10 min

Write the Numbers to 999 Ask the children to think of the symbols (digits) used to write the number 678. (six,

seven, eight) Tell them to write this number in their exercise books. Tell them to do the same with the following numbers: 361, 597, 420, 546, 289, 670, 184,

723, 814. Counting in 100’s Tell the children that you are all going to clap, and with every clap, you want

them to count to 1000 in 100’s. (100, 200, 300 . . . 1000) Ask the girls to count while the boys gently clap, and then repeat with the boys counting

and the girls clapping, OR have the children on one side of the room count while the other side claps, and then reverse it.

Estimation of Length Copy the tables opposite on the chalkboard. Show the children the metre

stick and point out how it is divided into centimetres. Tell them that 10 cm = 1 dm (decimetre).

Tell the children to think about the work they have done on length, both this term and last term. Read the headings aloud to the class. Ask the class to tell you the name of something for each heading. The object in the first box should be something that is longer than a metre, the next box should be something equal to a metre, and the last box should be something shorter than a metre.

Teacher, write the correct suggestions under the respective headings. Have them do the same with the second and third table but DO NOT review the length of

a decimetre or centimetre.

Longer than a metre

Equal to a metre

Shorter than a metre

Longer than a decimetre

Equal to a decimetre

Shorter than a decimetre

Longer than a centimetre

Equal to a centimetre

Shorter than a centimetre

100 200 300 400 500

600 700 800 900 1000

For the next lesson, you will need: a kilo bag and a ½ kilo bag of flour or sugar (or a substitute), several plastic bags, stones.

Review 16


47

1. BEFORE THE MATHEMATICS CLASS TEACHER: Display posters 1 to 8 (located in the back of this guide) in the same order as shown in the last column of Part 1. Have the bags of flour or sugar, plastic bags, and stones ready for after the Audio Programme. Copy Part One on the chalkboard.

THE CHILDREN: Will copy the exercises during the Audio Programme.

LESSON 64

Part One 6 57 8 – 2 – 42 – 0


Subtraction (oral)

Oral Multiplication

(oral)

Oral Subtraction

(oral)


Concept of Equal Parts (displayed)

200 – 200 =

600 – 200 =

700 – 100 =

200 – 100 =

2 x 1 =

2 x 2 =

2 x 3 =

2 x 4 =

2 x 5 =

2 x 6 =

2 x 7 =

2 x 8 =

2 x 9 =

10 – 3

10 – 9

10 – 6

10 – 8

10 – 4

6 – 2

57 – 42 8 – 0

Poster 1 Poster 2

Poster 3 Poster 4

Poster 5 Poster 6

Poster 7 Poster 8


Physical Activity: “Body Movements”


48


15 min

Fractions Draw the first rectangle on the chalkboard, with the lines dividing it

unequally. (see box) Ask the children to name the shape drawn on the chalkboard. (rectangle) Ask them to

look at the lines drawn on the rectangle; how many parts does it divide the rectangle into? (three) Are they equal parts? (no) Review the meaning of “equal.” (all parts are exactly the same size and shape)

Draw a second rectangle on the chalkboard and divide it into three equal parts. Ask them to draw a rectangle in their exercise books that is 6 squares along the top and

bottom and 2 squares at the sides. Walk around to check that these are being drawn accurately.

Ask them to use their rulers to draw two straight lines down the rectangle that will divide it into three equal parts.

Ask the children to count the number of squares on each side of the line. (each part should have 4 squares)

10 min Measurement of Mass/Weight

Hold up two bags of flour or sugar: a kilo bag and a ½ kilo bag. Ask the children which they think is heavier and which they think is lighter. Ask how they can tell. (some will say the kilo bag is bigger)

Hold up two plastic bags: one containing many plastic bags and one containing a stone (the lighter bag must be the largest). Ask them which they think is heavier and which they think is lighter, and why. Allow the children to come lift the bags, so they understand that the biggest is not always the heaviest.

Give each child a stone, and ask them to see if the stone is heavier or lighter than a pencil, book, and school bag, using both hands as a balance.

After the children have assessed these objects, ask them to copy the following sentences in their notebooks as you say them aloud. Ask them to complete each sentence using “heavier” or “lighter”:

a. the book is ………………………. than the stone b. the pencil is ……………………… than the stone c. the bag is ………………………… than the stone

For the next lesson, you will need: stones (one per pair of children) Lesson 64


49

LESSON 65

1. BEFORE THE MATHEMATICS CLASS TEACHER: Display Posters 5, 6, 2, 1, 7, 8, 3, and 4, as shown below. Copy Parts One and Two on the chalkboard. Have the stones for after the Audio Programme ready.


2. PART 1: During the Audio Programme Column Multiplication

(exercise book) Column Subtraction

(exercise book) Oral Multiplication

(oral) Concept of Fractions

(chalkboard) 5 42 40 x 0 x 2 x 2 3 30 40 x 0 x 3 x 1

65 – 2

46 – 5

43

– 2

3 x 1= 3 x 2 = 3 x 3 = 3 x 4 = 3 x 5 = 3 x 6 = 1 x 3= 2 x 3 = 3 x 3 = 4 x 3 = 5 x 3 = 6 x 3 =

Poster 5 Poster 6 One half

Poster 2 Poster 1 One half

Poster 7 Poster 8 One fourth

Poster 3 Poster 4 One fourth

Song: “Numberseeka” Physical Activity: “Physical Exercise”

Part One 5 42 40 x 0 x 2 x 2 3 30 40 x 0 x 3 x 1

Part Two 65 - 2

46 - 5

43 - 2


50


10 minMeasurement of Mass/Weight Ask children to work in pairs. Give each pair a stone, and ask them to have

ready a book, a pencil, a counter, and an eraser. Tell them that they are going to organise these five objects by weight, from the heaviest to the lightest.

Have children write the name of each object in their exercise books, starting with the heaviest and ending with the lightest.

Go around the classroom to support the children, as needed. Ask them how they can use the information from yesterday to help them organise their objects.

Close this activity by asking each pair of children the following questions: Which object is the heaviest? Which object is the lightest? Which one is in the middle?

____ ____ ____ ____ ____

Fractions 10 min Draw the three rectangles on the board (see box). Ask the children to name

the shapes drawn on the board. (rectangles) Ask them to draw three rectangles in their books; each one is to be 2 squares across the top and 6 squares along the sides. Walk around the room and ensure that all are drawing the shapes correctly.

Tell the class to divide the first rectangle into two equal parts (halves) and to shade one half with their pencils. Ask them to write the sign for “½” under the first rectangle.

Ask them to divide the second rectangle into four equal parts (fourths), shade one fourth with their pencils, and write “¼” under that rectangle.

Ask them to divide the third rectangle into three equal parts (thirds), shade one third with their pencils, and write “1/3” under that rectangle.

Walk around the room and assess the children’s understanding of equal parts and their correct identification of ½, ¼ and 1/3.

For the next lesson, you will need: at least one balance for weighing, several stones of similar weight (close to half a kilo each)

Lesson 65


51

LESSON 66

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balance and stones. Display Posters 5, 6, 3, and 4, as shown below. Copy Parts One and Two on the chalkboard.

THE CHILDREN: Do not copy the exercises.

Part Two

12 14


Oral Addition

Problems (oral)

Oral Multiplication

(oral)


Concept of Fractions: Half and Fourth

(chalkboard)


200 + 600

100 + 300

3 x 1

3 x 2

3 x 3

3 x 4

3 x 5

3 x 6 (twice)

56 – 24

56 – 4

Poster 5 Poster 6

1/2 Poster 3 Poster 4

1/4

12 – 4 8

14 – 8 6

Song: “The Fruit Vendor” Physical Activity: “Body Movements”

Part One

56 – 24 56 – 4

- 4 - 8

Part Two

12 – 4

14 – 8


52

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 300 + 60 + 9

700 + 60 + 3

500 + 30 + 8

Oral Addition Tell the children that you are going to give them three numbers to add

together. Read the first addition exercise aloud, saying each number slowly: Your first number is 300. Add 60 to it. What do you have? (360) Now add 9 to that number. What is your total? (369)

5 min

900 + 50 + 1 Take the children through each step of the first addition exercise again, making sure that

they understand each stage. Tell the children that you are going to give them another exercise, but this time you’ll read

the whole thing at once; they are to work it out in their head and write the answer in their books. Read aloud: 700 plus 60 plus 3. Walk around to check their answers. Ask one child to explain verbally how he or she got the answer.

15 min

Read the final two exercises and have the children work them out in their heads and write the answers in their books. TEACHER: Use these exercises later for assessment.

Measurement of Weight, Using a Balance Show the children the balance. Ask them if they have ever seen anything

similar to this being used. If so, where, and what was it used for? Allow a class discussion on how balances are used in the market for weighing vegetables and any other suggestions the children have.

Explain that you are going to use stones as weights. Ask one child to feel the weight of a stone and then to find something in the room that is lighter than the stone. Ask another child to feel the stone and then to find something that is heavier than the stone. Use the balance to verify whether the children chose correctly.

Ask the children to suggest items that they think will weigh the same, be lighter than, or be heavier than the two stones together.

Use the balance to verify the children’s thinking.

Lesson 66


53

LESSON 67

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy Parts One and Two on the chalkboard. Display Posters 1, 2, 7, and 8, as shown below.


Part One Part Two 53

2. PART 1: During the Audio Programme Oral Multiplication

(oral) Column Multiplication


(exercise book) Concepts of Fractions: Halves

and Fourths (chalkboard)

2 x 1 3 x 1 2 x 2 3 x 2 2 x 3 3 x 3 2 x 4 3 x 4 2 x 5 3 x 5 2 x 6 3 x 6 2 x 7 2 x 8 2 x 9

132 x 2

213 x 3

431 x 2

53 – 43

44 – 10

26 – 6

Poster 1 Poster 2

One half

Poster 7 Poster 8

One fourth

Song: “Numberseeka” Physical Activity: “Paddle, Paddle the Boat”

132 213 431 x 2 x 3 x 2

– 43

44 – 10

26 – 6


54


15 min

5 min

Addition of 100’s Begin the session by asking the class to count in 100’s to 900. (100, 200,

300, 400, 500, 600, 700, 800, 900) Discuss how counting in hundreds is similar to counting in ones: 1, 2, 3, 4, 5, 6, 7, 8, 9.

Discuss how when we count in hundreds, we say one hundred, two hundred, etc. Write the addition exercises shown opposite on the board. Ask the children to read the

first one: 700 + 200 = ? Ask the children if there are any ones to add up. (no) Ask if there are any tens to add up? (no) Tell the children to start at 700 and count two more 100’s. (800, 900) So, 700 plus two more hundreds is 900. Write “900” on the board.

Ask the children to copy the rest of the exercises in their books and to complete as many as possible in the next four minutes. Walk around to assess how they are doing.

Classification of Shapes Draw the table at left on the board but don’t fill it in. Ask the children to

copy it. Review with the class the properties of triangles and quadrilaterals. (any closed shape with three or four straight sides, respectively)

Ask the children if they can remember the name of a five-sided shape. (pentagon) Draw some triangles, quadrilaterals, and pentagons outside the empty table (see box for

suggested shapes), and ask the children to copy them in the correct column. Ask them to draw some triangles, quadrilaterals, and pentagons of their own in the

correct columns.

For the next lesson, you will need: a set of cardboard symmetrical shapes, for each group of children that match those on the review sheet. Lesson 67

Triangles Quadrilaterals Pentagons 3 sides 4 sides 5 sides

700 + 200 =

600 + 200 =

300 + 200 =

300 + 600 =

400 + 400 =

200 + 400 =


55

-

REVIEW OF WEEK 17

TEACHER: Today there will not be a radio/CD mathematics lesson. The main purpose of Review 17 is to assess:

the children’s ability to distinguish between right and left their ability to recognise lines of symmetry and create symmetrical shapes

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the areas covered during or after the audio sessions from this week. Materials needed: • Coloured pencils • Rulers (one per child) • Sets of cardboard shapes (one per group)


56

REVIEW ACTIVITIES TEACHER: Facilitate the following activities

Symmetry 15 min Draw the shapes (in the box, opposite) on the board (if you have brought

the cardboard shapes, use those). Ask the children to look at the shapes on the board. Tell them that they will

be working in groups and each group will have a set of these shapes. Their task is to carefully draw around each shape in their books. (TEACHER: Draw the shapes for any children who have difficulty with this task.)

Tell the children to use a coloured pencil and ruler to draw one line of symmetry through each shape. After they have finished, encourage them to look at both sides of the line to see if the halves are the same (symmetrical). Remind them that the line is like a mirror.

If they think a shape has more than one line of symmetry, they may draw the other lines, using different colours.

15 min

As children finish, draw two half shapes in their books (as seen in the box, opposite) and ask them to draw the other symmetrical side.

Movement and Direction—Right and Left Draw a square in the middle of the board. Ask the children to look at the

board and tell you the name of the shape drawn in the middle. (square) Tell them to draw a square in the middle of a page in their books.

Tell them that you are going to ask them to draw things around the square, and they must listen carefully to the instructions regarding where to draw things:

Draw a triangle to the left of the square. Above the square, draw a face. To the right of the square, draw a house. Below the square, draw a circle. Inside the square, draw a cup.

For the next lesson, you will need: counters

Review 17

----------- -----------


57

LESSON 68

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy Parts One through Four on the chalkboard. Display Posters 1 and 7.

THE CHILDREN: Do not copy the exercises. (They will copy them during the Audio Programme.)

Part One Part Two Part Three

36 13 A. 4352 9421 – 20



(exercise book) Oral Addition

Problems (exercise book)

Reading Numerals

(oral)

Reading Fractions (oral)

36 – 20

42 – 12

13 – 6

12 – 6

6 + 7

8 + 5

4352 9421

7424 1492

Poster 1 Poster 7

1 1 2 4

Song: “In the Classroom” Physical Activity: “Pretending to Clean the Classroom”

– 6

42 – 12

B. 7424 1492 Part Four

12 1 1 – 6 2 4


58


Subtraction Write the subtraction exercises shown opposite on the board. Ask the children to look at

the first exercise. Ask: Which number is to be subtracted from which number? (9 is to be subtracted from 12)

10 min

Talk to the children about different strategies they could use to find the answer: (1) Count from 9 to 12 to find the “difference” (3). Subtract 9 from 10 and add 2. (3) Lay out 12 counters and remove 9. Discuss which strategy would be the most efficient to use in this case. (count the difference)

12 – 9 =

14 – 5 = Ask the children to write the second exercise (14 – 5) in their books. Ask them to discuss with a partner different ways this could be done, and the most efficient way to answer this question. (subtract 4 from 14, which leaves 10; subtract 1, which = 9)

Discuss with the children how to check their answers by doing addition (i.e., 9 + 3 = 12, 9 + 5 = 14).

Perimeter 4 cm Ask the children to draw a square in their books with sides that are 4 cm long. Walk

around the classroom to ensure that they are drawing the squares correctly. 5 min

5 min

Tell them that we need to know what all the sides add up to. Ask if anyone can remember the special name given to the total measurement of the sides. (perimeter) Ask them to add up the sides and tell you what the perimeter is. (4 + 4 + 4 + 4 = 16) The perimeter measures 16 cm.

4 cm

Ask them to draw another square in their books with a perimeter of 12 cm. Ask: How long will each side be? (3 cm) Draw this on the board, and explain that 3 + 3 + 3 + 3 = 12. If the first square they drew had sides of a different length, ask them to draw the correct square in their books. Walk around the classroom, observe their work, and offer support where needed.

Right and Left Ask the children to hold up their left hand and wave it in the air. Check that all pupils have

their left hands up. Now ask them to hold their right hand in the air and wave it. Ask them to turn and look to the left, then turn and look to the right. Continue to reinforce right and left by asking such questions as: Who is sitting to the right of ____ [name

a pupil]? Who is sitting to ____’s left?

For the next lesson, you will need: a balance, 5 stones close to a 21 kilogram each, 10 counters for each child.

- Left hand up

- Right hand up

- Turn and look to the left

Lesson 68


59

LESSON 69

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balance, stones, and counters. Copy Parts One through Three on the chalkboard. Display Posters 5 and 3.



Part Two Part One 26

Oral Multiplication

(oral)



Reading Fractions (exercise book)

4 x 1 4 x 2 4 x 3 4 x 4 4 x 5 4 x 6 4 x 2 4 x 4 4 x 6 4 x 1 4 x 5 4 x 4

140 120 200 x 2 x 3 x 3

26 – 24

28 – 22

35 – 30

Poster 5 Poster 3

1 1 2 4

Song: “In the Classroom” Physical Activity: “Pretending to Wash Body Parts”

140 120 200 x 2 x 3 x 3 Part Three

1 1 2 4

– 24

28 – 22

35 – 30


60


Multiplication Tables Determine which multiplication tables the children are weakest on, and ask the children to

practice saying it. After they have chanted the tables, ask quick-fire questions in a random order on the tables, along with other multiplications that you think they are confident with.

5 min

Measurement of Weight, Using a Balance Show the children an exercise book. Ask them approximately how many stones they think

it would take to balance the exercise book. Write the different answers on the board, and ask the children how they came to those answers.

10 min

Ask different children to use the balance to see how close they were. Discuss how the balance is used to verify our guesses. Check their answers and highlight those that were closest.

Ask the children to copy the following sentences into their exercise books and then complete them: a) One exercise book weighs about the same as ……. stones b) Two exercise books weigh about the same as ……. stones c) Three exercise books weigh about the same as ……stones

Ensure that the children see that each sentence is asking for one book more.

0 + 4 Number Patterns 5 min

Ask the children to think of different number pairs that add up to 4. Ask the children to use 1 + 3 their counters to show these pairs. Draw the sums on the board, in the order shown in the box. 2 + 2 Discuss with the children how the left-hand column increases in number and the right-hand-

column decreases. 3 + 1 Ask them if they think the same would happen if they made pairs with a total of 6 or 7. Allow them

to explore the different pairs and the way the patterns occur.

For the next lesson, you will need: a balance, 5 large stones and 15 small stones (close to a gram each) per group

Lesson 69


61

LESSON 70

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balance and stones. Display Posters 5 and 3 as indicated. Copy Parts One through Four on the chalkboard, keeping Part Three in a column, as it appears below.

THE CHILDREN: Copy Part One and Part Two.

2. PART 1: During the Audio Programme Column

Subtraction (exercise book)



Reading Numerals (chalkboard)

Concept of Fractions (exercise book)

11 – 6

16 – 7

13 – 7

312 410 x 2 x 2 12 300 x 4 x 3

26 – 23 3

47 – 45 2

51 – 50 1

2215

3504

9560

1 1 2 4

Song: “The Instrument Song” Physical Activity: “Rumbling Exercise”

Part One 11 16 13 – 6 – 7 – 7

Part Two

312 410 x 2 x 2 12 300 x 4 x 3

Part Three Part Four 26 – 23

Poster 5 Poster 3

2215 3504 9560 47 – 45 51 – 50


62


Subtraction of Hundreds Ask the children to look at the subtraction exercises on the board and to read them

aloud. Ask if they need to do column, written subtraction or if they can do the exercises in their heads.

900 – 300 10 min 900 – 800

Discuss with the children that although the numbers are in hundreds, there are no tens or ones, and so we can count in hundreds to find the answer. 900 – 400

Discuss how you are going to use “counting on” to find the answers. Look at the first exercise, and ask the children what hundred comes after 300. (400) Tell them that we are going to count from 400 to 900. TEACHER: Every time they say a number, hold up one finger. By the time the children count to 900, you should be holding up six fingers.

900 – 500

900 – 100

Ask the children to count in hundreds for each finger you are holding up: 100, 200, 300, 400, 500, 600. Tell them that 600 is the solution. (900 – 300 = 600)

If some children are able to complete the rest of the exercises independently, allow them to do so, while you reinforce counting on with those who need more support.

10 min Measurement of Weight, Using a Balance Give each group of children a set of stones. Ask them to pick up one of their exercise books and find the number of big and small stones that will balance the exercise book. Encourage the children to discuss the approximate number of big and small stones that will be needed. After they have determined the number needed, allow each group to use the balance to check their

answer. Discuss how close their guesses were. Ask the children to do the same with other items, such as their snack box, their bag, or five exercise

books. Write on the board the sentence: My book is as heavy as ….. big stones and …… small stones.

Ensure that they understand the meaning of this sentence. Discuss with the class the need for a standard unit, instead of different-size stones.

For the next lesson, you will need: a kilogram weight (as used in the markets), 2 bags of flour (one that weighs 1 kg and one that weighs less), a balance, and the hundred square.

Lesson 70


63

LESSON 71

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the kilogram weight, two bags of flour, a balance, and a hundred square (if you have one). Copy Parts One through Three on the chalkboard. Display Posters 1 and 7.


Part Three


Problems (oral)

Column Subtraction

(exercise book)

Reading Numbers

(chalkboard)

Column Subtraction (chalkboard and exercise book)

Concepts of Fractions

(exercise book)

Oral Subtraction

(oral)

900 + 30 + 5 =

400 + 20 + 8 =

14 10 – 5 – 2 15 13 – 9 – 7

2841

3301

1620

6470

46 – 43

36 – 35

59 – 58

1 2 1 4

12 – 3 =

18 – 9 =

12 – 8 =

10 – 5 =

13 – 7 =

Song: “The Fruit Vendor” Physical Activity: “Body Parts”

46 – 43

36 – 35

59 – 58

Part One 14 10 – 5 – 2 15 13 – 9 – 7

Part Two

2841 3301 1620 6470

Poster 1 Poster 7


64


Measurement of Mass in Kilograms

10 min

10 min Tell the children that a brother and sister were sent to the market to buy a kilogram of flour. The brother bought this bag (hold up a small bag of flour) and the sister bought this bag (hold up a large bag containing 1 kilogram of flour).

Ask the children: Do both bags have the same quantity of flour? Does each bag have a kilogram of flour in it? How can we find out?

Ask two children to come up and weigh the two bags of flour. Help them use the balance and the kilogram weight.

Ask the children to copy the following sentences into their books, choosing the correct phrase in the brackets:

The small bag weighs (less than 1 kilogram, 1 kilogram, more than 1 kilogram) The large bag weighs (less than 1 kilogram, 1 kilogram, more than 1 kilogram)

10 + 6 = 16 Number Patterns

Ask the children to start at 10 and count on in 10’s to 40. Ask one of the children to write the numbers 10, 20, 30, and 40 in a column on the board. 20 + 6 = 26

Ask one child to choose a number less than 10. (e.g., 6) Tell the class that we are going to add 6 to each of the numbers on the board. Read each exercise, and have the children answer them. As each answer is given, have one child write it on the board. 30 + 6 = 36

Ask the children what they notice is happening and what pattern they can see. Ask them what they think will happen if we add 6 to 50, or to 90. Can they predict the pattern? Allow them to explore this. 40 + 6 = 46

Ask them if they think this would happen with all numbers. What would happen if we added 8 to the 10’s, or 3? (18, 28, 38, 48; 13, 23, 33, 43) Allow them to explore different numbers to see that the pattern stays the same.

If you have a hundred square, use it to demonstrate the pattern.

Lesson 71


65

REVIEW OF WEEK 18 TEACHER: Tell the children that today they are going to review the work they have done during the past few weeks. The main purpose of Review 18 is:

for the class to review areas or topics that they are weak on.

Using your assessment of the children’s work over the past few weeks (including your observations and notes), Please assign the children tasks to help reinforce any areas or topics you think they are weak on. You may ask them to work as a class, or you may divide them into groups based on their needs, asking different groups to focus on different areas or topics of Mathematics. Materials needed: A list of activities, according to the needs of your class. Record the activities you propose in

the space provided on the next page.


66

Activities proposed by the teacher:

For the next lesson, you will need: a standard kilogram weight, a balance, five 1 kilogram stones, objects to weigh.

Review 18


67

LESSON 72

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balance, kilogram weight, stones, and objects to weigh. Copy Parts One through Four on the chalkboard.

THE CHILDREN: Copy Parts One and Two only.

Part Four

2. PART 1: During the Audio Programme Less Than,

to 99 (oral)

Column Subtraction

(exercise book)

Column Addition (exercise book)


Reading Numbers

(exercise book)


Multiplication Table (oral)

14 vs. 8

50 vs. 44

71 vs. 77

48 vs. 73

33 vs. 63

89 88 – 84 – 86

39 79 – 32 – 71

420 + 921

677 + 522

12 – 8

11 - 9

14 – 5

14 – 6

7565

1749

3578

A. B.

3 x 20 = 3 x 30 =

C. D.

2 x 40 = 2 x 30 =

1 x 1 = 1 x 2 = 1 x 3 = 1 x 4 = 1 x 5 = 1 x 6 = 1 x 7 = 1 x 8 = 1 x 9 =

Song: “In the Classroom” Physical Activity: “Tidying the Classroom”

Part Three

12 11 14 14 – 8 – 9 – 5 – 6

A. B. Part One 89 88 39 79

– 84

C. D.

– 86 – 32 – 71

Part Two

420 677 + 921 + 522


68


10 min

10 min

Measurment of Weight Organise the children into five groups. Give each group objects to weigh and a 1 kilogram stone. Ask them to discuss which objects they think weigh 1 kilogram. Encourage them to use the kilogram stone and both their hands to estimate the weight of the different objects. Ask them how they could verify their estimates. Invite one group to use the balance and the

kilogram weight to check their estimates. Copy the table shown in the box onto the board. Ask the children to copy it, and remind them

of the meaning of the signs < and >. (< means less than, > means greater than) Ask them to write the objects they weighed in the correct column.

Close this activity by showing the kilogram weight and explain that the kilogram is recognized as the standard weight in this country and many other countries, too.

1 kilogram

< 1 kilogram

> 1 kilogram

OBJECTS

Number Patterns Tell the children that today they are going to look at adding 1 to numbers that end in

9. Write the first column of numbers (see box) on the board. Ask the children to read them. Point out that the numbers are increasing in 10’s and that each ends in 9.

Write “+ 1” beside each number and ask the children what they think all the answers will have in common.

Complete the first three exercises together. Point out that all the answers are in 10’s. Ask them what they think the answer to the last exercise will be. (40) Ask them what they think the next equation or exercise in the pattern will be. (49 + 1 = 50)

Ask them to predict what 79 + 1 equals, using this pattern. Ask them to try to explain why this pattern occurs. (because 9 + 1 = 10, so adding 1 to any number ending in 9 will take it to the next whole 10)

9 + 1 = 10

19 + 1 = 20

29 + 1 = 30

39 + 1 = 40

(IF YOU HAVE EXTRA TIME) Right and Left Ask the children to hold up their right hand and wave it in the air. Check that everyone has

their right hand up. Now ask them to hold their left hand in the air and wave it. Ask them to turn and look to the left, and then turn and look to the right. Continue to reinforce right and left by asking such questions as: What is to the right of the

board? The window? What is to the left? For the next lesson, you will need: a balance, stones weighing 1 kilogram, stones weighing 1 gram.

Lesson 72


69

LESSON 73

1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy Parts One, Two, and Three on the chalkboard. Display Posters 5, 9, 11, 12, 13, and 7, as shown below. Have the balance and the kilogram and gram stones ready.

THE CHILDREN: Copy Parts One & Two only.


Song: “In the Classroom” Phys c : i al Activity ”Making Bins”




Concepts of Fractions (oral)


982 23 568 + 206 + 91 + 731

45 99 26 – 41 – 98 – 20

A.

B.

Poster 5 Poster 9 Poster 11

1 1 2 3

Poster 12 Poster 13 Poster 7

1 1 3 4

5 x 1 =

5 x 2 =

5 x 3 =

5 x 4 =

5 x 5 =

Part One Part Three

A.

B.

982 23 568

+ 206 + 91 + 731

Part Two 45 99 26 – 41 – 98 – 20


70


15 min Measurement of Weight Objects Weight Draw the table (opposite) on the chalkboard and ask the children to copy it. Show the

5 min

children the balance, the kilogram stones, and the gram stones. Ensure that they - Exercise book all understand that each large stone is 1 kilogram and each small stone is 1 gram. Allow

some children to hold a kilogram and a gram in each of their hands in order to feel the - Pencil difference. - School

bag Invite children up one at a time to weigh an object that is on the list. Help them do this, if needed. Some objects will weigh only a few grams; others will weigh a combination of kilograms and grams. Every time a child weighs something, have the children write the weight in their tables (e.g., 1 kilogram and 5 grams). Have the children think of more items they could weigh that can be added to their list.

- Textbook

Number Properties Ask one child to write a number between 1 and 10 in his or her exercise book. Tell the

child not to tell you the number, as you are going to try to guess what the number could be by asking questions. Tell the child that he or she can only answer YES or NO.

Ask yes-or-no questions, such as: Is it an even number? Is it an odd number? Does it come after 5? Are all the lines straight when you write the number?

Ask three to five questions before guessing the number. Ask another child to tell you a different secret number, and allow the class to ask the child

questions and try to guess the number. Repeat this with other numbers and other children.

Lesson 73


71

LESSON 74

1. BEFORE THE MATHEMATICS CLASS TEACHER: Display Posters 9, 10, 5, 14, 7, and 12, as shown below. Copy Parts One through Four on the chalkboard.


Part Three Part One 7836 9367 4311 2329

2. PART 1: During the Audio Programme Column Addition

(exercise book)

Column Subtraction

(exercise book)

Whole Numbers

(chalkboard)

Oral Subtraction

(oral)


Concepts of Fractions

(oral) 36 11 + 28 + 54 18 + 15

98 29 – 95 – 23 18 – 17

7836

9367

4311

2329

537 – 37 = 375 – 75 = 711 – 11 = 651 – 51 = 397 – 97 =

2 x 40 = 1 x 30 = 3 x 20 =

A. B. C.

1 1 1 3 5 2 1 1 1 5 4 3

Song: “Numberseeka” Tongue Twister: “Peter Pecker”

36 11 18 + 28 + 54 + 15

Part Two

98 29 18 – 95 – 23 – 17

Part Four

A. B. C.


72


15 minRecognising Right Angles

Give each child a sheet of paper and tell them to carefully fold it in half. Tell them that this can now be used to test for straight lines. Show them how to place the folded paper on the edge of their desk to see if the edge is a straight line. Give them two minutes to find other straight edges/lines in the classroom. Ask them to fold the piece of paper again to create a right-angled corner. Ask them to colour

the corner they have made. Tell them that this tool they have made can be used to find square corners. Allow them to use

their tools to find square corners around the room. Encourage them by saying such things as: Look at the corner of your book—place the measure against the corner and see if it matches. What about the where the table leg meets the floor? Allow them a few minutes to find more square corners.

Introduce the words angle and right angle by saying: Where the two edges of your book meet at the corner—this is called an angle. If it is a square corner, it is called a right angle.

Ask them to find other objects with right angles and to record them in their books, either as drawings or in words. TEACHER: The children’s right-angled corners will be needed in future sessions.

5 min

Number Properties Ask one child to write a number between 1 and 10 in his or her exercise book. Tell the child not to tell you the number, as you are going to try to guess what the number could be by asking questions. Tell the child that he or she can only answer YES or NO. Ask yes-or-no questions, such as: Is it an even number? Is it an odd number? Does it come

after 5? Are all the lines straight when you write the number? Ask three to five questions before guessing the number. Ask another child to tell you a different secret number, and allow the class to ask the child

questions and try to guess the number. Repeat this with other numbers and other children.

For the next lesson, you will need: the right-angled measure, several kilogram and 50 or more gram stones, and the balance.

Lesson 74


73

LESSON 75

1. BEFORE THE MATHEMATICS CLASS

TEACHER: Have ready the right-angled measure, kilogram and gram stones, and balance. Display Posters 5, 9, and 3. Copy Parts One and Two on the chalkboard. .


Part One Part Two


(oral) Less Than 99

(oral) Column Addition (exercise book)

Column Subtraction(exercise book)

Concept of Fractions (chalkboard, oral)

5 x 1

8 x 1

2 x 1

7 x 1

9 x 1

4 x 1

93 vs. 13

79 vs. 30

58 vs. 96

91 vs. 12

50 vs. 66

24 + 39

51 + 31

514 – 302

343 – 122

Poster 5 Poster 9

1 1 2 3 Poster 3

1 4

Song: “The Garbage Bin”

24 51 + 39 + 31

514 – 302 343 – 122


74

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Recognising Right Angles

10 min Ask the children to get out their right-angled measures. Ask them if they can remember the name given to a square corner. (right angle) Ask them to tell you some shapes that have right angles. (squares and rectangle) Ask: What can you see in the classroom that has a right angle? Allow a child to use his or her measure to check some of Right

angles Not

right angles

the objects that are suggested (e.g., table corner, book corner, window frame, door frame). Ask the children if they can find some objects that are NOT right angles. Show them that if

their right-angle measure is too big or too small to touch both sides of a corner, then that angle is not a right angle. Offer some examples of angles that are not right angles (e.g., the joint between two fingers, the angles in some triangles).

10 min

Ask the children to work in pairs for a few minutes to find examples of a right angle and an angle that is not a right angle. Draw the two columns (see box) on the board, and write the children’s examples in the appropriate column.

Discuss the angles that are not right angles. Ask: Which are smaller than a right angle, and which are larger than a right angle?

Measurement of Weight—Grams and Kilograms Ask the children to look around the room and find objects that they think will weigh 1 kilogram. They can estimate this by holding the kilogram stone in one hand and the object in the other. After collecting the objects, allow them to use the balance and the standard weight to verify

their estimates. < 1 kilogram

1 kilogram

> 1 kilogram

Ask them to copy the table opposite into their books and to write the objects in the correct column. Review the signs < and >.

(If time allows) Divide the children into three groups, and ask each group to find objects of a different weight:

GROUP 1: objects weighing 2 kilograms GROUP 2: objects weighing 50 grams GROUP 3: objects weighing 20 grams

Each group can use the standard weights and balance to verify their estimates. Have them complete a second table for the objects they weighed as a group.

Lesson 75


75

REVIEW OF WEEK 19

TEACHER: Today there will not be a radio/CD mathematics lesson. The main purpose of Review 19 is to identify the children’s understanding of:

fractions classification of shapes by the number of sides

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the areas covered during or after the Audio sessions from this week. Materials needed: • Coins or counters for drawing circles • Rulers


76


Fractions Copy the shapes shown opposite on the board. Ask the children to look at the 10 min shapes and name the shapes in the first row. (circles) Ask them to use the

20 min

coins/counters on the table to draw two circles in their books. Ask them to use their pencils and rulers to divide the first circle into two equal parts. Ask

them to shade in one part. Observe how the children do this. Ask them to divide the second circle into four equal parts and to shade one part. Point to the lines below each circle, and ask the children to write the fraction that they

shaded in the circle above. (1/2 and ¼) Ask the children to look at the second row of shapes on the board. Ask them “what are

they, and how many are there?” (three rectangles) Ask them to carefully draw three rectangles in their books, each three “little squares” long and one “little square” tall (height).

Ask them to use their pencils and rulers to divide the first rectangle into two equal parts. Ask them to shade in one part. Ask them to divide the second rectangle into three equal parts and the third rectangle into four equal parts, and have them shade one part in each. Point to the lines below each rectangle and ask the children to write the fraction that they shaded in the rectangle above. (1/2, 1/3, and ¼)

Classification of Shapes Draw the table opposite on the board (but don’t include the shapes or the words), and ask the children to copy it. Write the words “Triangles,” “Quadrilaterals,” and “Pentagons” in the top row. Ask the children to write the number of sides that a triangle has in the column below the

word “Triangle” and to do the same for the other two. Draw some triangles, quadrilaterals, and pentagons outside the empty table, and ask

the children to copy them into the correct columns. Ask them to draw some triangles, quadrilaterals, and pentagons of their own in the

correct columns.

For the next lesson, you will need: an analogue clock (with hands) Review 19

____ _____ ______ _______ _______

Triangles Quadrilaterals Pentagons 3 sides 4 sides 5 sides


77

LESSON 76

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the analogue clock ready. Display Posters 7, 1, 14, and 12, as shown below. Copy Part One on the chalkboard.

Part One



(exercise book) Concept of Fractions

(oral)

537 – 214

476 – 273

1 1 4 2

1 1 5 3


537 – 214

476 – 273


78


15 min

Telling Time: Reading the Hour Show the class an analogue clock (with hands), with the clock hands set to 04:00 hours. Ask

them to read the time on the clock. Discuss with the class how one hand is long and shows the minutes, while the other hand is short and shows the hours.

Slowly rotate the minute hand (the long hand) through one complete turn, while moving the hour hand (the short hand) to the next hour. The clock will now be at 05:00 hours. Again ask the class to read the time. Continue this process for 06:00 hours and 07:00 hours. Discuss with the children the direction that the clock hands turn: always to the right. This is called “clockwise.”

Draw an empty digital clock on the board (as shown). Tell the children that as well as clocks

with hands, we also have clocks without hands, which are called digital clocks. :

10 min

Ask the children to carefully copy the empty clock into their books. Turn the hands of the analogue clock to show 02:00 hours. Ask the class to read the time and write it on the digital clock in their books. Give them some time to do this, and then draw it in the clock on the chalkboard.

Ask the children to draw two more empty digital clocks in their books, and give them a selection of times (between 01:00 and 12:00 hours) to write on their digital clocks.

HOMEWORK: Ask them to count how many clocks with hands (analogue) and clocks without hands (digital) they can see at home and at school.

Measurement of Weight in Grams and Kilograms (Homework) Tell the children that they are also going to have homework on weight. Tell them that they need

to go to the market with an adult or older sibling and look carefully at the weights and balances people use and what they measure before purchasing.

Read aloud the questions in the box, and ask the children to copy them in their exercise books to take home for homework.

Homework - What kinds of

balances are people in the market using?

- Are they using kilograms, grams, or

other weights? - What kinds of things

are they weighing? - Draw the balances

that you have seen and some objects that people weigh.

For the next lesson, you will need: coins or corks to draw clock faces (one per child) Lesson 76


79

LESSON 77

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the coins or corks ready for after the Audio Programme. Copy Parts One through Three on the chalkboard.



Part Three Part One

234 348 1

Oral Subtraction

(oral)



Reading Numbers (oral)

Oral Subtraction

(oral)

Reading Fractions

(oral)

Oral Multiplication

(oral) 800 – 200

500 – 300

500 – 400

4 x 6 = 3 x 6 = 5 x 3 = 2 x 8 = 3 x 4 = 3 x 8 =

234 + 658

348 + 239

3782

7290

5385

3082

2226

5061

12 – 5 =

12 – 9 =

12 – 7 =

12 – 3 =

1 1 3 2

1 1 5 4 1 1 3 5

1 x 1 = 1 x 2 = 1 x 3 = 1 x 4 = 1 x 5 = 1 x 6 = 1 x 7 = 1 x 8 = 1 x 9 =

Song: “The Fruit Vendor”

+ 658 + 239

Part Two 3782 7290 5385 3082 2226 5061

1 1 3 2 5 1 1 1 4 3 5


80


5 min Weight Homework Chat with the children about their findings. What kinds of balances were used, what weights did people use, and what objects did they weigh?

10 min

5 min

Measurement of Time Draw five analogue clocks on the board showing these times: 04:20, 11:00,

10:15, 02:10, and 12:30 (see box). Tell the children to look at the analogue clocks on the chalkboard and to carefully draw them

in their exercise books. They can use the coin/cork on the table to draw the circle for the clock face. They should copy the digits around the clock face and draw the hands accurately to show the correct time. Walk around to offer assistance as needed.

Draw the digital clocks showing the times as they appear in the box. Ask the children to copy these in their books as well.

Tell them that they need to draw a line from the analogue clock to the digital clock that shows the same time.

Once they have done this, ask the children to tell you something that they do at each of these times (e.g., sleep, be at school, have lunch).

Reading Numbers to 9999 with 0 in the Hundreds Column Write the opposite numbers on the board. Ask the children to read the first number aloud. (five thousand sixty-two) Discuss with the class the value of each digit and how the zero means that there are no hundreds to be said aloud. Discuss with the children how the number would change if you didn’t write the zero. (it

would become 562, or five hundred sixty-two) Continue like this with the other numbers, stressing the importance of the zero in the

hundreds column. If time allows, ask the children to think of similar numbers with zeros in the hundreds column.

TEACHER: Read the next lesson in advance, as you may want to draw out the route before the lesson. For the next lesson, you will need: an analogue clock and sticky tape or chalk.

Lesson 77

:1 2 3 0

0 :2 1 0

:4 2 00

:1 0 1 5

:1 0 01

5062

4012

7059

1034

2098


81

LESSON 78

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have an analogue clock ready. Copy Parts One through Three on the chalkboard.

Part One Part Three 267 725 305 + 603




Comparing Numbers

(chalkboard)

Oral Multiplication(chalkboard)

Reading Fractions

(exercise book)

11 – 5 12 – 3 12 – 6 11 – 8 12 – 4 12 – 5 11 – 9

267 725 305 + 603 + 239 + 288

74 vs. 89

72 vs. 57

71 vs. 45

46 vs. 6

A. 3 x 200 B. 2 x 200 C. 4 x 200

1 1 1 2 3 4 1 1 1 5 3 5 1 2

Song: “In the Classroom” Entertainment Activity: “Tongue Twister: Peter Picker”

A B C

+ 239 + 288

Part Two

74 89 72 57 71 45 46 6


82


10 minTelling Time—Reading a Clock Show the class an analogue clock with the clock hands set to 07:00 hours. Ask them to read the time on the clock. Review the difference between the long and the short hands—which shows the hour (short), which

shows the minutes (long), and which rotates all the way around in one hour (long). Discuss the direction the hands move—always the same way, to the right, which is called “clockwise.”

Tell the children that an hour is made up of minutes. In each hour, there are 60 minutes. From the 12 to the 1, there are 5 minutes, and so on between each number.

Ask them to count with you in 5’s as you move the minute (long) hand from 12 to 1, then to 2, and so on to 12. Do it again, stopping on each number, and have them count by 5’s to 60.

Place the hands back to 07:00 and ask them to read this time. Slowly rotate the minute hand through half a turn to 07:30. Tell them that you have stopped halfway between 7 hours and 8 hours. Ask them how many minutes there are in half an hour—what is half of 60? (30) So, the time showing is 7 hours plus 30 minutes, or 07:30.

If time allows, show some more half-hour times, and ask the children to read them. 10 min

Direction and Movement TEACHER: This lesson is best conducted on the playground or a large indoor space.

Use sticky tape or chalk and mark out a route on the floor that involves right-angle turns. Review left and right and right angles. Show them a right-angled turn on the floor. Choose a child to stand at one end of the route; say: This is the start, and the other end is the

finish. Ask the child to walk slowly along the route, stopping at each turn. Ask other children to say whether each turn is a left or a right turn.

Discuss how these turns are also right angles. Choose another child to stand at the finish and walk slowly from the finish to the start, repeating

the previous process. For the next lesson, you will need: an analogue clock Lesson 78


83

LESSON 79

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have an analogue clock ready. Copy Parts One through Four on the chalkboard.

Part Three Part One Part Four



Multiplication (oral)


Reading Numbers (chalkboard)


Reading Fractions

(chalkboard) 8 x 3 =

3 x 5 =

4 x 3 =

5 x 2 =

6 x 4 =

3 x 7 =

4 x 4 =

108 878 42 + 521 + 105 + 38

4350 1275 7029

A. 2 x 300

B. 2 x 400

C. 3 x 200

1 1 2 2 3 3

1 2 3 4 4 4

Song: “The Magic Number Two” Physical Activity: “Marching On the Spot”

108 878 42 + 521 + 105 + 38

Part Two

4350 1275 7029

A B 1

C

1 2 2 3 3 1 2 3 4 4 4


84

3. PART 2: The After-Audio Programme 10 min

TEACHER: Facilitate the following activities Telling Time—Reading the Hour and the Half Hour Draw five empty digital clocks on the board (see box) : Tell the children to carefully draw these five clocks in their exercise books. Tell them that you are going to show them a time on the analogue clock and they will write

that time on the digital clock. : Show them 03:30 and ask them to write it in the first empty digital clock. Fill in the first digital

clock on the board, and discuss with the children if their drawings were correct. : Complete the others in the same way, showing them 06:00, 07:15, 09:20, and 11:30.

10 min

Ask the children what activities they might be doing at these times (e.g., sleeping, eating breakfast, walking to school). :

5 min :Reading Numbers to 9999 with 0 in the Hundreds Column Write the first number at left on the board. Ask the children to read it aloud. (nine thousand fifty-two) Discuss with the class the value of each digit and how 9052 the zero means that there are no hundreds to be said aloud. Discuss how the number would change if you didn’t write the zero. (it would become 952, or

nine hundred fifty-two) 3018 Continue like this with the other numbers, stressing the importance of the zero in the

hundreds column. 2039 Ask the children to think of similar numbers with zeros in the hundreds column. Encourage

them to write their numbers on the board, and ask the class to read them.

Direction TEACHER: This activity needs to be completed in an open space, such as the playground. Ask the children to stand somewhere that is not too close to the wall or to another

child, facing you. Tell them that you are going to give them instructions to follow, and that when you say “Turn,” they are to make a right-angled turn, either to the left or the right.

Give the instructions: Walk two paces towards me. Turn right and walk three paces forward. Turn left and walk four paces forward. Continue to give instructions, ensuring that the children can make right-angled turns.

Lesson 79


85

REVIEW OF WEEK 20

TEACHER: Today there will not be a radio/CD mathematics lesson. The main purpose of Review 20 is to assess:

the children’s understanding of right angles their understanding of “heavier” and “lighter,” in relation to kilograms

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the topics covered during or after the Audio sessions from this week. Materials needed: kilogram weight


86


15 min< 1 kilogram

1 kilogram

> 1 kilogram

Measurment of Weight, in Kilograms Draw the table in the box on the board.

15 min

Ask the children to look at the table on the board, and read the headings to them. Ask them to copy the table onto half a page in their books. Check that they draw a large table.

Explain to the children that they will compare the weight of different objects, using a kilogram. Show them the kilogram.

Ask them to think of something that weighs less than one kilogram and to draw it in the first column. Then have them draw a picture of something that weighs exactly one kilogram in the second column, and something that weighs more than a kilogram in the last column. Invite them to compare the weight of their chosen objects with the kilogram, using both hands. Discuss how close their estimates were.

Recognising Right Angles Copy the table in the box onto the board. Ask the children to look at the table on the board. Read the headings to them and ask them to copy the table in their exercise books. Draw different angles on the board, outside the table (see box). Ask the children to look at the angles. Tell them that some are right angles and some are not. Ask the children to draw each angle in the correct column.

Right Angles Not Right Angles

For the next lesson, you will need: an analogue clock Review 20


87

LESSON 80

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the analogue clock ready. Copy Parts One through Three on the chalkboard.


Part One Part Three 7306 2046 4230

8652 9061 5615 624 27 108

+ 370


Subtraction (oral)

Oral Subtraction

(oral)

Oral Multiplication

(oral)

Reading Numbers

(chalkboard)

Reading Fractions (chalkboard)

Column Addition (chalkboard)

15 – 9 =

12 – 9 =

15 – 8 =

16 – 9 =

14 – 9 =

18 – 9 =

700 – 300

200 – 100

400 – 300

300 x 2 =

400 x 1 =

200 x 3 =

200 x 4 =

300 x 1 =

400 x 2 =

7306

2046

4230

8652

9061

5615

2 2 2 3 3 5 4 5

2 1 3 4 2 2 3 5

624 27 108 + 370 + 24 + 745 59 504 57 + 20 + 429 + 35

Song: “The Instrument Song”

Part Two 2 2 2 3 3 5 4 5 2 1 3 4 2 2 3 5

+ 24 + 745 59 504 57 + 20 + 429 + 35


88


Direction, Using Right Angles

10 min Draw the maze (see box) on the board, ensuring that all turns are right angles. Ask the children to identify the starting point. Ask them to give you instructions to get to the end, using the number of blocks as paces. Model the first instructions for them: Move two paces forward and turn right. Move forward one pace and turn left. Ask the children to draw a different route in their books. Ensure that all the turns will be

right angles by telling the children to stay on the lines in their exercise books. Tell them that they can only make five turns, and remind them to label the start and the finish.

Ask them to swap books with the person next to them and to describe each others routes, using the number of squares as paces.

Telling Time by Reading a Clock 10 min Show the class an analogue clock with the clock hands set to 11:00 hours. Ask them to read the time on the clock. Review the different hands: which shows the hour, which shows the minutes, which rotates, and what direction the hands move. (always the same way, clockwise) Ask how many minutes there are in one hour (60) Ask how many minutes there are

between the 12 and the 1. (5) Ask them to count with you in 5’s as you move the minute hand from 12 to 1 (5), from 1 to 2 (10), and so on to 12 (60).

Return the hands to 11:00 and ask the class to read this time. Slowly rotate the minute hand through a quarter turn to 11:15. Ask them how many minutes you have moved the hands. (15) As them what the new time is. (11:15)

11:15

Write 11:15 digitally on the board. Show other times on the analogue clock that are 15 minutes past the hour. Ask the

children to read these and write them digitally in their exercise books.

For the next lesson, you will need: cubes and cuboids (at least one per group), a balance, 1 kilogram weight, 2 half kilogram weights, 5 objects weighing one kilogram, 10 objects weighing half of a kilogram.

Lesson 80


89

LESSON 81

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the cubes, cuboids, balance, weights, and stones. Copy Parts One and Two on the chalkboard.


Part One

20 x 2 = 40 x 2 = 30 x 1 =

Part Two

8207 6929 1458 5390 3060 6679


(oral) Oral Subtraction

(oral) Oral

Multiplication (exercise book)

Reading Numbers

(chalkboard)

Writing Fractions (exercise book)

4 x 3 =

6 x 3 =

3 x 2 =

3 x 7 =

3 x 4 =

5 x 4 =

10 – 5 =

12 – 9 =

10 – 4 =

11 – 5 =

11 – 6 =

15 – 7 =

12 – 4 =

30 x 2 =

20 x 1 =

30 x 3 =

20 x 2 =

40 x 2 =

30 x 1 =

8207

6929

1458

5390

3060

6679

3 5 2 5 5 4 1 2 1 2 3 4

Song: “In the Classroom” Physical Activity: “Physical Exercises”


90


Identifying Solid Shapes: Cube and Cuboid Give a cube or cuboid to each group. Ask them to feel it with their hands and to describe what they feel and see. Cube 6 sides, all flat

10 min

Ask one child from each group to say one thing about their shape. Record their descriptions on the board. Encourage them to talk about the number of sides their shape has. Are the sides flat or curved? How many edges and corners are there? Do they recognise the shapes of the sides? (square and rectangle)

8 corners All square faces Cuboid 6 sides, all flat

2 squares Hold up a cube and ask: Whose shape is the same as mine? Hold up a cuboid and ask the same question.

4 rectangles

Write the names of each shape on the board and read them with the children. Allow them to repeat the names, in order to become familiar with them.

Measurement of Mass Organise the children into groups, and give each group an object weighing 1kilogram and

two other objects weighing ½ kilogram each. Ask them to compare the weights by placing:

a kilogram object in one hand and a ½ kilogram object in the other. Ask them which is lighter. (the ½ kilogram)

a ½ kilogram object in one hand and a ½ kilogram object in the other. Ask which is heavier. (neither - they are the same)

a kilogram object in one hand and two ½ kilogram objects in the other. Ask which is heavier. (neither - they are the same)

Move around the groups and allow the children to verify their findings by using the balance instead of their hands. At the end of the activity, make sure that the children understand the following: 1 kilogram = ½ kilogram + ½ kilogram 1 kilogram = two ½ kilograms

TEACHER: It is recommended that you read the next lesson well in advance. For the next lesson, you will need: the children’s right-angled measures, balances (one each for half the class), many kilogram and ½ kilogram objects, “dollars” and “coins” (from template), sand to weigh.

Lesson 81


91

LESSON 82

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the right-angled measures, balances, kilogram and ½ kilogram stones, “dollars” and “coins,” and sand. Copy Parts One and Two on the chalkboard.


Part One Part Two 38 79 28 497 257

+ 6


Multiplication Problems

(oral)


“Greater Than” (oral)


Concept of Fractions (oral)

30 x 3 =

40 x 2 =

38 79 28 + 6 + 4 + 7

535 vs. 554

238 vs. 248

170 vs. 138

145 vs. 122

424 vs. 427

497 257 + 230 + 471

Members of the sixths family -

Six equal parts

1 2 3 4 5 6 6 6 6 6 6 6


+ 4 + 7 + 230

+ 471


92


TEACHER: Facilitate the following activities

Right Angles Tell the children that they are going to use their right-angled measures to draw 10 min a group of shapes:

20 min

The first shape must have one right angle 1 2 The second, two right angles The third, three right angles The fourth, four right angles

Draw the first shape together. Discuss and demonstrate how to use the right-angled measure to draw the right angle.

Ask the children to draw the second shape independently. Walk around to offer guidance as needed. Before the children move to the third and fourth shapes, demonstrate on the board some shapes the children drew with two right angles.

Measurement of Weight - “Shopping Day” Exercise Divide the class into vendors and buyers. Each vendor needs a balance, a kilogram, and many half kilogram stones. The buyers need money (coins and bills). Tell the class that everything in this “market” will be sold by kilograms and/or half

kilograms. Tell them that they will need to ask the price of “a kilogram of sugar,” “a ½ kilogram of flour,” or “1½ kilograms of rice.” The sellers need to weigh the requested product (sand), using the balance and the correct weights. Agree on the prices of all items for a kilogram and ½ kilogram.

Walk around to offer support to the groups as needed. After 10 minutes, have the children switch roles. Continue to offer support to the groups

as needed.

For the next lesson, you will need: a cube, a cuboid, the children’s right-angled measures, and scissors

Lesson 82

3 4


93

LESSON 83


TEACHER: Have ready the cube, cuboid, right-angled measures, and scissors. Copy Parts One through Three on the chalkboard.

THE CHILDREN: Copy Parts One, Two, and Three.

Part One Part Three

68 81 37 863 – 63 = 825 – 25 = + 15

2. PART 1: During the Audio Programme Concept of Fractions

(oral) Column Addition

(exercise book)

Multiplication Equations (exercise book)

Subtraction Equations

(exercise book) 1 1 1 2 3 4 1 1 1 5 6 7

68 81 + 15 + 9 37 + 7

600 x 1 = 400 x 2 =

300 x 2 = 300 x 3 =

863 – 63 = 825 – 25 =

672 – 72 = 397 – 97 =


+ 9 + 7 672 – 72 = 397 – 97 = Part Two

600 x 1 = 400 x 2 = 300 x 2 = 300 x 3 =


94


Balance =

10 min Measurement of Weight 1 kilogram = Write the words at left on the chalkboard. Tell the children to write these words in their exercise books and to draw a picture of each one. ½ kilogram = Discuss with them the concept of proportion, which refers the weight of one object in

relation to another. A kilogram is twice the weight of a ½ kilogram, so it should also be twice as big. There are 1000 grams in a kilogram, so a gram should be very small.

1 gram =

5 min

Identifying Solid Shapes - Cube and Cuboid Hold up the cube and cuboid, and ask if anyone can remember the names of

these shapes. (cube and cuboid) Ask them to look around the classroom and see if they can find any objects that have the

same shape. If they have trouble, help them identify books, boxes, cupboards, etc. Encourage them to say why these objects are similar to the shapes you are holding. (flat

sides, square or rectangular faces, 8 corners, 12 edges) 10 min

Angles That Are Greater Than, Less Than, or Equal to Right Angles Ask the children to use their right-angled measures to draw and cut out some

angles that are less than a right angle, and to colour them green. Have them also draw some angles that are greater than a right angle, and colour them red, and some angles that are equal to a right angle, and colour them blue. Ask the children to cut out their angles. Make a class display of the different angles,

arranging them into the three groups.

Lesson 83


95

REVIEW OF WEEK 21

TEACHER: Tell the children that today they are going to concentrate on the work they have done during the past week. The main purpose of Review 21 is to identify:

the children’s understanding of column multiplication their understanding of direction and movement through left and right turns

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the areas covered during or after the Audio sessions from this week.


96

REVIEW ACTIVITIES TEACHER: Facilitate the following activities 10 min


24 31 43 Ask the children to look at the chalkboard and to tell you what kind of exercises x 2

20 min

are written there. Show them the “x” sign and make sure that they all recognise it as a multiplication sign. Ask them to copy the multiplication exercises into their books and to complete them,

using any methods they have been taught. Walk around the room and talk to individual children about the methods they are using to

complete the multiplications. Use this as an assessment to see what methods the children are comfortable with and what methods seem to confuse them.

Once the 10 minutes are up, have the children stop working on the exercises. Assess how many the children were able to complete within the time period.

Direction, Using Right Angles Draw a maze on the board or a large piece of paper, ensuring that all turns are right angles. Ask the children to identify the starting point and the end. Write key instruction words on the board: forward, left, right, turn, paces. Tell them that their task is to write instructions to get to the end from the start and that each set of paces is 3 paces. Model the first two instructions for them: Move three paces forward and turn right. Move forward three paces and turn left. Ask the children to draw a route with five turns in their books, ensuring that all turns are

right angles. Have them label the start and the finish. Tell them to write a set of instructions for their route, and check to see that they are

accurate.

For the next lesson, you will need: cylinders and spheres (one per group), coins ($1, $5, and $10) and bills ($20 and $100) from the template, a balance, the kilogram and half kilogram weights

Review 21

x 3 x 2 22 33 42 x 3 x 3 x 2


97

LESSON 84

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the cylinders, spheres, coins, bills, a balance, and the kilogram and half kilogram weights. Copy Parts One and Two on the chalkboard.


Part One Part Two

34 35 52 287 803 462 + 54


Oral Addition

Problems (oral)

Oral Multi-

plication (oral)

Oral Subtraction

(oral)


Greater Than (oral)

Oral Multiplication

Problems (oral)

Column Addition

(exercise book)

Column Multiplication from Dictation

(exercise book)

446 – 46=

877 – 77=

344 – 44=

2 x 7 =

3 x 4 =

5 x 5 =

4 x 5 =

2 x 5 =

6 x 2 =

4 x 4 =

2 x 7 =

16 – 8 =

13 – 6 =

12 – 8 =

14 – 6 =

11 – 3 =

13 – 7 =

34 35 52 + 54 + 19 + 28

333 vs. 454

115 vs. 335

380 vs. 141

975 vs. 520

40 x 2

10 x 4

30 x 3

287 803 + 452 + 162 462 + 156

8 7 8x 3 x 3 x 0 3 3 3 x 4 x 1 x 6 6 3 4 x 3 x 3 x 2

Song: “The Kite” Physical Activity: “Pretending to be Trees”

+ 19 + 28 + 452

+ 162 + 156


98


Identifying Solid Shapes: Cylinders and Sphere 5 min Give a cylinder or sphere to each group. Ask them to feel it with their hands

Cylinder 2 flat sides—circular and to talk about what they feel and see. 1 curved side

10 min

5 min

Ask one child from each group to say one thing about their shape. Record their descriptions on the chalkboard. Encourage them to talk about the number of sides their shape has, whether the sides are flat or curved, the number of edges and corners it has (if there are any corners or edges), and if they recognise what shapes the sides are. (circle)

Sphere No corners or edges All curved Shaped like a ball Hold up the cylinder and ask: Who has the same shape as mine? Hold up the sphere and

ask the same question. Tell the children the names of these two shapes. (cylinder and sphere) Allow them to

repeat the names, in order to become familiar with them.

Measurement of Weight Ask a child to choose an object weighing 1 kilogram. Allow the child to weigh the object in the balance to confirm that it is 1 kilogram. Discuss with the children how the “arms” of the scale are horizontal, which means that

they balance—the weight on each side is equal. Tell the children to carefully draw the scale in their books, showing the weight in one

scale-pan and the object in the other. Continue this with different objects and weights (any combination of a kilogram

and a half kilogram). Money Show the children coins of $1, $5, and $10. Discuss how they worked with these in Grade 1. Ask the children questions, such as: How many $1 coins make a $5 coin? A $10 coin? How many $5 coins make a $10 coin? Show them the $20 and $100 bills, and remind them that they worked with these in

Grade 1 also. Ask if they know the value of these two bills. Ask questions, such as: How many $1, $5, and/or $10 coins make a $20 bill? A $100 bill? How many $20 bills make a $100 bill?

Tell them that in the next few weeks they are going to work with these coins and bills again, and also the $500 and $1,000 bills.

For the next lesson, you will need: a cylinder, a sphere, coins ($1, $5, and $10), bills ($20, $100, $500, and $1,000) Lesson 84


99

LESSON 85

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the cylinder, sphere, bills, and coins ready. Copy Parts One through Three on the chalkboard.

THE CHILDREN: Copy Parts One, Two, & Three.

Part Two 235 756 + 546


Subtraction (oral)


(exercise book)

Multiplication Equations (exercise book)


Subtraction Equation

(exercise book)

11 – 4 18 – 9 14 – 6 16 – 7 12 – 8 13 – 5

10 x 4

30 x 2

40 x 2

200 x 4 = 900 x 1 =

400 x 2 = 500 x 1 =

235 756 + 546 + 162 255 + 426

730 – 30 =

140 – 40 =

195 – 95 =

531 – 31 =

Song: “The Kite” Physical Activity: “Pretending to Be Tidying Up”

Part One

200 x 4 = 900 x 1 =

400 x 2 = 500 x 1 =

+ 162 255 + 426

Part Three

730 – 30 = 140 – 40 = 195 – 95 = 531 – 31


100


5 min Multiplication

5 min

10 min

Write the multiplication exercises (see box) on the board, and ask the children to look at them. Ask them if they can do those exercises in their heads. Ask them to look at the second number of each exercise. What do these numbers have in

common? (each of them is one hundred) Explain that the first question is asking for 2 x 100, which is 100 + 100.

Tell the children that they can use their counting in 100’s to find these answers. Verbally complete the questions with the whole class.

2 x 100 = 100 + 100

3 x 100 =

4 x 100 =

5 x 100 =

6 x 100 =

Identifying Solid Shapes—Cylinders and Spheres Hold up a cylinder and sphere, and ask the class if anyone can remember the name of these shapes. (cylinder and sphere) cylinder sphere Ask them to look around the classroom and see if they can find any objects that are the

same shape. If they need help, point out a drinking glass, chalk, pencils, pens, balls, oranges, stones, etc.

Encourage them to say which of these objects they prefer and why. Money Briefly review the coins and bills discussed yesterday. Show the children the $500 and $1000 bills. Ask them if they have ever used these bills and, if so, what they bought with them. What do they imagine they could buy with them? Give each group a $500 and a $1000 bill. Ask them to look carefully at both sides.

Discuss with them what they can see and how they know the value of each bill. Ask them to carefully draw each side of both bills in their books as a homework.

Have the children count in 100’s to answer the following questions: How many $100’s are in $500? How many $100’s are in $1000?

Write these equations on the board and ask the children to copy them in their books: $100 + $100 + $100 + $100 + $100 = $500 $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 = $1000

For the next lesson, you will need: coins and bills, analogue clock Lesson 85


101

LESSON 86

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the coins, bills, and analogue clock ready. Copy Parts One and Two on the chalkboard.


Part Two Part One 632 967

689 286 681 162 + 207


Problems (oral)

Oral Substraction

(oral)


Oral Multiplication

Problems (oral)

Greater Than, to 999

(chalkboard)


(exercise book)

147 – 47 =

150 – 50 =

13 – 6

17 – 8

18 – 9

17 – 9

11 – 5

689 286 + 207 + 180 189 + 206

40 x 2

20 x 4

30 x 3

632 vs. 967

681 vs. 162

254 vs. 955

533 vs. 326

2 5 4 x 1 x 3 x 2 2 8 x 4 x 1

Song: “The Kite” Physical Activity: “Flapping Wings like Birds”

+ 180 254 955

189 533 326 + 206


102


Money 10 min Toy costs $400 Copy the list from the box onto the board, or make your own list of items costing between $100 and $500. You can also draw the selected items. Sugar costs $200 Tell the children that today they are going to see what they can buy with $500 and what

bills and coins they need to make these different amounts. Hand out a range of coins and bills to each group.

Apple costs $150

Ruler costs $250 Ask the children to look at the items on the board and their prices. Read the list aloud together. Ask the children to copy the list into their books. Beside each item’s price, they should write what notes or coins they would use to buy each item. (e.g., the toy = four $100 bills)

10 min

Ask them to work out how much change they would get if they bought each item with a $500 bill. (e.g., if they bought the toy, they would receive $100 in change, because $500 – $400 = $100)

Telling Time: Reading a Clock Show the class an analogue clock with the clock hands set to 06:00 hours. Ask the children to read the time on the clock. Briefly review the different hands, the direction the hands move (clockwise), and the number of minutes in

an hour (60). Tell the children to draw six empty digital clocks in their books. Move the clock hands to

show 06:05. Ask the children to tell you the time. (06:05) Make sure they understand that this means 5 minutes past 6 hours. Ask them to write this time in one of the digital clocks they drew. Have them write the following times in their digital clocks: 06:20, 06:15, 06:25, 06:30, 06:10.

0 6 : 0 0

For the next lesson, you will need: solid shapes (ones that the class is familiar with), an analogue clock, $100 and $500 bills (one of each per student)

Lesson 86


103

LESSON 87

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the $100 and $500 bills and solid shapes. Copy Parts One through Four on the chalkboard.


Part One Part Three

70 31 52 645 342 303 13 52 24 + 28





Oral Multiplication

(oral) 70 31 52 13 52 24 + 14 + 4 + 13

64 42 30 x 2 x 4 x 5

645 342 303 + 28 + 85 + 89

360 554 836

813 450 340

159 527 943

1 x 0 7 x 0 2 x 0 8 x 0 3 x 0 9 x 0 4 x 0 5 x 0 6 x 0

Song: “The Kite”

+ 14 + 4 + 13

Part Two

64 42 30 x 2 x 4 x 5

+ 85 + 89

Part Four

360 554 836 813 450 340 159 527 943


104


5 min Identifying Solid Shapes Place the shapes around the classroom, in view of the children. Tell them

that you are going to play “I’m thinking of a shape.”

10 min

5 min

Give children clues, such as the following: I’m thinking of a shape that has 6 flat sides; it has 12 edges, it has 8 corners, and all its sides are square. What shape am I thinking of? (cube) I’m thinking of a shape that has no flat sides or edges and will roll in all directions. What shape am I thinking of? (sphere) As the children guess each shape, ask a child to find a shape in the room that matches this description.

Telling Time Show the children the analogue clock with the hands showing 02:00 hours. Show them the long hand. (minute hand) Move the minute hand five minutes forward, saying each minute as you go: One minute, two minutes, three minutes, four minutes, five minutes. Remind the children that there are five minutes between every number on the clock. Ask the children how many minutes would pass if the minute hand went all the way

around the clock. (60) Illustrate by slowly rotating the minute hand, counting in fives with the children: Five minutes, ten minutes . . . thirty minutes. Stop here and show that the minute hand is halfway around the clock.

Continue rotating the hands and counting in fives with the children: Thirty-five minutes, forty minutes . . . sixty minutes. How many minutes are in one hour? (60)

Money Give each child a $100 bill. Show them a $500 bill, and ask if one child can give you change in hundreds for your $500. (no one child can do this, as they all only have $100 each) Ask how many children will have to get together to change your $500 bill into $100 bills.

(five) Allow them to get together to show that five $100 bills equals $500. Ask the children to write $100 + $100 + $100 + $100 + $100 = $500 in their exercise books.

Give each child a $500 bill, and repeat the process, this time looking for change for a $1000 bill in $100 bills and $500 bills. (options: $500 + $500, $500 + $100 + $100 + $100 + $100 + $100, $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100)

Lesson 87


105

REVIEW OF WEEK 22

Tell the children that today they are going to review the work they have done during the past few weeks. The main purpose of Review 22 is:

for the class to review areas or topics that they are weak on.

Using your assessment of the children’s work over the past few weeks (including your observations and notes), please assign the children tasks to help reinforce any areas or topics that you think they are weak on. You may ask them to work as a class, or you may divide them into groups, based on their needs, and ask different groups to focus on different areas or topics in Mathematics. Materials needed: A list of activities based on the children’s needs, according to your assessments. Record these

activities on the following page.


106

Activities proposed by you, the teacher:

For the next lesson, you will need: 4 colours of counters (enough for one counter per child, plus several extra of each colour - the number of counters of each colour should NOT be equal)

Review 22


107

LESSON 88


TEACHER: Have ready 4 counters (different colours). Copy Parts One through Three on the chalkboard.


Part Three Part One Part Two

358 570 + 26



Vertical Multiplication (exercise book)


26 45 12 14

+ 45 + 36

53 14 + 27

5 x 2 = 5 x 3 = 5 x 4 = 5 x 5 = 4 x 3 = 4 x 4 = 4 x 5 = 3 x 4 = 3 x 5 = 2 x 5 =

21 54 12 x 3 x 2 x 4 42 x 3

358 570 + 26 + 25

251 636

+ 9 + 2


26 45 53 12 14 14 + 45 + 36 + 27

+ 25 21 54 12 42 x 3 251 636 + 9 + 2

x 2 x 4 x 3


108


10 min Time

10 min

Ask the children to draw five digital clocks and five analogue clock faces in their exercise books. Tell the children that you will say a time, and their task is to draw the time on the

analogue clock face and to write the time on the digital clock next to it. Read these times: 10:15, 6:10, 02:30, 09:45, 08:20.

Ask the children what activities they might do at these times.

Statistics—Classifying Objects According to Attributes, and Recoding Data Hand out a coloured counter to each child. Tell the children that you now need to record how many different-coloured counters there are. Write the different colours of counters on the board. Ask the children for different ways to

record the amounts. Discuss their ideas. Show them how to record in tally form. Ask each child to say the colour of his or her

counter, in turn. Put a line beside each colour as it is said. Explain that this line is called a tally mark. When you reach five, don’t add another line; instead, draw a line diagonally across the first four, making a group of five. Ask the children why they think you did this. Explain that this makes it easier to count your total in fives, rather than having to count all the ones.

When you have finished the tally, ask the children to help you count how many of each colour counters there are in the class.

Collect the counters, change the numbers of each colour, and hand them back out. Clear the tally numbers off the board, leaving the colour names, and tell the children to copy them into their books.

Tell the children that as each child says the colour of his or her counter, they should record it in tally form. Walk around the room to ensure that they are grouping the tallies in fives.

Discuss their findings. Have them record their totals at the end of each tally row.

For the next lesson, you will need: Rulers and coloured pencils. Lesson 88

BLUE l l l l l (6) GREEN l l l l l l l (8) RED l l l l l l l l l l l l (14) YELLOW l l l l l (6)

:

:

:

:

:


109

LESSON 89

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have rulers and coloured pencils ready. Copy Parts One through Three on the chalkboard.

Part Three Part Two Part One 23 47

829 689 34 31 14 51 32 + 36



(oral) Column Multiplication

(exercise book) Column Addition (exercise book)



1 x 0 2 x 0 3 x 0 4 x 0 5 x 0 6 x 0 7 x 0 8 x 0 9 x 0

14 51 32 x 2 x 3 x 4

829 689 + 36 + 40 785 801 + 9 + 49

1 x 1 1 x 2 1 x 3 1 x 4 1 x 5 1 x 6 1 x 7 1 x 8 1 x 9

23 47 34 31 + 16 + 19 30 45 26 21 + 8 + 9

Song: “The Children of Guyana” Physical Activity: “Monkey Dance”

x 2 x 3 x 4

+ 40 + 16

785 801 + 9 + 49

+ 19 30 45 26 21 + 8 + 9


110


Time Ask the children to draw three digital clocks and three analogue clock faces in their

exercise books. (They can use a coin or cork to draw the clock faces.) :

15 min

Tell the children that you are going to say a time, and their task is to draw the time on the analogue clock face and write it on the digital clock next to it. Read the following times: 06:40, 09:05, 08:45. :

Ask the children what activities they might do at these times: E.g. “What do you do at 06:40?”

:

Statistics: Block Graphs Ask the children to look at their tally charts from yesterday. Tell them that today they are

going to turn their tally charts into block graphs. Copy the incomplete graph shown in the box on the chalkboard, and ask the children to

look at it carefully. Tell them that this is a graph. Point out that there is a title at the top, which explains what the graph is about, and that each line on the graph is labelled.

Ask them to carefully copy this graph in their books. Ensure that they use their rulers to help them draw straight lines that follow the lines in their books. Walk around to offer support where needed.

Show them the numbers on the vertical line, starting at 0. Reinforce how each number is evenly spaced along the vertical line. Ask the children to number their vertical lines. Walk around to offer support where needed.

Tell them that now they are going to draw one square, for each counter. Review their totals for each colour of counter and how many squares they need to draw in. Complete the second column on the chalkboard to ensure they understand that they are creating columns. Let them draw columns for red and yellow.

Discuss which colour had the largest number of counters and which had the least, according to their graphs.

For the next lesson, you will need: a coin or cork for clock for each child, a poster showing 7 different drinks (e.g., can, carton, bottle, glass, cup of coffee), 6 fruits, and 5 sandwiches (e.g., burger, different-shaped bread sandwiches, rolls) NOT organized by type. (optional) Lesson 89


111

LESSON 90

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the clock stamp, stamp pad, and poster ready (if you’re using them). Copy Parts One through Three on the chalkboard.


Part One Part Two Part Three

45 61 257 212 791 231 32 64 + 39


Oral Multiplication

(oral)




Oral Multiplication

(exercise book) 5 x 3 =

4 x 4 =

2 x 5 =

4 x 3 =

5 x 5 =

5 x 4 =

45 61 14 12 + 37 + 14 42 26 12 10 + 3 + 38

32 64

x 3 x 2

34 42 x 2 x 3

257 212 791 231 + 39 + 50 + 61 + 7

2 x 4 =

3 x 2 =

Song: “The Instrument Song”

14 12 + 37 + 14 42 26 12 10 + 3 + 38

x 3 x 2 34 42 x 2 x 3

+ 50 + 61 + 7


112


: Telling Time 5 min Ask the children to draw five digital clocks and five analogue clock faces in : their books (if you have a clock stamp, stamp five clock faces in their books). Tell them that you are going to say a time, and their task is to draw the time onto the

analogue clock face and write it on the digital clock. Read these times: 11:25, 06:40, 12:30, 09:55, 10:10.

:

: Ask the children what activities they might do at each of these times: What do you usually

do at 11:25? : Statistics: Classifying Objects According to Attributes

15 min Draw the items shown in the box on the chalkboard or display the poster. Ask the children to look at the various pictures, and ask them how the different pictures could be classified or grouped together. Come up with three groups:

drinks, fruits, and sandwiches. Draw the tally chart on the board, and ask the children to copy it in their books. Tell them

to record each picture on their tally chart, using lines in groups of 5. Check that they all have the correct totals.

Draw the beginning of a block graph on the board (with a vertical line numbered to 7), and ask the children to copy and complete it. Remind them to label their block graph columns (Drinks, Fruits, Sandwiches) and give their graph a title. Walk around to offer support where needed.

Ask the children to tell you what the block graph tells them. Ask: Which item was the most popular? Which was the least popular?

For the next lesson, you will need: a kilogram and two ½ kilogram weights; a poster with pictures of birds, dogs, and cats, different amounts of each but no more than five of each type (or you can draw them on the board); different solid shapes that the children are familiar with

Lesson 90

____________

Drinks Fruit

Sandwiches


113

LESSON 91

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the kilogram and ½ kilogram weights, the poster (if you’re using it), and the solid shapes ready. Copy Parts One and Two on the chalkboard.


Part One Part Two

20 28 57 37 32 61 42 58 18 21 10 21 x 2


Oral Multiplication

(oral)


Oral Multiplication

(oral)




1 x 1 1 x 2 1 x 3 1 x 4 1 x 5 1 x 6 1 x 7 1 x 8 1 x 9 1 x 1 2 x 1 3 x 1 4 x 1

32 61 42 58 x 2 x 3 x 4 x 1

2 x 5 = 3 x 4 = 3 x 5 = 4 x 3 = 4 x 4 = 4 x 5 = 5 x 2 = 5 x 3 = 5 x 4 = 5 x 5 =

20 28 57 37 18 21 10 21 + 41 + 19 + 2 + 4

2 x 4

6 x 1

1 x 0 = 0 x 1 = 2 x 0 = 0 x 2 = 3 x 0 = 0 x 3 = 4 x 0 = 0 x 4 = 5 x 0 = 0 x 5 = 6 x 0 = 0 x 6 = 7 x 0 = 0 x 7 = 8 x 0 = 0 x 8 = 9 x 0 = 0 x 9 =

Song: “Song for the Number Four” Entertainment: “Say the Name of the IRI Song”

x 3 x 4 x 1 + 41 + 19 + 2 + 4


114


5 min Measurement of Weight, Comparison and Equivalance: ½ kg vs. 1 kg,

2 ½ kgs vs 1 kg Hold up a kilogram weight and ask the children if they can remember what it is called. Ask a child to come to the front and hold a kilogram weight in one hand. Place a

½ kilogram weight in the other hand, and ask which is heavier. (the kilogram) Place another ½ kilogram weight in the hand holding a ½ kilogram, and ask if the two weights are the same. (yes) Repeat the process with some other children. Explain that two ½ kilograms are the same as 1 kilogram.

5 min

15 minStatistics: Block Graphs Draw the animals at left on the board or display the poster. Ask the children to look at the animals and to group them into three groups.

Ask what three groups they see. (birds, dogs, and cats) Tell the children to design their own block graph to show these groups. Discuss the

labels they will need to use (birds, dogs, cats), the number of blocks needed along the vertical line (5), and a title they will need for their block graph.

Allow the more able children to complete this independently, while you focus on those who have had trouble with this concept in the previous sessions.

Identifying Solid Shapes Place the solid shapes around the classroom in view of the children. Tell them

that they are going to play “I’m thinking of a Shape.” Give clues, such as the following: I’m thinking of a shape that has 6 flat sides; it has 12

edges, it has 8 corners, 2 sides are square, and 4 are rectangles. What shape am I thinking of? (cuboid) I’m thinking of a shape that has two circles at each end, with no straight edges. It can stand on the table or roll across the table. What shape am I thinking of? (cylinder)

As the children guess each shape, ask a child to find a shape in the room that matches this description.

Continue with descriptions of different shapes. Lesson 91


115

TEACHER:

REVIEW OF WEEK 23

Tell the children that today they are going to concentrate on the work they have done during this week. The main purpose of Review 23 is to identify:

the children’s ability to distinguish between different solid shapes their understanding of number patterns

There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to the topics covered during or after the Audio sessions from this week.

Materials needed: - A variety of solid shapes in different sizes - Objects that are the same shapes as the ones you will show the children


116

REVIEW ACTIVITIES

TEACHER: Facilitate the following activities 15 min

Cube Identifying Solid Shapes Write the words in the box onto the board. Point to each word, and read it Cuboid with the children.

Cylinder Tell the children that you are going to hold up a shape, and they are to think of the name of that shape and write it in their books. Do this with a selection of shapes - different sizes of the same shape, some things that are just shapes, and some that are objects (e.g., a tin can, a ball, a box).

Sphere Ask the children to try to draw the solid shape beside each word. (TEACHER: These

drawings may not be very good. Simply assess them by seeing if the cube is square, the cuboid is rectangular, the cylinder is long and a little curved at the top and bottom, and the sphere is a ball or circle.)

15 min

3 6

0 4 8 Number Patterns Ask the children to look at the number patterns on the board. Ask them to copy

the numbers in their books and to complete the number patterns. Tell them to carefully look at the patterns, as some count forward and some count

backwards. Ask children who finish early to continue the patterns beyond the boxes provided.

For the next lesson, you will need: a balance; 1 kilogram and 2 ½ kilogram weights; two $5 and three $10 coins; five $20, three $100, two $500, and one $1000 bills

Review 23

27

10 5

24 21

50 45 40


117

LESSON 92

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balance, weights, coins, and bills. Copy Parts One and two on the chalkboard.

THE CHILDREN: Copy Parts One and Two

Part One

258 359 546 + 476



Oral Subtraction (oral)


5 – 1 = 2 – 1 = 4 – 2 = 9 – 6 = 7 – 4 = 8 – 5 = 8 – 1 = 5 – 4 = 3 – 3 = 4 – 0 =

258 359 546 + 476 + 187 + 275

13 – 5 = 16 – 7 = 15 – 7 = 14 – 7 = 13 – 5 = 15 – 7 = 16 – 7 = 14 – 7 =

63 56 45 – 25 – 27 – 17


+ 187 + 275

Part Two

63 56 45 – 25 – 27 – 17


118


10 minMeasurement of Weight, Comparison and Equivalance: ½ kg vs. 1 kg, 2 ½ kgs vs. 1 kg Hold up a kilogram weight and ask the children what it is called. Ask a child to come to the front and hold a kilogram weight in one hand. Place a ½

kilogram weight in the child’s other hand, and ask which is heavier. (the kilogram) Give the child another ½ kilogram weight to hold, and ask if the weight in each hand is now the same. (yes) Explain that two ½ kilograms are the same as 1 kilogram.

Use the balance to show that two ½ kilograms weigh the same as 1 kilogram. Ask the children to draw the balance in their books, showing a kilogram weight on one

side and two ½ kilogram weights on the other. Have them ensure that the balance is level in their drawing.

Write on the board: ½ kilogram + ½ kilogram = 1 kilogram. Ask the children to copy this under the picture they’ve drawn in their books.

10 min

Money Ask the children to get into groups. As they are doing this, write the problems on $10, $10, $20 the board (see box). Tell them that you are going to show them different amounts

OR $5, $5, $10

of money, and each group will discuss which amount is larger. $1,000 OR $500, $500 Begin by showing them two $10 coins and a $20 bill. Ask them how much money there is

in total. ($40) Now show them two $5 coins and one $10 coin, and ask them how much money there is in total. ($20) Ask which of the two amounts you’ve shown them was larger. (the first, $40)

$100, $100, $100 OR $500 $20, $20, $20, $20, $20 OR $100

Write the two amounts on the board and underline the amount that is larger. Ask the class to look at the second problem. Show them the bills and ask them which the larger amount is. Discuss that $500 + $500 = $1000, meaning, the two amounts are equal. Ask the children to copy this in their books and underline both to show that they are equal.

Continue with the other problems, showing children the different amounts. Make sure they understand that some are equal.

For the next lesson, you will need: balances (enough for half the class), kilogram and ½ kilogram stones (enough for half the class to have one kilogram and several ½ kilogram stones each), sand, labels, coins and bills, clock stamp and stamp pad (if you have one) Lesson 92


119

LESSON 93

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balances, stones, sand, labels, coins, bills, clock stamp (if you have one), and stamp pad. Copy Parts One, Two and Three on the chalkboard.

Part Three


Part One

7637 6173 279 256 371 + 146



Multiplication Problems

(oral)

Column Addition (exercise books)


Greater Than (oral)


13 – 9 = 10 – 8 = 12 – 7 = 11 – 3 = 15 – 6 = 17 – 9 =

300 x 2

400 x 2

400 x 2

279 256 + 146 + 107 371 + 254

62 45 74 – 23 – 17 - 59

7637 6173

2506 879

5974 7333

9 – 7 9 – 2 7 – 5 8 – 8 6 – 2 1 – 1 7 – 3 3 – 1 0 – 0

Song: “Song for the Number Four”

2506 879

5974 7333

+107 + 254

Part Two

62 45 74 – 23 – 17 + 59


120


TEACHER: Facilitate the following activities Measurement of Weight, Comparison and Equivalance: “Shopping Day” 20 minExercise Divide the class into vendors and buyers. Each vendor needs a balance, a kilogram, and many ½ kilogram stones. The buyers need money (coins and bills). Tell the class that everything in this “market” will be sold by kilograms and/or ½

kilograms. Tell them that they will need to ask the price of “a kilogram of sugar,” “½ kilogram of flour,” or “1½ kilograms of rice.” The sellers need to weigh the requested product (sand), using the balance and the correct weights. Decide on a price for the ½ kilogram and 1 kilogram items, and make labels.

Walk around to offer support to the groups as needed. After ten minutes, have the children switch roles. Continue to offer support to the groups

as needed.

5 min Telling Time (Homework) Ask the children to draw five digital clocks and five analogue clock faces in their exercise

books, showing the following times:

1). Twelve twenty-five.

2). Seven forty- five.

3). Ten twenty-five.

4). Six twenty-five.

5). Nine fifteen. For the next lesson, you will need: solid 3D shapes (cubes, cuboids, cylinders)

Lesson 93

:

:

:

:

:


121

LESSON 94


TEACHER: Have the 3D shapes ready. Copy Parts One and Two on the chalkboard.

Part Two Part One

47 62 63 659 151 283 376 – 28






9 – 5 4 – 4 8 – 2 0 – 0 8 – 7

659 151 + 173 + 210 283 376 + 537 + 145

15 – 9 11 – 6 10 – 5 12 – 8 13 – 8

47 62 63 – 28 – 37 – 47

Song: “Months of the Year” Physical Activity: “Physical Exercise”

+ 173 + 210 + 537 + 145 – 37 – 47


122


Identifying 2D Plain Shapes in the Faces of 3D Solid Shapes Hold up a cube, and ask the children to count how many sides it has. (6) Tell them that there is a special word we use for the sides of a shape: faces. A cube has

six faces. Ask the children to look carefully at the faces of the cube. Point out that each face

is the same shape. Can they tell you the name of the flat shape that makes all the faces of the cube? (square)

Repeat this process with the cuboid. (the faces are square or rectangle) Hold up a cylinder. Ask the children to name this shape and to describe the faces. Point

out that two of the faces are flat, and ask them to name the shape of these faces. (circle) Tell them that the other face is curved. Ask them what shape they think the curved face will be if you opened it out and flattened it. (rectangle) Demonstrate this by bringing together the edges of a sheet of paper.

Ask the children to think of shapes around them that are cylinders. If they have trouble, offer examples, such as tubes of sweets, batteries, and cans of food.

Ask individuals to find solid/3D shapes in the classroom with square or circular faces. 10 minStatistics: Block Graphs Ask the children to think back to the last block graph they designed (in Lesson

91). What was it about? (animals: birds, dogs, cats) Tell them that today and tomorrow they are going to do a class study on “Animals in Our Homes.” They will each create a block graph, which will be displayed.

Animals Tally Total Birds ////

Ask them to name the animals they have at home. See if any can be grouped together (e.g., chickens and parrots = birds). Try to end with no more than five groups of animals.

Ask the children if they can think of a way to record the numbers. Review how to tally and create bunches of five. Create a tally table on a large piece of paper (see box for an example). Ask each child to come up and record a tally mark in the appropriate row for every animal the child has at home.

When the tally is complete, count the numbers in each row as a class, and write the totals in the last column. Have the children copy this into their exercise books.

Tell them that tomorrow they will design their own block graphs for the class display. For the next lesson, you will need: 3D/solid shapes (cube, cuboid, cylinder), label saying “square face,” today’s final tally chart, squared paper (can be from an exercise book) Lesson 94

//// /// 13


123

LESSON 95


TEACHER: Have ready the 3D shapes, the label, yesterday’s final tally chart, and the squared paper. Copy Parts One and Two on the chalkboard.

Part One Part Two

678 695 417 56 72 61 + 236 THE CHILDREN: Copy Parts One and Two.

2. PART 1: During the Audio Programme Oral Subtraction (exercise book)


Oral Subtraction

(oral)



(oral)

3 – 1 8 – 4 1 – 0 9 – 6 5 – 5 4 – 3 7 – 0 6 – 5

678 695 417 + 236 + 31 + 8

14 – 5

11 – 2

16 – 9

12 – 4

15 – 9

13 – 6

56 72 61 – 39 – 14 – 42

400 x 2

100 x 4

200 x 3

Song: “On the Farm”

+ 31 + 8 – 39

– 14 – 42


124


10 min

Identifying 2-Dimensional Plain Shapes in the Faces of 3-Dimensional Solid Shapes Arrange the 3D shapes where they can be seen by the children. Place a label that says “square face” on the table, and ask a child to find a solid/3D shape that has a square face. Place it next to the label. Ask another child to come up and count the number of square faces on the shape, and a

third child to name the shape. Give out a selection of 3D shapes to the children. Ask them to feel the edges of the

shapes with their hands and to draw around the faces of that shape in their books. This will allow them to feel and see the 2D shapes.

Ask the children to look around the classroom and see which objects have rectangles, squares, and/or circles for faces.

Statistics: Block Graphs Review the tally chart the children created yesterday, and discuss what is needed to make a block graph. Reinforce the need to label both lines and to give the graph

____________ a title. Give out squared paper for the children to use to create block graphs that can be displayed on the wall (the paper can be from an exercise book). If there are any children that you believe can work on this independently, allow them to

do so. Focus on those who are still having difficulty drawing the lines accurately and are not

spacing the blocks or the numbers correctly along the lines. Remind the class that this is for a display, so they must make it their neatest work and

should colour the bocks neatly and brightly so they can be seen. Any children who finish early may draw a picture of one of the animals on the survey to

also be displayed. Collect the finished work. TEACHER: Over the vacation, mount the graphs on coloured

paper, making sure that all the children’s names can be seen, and display them on the wall for the new term.

Lesson 95


125

REVIEW OF WEEK 24

TEACHER: The main purpose of Review 24 is for the children to evaluate their own progress during IRI Mathematics lessons (during and after Audio Programmes) and to recognize that they are learning. A suggestion for this review would be to ask the children to look through their exercise books:

Allow them to look at their Mathematics books and tell the class what they like about them. Allow them to compare their exercise books with a friend or a group of friends.

OR Give them a focus area, such as writing numbers, additions, subtractions, patterns, or symmetry. Ask them to look and see how they have improved in those topics. You can also ask the children to

tell you what they like about their book and why, since the last time they checked it. Ask the children about the songs and the physical activities they have learned, so they realize that

they also have learned the lyrics of the songs, the physical activities, and others things, such as the names, personalities, etc. of the radio characters and how to keep their classroom clean.

Encourage the children to make a list of topics they have learned.

Take notes on the children’s opinions of their learning process. You can also take this opportunity to work with the children you have observed having difficulty; focus on one area of Mathematics, work with them to identify their particular area of weakness, and help them to understand it more.


126

Activities proposed by you, the teacher:

Teacher, for the next lesson, you will need: 3D/solid shapes and a bag. Review 24


127

LESSON 96

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the shapes and bag ready. Copy Parts One and Two on the chalkboard.

Part One

Part Two Part One

384 540 431 78 34 + 269



(oral) Column Subtraction

(exercise book) Column Addition (exercise book)

18 – 9

14 – 8

17 – 9

13 – 7

15 – 8

12 – 3

78 34 – 59 – 18 67 93 – 49 – 17

384 540 431 + 269 + 296 + 252

735 502 + 196 + 314

Song: “The Instrument Song” Physical Activity: “March on the Spot”

– 59 – 18 67 93 – 49 – 17

+ 296 + 252 735 502 + 196 + 314


128


10 min Money Copy the table at left on the board, and ask the children to look at it. Tell them $10, $10 $5, $10 that the two columns show different amounts of money. Ask them to copy the table

$100 $500 in their books, leaving the middle column empty. Tell them that instead of underlining the larger amount, they are going to use the symbols

“less than” and “greater than.” Ask the children if they can remember what these signs look like. (< and >) Ask a child to come up and draw the sign for “less than.” Remind the class that the sign looks like an L for “less than.” Ask another child to come up and draw the sign for “greater than.”

$1000 $500, $100

$20 $5, $5, $5

Less than < Ask them to look at the first row. Ask: What is the total of $10 and $10? ($20) What is the

total of $5 and $10? ($15) Is $20 less than or greater than $15? (greater than) Draw the sign for “greater than” in the middle column.

Greater than >

Continue to complete the other rows in the same way. ($100 < $500, $1000 > $600, $20 > $15)

Oral Multiplication Tables

5 min Have the children practice saying a multiplication table that you believe they are weak on. After chanting the multiplication table twice, ask quick-fire questions in a random order on that table, alternating with other multiplication tables that you think they are confident with. Ask them to write the answers to the quick-fire questions in their books.

Identifying 2D Shapes in the Faces of 3D Solids 10 min Place one 3D shape in a bag. Ask a child to reach into the bag and take hold of the shape inside the bag.

Tell the child to feel the shape and describe it to the others, using such phrases as, “Two faces are flat and one is curved,” and “The two flat faces are circles.” Allow the others to guess what shape the child is holding.

Repeat this exercise with different shapes and different children.

For the next class, you will need: balances (enough for half the class), kilogram and ½ kilogram stones (enough for half the class to have one kilogram and several ½ kilogram stones each), sand, labels, coins and bills, selection of 3D solid shapes

Lesson 96


129

LESSON 97

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have ready the balances, stones, coins, bills, and sand. Copy Parts One through Four on the chalkboard.


Part Three Part One 527 895 154

– 513

2. PART 1: During the Audio Programme Number

Sequence (oral)

Column Subtraction

(exercise book)


Column Subtraction(exercise book)

Reading Numbers (oral)

120 to 129

160 to 169

45 – 29 82 – 45 79 – 23

254 142 361 317 + 172 + 129 259 413 + 127

527 895 – 513 – 842 154 - 123

A 70 700

B 10 100

C 60 600

D 30 300

E 80 800


– 842 - 123 45 82 79

Part Four

A 70 700 B 10 100 C 60 600 D 30 300 E 80 800

– 29 – 45 – 23

Part Two

254 142 259 361 317 413 + 172 + 129 + 127


130


Measurement of Weight, Comparison and Equivalance: “Shopping Day” Exercise Divide the class into vendors and buyers. Each vendor needs a balance, a

kilogram, and many ½ kilogram stones. The buyers need money (coins and bills).

20 min

Tell the class that everything in this “market” will be sold by kilograms and/or ½ kilograms. Decide on a price for the ½ kilogram and 1 kilogram items. Tell them that they will need to ask the price of “a kilogram of sugar,” “½ kilogram of flour,” or “1½ kilograms of rice.” The sellers need to weigh the requested product (sand), using the balance and the correct weights.

Walk around to offer support to the groups, as needed. After five minutes, have the children switch roles. Continue to offer support to the groups

as needed.

5 min

Identifying 2D Shapes in the Faces of 3D Solids Play “I’m Thinking of a Shape.” Describe a shape without naming it, e.g., It has six corners and six faces. Two of the faces are square, and four are rectangles. (cuboid) Allow one child to name the shape and another to identify it from your selection of

shapes.

For the next lesson, you will need: analogue clock, clock stamp (if you have one), and stamp pad.

Lesson 97


131

LESSON 98

1. BEFORE THE MATHEMATICS CLASS TEACHER: Have the analogue clock, clock stamp (if you have one), and stamp pad ready. Copy Parts One through Three on the chalkboard.


Part Three Part One

A 80 800 127 413 142 352 151 521 B 20 200 + 264





16 – 8 13 – 5 15 – 6 12 – 9 17 – 8 11 – 4

127 413 142 352 151 521 + 264 + 263 + 312

56 94 73 – 19 – 12 – 24

A 80 800 B 20 200 C 50 500 D 90 900 E 70 700 F 10 100

Song: “The Kite” Physical Activity: “Physical Exercise”

+ 263 + 312 C 50 500

D 90 900 Part Two E 70 700

56 94 73 F 10 100 - 19 -12 - 24


132


10 min

10 min

Time Ask the children to draw five digital clocks and five analogue clock faces in their books

(They can use coins or corks to draw the clock faces.) Tell the children that you are going to say a time, and their task is to draw the time onto

the analogue clock face and write it on the digital clock. Read the following times: 12:45, 06:15, 04:35.

Ask children to give examples of activities they may do at these times of day.

Money Draw the table at left on the board, and ask the children to look at it. Tell them that the

two columns show different amounts of money. Ask them to copy the table in their books, leaving the middle column empty.

Tell them that they are going to use the signs “less than” and “greater than.” Briefly review the signs, and ask a child to come up and draw the sign for “less than.” (<) Remind the class that the sign looks like an L for “less than.” Ask another child to come up and draw the sign for “greater than.” (>)

Ask them to look at the first row. Ask: What is the total of $10 and $10? ($20) What is the total of $5 and $10 and $10? ($25) Is $20 less than or greater than $25? (less than) Draw the sign for “less than” in the middle column.

Ask the children to complete the rest of the table independently. TEACHER: Use the completed tables for assessment.

Lesson 98

$10, $10 $5, $10, $10 $100, $100 $500 $1000 $500, $100 $20, $5 $5, $20, $10 Less than < Greater than >

:

:

:


133

CLOSING LESSON

1. BEFORE THE MATHEMATICS CLASS TEACHER: For the closing lesson, you can prepare a display of the children’s work (tally charts, block graphs, drawings of 2D shapes and digital clocks, selected parts of their exercise books, drawings or illustrations of songs, lyrics of songs, drawings related to the end of the Mathematics class for this term, etc.), OR you can follow the suggested activity for the After-Audio Programme, OR you can propose other activities.

2. PART 1: During the Audio Programme Song Tongue

Twister Story Physical

Exercise

Song

The Canoe Song

Peter Picker

The Garbage Bin and the Holidays

Flying Exercise

The Instrument Song


134


20 min REVIEW Perimeter New

shapes Review Ask the children to turn to the next clean page in their exercise books. Tell them that they are going to review Grade 2 IRI Mathematics. Brainstorm with the children the things they have learned this term, and write their suggestions on the board, for example: Right

angles Numbers in hundreds and thousands

Perimeter New shapes—pentagon, cylinder, etc. Working with numbers in hundreds and thousands

Right angles Kilograms

Fractions Kilograms Fractions Multiplication

Weight Weight Multiplication Tell the children to divide their page into sections (one section for each item

brainstormed) and to label each section with one new thing they have learned this term (see box). Inside each section, they should draw or write what they have learned (e.g., in the “new shapes” box, they might draw a pentagon).

Closing Lesson


135

MATHEMATICS TOPICS FOR GRADE 2, TERM 2

MATHEMATICS

CONTENT Month 4

List of Topics (Lessons: 52 to 70) Month 5

List of Topics (Lessons: 71 to 86) Month 6

List of Topics (Lessons: 87 to 98 and the Closing Lesson for Term 2)

NUMERATION, COUNTING

Counting by 5’s with objects

GREATER THAN AND LESS THAN

Greater than (>), less than (<), use of symbols (after the audio programme).

Less than, to 99, two written alternatives. E.g.: 74 vs. 89; 57 vs. 72; 46 vs. 6

Least, to 99, three written alternatives. E.g.: 78 vs. 76 vs. 71 ; 98 vs.76 vs.99

Greater than, abc vs. ade. E.g.: 783 vs. 738 Greater than, to 999, abc vs. def.

E.g.: 456 vs. 731 Greater than, to 999, two written alternatives. E.g.: 632 vs. 967; 254 vs.955 Greater than, a00 vs. b00. E.g.: 600 vs. 500, 700 vs. 900

Greater than, to 999, three written alternatives.E.g.: 360 vs.554 vs. 836 Greater than, to 999, two written alternatives. E.g.: 409 vs. 904 Least, to 999, three written

alternatives. E.g.:285 vs. 468 vs. 554 Greater than, to 9,999, two written alternatives. E.g.: 2506 vs. 879, 5974 vs. 7315

NUMERATION, WHOLE

NUMBERS

Read numbers, ab, drawn answers (ones, tens).

Write numbers, abc, drawn answers (ones, tens, hundreds).

“Numbers, thousands.” Read numbers, to 9999, without

zeros. E.g.: 4357, 9421, 4418, 7424

Read numbers, abcd, b ≠ 0. E.g.: 3504, 9560

Write numbers, to 9999, without

Read numbers, abcd, b ≠ 0. E.g.: 9367, 4311, 7836

Write numbers, abcd, without zeros. E.g.: 7146, 5384, 1593

Read numbers with zeros in the hundreds place. E.g.: 3082, 5061, 7083, 1062

“Digits” in the thousands. Write numbers without zeros. Write numbers with zeros. “Numbers, thousands.”

Reading numbers abc. E.g.: 689, 708, 400

Writing numbers to 99, word “digit.” E.g.: 67 (the ones digit is 7; the tens digit is 6)

Writing numbers to 9999, with zeros. E.g.: 8007, 7043, 8201, 7000


136

MATHEMATICS CONTENT

Month 4 List of Topics (Lessons: 52 to 70)


Month 6 List of Topics (Lessons: 87 to 98 and the

Closing Lesson for Term 2) zeros. E.g.: 7565, 1749, 8414

FRACTIONS Concept of fractions, equal parts, ½, ¼.

Concept of fractions, “half” and “fourth,” with drawings.

Read numbers: ½ and ¼. Write numbers: ½ and ¼,

Write numbers: ½ and ¼. Concept of fraction n/m ( n ≤ m, m =

2, 3, 4). Concept of fraction n/m ( n ≤ m, m =

2, 3, 4, 5). Read numbers n/m (n ≤ m; m = 2, 3,

4, 5). E.g.: ½, 1/3, 2/3, ¼, 2/4, ¾, 1/5, 2/5, 3/5, 4/5.

Write numbers n/m (n ≤ m; m = 2, 3, 4, 5). E.g.: 3/5, 5/5, 2/4, ½, 2/3, ¼.

Concept of fraction n/m (m ≤ 10, n ≤ m, sixths, sevenths, eighths). E.g.: ½, 1/6, 1/7, 1/5.

OPERATION: ADDITION

ORAL: Case: ab + c < 100, oral and with

drawings. E.g.: 56 + 5 Case: a0 + b + c (b + c ≤ 9), oral

answers. E.g.: 40 +2 + 5 Cases: a00 + b0 + c, a00 + bc.

E.g.: 400 + 50 + 4, 600 + 43 Case: a00 + b00 ≤ 900.

E.g.: 600 + 200 HORIZONTAL—Equation: Cases: a + b + c, (a + b ≤ 9), a + b

+ c + d, (a + b + c ≤ 9) E.g.: 6 + 2 + 7= 5 + 2 + 1 + 6 =

Cases: a + b + c, a0 + b0 + c < 100E.g.: 6 + 2 + 5, 20 + 40 + 3 =

Case: a0 + b + c, (b + c ≤ 9) E.g.: 50 + 2 + 5 =

ORAL:

HORIZONTAL—Equation: Case: a + b ≥ 11. E.g.: 8 + 9 = , 6 + 7 =

ORAL: HORIZONTAL—Equation:


137

MATHEMATICS CONTENT




Closing Lesson for Term 2) Case: a + b + c + d

E.g.: 4 + 1 + 2 + 3 Case: a00 + b0 + c

E.g.: 600 + 40 + 2 Case: a00 + b00 ≤ 900

E.g.: 500 + 200 Case: a00 + bc. E.g.: 700 + 34 COLUMN: Case: a + b ≥ 10. E.g.: 8

+ 9 Case: abc + de, without carrying. E.g.: 245 + 31 Case: abc + def = ghi, without

carrying. E.g.: 673 + 214

Case: abc + d. E.g.: 432 + 5 Cases:ab + c, abc + de; abc + d,

without carrying. E.g.: 67 756 843 + 2 + 32 + 6

Case: ab + cd, without carrying. E.g.: 74 + 12

Case: ab + cd, passing, without carrying. E.g.: 45 + 81

Case: a + b from dictation. E.g.: 3 + 1

COLUMN: Case: abc + def, passing and without

carrying, a + d ≠ 10. E.g.: 624 + 911

Case: ab + cd, with carrying, without passing. E.g.: 67 + 25

Case: ab + cd, without carrying, without passing. E.g.: 36 + 28

Case: abc + def, with passing, without carrying. E.g.: 575 + 821

Case: ab + c, carrying without passing. E.g: 78 + 5

Case: abc + def, carrying to the tens, without passing. E.g.: 546 + 137

Case: abc + def, carrying to the hundreds, once, without passing. E.g.: 382 + 271

Case: abc + def, carrying once without passing. E.g.: 367 739 + 172 + 212

Case: abc + de, carrying without passing. E.g.: 534 631

COLUMN: Case: ab + cd + e, without carrying.

E.g.: 70 13 + 4

Case: abc + de, abc + d, with carrying, without passing. E.g.: 848 679 + 91 + 3

Case: abc + def, without passing, carrying twice. E.g.: 568 + 256

Case: ab + de, carrying and passing. E.g.: 89 + 73

Case: ab + cd + ef, carrying. E.g.: 45 23 + 19

Case: ab + cd + ef , ab + cd + e, carrying, without passing. E.g.: 45 19 15 38 + 37 + 2

Case: abc + def + ghi, carrying once and carrying twice. E.g.: 345 129 116 208 + 167 + 310

Case: abc + def + ghi, without passing, without carrying.


138

MATHEMATICS CONTENT




Closing Lesson for Term 2) Case: abc + def, with passing,

without carrying, a + d ≠ 10. E.g.: 420 + 921

+ 26 + 92 Case: abc + de, abc + d, carrying,

without passing. E.g.: 542 678 + 92 + 9

Case: abc + def, passing, without carrying, without zeros in the hundreds place. E.g.: 783 + 915

Case: ab + cd, ab + c from dictation. E.g.: 34 72 + 15 + 5

Case: ab + cd + ef, ab + cd + e, without carrying.

Case: a + b + c ≥ 20 E.g.: 9 8 + 9

Case: ac + def, carry in column 1

and 2, without passing. E.g.: 23 + 289

OPERATION: SUBTRACTION

ORAL: Case: 10 – b, oral answer. E.g.: 10 – 5 Case: a00 – 100. E,g.:400 – 100 Case: ab – a0. E.g.: 23 – 20, 67 – 60 Case: a0 – b, b > a. E.g.: 30 – 8 HORIZONTAL—Equation: Case: ab – b. E.g.: 23 – 3 = Case: a00 – b00. E.g.: 700 – 500 = Case: ab – a0. E.g.: 69 – 60 = Case: 1a – b, b > a. E.g.:15 – 7= COLUMN: Case: abc – de = fgh, without

borrowing. E.g.: 629 – 15

Case: ab – cd, without borrowing

ORAL: Cases: 11 – b, 12 – b. E.g.: 11 – 5, 12 – 5 Cases: 1a – b, b > a. E.g.: 18 – 9 Case: abc – bc. E.g.: 245 – 45 Case: a – b. E.g.: 7 – 5, 9 – 4 HORIZONTAL—Equation: Case: a00 – b00. E.g.: 600 – 400 = Case: abc – bc. E.g.: 894 – 94 = Case: 1a – b = c, b > a. E.g.:15–6 = COLUMN: Case: 1a – b =

E.g.: 18 – 9

Case: ab – ad = e, with drawings.

ORAL: Case: a – b. E.g.: 8 – 6, 6 – 6, 7 – 0. Cases: 1a – b, b > a. E.g.: 16 – 8 HORIZONTAL—Equation: COLUMN: Case: ab – cd = ef, with borrowing.

E.g.: 67 – 39


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Closing Lesson for Term 2) (with a drawing). E.g.: 34 – 24

Case: a – b, checking subtraction, without borrowing. E.g.: 6 – 3 (with a drawing)

Case: 1a – b, b > a. E.g.: 17 – 8

Case: ab – ad = e, with drawings to check. E.g.: 35 – 32

Case: abc – def = ghi, without borrowing. E.g.: 784 – 461

Case: abc – de = fgh, without borrowing.

Case: a – b, from dictation. Case: a – b, ab – cd, without

borrowing, ab – c, without borrowing and checking their work (with drawings),

abc – def, without borrowing and checking their work.

E.g.: 78 – 75

Case: abc – def, without borrowing, using a drawing to check. E.g.: 456 – 325

Cases: ab – cd, ab – c, without borrowing, from dictation. E.g.: 69 58 – 36 – 7

Case: ab – cd = ef, without borrowing. E.g.: 86 – 56

Case: abc – ade = fg, without borrowing. E.g.: 786 – 756 30

Case: abc – abd = e, without borrowing. E.g.: 986 – 984 2

Case: ab – cd = ef, with borrowing. E.g.: 84 – 57 and ab – cd = ed, without borrowing. E.g.: 77 – 43

ADDITION AND SUBTRACTION (COMBINATION)

ORAL: Case: a + b – c, a – b + c, deferred

oral answers. E.g.: 6 + 8 – 4; 8 – 5 + 4 Cases: ab + c – d, ab – c + d, ab – c – d, deferred oral answer and written answers. E.g.: 32 + 6 – 5, 57 +5 – 5, 30 – 4 – 2

ORAL:

ORAL: Case: a + b + c –d; a + b – c – d.

E.g.: 6 + 2 + 5 – 2; 7 + 3 – 5 – 2 Case: a + b, c – d. E.g.: 5 + 2, 7 – 6, 1 + 3

OPERATION: MULTIPLICA-TION

ORAL: Case: a x b < 20, with matrices.

E.g.: 5 x 3, 2 x 8

ORAL: Case: a x 2, 2 x a. E.g.: 2 x 3, 3 x 2 Case: a x b ≤ 25. E.g.: 6 x 3, 5 x 5

ORAL: Case: a x 1, 1 x a. E.g.: 4 x 1, 1 x 4,

1 x 5, 7 x 1


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Closing Lesson for Term 2)

Cases: a x b ≤ 25, a x 0. E.g.: 3 x 2, 5 x 0 Case: a x 2, 2 x a. E.g.: 6 x 2, 2 x 7 Case: 3 x a, a x 3. E.g.: 3 x 4, 5 x 3 Case: a x 4, 4 x a. E.g.: 3 x 4, 4 x 5 Case: Multiplication table, to 5 x 5. COLUMN Case: ab x c, a ≠ 0, b ≠ 0, without

carrying, without passing. E.g.: 34 x 2

Case: ab x c, without carrying, without passing. E.g.: 40 32 x 2 x 3

Case: ab x c, without carrying, without passing, with zeros. E.g.: 40 30 x 2 x 3

Case: a x b ≤ 25, a ≠ 0, b ≠ 0. E.g.: 8 x 3

Case: a x b ≤ 9, with zeros. E.g.: 6 0 x 0 x 2

Case: abc x d, without carrying, without passing, without zeros. E.g.: 423 x 2

Case: abc x d, without carrying, without passing, with zeros.

Cases: a x 0, 0 x a with drawings. E.g.: 3 x 0, 0 x 5

Case: a0 x b. E.g.: 30 x 3, 50 x 2 Case: a x 1, 1 x a. E.g.: 4 x 1, 1 x 4, 7 x 1, 1 x 7 Case: 3 x a, a x 3; a x 3 ≤ 24. E.g.: 3 x

8, 7 x 3, 3 x 7 Case: a0 x b (a x b ≤ 9), with

drawings.E.g.: 20 x 3, 40 x 2 Case: a x 5, 5 x a. E.g.: 5 x 5, 4x 5, 5

x 3 (to 5 x 5) Case: a x 0. E.g.: 7 x 0, 8 x 0 Case: a0 x b, a x b ≤ 9. E.g.:30 x 3, 20

x 3, 20 x 4 Case: a00 x b with drawings. E.g.:

800 x 2 COLUMN: Case: abc x d, without passing,

without carrying, without zeros. E.g.: 243 x 2 Case: ab x c, without carrying,

without passing. E.g.: 12 x 3

Case: a x b ≤ 9, from dictation. E.g.: 4 x 2

Case: a x 0, 0 x a, with drawings. E.g.: 4 x 0, 6 x 0, 9 x 0, 0 x 9,

0 x 4 Case: a x b ≤ 81. E.g.: 9 x 9, 5 x 8, 7 x 9 COLUMN: Case: ab x c, a x c≤ 25, without

carrying. E.g.: 53 x 3

Case: ab x c, without carrying, without passing. E.g.: 23 x 3


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Closing Lesson for Term 2) E.g.: 110 302 x 3 x 2

HORIZONTAL—Equation: Cases: a x 2, 2 x a, a x 3, 3 x a; a x b

HORIZONTAL—Equation: Cases: a0 x b ≤ 90. E.g.: 50 x 2 = Case: a00 x b ≤ 900. E.g.:300 x 3=

HORIZONTAL—Equation: a x b ≤ 81. E.g.: 8 x 9 = , 9 x 9 =

DIVISION

ORAL: Case: a÷ b, b = 2, 3, 4, with objects.

WORD PROBLEMS

(Stories)

ADDITION: Case: a0 + b0 + c ≤ 100.

E.g.: 40 + 30 + 5 Case: a0 + b + c (b + c ≤ 9)

E.g.: 70 + 3 + 2 Case: a00 + b00 ≤ 900.

E.g.: 100 + 200 Case: a + b, writing data.

E.g.: 6 + 7, 8 + 5, 8 + 4 SUBTRACTION: Case: ab – a0. E.g.: 52 – 50 Case:a – b, writing data.E.g.:9-6 MULTIPLICATION: Case: a x b ≤ 25. E.g.: 3 x 4, 2 x 7 DIVISION: Case: a ÷ b, b = 2, 3, 4

E.g.: 8 : 2, 6 : 3, 4 : 2

ADDITION: Oral problems, a + b ≥ 11.

E.g.: 7 + 8, 6 + 6 Oral problems, a + b ≤ 11.

E.g.: 7 + 1, 6 + 0 Oral addition problems, a0 + b.

E.g.: 80 + 5, 60 + 4. Oral addition problems, a + b + c ≤ 10. E.g.: 2 + 4 + 1 and a + b+ c + d ≤ 10. SUBTRACTION: Case: a00 – b00. E.g.: 700 – 300 Case: abc – bc. E.g.: 877 – 77 MULTIPLICATION: Case: a0 x b (a x b ≤ 9). E.g.: 40 x 2

ADDITION: SUBTRACTION: MULTIPLICATION: Case: a x b ≤ 9. E.g.: 4 x 2, 3 x 2. Case: a00 x b (a x b ≤ 9). E.g.: 300 x

2 Case: a x b ≤ 25. E.g.:5 x 4, 5x 5. DIVISION Case: a ÷ b, b = 2, 3, 4

E.g.: 6 : 2, 9 : 3, 4 : 4 ORDINALS Ordinals and months of a year.

ESTIMATION

Estimation of length in relation to cm, dm, m.

Estimation of weight in relation to a kilogram.

Estimation of weight in relation to grams.

Estimation of length in different objects.

Estimation of lengths in relation to a metre.


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MATHEMATICS CONTENT


Month 5 List of Topics Le( ssons: 71 to 86)


Closing Lesson for Term 2) Use of a balance. Estimation, groups of objects no more

than 100. Combine with counting by 10’s and 1’s.

Estimation of a length (verify using an standard unit)

GEOMETRY Perimeter of shapes (square, rectangle, etc.) using a non-standard unit (“little” squares) and cm.

Symmetry: Line of symmetry (shapes).

Movement—direction: Right, left. Classification of shapes: Triangles,

quadrilaterals, pentagons, hexagons.

Angle and right angle (construct a right angle).

Movement—direction: Right, left. Classification of shapes: Triangles,

quadrilaterals, pentagons, hexagons. Movement—direction: Right-angle

turns; right, left. Directions: Follow directions; use

right angles. Solid shapes: Cubes, cuboids. Angles compared to a right angle. Solid shapes: Cylinders, spheres,

cones.

Solid shapes: Cube, cuboids, spheres, cylinders, cones.

Identification of 2D shapes in 3D shapes.

PATTERNS Number patterns.

Number patterns. Number patterns.

LENGTH

Length: Estimation, “less than a metre,” “greater than a metre”

Length: Comparing (longer, shorter, same length).

Length: Measuring the sides of squares and rectangles.

Length: Measuring a length with non-standard units.

Centimetre (cm): Measure a length using centimetres.

Length: Non-standard units and standard units.

Height: Measuring and using standard units.

Length: Decimetre. Length: Tool to measure (ruler,

Lengths of different objects: Measuring with a cm and a dm as units.

Decimetres, centimetres, and counting by 10’s and 1’s.

Decimetre, centimetre, and drawing lines.

Standard unit: Metre (using a metre stick).

Comparing lengths (longest, shortest).

Tool: Metre stick (use of it). Lengths of objects in relation to a

metre (longer than a metre, shorter


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Month 6 List of Topics Les( sons: 87 to 98 and the

Closing Lesson for Term 2) highlight the scale of cm and dm).

than a metre).

Decimetres in a metre (counting the decimetres), comparing them.

The standard unit: METRE. MASS/WEIGHT Heavier, lighter, heaviest, lightest.

Measure of weight—use of a balance with non-standard units.

Kilogram, ½ kilogram, equivalence. Grams and kilograms. Market and use of balances and

standard units to measure a mass/weight.

“Shopping Day.”

Relations: ½ kg vs. 1 kg; 2 ½ kg vs. 1 kg.

“Shopping Day” (use of standard units and money).

MONEY Bills ($20, $100) and coins ($1, $5, $10), equivalences.

Bills: $500 and $1000 and counting by $100’s.

Buying and changing the money (equivalences).

Equivalences: $500, $1000, and $100 bills.

Adding groups of money and comparing them (value).

“Shopping Day.” Relations: ($10 + $10) vs. ($5 +

$10); $100 vs. $500; $1000 vs. ($500 + $100); $20 vs. ($5 + $5 + $5).

TIME Days of a week. Months of a year. Relations: Days and weeks and

months, use of a calendar.

Reading the hour: Analogue clock (with hands) and digital clock—hours.

Reading the hour: Analogue clock (with hands) and digital clock—hours and minutes.

Reading a clock: Clockwise and counting by 5’s (5 min).

Hour and half hour.

Hours and minutes, equivalence. Reading the hour: Analogue clock

(with hands) and digital clock—hours and minutes.

STATISTICS Classifying objects according to attributes—recording date.

Block graphs—pictograms.


144

IRI Mathematics Grade 2—“THE LAND OF NUMBERS” 145

THE CHILDREN’S SONG Verse 1 We are the flowers, beautiful and bright, Whether yellow, red, brown, or white, We are so special in our own little way, Reaching for the stars as we learn and play. CHORUS Let’s sing a song for all the children, Let’s lift our voices for the little ones, With life and laughter to brighten up your day, So let’s be joyful in every way, Singing la, la, la, la, la, la, la, la, la, la, la, la, la. (repeat) Verse 2 In the morning like the birds we sing, We add rich music to everything, Even when times are bad Or you’re feeling sad, With our happy faces we’ll make you glad.

Composed by Peter Callender NUMBERSEEKA CHORUS He is the “numberseeka” He is the “numberseeka” He is the “numberseeka” He is the “numberseeka.” Verse 1 The numberseeka, the numberseeka He’s just like a brother The numberseeka, the numberseeka A friend like no other. Verse 2 He eats biscuits 1, 2, 3, 4 Eats so much, still asks for more Likes to count 5, 6, 7, 8. Always in the classroom he’s not late CHORUS He is the “numberseeka” He is the “numberseeka” He is the “numberseeka” He is the “numberseeka.”

IRI SONGS FOR GRADE 2, TERM 2

THE INSTRUMENT SONG CHORUS Come on boys and girls, Let’s make music for the world, Our instruments we will play, And make music every day. Verse 1 We will play on the drum, We will play on the trumpet, We will play on the piano, We will play on the sitar. Verse 2 We will play with the tambourine, We will play on the flute, We will play on the guitar, We will play on the violin. Verse 3 We will play on the banjo, We will play with the shak-shak, We will play on the steel pan, We’ll play with the harmonium.


I WOULD FLY Verse If I had wings like a Kiskadee, Or I had wings like a Blue sakee, I would fly, up, up in the sky Like the birds that fly so high. CHORUS Fly, fly, fly, fly, Way up in the sky. I would fly, fly, fly, fly, Way up in the sky Verse Two little birds sitting on the wall One name Seeta One name Paul. Fly away Seeta Fly away Paul Lift your wings and fly above all. ON THE FARM CHORUS On the farm with Mr. Joe, I love how the animals go, On the farm with Mr. Joe, Hear what the animals say. Verse 1 The cow goes moo, moo, The cow goes moo, moo, The cow goes moo, moo, The cow goes moo, moo.

Sheep goes maa, baa (repeat four times) Dogs goes arf, woof, arf (repeat four times) Verse 2 Horse goes neigh (repeat four times) Turkey goes ooooo (repeat four times) Chicks goes chick, chick (repeat four times) Verse 3 Birds go (whistle) (repeat four times) Pig goes oink, oink (repeat four times) Donkey goes hee-haw (repeat four times) Duck goes quack, quack (repeat four times) DAYS OF THE WEEK SONG CHORUS There are seven days in the week. Seven days in the week. Seven days in the week. Seven days in the week. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.

Verse Sunday for the Horse Monday for the Cow Tuesday for the Dog He goes bow, wow, wow. Wednesday for the Parrot Thursday for the Hen Friday for the Lion Roaring in the den, But the spider said I want to play So I will take Saturday. We’re thankful for each day of the week. We’re thankful for each day of the week. One, two, three, four, five, six, seven. Seven days in the week. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.


THE CHILDREN OF GUYANA Verse Flowers of one garden Beautiful and bright We are special Yellow, black, or white. Reaching for the star We work and play Happy and joyful All through the day. CHORUS: We are the children of Guyana The children of the world We are the children of Guyana All the boys and girls. (repeat) Verse We are all different, living in this land, Learning together, we all are one Beautiful, intelligent, precious too We will join and sing for you. CHORUS We are the children of Guyana The children of the world We are the children of Guyana All the boys and girls. (repeat)

THE FRUIT VENDOR CHORUS What do you have in your fruit basket? What do you have in your fruit basket? What do you have in your fruit basket? What do you have for me? Verse Oranges, Dunks, Plums, and Cherries Grapefruits, Psydiums, Ripe Gooseberries, Genips, Kokerite, Tamarinds, Limes. Fruits, they are good any time. Mangoes and Bananas, Pears, Sweet Sapodillas, Guavas, Lemons, Papayas, Jamoons, Grapes, and Awaras. CHORUS What do you have in your fruit basket? What do you have in your fruit basket? What do you have in your fruit basket? What do you have for me?

Verse Golden Apples, Sugar Apples, Star Apples, Pineapples. Passion Fruit, Carambolas, Tangerines, Sour-sops.

I have enough for everyone. Muskmelons, Cashews, Bilimbees, Pomegrante, Locusts, Whities, and Mamies. They are good for you and for me. THE CANOE SONG Verse Step into my canoe, all you boys and girls. We’ll row upon the rivers and across the falls. We’re going to a place so enchanting, you will see, A land of numbers just for you and me. CHORUS We paddle to the left Paddle to the right A land of numbers so very bright We paddle to the left Paddle to the right So enchanting, it’s out of sight. Verse A land for children is where we will be. We’ll talk to the birds and the bumblebee Listen to the wisdom of the mora tree. Learning with music, playing merrily.


IN THE CLASSROOM CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the multiplication In the classroom I love to stay. In the classroom every day. In the classroom let’s have fun Fun with multiplication Verse Two times one is two Two times two is four Two times three is six Two times four is eight Two times five is ten Two times six is twelve Two times seven is fourteen Two times eight is sixteen CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the addition In the classroom I love to stay. In the classroom every day. In the classroom let’s have fun Fun with addition Verse Two and two is four Four and two is six

Six and two is eight Eight and eight is sixteen Three and three is six Four and three is seven Five and three is eight Eight and eight is sixteen Verse Adding your smile Taking away the pain Multiply happiness And divided love. CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the multiplication THE MONTHS OF THE YEAR CHORUS There are twelve months in the year Twelve months in the year Twelve months in the year Let’s sing: January, February, March, April, May, June, July, August, September, October, November, December. Twelve months in the year. Verse The year begins in January, February gives us Mashramani,

March and April —Phagwah and Easter. May–June rains, it’s time to shelter. July–August—our schools’ vacation. September, we celebrate our education. October, November, please remember The two months before December. SONG FOR THE NUMBER FOUR CHORUS This song is about the number four, Sing it, sing it, sing some more. This song is about the number four, Sing it, sing it, sing some more. Verse Four hooves has a cow Four hooves has a horse Four hooves has a cow Four hooves has a horse Four wheels has a car Four letters spell the word star Four wheels has a car Four letters spell the word star CHORUS F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR


THE KITE Composed by Julian Kattow Verse I am made from wood and twine, To have fun in the sky. Red, yellow, green, and white, That’s the colour of me the kite. CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite. Verse My twine is moving up and down; My tail is going round and round; I am swaying from side to side; You’re having fun with me the kite.

CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite. Oh my ears they are flapping Verse I am flying high, high, high, I am having fun in the sky. Red, yellow, green and white, That’s the colour of me the kite. CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite.

LAND OF NUMBERS GRADE 2

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Grade Teacher’s Guide for Grade 2

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