IRI The Land Of Numbers For Grade 2 Term 1

Grade

Teacher’s Guide for Grade 2 Interactive Radio Instruction (IRI) - TERM 1

Term 1 REVISED 2009

A GOG/IDB Project - BEAMS

NOT TO BE SOLD Available for free download from www.education.gov.gy

MINISTRY OF EDUCATION INTERACTIVE RADIO INSTRUCTION (IRI) FOR MATHEMATICS

THE LAND OF NUMBERS - GRADE 2 TEACHER’S GUIDE FOR THE 1st TERM BEAMS - A GOG/IDB Project

MINISTRY OF EDUCATION THE LAND OF NUMBERS - GRADE 2 TEACHER’S GUIDE FOR THE 1st TERM

DESIGNER AND WRITER:

Noemi de Carter - IRI Mathematics Specialist Education Development Center, Inc. (EDC)

ILLUSTRATORS:

Salima Dos Santos Olwyn Chester

COVER DESIGN BY:

Alvaro Cisneros - IRI Consultant, EDC Waleema Abrahime

FORMATIVE EVALUATION:

Joseph McKenzie

EDITED BY:

Hetal Thukral & Dan Pier, EDC

 2006 Ministry of Education .Georgetown, Guyana.

Revised Edition, 2009 Published by Ministry of Education.

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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 Teacher’s 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

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FOREWORD The Ministry of Education acknowledges that the learner performance in the areas of Mathematics requires urgent attention.

In 2003 a small group of educators participated in a Study Tour visiting schools in Honduras where the Interactive Radio Instruction was practiced.

The findings revealed that the methodology is workable, and most important, it is ‘learner friendly’.

During 2006 the Interactive Radio Instruction was aired for Primary school teachers, learners and school communities to become familiar and sensitized to the elements of the programme.

The momentum has been constructed, the teachers are eager, the first graders are ready.

The success of the Interactive Radio Instruction programme depends entirely on continuous high level supervision by Headteachers and the teachers ensuring that the learners are on task.

The importance of follow-up work and practice exercises must be emphasized, if a high degree of success is to be measured.

Commendation is extended to the entire team who dedicated their time and talent to the development, design and testing of this strategy.

Thanks to the Government of Guyana and the Inter-American Development Bank for placing their seal of approval on this significant programme which will have powerful dividends for this cohort and generations to come.

Parents, teachers and learners, “tune in”, enjoy and learn from “The Land of Numbers” Geneveive Whyte-Nedd Chief Education Officer (ag.)

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PREFACE

In 2005 Mathematics was introduced at Grade 1 into the curriculum and the performance of children has shown significant improvement.

The various components of IRI methodology support the classroom effort of teachers in that they are provided with basic initial training for using the methodology supported by a Teacher’s Manual and Pupil’s Worksheets. There is also a programme offering classroom support to teachers by Mathematics Specialists, and opportunity to provide the radio production teams with regular feedback. Such feedback is necessary for continuous improvement of the materials presented.

IRI Mathematics commences at Grade 1 and is now at Grade 2. Next year it will be at Grade 3. The methodology involved has great potential and promise that could positively affect other subjects of the curriculum provided that educators, teachers, parents and pupils continue with their enthusiasm as we move towards sustaining this methodological approach in instructional design.

Best wishes,

Mohandatt Goolsarran Director National Centre for Educational Resource Development November 21, 2006

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TABLE OF CONTENTS OVERVIEW: TEACHER’S GUIDE FOR “The Land of Numbers” GRADE 2 IRI MATHEMATICS............................1 - 12 Lessons 1 - 4...............................................................................................................................................................13 - 20 Review of Week 1........................................................................................................................................................21 - 22 Lesson 5 - 8 ............................................................................................................................................................... 23 - 30 Review of Week 2 ...................................................................................................................................................... 31 - 32 Lesson 9 - 12 ............................................................................................................................................................. 33 - 40 Review of Week 3 ....................................................................................................................................................... 41- 42 Lesson 13 - 16............................................................................................................................................................. 43- 50 Review of Week 4 ...................................................................................................................................................... 51 - 52 Lesson 17- 20 ............................................................................................................................................................ 63- 60 Review of Week 5 ....................................................................................................................................................... 61- 62 Lesson 21 - 24 ............................................................................................................................................................63 - 70 Review of Week 6 ....................................................................................................................................................... 71 - 72 Lesson 25 - 28 ............................................................................................................................................................ 73 - 80 Review of Week 7 ...................................................................................................................................................... 81 - 82 Lesson 29 - 32 ............................................................................................................................................................ 83 - 90 Review of Week 8 ....................................................................................................................................................... 91- 92 Lesson 33 - 36 ...........................................................................................................................................................93 - 100 Review of Week 9 ...................................................................................................................................................101 - 102 Lesson 37 - 40 ....................................................................................................................................................... 103 - 110 Review of Week 10 ................................................................................................................................................111 - 122 IRI Mathematics Grade Two

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Lesson 41 - 44 .......................................................................................................................................................113 - 120 Review of Week 11 .................................................................................................................................................121- 122 Lesson 45 - 48 ........................................................................................................................................................123 -130 Review of Week 12 ................................................................................................................................................131 - 132 Lesson 49 - 51 ........................................................................................................................................................133 - 138 Closing Lesson for Term 1 .................................................................................................................................. 139 - 140 MATHEMATICS TOPICS FOR GRADE 2 - TERM 1 ............................................................................................. 141 -147 IRI SONGS FOR GRADE TWO ............................................................................................................................ 148 - 151 PICTURES …………………………………………………………………………………………………………………..…….. 152

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OVERVIEW: TEACHER’S GUIDE FOR “THE LAND OF NUMBERS” GRADE 2 IRI MATHEMATICS – TERM 1 This Guide is for you, teacher of Grade 2. It will guide you in implementing the method called Interactive Radio Instruction - IRI - when you are teaching Mathematics to Grade 2 children.

As teachers, we know that there are different ways of teaching, some more effective than others. Some may require more resources (e.g. books, worksheets) or may be more appropriate for a particular subject than others, while other techniques are more appropriate for a particular environment (big classrooms, tables, chairs, or corners for reading, etc.).

Interactive Radio Instruction (IRI) is the name given to a particular educational method that uses radio for effective learning. IRI emphasizes active learning and meaningful interaction between the radio characters and the teacher and pupils. This particular method is used in the school to support you in your quest to provide quality Mathematics learning for Guyanese children in Grade 2.

One hundred thirty–three IRI lessons will be delivered to Grade 2 teachers and pupils through broadcasting or CDs of a series of programmes called “The Land of Numbers”. Each lesson lasts approximately 50 minutes and is divided into two parts. The first part is AUDIO and the duration 28 minutes and the second part is FACE-TO-FACE interaction between the teacher and the pupils without audio and lasts 20 minutes. Both parts contain guided, engaging activities for teaching and learning Mathematics. The main purpose of these one hundred thirty-six IRI lessons is to provide an opportunity to the children of Grade 2 to develop their abilities in Mathematics according to the mathematical standards for this grade. A Teacher’s Guide is provided to support you during both portions of each lesson.

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1. THE EFFECTIVENESS OF TEACHING WITH IRI The children who participate in IRI lessons will learn Mathematics because of the carefully planned combination of audio technology and the role of the classroom teacher. The classroom teacher facilitates the process of learning, encourages the children and works with each of them, giving special attention to those who needs it.

The order of the activities or exercises and the amount of practice are carefully planned in both the audio and the face-to-face formats to provide the most effective instruction possible. An important reason why children learn so much is that the broadcast or audio section is carefully designed so that children actively participate. The radio teacher and other characters speak directly to the children. The children respond orally, by writing, drawing simple pictures, using counters (pebbles), singing and so on.

As you know, teacher, children like to be active, and as a result they will also enjoy the lesson and listen attentively to the Audio Programme. Children like to do the mathematical activities and sing the songs (see the song lyrics for Grade 2 at the end of this Guide), riddles, tongue twisters and physical activities which are included within the educational segments in each broadcast or Audio Programme. On average, children answer questions or perform some other activity every 20 seconds.

The activities and learning situations designed for the face-to-face portion (the After-Audio Programme) are also carefully planned and will help you build on what the pupils have learned during the Audio Programme. Although each After-Audio Programme activity is carefully planned, it is up to you, the teacher, to lead these activities with your pupils.

2. ELEMENTS OF THE IRI FOR MATHEMATICS CLASSROOM The IRI Mathematics programme is planned to ensure that you, teacher, have everything you need to teach your pupils effectively. It is important that you understand the following elements of the programme.

2.1 The IRI Mathematics curriculum is organised in a different way: The instructional material is selected and organised according to the abilities that the children will need to solve any particular exercise, activity or Mathematical problem, more than the mathematical content. The exercises or activities that support the development of these abilities can be found on the first page of each lesson under the heading “Part 1: During the Audio Programme” and the second page under the heading “Part 2: The After-Audio Programme". Teachers, however, can find mathematical topics organised by terms at the end of each Guide.

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Another aspect of the development of the IRI curriculum for Mathematics is the selection of the mathematical terminology; which is also carefully planned. As teachers, we know that the terms we use during the process of teaching can make a significant difference in the process of learning, especially when teaching Mathematics. The characteristics of a good instructive message are brevity and clarity. Brevity maintains the rhythm of the interaction while Clarity uses simple and direct language, which avoids confusion. As you follow the Audio Programmes for some time, you will become accustomed to the way the instructions are structured and organized, how the Mathematics curriculum is presented across the 136 IRI lessons, and the language that is used to instruct.

The selection of the mathematical terminology such as “numeral”, “number”, “digit”, “cardinal”, “ordinal”, “greater than”, “less than”, “greatest”, “least”, etc. or symbols such as +, - , =, <, > are also carefully planned. You will find that the use of some mathematical terminology, such as numeral, is postponed to a higher grade, but this does not mean that children will not realise or learn the difference between a name given to a quantity, e.g. “FIVE” and the written symbol, such as “5”. The development of the Mathematics curriculum that applies to the Interactive Radio Instruction ensures that children apply well the names that they are learning to the observed magnitudes and use the convenient term for the actions or operations they do.

2.2 Coverage of Mathematics Content in IRI Mathematics: Scheduling for full coverage of the curriculum during the school hours is always a challenge for us, teachers.

Sometimes, at the end of the school year, you may find that there are still many areas or topics of the curriculum that need to be covered, or maybe some important topics were left out. This, understandably, may worry you, parents, educational authorities and others. The way the IRI curriculum is designed and the time assigned to each lesson (50 minutes) ensures that the children will cover close to 100% of the mathematical content selected for this grade and develop their mathematical abilities to achieve the standards for this grade.

You will find a useful resource in this Guide that will help you understand how the mathematical topics for Grade 2 are covered. At the end of the Teacher’s Guide for each term, we have included a chart displaying the distribution of Mathematics topics across the 136 IRI Mathematics lessons.

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2.3

Basic materials for children. The following are basic materials that the pupils will need:

 Chequered-line exercise books: A chequered-line exercise book has pages with small squares. These little squares should facilitate the pupils’ writing and calculating processes. Pupils can write each digit of a number in a little square or write an operations symbol such as plus (+) or minus (-) in each square. The children will also need to draw shapes and calculate the area of rectangles or squares using these small squares as non-standard units. For such tasks, the small squares can easily be counted to calculate the area or the perimetre of these shapes. This chequered-line book will also facilitate the drawing of bar graphs or pictographs as well as align numbers when children are learning ‘place value’ and performing ‘column addition’, ‘subtraction’ or ‘multiplication’.

The children sometimes have difficulties in the use of a page of their chequered-line exercise books. For example, when first using the books, children may have questions about where to begin, where to end, and how to distribute the space on a page. You and the radio characters will provide guidance. The radio characters will use terms during the instructions that guide the pupils in using their exercise books, such as, ‘Write 5 in the tens column” , “draw a long line below those exercises”, “write 2 above the number 6 in the tens column”, “look at the first column” etc.

It is important that pupils understand the meaning of the above terms. You, teacher, can help by taking a few minutes after the Audio Programme to clarify the terms that pupils did not understand during the Audio Programme.

L E S S O N 2 4 + 1 3 3 7

Row Row Row

Columns An Example of Using Rows and Columns in a Chequered-line Book

The activities of the After-Audio Programme will also require the use of the exercise books by the pupils. This can be another opportunity to learn how to optimize the use of each page of the chequered-line books.

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How does a page of the children’s exercise book look after an Audio Programme?

Sample of work in Exercise Book of a Grade 2 child.

This is an example of one page from a real exercise book, with exercises completed by a Grade 2 pupil. The Ministry of Education will provide chequered-line exercise books for the children of Grade 2.  Counters. The IRI Mathematics lessons will also require you and the pupils to have counters. Counters will not be provided to you, but are objects that you and the pupils can easily collect. Counters can be a variety of things that the pupils can count, such as pebbles, bottle caps, sticks, etc. The After-Audio lessons will use many counters for estimation or counting in groups of ten’s, five’s, two’s, etc. Some, but not all, of the Audio lessons will also need counters. The number of counters needed for each child and for each Audio Programme that calls for them is mentioned in the Teacher’s Guide for each term.

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Storing the Counters: It is recommended that the counters for each child be put in a little cloth pouch which is then placed in a box with the other pouches. Storing the counters in this manner can help you, teacher, make sure that counters are not lost, reduce the amount of space required, and minimize the time spent distributing and collecting counters.

 Other resources in the classroom. Besides using checkered-line exercise books and counters, the IRI Mathematics lessons require materials that teachers already have or can easily be made or found around the classroom, such as: a) For Geometry: Cardboard shapes in different sizes: Squares, rectangles, triangles, circles. Solids: Cubes, cuboids, cylinders, cones. b) For Measurement of Length: Rulers, metre sticks. c) For Measurement of Time: Analogue and digital clocks, calendars. d) For Measurement of Capacity: Bottles, cups, litre (with scale that shows half litre, one fourth litre). e) For Measurement of Weight/Mass: Kilogramme, half kilogramme, one-fourth kilogramme, gramme and balances. f) For Money: Coins and bills ($1, $5, $10, $20, $100, $500, $1000) (can be an imitation of them on regular paper) The lessons may also require materials that the children might already have, such as pencils and crayons. It is also helpful to enhance the classroom learning atmosphere by decorating the walls with numbers, drawings of shapes, posters with number squares, etc., or by creating specific learning corners (a store corner or a geometry corner where the children can design geometric shapes, etc.) and creating other materials that facilitate the process of learning for the children.

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Hundred Number Square created by a teacher and displayed on the classroom wall

Odd and Even Numbers created by a teacher and displayed on the classroom

2.4 Basic materials for the teacher:  Radio/CD player and recorded CDs: Each school received radio/CD players. This is considered to be a very important tool for each teacher. The radio/CD player should be used only during the Audio Programme and stored away in a safe, dry place at all other times. The schools or classrooms that are able to tune in to a radio station and have good AM reception will receive the IRI Audio Programmes by broadcast, Monday through Thursday according to the time table. If you will receive the programme by broadcast, be sure to tune the radio to the correct frequency before the IRI lesson begins. The other schools or classrooms that do not have good AM reception will use CDs. Each CD contains thirteen (13) IRI Audio Programmes in MP3 format. Whether you receive the programme via broadcast or on CD, all Grade 2 Mathematics pupils will be listening to and following the same 28-minute programme on any given day.

Please note that each school is provided with only one radio/CD player. Since the radio/CD player and CDs are very important tools for making IRI a success in your classroom, it is highly recommended that you read the manual that comes with the unit and coordinate its use with the teachers of Grade 1. You wil need to be sure that the CD player is in place and ready for each grade’s lesson each day and that someone is responsible for charging the batteries and for taking care of these materials.

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Sample of IRI materials for Schools

 The Teacher’s Guide: The information provided to you in the teacher’s guide for each term is organised by lesson. For each day, the Guide provides you with critical information on what to prepare before the programme; what you and the pupils will do during the programme; and details on the activities designed for after the Audio Programme, including illustrations of activities and the time assigned to each activity. It is very important that you read the Guide for each lesson before the time for the lesson. By reading the Teacher’s Guide for each lesson ahead of time, you will be equipped with the information you need to successfully lead pupils through the activities during and after the Audio Programme.

2.5 Opportunities for teachers: One of the most important roles of a teacher is to create a stimulating learning environment for the pupils. The Teacher’s Guide for each term allows you, teacher, to optimize your time. Much of the planning for lessons is already done, allowing you to spend more time in reading the Guide and creating or re-creating the activities proposed for the After-Audio Programmes. With the help of the Guide, you will be able to focus the time you spend in preparing for each class to make sure that the Mathematics lessons are successful.

The Interactive Radio Instruction (IRI) programme for Mathematics does not intend to create additional work for teachers but instead will help maximize the time teachers dedicate to their pupils. IRI for Mathematics also gives teachers an opportunity to develop competencies that they are usually not able to develop in a regular classroom.

These include observing children as they complete various Mathematics activities during the Audio Programmes, providing focused attention to struggling pupils, and closely following the progress of the pupils. Through IRI, teachers will have the opportunity to improve these skills, among others.

Weekly Reviews. The IRI Mathematics lessons incorporate a weekly review, which provides activities to be done each Friday for thirty minutes. You can also use this time to cater to the needs of the children, and provide 8 “THE LAND OF NUMBERS” IRI Mathematics Grade Two

additional practice in areas where they may be having difficulty. You are encouraged to observe the children during and after each Audio Programme and take notes to design or create review activities for the children or re-create the activities proposed according to the needs of your pupils.

Each review activity is an opportunity to follow the progress of your pupils while also keeping a record for each pupil. Using this information, it will be easier for you at the end of each term to prepare a progress report for your students since you have been keeping track of their review activities throughout the term.  Observation in the IRI classroom: By observing your classroom during an IRI programme, you will be able to easily identify those children who are giving correct answers, writing well, using their fingers in the correct way to find the answers, using the counters appropriately, singing, and so on. As you observe your pupils on a daily basis you will also have the opportunity to identify how each of them approaches mathematical problems and be able to track their difficulties. With these improved skills, you will also be able to identify those pupils who may need special attention and prepare focused activities to help them improve in their difficult areas.

3. PARENTS AND TUTORS PLAY AN IMPORTANT ROLE IN IRI CLASSROOMS The school culture usually involves parents for specific purposes and during certain occasions. IRI Mathematics for Grade 2, through broadcast, also gives parents and the general community an opportunity to be involved in their children’s education in Mathematics. Where possible, parents and the community can be involved by turning their radios on to follow each IRI lesson as it is broadcast. By tuning in, parents will know what their children are learning every day in Mathematics and will also be able to provide support to them at home. Also at home, parents can be involved in their child’s progress by reviewing their exercise books and asking their children about their lessons.

The exercise books are an important reflection of the pupils’ progress in Mathematics.

To gather additional support from parents and the community, each school can also take the opportunity to help parents understand how IRI Mathematics works. This may lead parents to appreciate and provide further support to the efforts that the school is making to improve the quality of Mathematics teaching and learning for their children.

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4. THE IMPORTANT ROLE OF THE TEACHER IN THE IRI CLASSROOM Any method, tool, material or concept that enters the classroom needs a teacher to put it into practice to ensure the effective learning of pupils. Your preparation before the programme, involvement and observations during the programme, and leadership during the After-Audio activities are key factors in making the lessons successful.

4.1 Before the Audio Programme: a) Copying the exercises on the chalkboard and exercise books The following boxes are examples of exercises from lesson 12 that the teacher needs to copy on the chalkboard.

The children are instructed to copy only the exercises where the flower is.

A B

100 500

200 600

300 700

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

400 800

C. D. E. 32 6 + 56 - 2 F G

743 930

742 640

740 420

67 + 11

9 -3

4 +5

8 -4

580

Teacher, each IRI lesson will have boxes with exercises, similar to the example above. Most of the lessons will request you to copy the boxes with exercises on the chalkboard. Each box has a drawing that identifies the kind of exercises that go in that particular box. It is recommended that these exercises be copied the way they are in the boxes, in the order they are presented, but they can be increased in size in such a way that all the children of your class can see.

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The children will need to copy some exercises from the chalkboard. This task is very important and needs to be done before each IRI class begins. It is also important to take note of the time the children need to copy the exercises. This way you, teacher, can calculate the time you need to copy the exercises on the chalkboard and allow the children to copy them.

b) Getting all the materials required for the IRI lesson ready In this Guide, the materials needed for each lesson are listed under the heading “Before the Audio-Programme”.

The list will allow you to prepare those materials ahead of time. Some of these materials can be used with the whole class and some by groups of children, but some materials are needed for each child. c) Having the CD player and CD with the respective lesson ready.

Before the Audio Programme begins, be sure to set the dial in place if you are receiving the audio lesson by broadcast. For those schools with lessons on CDs, be sure to place the CD in the CD player and forward to the respective lesson.

4.1 During the Audio Programme: The radio characters guide the learning process of Mathematics during the first 28 minutes of each IRI lesson in the classroom. While pupils interact with the radio characters, the radio teachers, and each other, classroom teachers have an opportunity to pay attention to their children’s different paces of learning and give special support to those who need it. The teachers may also encourage the participation of each pupil and check the pupils’ work.

Teachers can also participate in the singing and do the physical activities. For the children, the teacher is the most important person in the classroom, so children will constantly look to their teacher to provide the support and guidance they need. With your support, and by using the IRI Mathematics programme as your tool, children will improve their learning in Mathematics.

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4.2 The After-Audio Programme: The Guide for each IRI lesson provides activities for the After-Audio Programme. Some of these activities complement the topics that are studied during the Audio Programmes, presenting them with different strategies.

Other activities present topics that are not in the Audio Programmes (Geometry, basic Statistics, some topics of Measurement, estimation, etc.) but are necessary because they are part of the Mathematics Curriculum for Grade .

Therefore, it is essential that you guide your pupils through the activities provided in the After-Audio lessons each day. You may also find the After-Audio time as an opportunity to create other activities or re-create the ones in this Guide to cater for the learning needs of your pupils.

The description of each activity for after the Audio-Programme and each weekly review activity includes an approximate time of duration. The exact time required for each activity will depend on the rhythm of learning of each child and the whole class. It is highly recommended that you, teacher, take note of these times when preparing these activities.

It is very important to have about 50 minutes of Mathematics class every day except Friday, which is dedicated to a 30-minute review of the week. The achievement of the Standards for Grade 2 requires this amount of time for Mathematics classes for the children.

Please enjoy using IRI Mathematics as a tool to help you teach your Grade 2 Mathematics pupils. If you participate fully and use your creativity to implement the programme in the way most relevant to your pupils, we are confident that you will see progress in their learning and in the attitudes and participation in your Mathematics class.

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LESSON 1 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 20 sticks or counters ready, for the After-Audio Programme. (b) Copy the numbers below including the kitten, on the chalkboard.

2 4 10

5 7 8

3 11 13

0 6 19

9 14 12

THE CHILDREN: Do not need to copy the numbers.

2.

PART 1: During the Audio Programme Oral Addition With Fingers (oral)

Dozens - Word Problems (oral)

Oral Subtraction With Fingers (oral)

2

5

3

0

9

5–4

4

7

11

6

14

5–1

10

2+4

12 eggs

4–1

1+5

12 oranges

3+4

12 mangoes

5+2

8

13

19 12

12 lemons  

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Reading Numbers (chalkboard)

Song: Physical Activity:

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“The Magic Number is Two” “Paddling the Canoe”

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

5 min

Recalling the Audio Lesson  Encourage the children to talk about the Audio Programme by asking them to say the names of the audio characters. Place the list of audio characters in a visible location in the classroom.  Let some of the children ask questions about the characters while others give answers.

Teacher Ray, Teacher Leila, Amar, Lana, and the Wiseman

Estimating Numbers (up to 20) 10 min  Place a bunch of sticks in front of the children. (no more than 10) Ask them: “How many sticks do you think there are in this bunch?”, “Are there more than 5?”, “More than 10?”, “How can we check it?” (Encourage the children to use various strategies, such as to hold the bunch in one hand and observing the space that it occupies to estimate the number of sticks).  Ask one child to count the bunch of sticks. Ask them: “How close were you?”

“Were you nearly right?”  Change the number of sticks in the bunch. (no more than 20) and repeat the activity (let the children hold the bunch in one hand, look at it carefully, etc.)

Counting On:

10 11 12 13 14 15 16 17 18 19 20 Counting Backwards:

20 19 18 17 16 15

15 14 13 12 11 10

10 9 8 7 6 5

Counting On and Counting Backwards (1 to 20) – Patterns (+1 and -1) 10 min  Ask one group of children to count from 10 to 15 while the rest of the class claps along with the counting rhythm. Ask another group to count from 16 to 20 in the same way.  Explain to the children that this time they are going to count backwards. Begin with 20 to 15. Then ask one group to count backwards from 15 to 10. Another group can do the same from10 to 5.  Write the numbers on the chalkboard as shown in the box on the left. Then, as you point to each number, ask the children: “Are you adding ONE (1) every time you count on?” (10, 11, 12 etc.). “Are you taking away ONE (1) every time you count backwards?” (20, 19, 18 etc.)

*For the next lesson, you will need 30 counters or sticks.

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LESSON 2 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 30 counters or sticks ready, for the After-Audio Programme. (b) Copy the following exercises, including the flower and the kitten, on the chalkboard.

3 +5

2 +4

15 38 95

4 +3

23 17 27

48 62 34

71 84 18

THE CHILDREN: Do not need to copy the exercises.

2. PART 1: During the Audio Programme Column Addition (chalkboard - exercise book) 3 +5

2 +4

4 +3



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Oral Addition, Drawing Circles (oral)

Oral Subtraction, Drawing Circles (exercise book)

Reading Numbers (chalkboard)

OO O

2+1

6–4

OOOOOO

15

23

48

71

OOOOO OOO

5+3

4–3

OOOO

38

17

62

84

OO OO

2+2

5–2

OOOOO

95

27

34

18

Song:

“The Magic Number Is Two”

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3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 3 min Continue Reading (up to 99)  Teacher, continue reading the numbers that the audio teacher began (see exercises with a kitten on the chalkboard). Ask the children to tell you how each number is written after they read it.

Estimation of Numbers (up to 30)  Place a bunch (group) of counters (or exercise books) in front of the 12 min children. (No more than 10). Ask them: “How many counters (exercise books) do you think there are in this group?”, “Are there more than 5?”, “More than 10?”

“How can we check?” (Encourage the children to observe the group (bunch) carefully before they say the number). Write the numbers as they say them onto the chalkboard. Then, with the help of the children, rewrite them in increasing order (from the least to the greatest number).  Ask one of the children to count the bunch (group) of counters (or exercise books).

Ask them: “How close were you?”, “Were you nearly right?”  Change the number of counters (or exercise books) in the bunch or group (No more than 30) and repeat the activity.

ROW

1 1

Lesson 5 1 1 1 3 6 9

1 7

2

0

5

8

4

Writing Numbers (0 to 9)  Tell the children to get their exercise books and pencils ready to write some numbers. Tell them that they are going to write the numbers in the same row but separate from one another. Encourage them to use one little square for each digit (number).

Teacher, show the children an example of a ROW or ROWS.  Dictate the following numbers for the children to write:

1 2

3 0

6 8

9 4

7 5

5 min

This is a row

 Walk around the classroom and check the children’s exercise books, or ask some of the children to come to the front of the class and write the numbers on the chalkboard.

Lesson 2

IRI Mathematics Grade Two

16

“THE LAND OF NUMBERS”

LESSON 3 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Copy the following exercises on the chalkboard, including the flower and the kitten. The exercises with the kitten are for the After-Audio Programme.

2 +5

0 +4

4 +1

5 +2

3 +0

5 +3

5 +4 3 +3

4 +1

2 +1

5 +1

2 +3

THE CHILDREN: Copy ONLY the exercises with the flower.

Need to have counters (7 each) for the AfterAudio Programme.

2. PART 1: During the Audio Programme Oral Addition (oral)

5+4 3+0 4+2 3+5 5+5  

IRI Mathematics Grade Two

Counting (oral)

Oral Addition With Fingers (oral)

Oral Subtraction With Fingers (oral)

40 to 46 60 to 65

4+3 5+1 3+2

5–1 4–2 4–3 5–2

Song: Tongue Twister:

Column Addition (chalkboard - exercise book)

2 +5

0 +4

4 +1

3 +0

“The Magic Number isTwo” “Betty Butter”

17

“THE LAND OF NUMBERS”

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

1

5

+

2 7

0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 min

Finding Answers to Column Addition  Tell the children to look at the chalkboard and find the exercises with the kitten.

Tell the children to read the first exercise, aloud, as a group (five plus two). Ask “How much is five plus two?” (seven).  Tell the children to use their counters to verify their answer. Then ask one child to come to the front of the class and explain how he/she used the counters to verify their answer. Ask the rest of the class if they used their counters in the same way and, let some of them explain what they did. (see box for some examples)  Tell the children to copy the exercises into their books. Then, using their counters, tell them to find the answer to each addition exercise. Encourage them to work in groups.

Recognizing an Open and a Closed Line 5 min  Teacher, you will need: Drawing of lines on the chalkboard. Some of them will be open lines, and others will be closed (see pictures in box).  Ask one child to come in front of the class and point to the “closed lines”.

Ask the class: “Why are they called closed lines?” Ask him/her to trace one of the “lines” with their finger, marking the initial point where they started and see where the finger stops (same initial point). Explain this to the class.  Ask another child to point to the drawings with “open lines”. Ask the rest of the class to explain why they are “open lines”.  Then, allow the children to copy one “open line” and one “closed

line” in their notebooks using colours to distinguish a “closed line” from an “open line”. Ask each child to identify each line by writing “closed line” or “open line” below each drawing.

5 min

Describing the Use of Numbers ‘Outside of School’ (Homework)  Tell the children that when they are going home or when they are at home, they must look for objects that have numbers and take note of how those numbers are used in each of the objects. Encourage them to talk with somebody in their family about this.  Ask them to draw some of these objects in their exercise books, (one page) colour them and bring them for the next class.

Lesson 3

IRI Mathematics Grade Two

18

“THE LAND OF NUMBERS”

LESSON 4 1. BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises on the chalkboard, including the boat.

3 +5

4 +0

0 +3

2 +4

THE CHILDREN: Copy the above exercises in their exercise books.

2. PART 1: During the Audio Programme Counting with sounds (oral)

Word Problems (oral)

50 to 57

2 + 3

70 to 79

4 + 1

Column Addition (chalkboard - exercise book)

3 +5

4 0 +0 +3

2 +4

80 to 86

 

IRI Mathematics Grade Two

Song: Physical Activity:

Oral Addition (exercise book)

Oral Subtraction (oral – exercise book)

8+1 oooooooo o

8-1

oooooooo

5-4

ooooo

4+3 oooo ooo

3-2

ooo

“I would Fly” “Paddle in the Canoe”

19

“THE LAND OF NUMBERS”

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

Review of the Homework  Ask the children to show you their drawings of “Numbers Outside of School” and mark (sign) each of them.  Ask some of the children to explain one of her/his drawings. Ask him/her: “Which numbers appear in the object that you are showing?”

“Can those numbers be changed?” Why or why not?”, “Can those numbers be placed in a different order?”, “Why or why not?” (e.g. in a watch, the position of the numbers cannot be changed; rulers, page numbers, calendar, money, etc.) Let the entire class participate in reading numbers and in the discussion.

5 min Colouring an Open and a Closed Line  Teacher, draw an open line and a closed line (see box) on the chalkboard.  Ask the children to draw both lines in their exercise books. Tell them to look at the two lines and tell you about them (what they look like? One is open and one is closed)  Ask them to move their finger around the edge of the open shape. Discuss how their finger stops when the line stops. Ask them to do the same with the closed shape; ask if their fingers have to stop?  Tell them to colour the shapes. Discuss what happens when they try to colour inside the open lines.

15

1

15 5

15

15

15

1

9

15

15

2

7

5 min Writing Numbers (two digits)  Ask the children to get their exercise books and pencils ready.  Ask them to write the numbers in the same row but to make sure that each number is separate from the other. Dictate the following numbers:

15 11

19 21

27 17

35 87

48 13

(row) (row)  Invite some of the children to read aloud the numbers they wrote. As they read, write the numbers on the chalkboard and let the children check them.

Lesson 4

IRI Mathematics Grade Two

20

“THE LAND OF NUMBERS”

REVIEW OF WEEK 1 Teacher: Today there will not be a radio/CD Mathematics Lesson; instead we are going to review the work we have done during this week.

The main purpose of review one is to identify:   

The children’s reactions to the audio programme and the audio characters.

Their opinion of the melody and lyrics to the song ”The Magic Number is Two” The use of the exercise books (checkered lines)

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and the After-Audio sessions this week.

Some of the activities are oral – please evaluate how the children participate and take note of it.

The materials needed for the -

IRI Mathematics Grade Two

Children:

- Exercise books and pencils.

Teacher:

- The lyrics of “The Magic Number is Two” - List of audio characters

21

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities

Teacher Ray Teacher Leila Wise Man Numberseeka Lana Amar in “The Lane of Numbers”

CHORUS: The magic number is two, The magic number is two, This song is for me and you, And all the children too.

VERSE: Two hands for holding, Two feet for walking, Two eyes for seeing, Two ears for hearing

R E 111 1

O

V

I 1

O O O

10 min

Recalling the Audio Characters of the Math Class  Teacher, you will need the list of the radio characters.  Have a discussion with the children about the radio lesson of this week and ask questions such us: - “Which of the radio characters (persons) is old?”, “Why do you think he or she is an old person?”

- “How old do you think Number Seeka is?” (close to the children’s age) “and Amar and Lana?” (close to the children’s age).

- “How many radio teachers are there?” (2) “What are their names?” (Ray, Leila).  Have the children draw a picture of the radio character that they like the most. They can also colour in their drawing and write the name of the character under it.

Singing a Song and Identifying a Pattern  Teacher, you need the lyrics of the song: “The Magic Number is Two” on the chalkboard (see box). The way the song is presented and sung: chorus, verse, chorus, verse,… can be an example of a pattern.  Read the chorus with the children, and then read the verse. Ask the children: 5 min “Which part do you sing first?”, “Which part comes next?”, “… and next?” (chorus, verse, chorus, …). Ask them to see if they recognize a pattern and what they like most about this song.  End this activity by singing the song together.

Using the Checkered-line Exerecise Book  Teacher, as you already know, the children need to learn how to use the checkered-line book correctly, using the squares as a guide. It will be helpful to 5 min E W 1 practice how to do this.

3 1 5  Ask the children to get their exercise books and pencils ready.  Give the following instruction: (a) Write 11, leave a space, write 13, leave a space, write15.

The children need to understand the meaning of “leave a space”, remembering not to write 1113 instead of 11 13. They can also use one little square to write each digit, and leave 2 squares space in between each number.  Then, ask the children to go down and (b) draw four marbles in a ROW. The children can use one little square for each marble and be sure that each marble is drawn side by side.

Review 1

IRI Mathematics Grade Two

22

“THE LAND OF NUMBERS”

LESSON 5 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the addition and subtraction exercises, including the flower, on the chalkboard.

A

2 +1

B

5 +4

6 -3

THE CHILDREN: Do not copy the exercises.

Will need 10 counters each for the After-Audio Programme

2. PART 1: During the Audio Programme Rote Counting (oral)

Count by 10’s from 10 to 100

Oral Addition (oral)

30 + 2 =

Column Addition and Subtraction (exercise book)

A

20 + 7 = 50 + 5 = 70 + 4 =

B

2 +1

6 - 3

5 +4

80 + 9 =  

IRI Mathematics Grade Two

Writing Numbers (exercise book)

Writing Numbers (exercise book)

14

40

3

90

79

80

4

60

97

70

Song: “I would fly” Physical Activity: “The Canoe Exercise”

23

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

5+4

Addition and Subtraction Exercises (one digit numbers)  Teacher, these are oral exercises. Allow the children to use their fingers, draw counters or just think and give the answer. Begin, asking them: “How much is 5+4?”  After the children answer, ask one of them to explain how he/she found the answer. The children can use the chalkboard to explain.

Continue this way with the following exercises: 6 – 2, 5 – 1, 3 + 3, 4 – 3.

10 min

Solving Word-Problems Related to a Dozen  Tell the children a story: A few days ago, I went to the store and told the vendor: “I’m in a hurry madam, I need some handkerchiefs, socks and t-shirts for my son. Please give me a DOZEN each of them”. You know, children, that vendor knew how to sell things by DOZENS. Can you please tell me how many handkerchiefs did I get? (12), “How many socks?” (12), “…and how many t-shirts?” (12).

Finally ask “How many DOZENS did I buy?” (3)  Ask the children if they know somebody who sells or makes packets of twelve to sell or somebody who bought something by a DOZEN (cups, plates, eggs, etc.).  Tell the children to draw one DOZEN eggs in their exercise books and write ONE DOZEN.

8 +1 9

oooooooo o

8 (eight fingers) + 1 (one finger) 9

Copying Vertical Addition Exercises to Solve at Home (HOMEWORK)  Tell the children to copy the following exercises in their exercise books: 8 7 6 5 4 3 +1 +2 +3 +4 + 4 +4

5 min

 Explain to them how they will solve the exercises by showing them, as an example, the first exercise. Encourage them to use counters, fingers, draw circles or use other ways to find the answer to each exercise.

Lesson 5

IRI Mathematics Grade Two

24

“THE LAND OF NUMBERS”

LESSON 6 1.

BEFORE THE MATHEMATICS CLASS TEACHER: Copy the addition exercises on the chalkboard. These exercises are for the After-Audio Programme (Review of the homework)

8 +1

7 +2

6 +3

5 +4

4 +4

3 + 4

THE CHILDREN: Do not copy the exercises.

Should have 9 counters each for the After-Audio Programme.

2.

PART 1: During the Audio Programme Oral Addition Problems (oral)

Oral Addition (oral)

4+3

40 + 7 =

6+2

Oral Addition (oral)

Writing Numbers (exercise book)

Oral Addition and Subtraction (exercise book)

5 + 2 + 1=

90

6+3=

2

54

9

60 + 1 =

1 + 3 + 4 + 1=

20

7–4=

78

85

99

90 + 3 =

2 + 1 + 3=

60

9+1=

80 + 6 =

3 + 1 + 2 + 1=

10

8–2=

70

5+2=

40 + 9 =

 Song: 

IRI Mathematics Grade Two

Physical Activity:

25

Writing Numbers (exercise book)

“I Would Fly” “Let’s Make Music”

“THE LAND OF NUMBERS”

3.

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

8 +1

7 +2

6 +3

5 +4

4 +4

3 + 4

Checking Homework (Vertical Additions in the box with the chick)  Teacher, ask five children to show, on the chalkboard, the answers they have for each exercise, while also explaining how they arrived at the answer.  While these children are explaining their answers, tell the rest of the class to correct their homework.

Teacher, take note of the number of children that did well and the children that need your support.

5 min

Drawing Closed and Open Lines  Ask the children to have a blank page and their pencils ready.  Then, ask them to start marking a “point” with a pencil on the blank page, move the pencil in a circular shape, and end at the initial point. Encourage them to think about the way in which they moved the pencil and look at the line or curve they have drawn.

Encourage them to trace the line by moving their finger along the line.  Go around the class to check the drawings of the children.  Ask if this line is OPEN or CLOSED and why? (closed. The initial point is also the end point of the curve or line).  Now, invite the children to draw a curve or line that is OPEN. Encourage them to discuss the differences between Closed and Open lines. The children can also help explain the differences by moving their finger (or pencil) along the line or curve.

OO O

3 + 4

+ 1

OO OO

O

3, 4 and 1 are one digit numbers

Adding One Digit Numbers - ORAL  Teacher, these are oral exercises. The children need to use their counters (9).

10 min

Begin asking them: “How much is 3 + 4 + 1?” Support the children in their effort to make three groups of counters of 3, 4 and 1 counters respectively and then to count all of them to obtain the answer. After a while, ask again: “How much is 3 + 4 +1?”

(8).  Explain that they are adding “ONE DIGIT numbers.” Show them the digits in each exercise.  Continue this way with the following exercises: 2 + 4 + 3 ; 5 + 1 + 2; 6 + 2 + 1;

2+2+4 For the next lesson, you will need 40 sticks (or counters).

IRI Mathematics Grade Two

26

Lesson 6

“THE LAND OF NUMBERS”

LESSON 7 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 40 sticks (or counters) for the After-Audio programme ready. (b) Copy the addition exercises on the chalkboard.

24 + 13

47 + 21

43 + 25

THE CHILDREN: Should copy the exercises with the flower.

2.

PART 1: During the Audio Programme Oral Addition (counters)

000000 0000000 6+7=

00000000 000000 8+6=

Oral Subtraction (counters)

000000000000 12 – 7 =

24 + 13

00000000000000 14 – 6 =

43 + 25



IRI Mathematics Grade Two

Column Addition (exercise book)

Song:

47 + 21

Counting by Ten’s and One ‘s (exercise book)

Addition Problems (oral)

0000000000 10 0000000000 20 0000 21 22 23 24 0000000000 10 0000000000 20 0000000000 30 00000000 31…38

4+3 7+2 9+0

“I Would Fly”

27

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 9 OOOOOOOOO - 6 3 OOO

10 min Copying and Solving Column Subtraction Exercises  Tell the children to copy and complete the vertical subtraction exercises with the chick and according to the instructions given by the radio teacher.  Observe the children’s work. Help those who are having difficulty and suggest that they use their fingers or draw circles and cross them out to find the answer to each exercise.  Once they are done, invite some children to go up to the board and complete the exercises, while the rest of the children correct their answers in their exercise books.

5 min Answering to Oral Addition and Subtraction  Tell the children that you are going to give them oral addition and subtraction exercises that they must answer. Tell them that before they answer, they need to THINK about the answer first without saying a word. Encourage the children to use their fingers when they are thinking. Begin by saying: “Children, THINK about 1 + 2 + 3”. After a while, ask them: “How much is 1 + 2 + 3?” (6).  Continue with the following exercises in the same way: 6 – 4; 2 + 4 + 1; 5 – 3; 7 – 4.

10 min

Estimating Numbers (up to 30) – Using Expressions: “More Than a Dozen”, “Less Than a Dozen.”  Place a bunch (group) of sticks (or pencils) in front of the children. (No more than 24).  Ask them: “How many sticks (pencils) do you think there are in this bunch or group?”, “Are there more than 5?”, “Less than a dozen?”, “…more than two dozen?”, “How can we check?” (Encourage the children to observe the bunch (group) carefully before they say the number).  Write the numbers as they say them on the chalkboard. Then, with the help of the children rewrite the numbers in increasing order (from the least to the greatest number).  Invite one of the children to come to the front of the class and count the bunch (group) of sticks (or pencils).

Ask “How close were you?”, “Were you nearly right?”, “How many dozens are there?”

Change the number of sticks (or pencils) in the bunch or group (No more than 36 – three dozen) and repeat the activity.

For the next lesson, each child will need their pouch of counters (47 counters each).

Lesson 7

IRI Mathematics Grade Two

28

“THE LAND OF NUMBERS”

LESSON 8 1.

BEFORE THE MATHEMATICS CLASS TEACHER: Copy the exercises and numbers below on the chalkboard including the chick and the flower.

13 + 25

32 + 15

43 + 26

100

400

200

600

300

500

THE CHILDREN: Should copy the exercises with the chick (but should not solve them yet)

Should have their pouch of counters (18 counters).

2. PART 1: During the Audio Programme Oral Subtraction (counters)

Oral Addition (oral)

0000000000000 13 – 6 =

10 + 8 =

000000000000000000 18 – 9 =

30 + 9 =

20 + 5 =

40 + 2 =

Column Additions (exercise book) 13 + 25

Writing Numbers (exercise book)

32 + 15

268 279

43 + 26

237

00000000000 11 – 2 =



IRI Mathematics Grade Two

Song:

Counting by 10’s and by 1’s (exercise book) 0000000000 0000000000 000000 0000000000 0000000000 0000000000 0000

10 20 21 …26 10 20 30 31 …34

Reading Numbers (chalkboard)

100

400

200

600

300

500

“The Spider Song”

29

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 3 min Reading Numbers  Teacher, continue reading the numbers that the audio teacher began (see exercises with a flower on the chalkboard). Ask the children to tell you how each number is written after they read it.

Estimation and Counting by “Handful of Sticks or Counters” 12 min  Have a bunch (group) of sticks or counters ready (no more than 50) and put them on a table in front of the class.  Invite one child to pick up a handful of sticks (counters) and show them to the class and ask: “How many sticks (counters) do I have in this hand?” Tell the children to think about how many sticks (counters) there are, and to write the number in their exercise books and remember it. Then ask the child to count the sticks (counters) that are in his/her hand and see who was closest to that number.  Ask the children: “How many handfuls of sticks (counters) are there in this bunch?”

Ask “Do you think there are more than 1handful?”, “Are there more than 5 handfuls?”, “How can we check?” Encourage the children to observe the bunch (group) carefully and find a way to estimate (guess) before they say the number. As they say the numbers, write them on the chalkboard.  Invite the same child to count the number of handful of sticks (or counters). Ask them “How close were you?”, “Were you nearly right?”, “How many handfuls of sticks (counters) are there?”, Change the number of sticks (or pencils) in the bunch or group (no more than 50) and repeat the activity with another child.

300

500

700

900

800

200

100

600

400

Reading Numbers (three digits)  Write the numbers shown in the box to the left on the chalkboard. Ask the children: “How many digits do these numbers have?” Invite a child to the front of the class to 10 min show how many digits each number has.  Ask the children to read these numbers. Highlight the way each number is said: “THREE … HUNDRED,” “FIVE…HUNDRED” etc.  Ask some of the children to read the numbers in the FIRST ROW. Show them the FIRST row 300 500 700. Then ask them to read the numbers in the second ROW and the third ROW. HOMEWORK: Look around your home for all the places you see numbers (e.g. clock, TV etc.)

Lesson 8

IRI Mathematics Grade Two

30

“THE LAND OF NUMBERS”

REVIEW OF WEEK 2 Teacher: Today, we are going to review the work we have done during this week.

The main purpose of review two is to identify: -The children’s understanding of the number bonds of 10 -The children’s awareness of the numbers in their environment -Their opinions about the melody and lyrics of the song “I Would Fly” There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and the After-Audio sessions this week.

The materials needed for -

IRI Mathematics Grade Two

Children:

Exercise books and pencils

Teacher:

The lyrics for the song “I Would Fly”

31

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities Number Bonds of 10 10 min  Teacher, tell the children that they will use their fingers to find the answer to the following exercise: 6 +? = 10  Ask two children to show 10 fingers, and then put their hands down. Ask one of them to show any number of fingers that they wish to show (e.g.: 6 fingers). Tell the other child to show the number of fingers (e.g.: 4 fingers) that will make a total of TEN (10) fingers between the two children.  Emphasize that putting together the two groups of fingers gives the ten fingers.  Keep working this way with other pairs of children to make a total of 10 fingers between each pair.  Teacher, show the class “two fingers on one hand and one finger on the other hand” (while hiding all other fingers). Ask them: “How many fingers am I hiding”? (7) Continue with more exercises: showing 4 fingers with both hands and hiding 6; showing 2 fingers with both hands and hiding 8; showing 7 fingers and hiding 3.

Singing the Song:  Tell the children you are going to review the song “I Would Fly”.  Read aloud the lyrics to the song for the children so that they are clear on all the words.  Ask them to sing the song with you.

5 min

10 min Numbers in the Home, Streets, Stores and Other Places  Organize the children into GROUPS and ask them to talk for a few minutes about the places and objects in their environment where they find numbers and why the numbers are there. (e.g. newspapers, TV, clocks, watches, money, house number, bus number, school ruler )  Teacher, you can begin the discussion by showing one object with numbers in it (e.g.: a clock) Ask “What numbers are used in this clock”? “What do those numbers tell us?”, “What would happen if a clock does not have numbers?”, “What would happen if we didn’t know how to read a clock? ‘”Encourage the groups of children to have a similar discussion and write the list of objects or places as they discuss them. They can also choose one object and draw it to show how the numbers appear in it.  Teacher, after a while, allow the groups to show their work.

Review 2

IRI Mathematics Grade Two

32

“THE LAND OF NUMBERS”

LESSON 9 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises on the chalkboard.

A. B. C.

4+2= 2+6= 9+1=

THE CHILDREN: Copy the addition exercises with the flower.

Need 45 counters each. (a pouch of counters each)

2. PART 1: During the Audio Programme Counting by 10’s and 1’s. (counters) 0000000000 10 0000000000 20 000 21 22 23 0000000000 10 0000000000 20 0000000000 30 00000 31 32 …35

Oral Addition and Subtraction (counters)

Addition Equations (exercise book)

0000000 000000 7+6=

A. 4+2=

000000000000 12 – 8 =

B.

Writing Numbers (exercise book)

476

300

483

500

494

100

2+6= 00000000000000000 0 18 – 9 =

C.

0000000000 10 0000000000 20 0000000000 30 0000000000 40 0000 41…44

9+1=

Song:  Physical Activity: 

IRI Mathematics Grade Two

Writing Numbers (exercise book)

33

“The Spider Song” “Physical Exercises”

“THE LAND OF NUMBERS”

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

……………………...

10 min Counting by Tens and Ones. Identifying the Ones.  Teacher, for this activity each child needs a pouch with 35 counters (or each group of children sitting together can use 35 counters). Explain that they are going to count their counters by “tens” and “ones”.  Tell the children to take away 35 counters and put them in a group. Observe whether the children are counting each counter one by one to have the group of 35 counters or if they are using different strategies.  Tell the children to put those counters (35) in groups of TENS.  Then ask them: “Are all your counters in a group of TEN?” (no) “How many groups of ten do you have?” (3) “How many counters are not in a group of ten?” (5)  With the children, count all the counters like this: TEN, TWENTY, THIRTY, THIRTY-ONE, THIRTY-TWO, THIRTY-THREE, THIRTY-FOUR, THIRTY-FIVE.

 Discuss with the children the strategies of “counting one by one” and “counting by tens and ones”. Ask “Which strategy is faster?”, “Which one is easier?”, “Why?”  Teacher, continue counting by ten’s and one’s: Ask the children to put 2 groups of ten counters and 2 loose counters on their tables. Ask them to 10 min count them (ten, twenty, twenty-one, twenty-two). Continue this way with 10 and 8, 20 and 9. Allow the children to go faster as they become comfortable counting by tens and ones.

Colouring the Boundary and the Interior of a Shape (region)  Teacher, draw two shapes on the chalkboard (see box). While you draw these shapes on the chalkboard, ask the children to copy them into their notebooks.  Ask them to look at the boundary of the two shapes and tell you about them (what do they look like… both are closed).  Ask them to move their finger along the edge (contour) of the closed shapes. Discuss how their finger starts at “a point” and keeps moving until it reaches the same “point”, making a closed line.  For each shape, tell them to colour the boundaries (contour) of the shapes with one color and the interior with another colour.  Encourage them to write “boundary” (contour) and “interior” in the appropriate coloured parts of each shape For the next lesson, you will need 9 groups of 10 sticks each, and each child will need their pouch of counters (20 counters each).

Lesson 9

IRI Mathematics Grade Two

34

“THE LAND OF NUMBERS”

LESSON 10 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) You will need 9 groups of ten sticks for After-Audio Programme. (b) Copy the following exercises on the chalkboard.

A.

ooooo

B.

oooo

THE CHILDREN: Need 20 counters each. (a pouch of counters each)

2. PART 1: During the Audio Programme Oral Addition and Subtraction (counters) 000000000000000000 18 – 9 = 000000000 000000000 9+9= 00000000 0000000 8+7= 0000000000000 13 – 4 000000000 00000 9+5=



IRI Mathematics Grade Two

Song:

Addition Problems (oral)

Writing Numbers (exercise book)

2+1

543

Reading Numbers (chalkboard and exercise book) A.

521

3+4

519 7+2

B.

832

“March of Numbers” 35

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min Colouring the Boundary and the Interior (inside) of a Shape (region)  Teacher, you will need: Shapes made of cardboard. They can be a square, a rectangle, a triangle and a circle.  Give each group of children ONE shape (square or rectangle or triangle or circle).

Encourage each group to look at the shape, mark “a point” on the boundary (contour) and move their finger along the boundary, stopping at the point they marked (beginning “point”). Tell them to pass their hands by the interior of the shape and say the name of the shape.  Teacher, go around the groups and ensure the children are experimenting with the shape.  After a while, ask each child to make a drawing of the shape and colour its boundary and its interior using different colors. Ask them: “Is the boundary (contour) of that shape an open or closed line?”  Invite one child from each group to come in front of the class and show the boundary and the interior of their shape. Ask the child to give the name of the shape. Allow the other children to ask questions about each shape.

10 min Counting Objects or Counters by Tens and Ones  Teacher, have 9 bunches of ten sticks each ready on your table, in front of the class.  Explain that, as a group, you will count BY TENS the bunches of sticks as you show them, and then continue counting BY ONES with the help of the counters that each child has.  Begin with 30 and 8. You, teacher need to have 3 bunches of ten sticks and the children need to have 8 counters. Teacher, show them the bunch of sticks and count: Ten, twenty, thirty. Then ask each child to show one counter and say: Thirty-one. Next ask each child to show two counters and say: Thirty-two. Keep counting this way until you reach thirty-eight. End this 3exercise by asking: “How many counters do we have all together?” (38)  Explain to the children that you have the TENS and they have the ONES.  Continue counting this way with the following exercises: 60 and 9, 90 and 8, 70 and 6, 50 and 1 Copying Vertical Addition for Homework  Teacher, copy the following exercises on the chalkboard and ask the children to copy 5 min them into their exercises books to complete for homework: 24 46 + 15 + 32 For the next lesson, you will need 64 sticks.

IRI Mathematics Grade Two

36

52 + 45

61 + 25 Lesson 10

“THE LAND OF NUMBERS”

LESSON 11 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) You will need 64 sticks for the After-Audio Programme. (b) Copy the following exercises on the chalkboard.

A.

oo

B.

oooo

THE CHILDREN: Should not copy the exercises.

2.

PART 1: During the Audio Programme Oral Addition (oral)

Addition Problems (oral)

6+ 9=

Counting by 10’s and 1’s (chalkboard)

3+1=

A.

4+2=

B.

Writing Numbers (exercise book)

Oral Addition and Subtraction (oral)

538

6+9

562

7+6= 8+4=

124

6+3= 9+7=

153

15 – 8 9+9 16 – 7

179  

IRI Mathematics Grade Two

Poem: Song:

“Biscuits” “I Would Fly” 37

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Checking the Homework (vertical addition) 5 min  Teacher, invite four children to show, on the chalkboard, their answers to the homework exercises. Ask them to show how they got each answer. While they explain, ask the rest of the class to correct their homework.

Reading and Writing Numbers of Three DIGITS  Show the children the number flash cards, 3, 8 and 4 SIDE BY SIDE to make 10 min the number 384. Ask them to read the number (three Hundred Eighty-four).

Teacher, make sure that children are not using the word “and” when reading.  Ask the children to write the number 384 in their exercise books. If the children are using chequered-line exercise books, make sure that each digit is written in a separate square.

Discuss how the number “384” is written. Demonstrate on the chalkboard and explain how 384 520 712 993 384 is written (three, eight, four). When you read place emphasis on the word HUNDRED (three HUNDRED, eighty-four).

670 125 678 890  Ask the children to look at the number they have written and ask them: “How many DIGITS does 384 have”? (three digits)  Do the same for the remaining numbers in the box (see box). For each number, explain how each number is read and how it is written.

Estimation and Counting by Tens and Ones to Verify  Have ready a bunch (group) of sticks or counters (no more than 64) and put 10 min them on a table in front of the class. Some of them can be in bunches of TEN sticks (e.g. 4 bunches of ten sticks each and 24 loose sticks).  Invite the children to look at the sticks or counters and THINK (guess) the number of sticks that are there altogether. Ask the children: “Do you think there are more than 5 sticks?”, “Are there more than 20 sticks?”, “Are there more than 100 sticks? Tell the children to write the number that they are thinking in their exercise books and to remember it. You may also write all their ‘guesses’ on the chalkboard.  Ask the children: “How can we check?” “Will it be faster to count one by one or by tens?”

(As a group, decide how you will count the sticks, and if necessary, count using both ways).  Invite the children to count the sticks. (or counters) Write this number on the chalkboard.  Ask them: “How close were you?”, “Were you nearly right?” Change the number of sticks in the bunch or group (no more than 70) and repeat the activity. *For the next lesson, you will need the following shapes cut out of cardboard: rectangle, square, triangle, and circle.

Lesson 11

3

8

4

IRI Mathematics Grade Two

38

“THE LAND OF NUMBERS”

LESSON 12 1. BEFORE THE MATHEMATICS CLASS TEACHER:(a)Have the following shapes made of cardboard: Rectangle, Square, Triangle & Circle. (b) Copy the following exercises on the chalkboard:

A. B.

100 500

200 600

300 700

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

400 800

C. D. E. F. G.

743 930

742 640

740 420

580

THE CHILDREN:

32 + 56

6 -2

67 +11

9 -3

4 +5

8 -4

Need to copy the exercises with the flower.

Should have 20 counters each for the After-Audio Programme.

2. PART 1: During the Audio Programme Rote Counting (oral)

100 to 500

Reading Numbers (chalkboard)

A. 100 200 300 400

100 to 1000 B. 500 600 700 800

 

IRI Mathematics Grade Two

Counting by 10’s and 1’s (chalkboard)

Reading Numbers (chalkboard)

Addition Equations (exercise book) 3 + 1 + 2=

C.

F. 743

742

740

G. 930 580

640

420

3 + 5 + 0=

D. E.

3 + 0 + 7=

Column Addition and Subtraction (exercise book) 32 + 56

6 67 - 2 +11

9 -3

4 +5

Song: “March of Numbers” Physical Activity: “Physical Exercises” 39

“THE LAND OF NUMBERS”

8 - 4

3.

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

5 min

 Teacher, continue reading the exercises with the chick. Ask the children to copy and find the answer to each exercise.

32

oo

+ 56 6 - 2

oooooo 67 +11

9 4 -3 +5

12 OOOOOOOOOO OO 1 of tens and 2 ones

8 -4

10 min Grouping Objects (counters) in Tens and Ones  Teacher, ensure that each child has his/her pouch of counters. Ask them to put 12 counters in a group or row, close to them. Tell them to answer the following questions: “Do you have the 12 counters in a group (or row)?”

“How many groups of TENS and ONES can you have with those counters?”  Encourage the children to show one group of tens and the two loose counters. Walk around the class to help students who need it. The counters may also be organized in rows.  Ask them again: “How many groups (rows) of tens and ones do you have?” Continue the same way with the following numbers of counters: 15, 18, 14, 17. Encourage the children to recognize the number of tens and ones by looking at and reading the numbers. Also encourage them to say how the numbers are written (12 is written “one, two”).

10 min Showing the Boundary, Interior (inside) and Exterior (outside) of a Shape (region)  Teacher, you will need: Shapes made of cardboard. They can be a square, a rectangle, a triangle and a circle.  Take one of the shapes (Triangle or Square or Rectangle or Circle) and show it to the class. Ask them to say the name of the shape.  Invite one of the children to come to the front of the class and show the BOUNDARY, the INTERIOR (inside) and EXTERIOR (outside) of the shape. Allow the other children to ask him/her questions about the shape and help the child to answer. Encourage them to use the words “boundary”, “interior”, “exterior”.  Continue the same way with the other shapes.  To close this activity, ask them: “Are the boundarys of these shapes ‘closed lines’?” (Yes)  Ask them to explain why they are closed lines. Ask “Can you colour the interior of each shape?” (yes) “What about the exterior?” (no boundary is showed and if they colour will not know where to stop). Allow them to explain why. Ask them to colour the shapes as homework. *For the next lesson, you will need 40 counters for each group of children, or a pouch of counters.

Lesson 12 IRI Mathematics Grade Two

40

“THE LAND OF NUMBERS”

REVIEW OF WEEK 3 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review three is to identify: - The children’s ability to write and read three digit numbers.

- Their interest in the melody and lyrics of the song “March of Numbers” - The children’s ability to match the tens and ones digits of a number to the row of counters.

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and the After -Audio sessions this week.

The materials needed this lesson -

IRI Mathematics Grade Two

Children:

Exercise books and pencils.

Teacher:

Forty counters for each group of children or a pouch of counters.

41

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities Three Digit Numbers Tell the children to get their exercise books and pencils ready.

1 3 8 4 1 5 2 0 1  Ask them to write 384. Ensure that each digit is written in a separate 10 min square, and that the three digits are written side by side. Ask them the following questions: - “How did you write three hundred eighty-four?” (three, eight, four) - “Read that number” (three hundred eighty-four) - “How many digits does that number have?” (three)  Repeat this exercise with the following numbers: CHORUS: On we go marching along, 520 712 993 670 Marching along, marching along,  Teacher, remind the children that as they write the numbers in their exercise books, they On we go marching, marching should be sure to leave a space. along we go.

Recall the Song 5 min VERSE: We would count from one to ten,  Tell the children that you are going to review the song ‘March of Numbers” One to ten, one to ten,  Read the lyrics to the song to them, aloud, so that they are clear on all the We would count from one to ten, words.

Join us my friend.  Ask them to sing the song with you.

One, two, three, four, five, R

E

V

I

E

W

3



Six, seven, eight, nine, ten (twice)

Regrouping Counters by Tens and Ones  Organize the children in PAIRS. Each pair needs to have 40 counters or a pouch of counters.

15 min  Explain to the children that we’ll make groups of tens and ones by putting the counters in ROWS.  Tell each pair of children to have 23 counters in a group. Encourage them to verify the number of counters (23). Write 23 on the chalkboard. Then ask them: - “How many rows of ten counters can you make with twenty-three counters?” (2) - “How many loose counters will be left?” (three)  Ask the children to show the two rows of tens and the three loose counters in the third row.

Help the children in this task.  The children can also draw the two rows of tens and three loose counters in their exercise book.  Continue to do the same with a group of 19 counters, then with a group of 37 counters.

Check the worksheets to see the children’s progress and give special attention to those who need it. You may also want to keep a record of their work.

Review 3

IRI Mathematics Grade Two

42

“THE LAND OF NUMBERS”

LESSON 13 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, including the drawings, on the chalkboard.

A. B. C. D.

200 100 0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

700 500 0 0 0 0 0

0 0 0 0 0

500 700

4–1=

900 100

5–2=

0 0 0 0 0

3–2= 6–5=

0 0 0 0 0

5–3= E.

0 0 0 0 0

0 0 0 0 0

F. G.

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

710 930

0 0 0 0 0

THE CHILDREN:

0 0 0 0 0

720 540

730 460

740 370

Copy only the exercises with the flower.

Need to have 20 counters each or pouch of counters for the After-Audio Programme.

2. PART 1: During the Audio Programme Oral Addition and Subtraction (oral) 4+5= 9–2=

Role Counting (oral)

100 to 1000 100 to 1000

8–3=

Subtraction Equation (exercise book)

Writing Numbers (chalkboard) 420 430 450 410

4–1= 5–2= 3–2=

3+5=

6–5=

7–4=

620 540 670 790

5–3=

6+3=

 

IRI Mathematics Grade Two

Reading Numbers Counting by 10s and 1s (chalkboard) A. B.

200 100

700 500

500 700

900 100

710 930

720 540

730 460

740 370

C. D. E. F. G.

Song: “Let’s Make Music” Physical Activity: “Physical Exercises” 43

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min Review of the Homework  Teacher, invite some of the children to come to the front of the class and share their drawings. Ask them to discuss how they coloured the boundary, interior and exterior of each shape. Allow the other children to ask questions to make sure they understand the concepts of “boundary”, “exterior” and “interior” related to a shape (region). Encourage the children to use these words when talking about their drawings.  While these children come to the front of the class, allow the rest of the class to correct their homework.

Grouping Objects (counters) in Tens and Ones 17  Teacher, ensure that each child has his/her pouch of counters. Ask them to put 10 min 17 counters in a group, close to them.

OOOOOOOOOO  Ask the children: “Do you have the 17 counters in a group?”, “How many groups OOOOOOO of TENS and ONES can you have with those 17 counters?” Encourage the children to form 1of tens and 7 ones groups (rows) of tens and ones. Walk around the class to help any children who may need it.  Ask them again: “How many groups (rows) of tens and ones do you have?” (1 group of ten and two ones)  Continue the same way with the following numbers of counters: 18, 12, 19, 11. Encourage the children to identify the number of tens and ones present in each exercise, either by looking at the number, by reading it, or by saying how it is written.

Making Patterns with Sounds 10 min  Ask the children to listen carefully to the following sound pattern: Make a sound with two sticks, making the same sound twice. Follow with a sound made by hitting one stick on the teacher’s table. Follow with the sound with two sticks again (twice), sound of one stick hitting the teacher’s table, … Stop suddenly and ask which sound would come next sound with two stick, (sound with the two sticks - twice). twice, sound with one  Ask one of the children to repeat the same sound pattern. Then ask the other children to stick on the table once, describe the pattern (sound with two sticks twice, sound with one stick on the table once). …  Ask each group of children to create one or two patterns using sounds using their hands, fingers, mouth or objects. Give them a few minutes for this, and walk around the class to help them.  Invite some of the groups to show the pattern they created. Allow the other children to ask questions about the pattern or describe the pattern. *For the next lesson, you will need 9 groups of 10 sticks ready.

Lesson 13

IRI Mathematics Grade Two

44

“THE LAND OF NUMBERS”

LESSON 14 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 9 groups of ten sticks ready for the After-Audio Programme. (b) Copy the following on the chalkboard.

A. B.

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

2+4+1= 1+3+4+2= 2+8=

0 0 0 0 0

3+2+4= 2+7= 2+3+1=

THE CHILDREN: Should not copy the exercises.

Should have 20 counters each.

2.

PART 1: During the Audio Programme

Rote Counting (Oral)

100, 200, 300, 400, …

Group Objects by 10’s (counters) 0000000000000000 0000000000 000000

Writing Numbers (exercise book)

16 1 tens 6 ones

250

Counting by 10s and 1s (chalkboard)

A.

oooooo

46

148

00000000000000000 17 0000000000 1 tens 0000000 7 ones

390

B.

ooo

53

3+6= 5+2= 8–4=

0000000000000000000 19 0000000000 1 tens 000000000 9 ones

IRI Mathematics Grade Two

9+1= 6–5=

1000

 

Oral Addition & Subtraction (oral)

Addition Equations (oral)

2 + 4 + 1= 1+3+4+2= 2+7= 2+8= 2 + 3 + 1=

9–3=

Song: Physical Activity: 45

“March of Numbers” “If you’re Happy”

“THE LAND OF NUMBERS”

3.

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

5 min

Continue Adding Numbers Teacher, follow the instructions given by the radio teacher and solve the exercises with the chick.

Keep Counting Counters by Tens and Ones (up to 99) 5 min  Teacher, each child should have 9 counters in front of them and you need to have 9 bunches of ten sticks each on your table, in front of the class.  Explain that all of you will count BY TENS the bunches of sticks that you will show them and continue counting BY ONES using the counters that each child has. Begin with 30 and 4.

You, teacher need to have 3 bunches of ten sticks and the children need to have 4 counters.

Teacher, show them the bunches of sticks and count: Ten, twenty, thirty. Then each child shows one counter and says: Thirty-one, shows two counters and says: Thirty-two keep counting until you reach Thirty-four. End this exercise by asking: “How many counters do we have all together?” (34)  Explain to the children that you have the TENS and they have the ONES.  Continue counting this way for the following exercises: 20 and 8, 60 and 7, 80 and 5, 90 and 9. Every time you begin a new exercise (20 and 8) ask them: “How many tens (groups of ten counters) do I need to have?” (2), “How many ones do you need to have?” (8)

23 36 9 8 + 45 + 21 - 5 - 1

Drawing a Circle and Colouring it’s Interior 10 min  Tell the children to have a blank page and their pencils ready. Ask them to draw a shape called a CIRCLE. Observe how they are drawing (sketch, use of coins, use of round counters, etc.) Allow them to draw how they think a circle should be.  Discuss how these drawings can be improved so that they look more like what a CIRCLE looks like.

Teacher, if the children did not use round objects (coins, corns, base of a cup, round eraser, etc.) to draw, you can suggest this to them. Tell them not to erase what they already drew, but that they can improve their drawings with the help of a round object.  Ask them: “Which of your drawings is closest to a circle?” Tell them to write the name CIRCLE below that drawing and mark the boundary of the shape (the one they think is closest to a circle) and colour its interior.

Copying Exercises for Homework (addition and subtraction) 5 min  Teacher, copy on the board the exercises from the box. Tell the children to copy these exercises into their books and finish them for HOMEWORK. Lesson 14

IRI Mathematics Grade Two

46

“THE LAND OF NUMBERS”

LESSON 15 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following box, including the kitten, on the chalkboard.

A. 301 725 408 163 907 B. C. D.

THE CHILDREN:

E.

Should not copy the exercises.

Should have 15 counters each.

2. PART 1: During the Audio Programme Oral Addition & Subtraction (oral)

Grouping Objects by 10s and 1s (counters)

Counting by 100’s – Using the Word “Hundreds” (chalkboard)

5–2=

A. 301 725 408 163 907

1+7=

11 1 tens 1 one

B. C.

3+0=

19

17

E.

6–3=

IRI Mathematics Grade Two

16

D.

7–1=

 

Counting by 10s and 1s (exercise book)

18

2+4=

000000000000000 15 1 tens 0000000000 5 ones 00000 00000000000 0000000000 0

Reading Numbers (chalkboard)

Song: “The Children’s Song” Physical Activity: “Physical Exercises” 47

“THE LAND OF NUMBERS”

3.

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

10 min

Checking Homework  Tell the children to exchange their homework with another student to check the exercises. Ask the children to review the exercise and mark them (right, wrong) and give them back to their owners.  Then, ask four children to solve the exercises on the chalkboard. Allow them to use drawings of counters, fingers or other objects to find the answer to each exercise.  Ask the other children to check the exercises again to see if their partner checked their homework correctly.

Emphasize the word HUNDRED. 100: One Hundred 200: Two Hundred

A A B A A B A A B ..

5 min Writing Numbers and Reading  Tell the children that you are going to say a number and they will write in their exercise books.  Ask the children to write the following numbers: 100 200 300 400 500 600 700 800 900  Ask the children to say how each number is written. Ask one child to say how “100” is written (one, zero, zero or one, double zero). Then ask another child for “200”, and so on until 900.  Have the children read the numbers aloud, and pay attention to the way they say them (see box) Reading Patterns and Saying What Comes Next 10 min  Teacher, copy on the chalkboard the pattern shown in the box. Remember that all the children need to be able to see it clearly. (Make each drawing large enough for each student to see).  Ask the children: “What kinds of lines do you see on the chalkboard”? (closed line, closed line, open line, etc.)

“In this pattern, what do you think would come next?" (closed line)  Teacher, now copy the other pattern (see other box) on the blackboard.  Ask the children: “What do you see on the chalkboard now”? (letters) Ask the class to read those letters.

“What do you think would come next?” (A A)  Ask the children to work in pairs and “create” other patterns. Then, ask some of the children to share their patterns with the class and explain them.

Lesson 15

IRI Mathematics Grade Two

48

“THE LAND OF NUMBERS”

LESSON 16 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following on the chalkboard.

A. B. C. D.

THE CHILDREN:

E. 976 804 728 697 509

Should NOT copy the exercises.

Should have 15 counters each or their pouch with counters.

2. PART 1: During the Audio Programme Addition and Subtraction (oral) 1+9= 2+6= 2–1= 4–0=

Counting by Hundreds (chalkboard and exercise book)

Writing Numbers (exercise book)

429

A.

E.

286

976

583

804

C.

768

728

D.

891

509

B.

3+4= 5–2=

Reading Numbers (chalkboard)

 

IRI Mathematics Grade Two

Counting by 10s and 1s (exercise book) 26 29 28

Song: “Let’s Make Music” Physical Activity: “Physical Exercises”

49

“THE LAND OF NUMBERS”

3.

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

11 OOOOOOOOOO O 1 row of ten counters and 1 counter

Grouping Objects (counters) in Tens and Ones  Teacher, ensure that each child has his/her pouch of counters. Ask them to put 11 counters in a group, close to them.

10 min  Ask: “Do you have the 11 counters in a group?”

“How many groups of TENS and ONES can you have with those 11 counters?”  Encourage the children to form groups (rows) of tens and ones. Walk around the class to help the children in this task.  Ask them again: “How many groups (rows) of ten counters do you have?” “…and ones?”

(1 group of ten counters and one counter)  Give the same instructions for the following numbers of counters: 15, 13, 12, 14. Encourage the children to try and identify the number of tens and ones each time by saying how the numbers are written.

Describing a Triangle and a Circle 5 min  On the chalkboard, draw a large triangle and describe it as you draw it. “I am drawing a shape with three straight sides. Look, it has three “corners” too. Ask the children to repeat the process of drawing this shape, in the air, using their fingers.  On the chalkboard, draw a large circle and describe it as you draw it. Ask the children to repeat the process by drawing this shape in the air, using their fingers.  Tell the children to draw both shapes in their exercise books and colour them.  HOME WORK: Teacher, tell the children to identify objects in their homes that have triangular and circular shapes. Tell them to draw one object for each shape in their exercise books as homework.

967 Nine HUNDRED sixty-seven

806 Eight HUNDRED six

Reading and Writing Three Digit Numbers 10 min  Teacher, tell the children to write in their exercise books the numbers that you are going to tell them. Begin with 967 (Nine HUNDRED sixty-seven).  Ask the children: “How did you write nine HUNDRED sixty-seven?” (nine, six, seven).  Then ask them to read that number aloud (Nine HUNDRED sixty-seven).  Continue with the following numbers: 806, 827, 796, 509.

Lesson 16

IRI Mathematics Grade Two

50

“THE LAND OF NUMBERS”

REVIEW OF WEEK 4 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review four is to identify: - The children’s knowledge of the melody and lyrics to “The Children’s Song” - The children’s ability to distinguish between interior, exterior and boundary (contour) of a given shape.

- The children’s ability to recognize and create patterns There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for today -

IRI Mathematics Grade Two

Children:

Exercise books, pencils and crayons

Teacher:

Lyrics for “The Children’s Song”

51

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities

Exterior

5 min Recall the Audio Programme  Tell the children that you are going to review ‘The Children’s Song”  Read the lyrics to the song to them, aloud, so that they are clear on all the words.  Ask them to sing the song with you.

10 min

Interior

Boundary

Interior, Exterior and Boundary (contour) of a Shape  Ask the children to draw a circle and colour the boundary (contour) with one colour, the interior with another color and the exterior with their pencil.  Have them write the words ‘boundary’ (or ‘contour’), ‘interior’, and ‘exterior’ in the appropriate locations on their drawing.

Patterns 15 min  Teacher, organize the children in pairs. Tell them that they are going to shake each others hands according to the instructions you give them.  Ask each pair to follow your instructions: Say “Pair of children, shake with your right hands, shake with your left hands, shake the left hand with right hand.”  Ask each pair to repeat this pattern: shake with your right hands, shake with your left hands, shake left hand with right hand.

Observe that each pair is making the right pattern.  Then, incorporate a change in the pattern. Ask the pairs of children to repeat the pattern, but every time they move their hands they need to say “right hand” or “left hand” respectively. Discuss with them the difference of these two patterns (the last pattern incorporates sound).

Check the worksheets to see the children’s progress and give special attention to those who need it.

Review 4

IRI Mathematics Grade Two

52

“THE LAND OF NUMBERS”

LESSON 17 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercises, with the drawings of the flower and the cat, on the chalkboard.

472 + 325 7 + 2

532 + 246 9 - 4

A.

641 + 230

5 +3

7 -3

5 -5

B. C.

2 +6

D.

THE CHILDREN: Copy the exercises with the flower.

Should have 15 counters each for during the Audio Programme.

Should have colours. (crayons)

E. F. G.

2. PART 1: During the Audio Programme Addition (oral) 400+ 1 = 400+ 2 =

Column Addition (exercise book) 472 + 325

Column Addition & Subtraction (exercise book) 7 +2

9 -4

5+4–2=

400+28 =

9–4+3= 532 + 246

5 +3

7 -3

7+3–3=

2 +6

400

B. C.

IRI Mathematics Grade Two

Song:

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

0 0 0 0 0

000000000 000

9+3= 00000000 00000

D.



0 0 0 0 0

8+3=

300

A.

400+71 = 5 -5

0 0 0 0 0

0 0 0 0 0

00000000 000

500 641 + 230

0 0 0 0 0

Oral Addition (counters)

Counting by 100s (chalkboard)

4+2–1=

400+ 3 = 400+10 =

Oral Addition & Subtraction (oral)

H.

0 0 0 0 0

200

8+5= 0000000 0000

Counting by 10s and 1s. (chalkboard)

E.

00

F.

00000 45 45 – 5 = 40

G.

0 51 51 – 1 = 50

H.

000 43 43 – 3 = 40

7+4=

“The Days of the Week” 53

32 32 – 2 = 30

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Saying the Aproximate Number of Children in Our Class - Estimation  Tell the children: “Look at the children around the class and think about how many children there are all together. Write that number in your exercise book.”

Teacher, as a strategy to improve the children’s ability to approximate the number of children, ask them: “Are there more than 10 children?”, “Are there more than 15 children?”

“Can you say that there are less than a 50 children?”  After this discussion ask the children to think about the number of children that there are in the class, and to write this number in their exercise books again.  Teacher, ask the children: “How can we know how close you are?”, It’s possible that the children will suggest counting one by one. After the class does this, allow the children to form groups of tens and count by tens and ones. Write the number on the blackboard. The children should see that both ways of counting give the same number of children. As a class, discuss which way they think is easier.  At the end ask them: “Which of you were close?” “How close?” (verify the students answers)

Interior Boundary

Exterior

3+2–1= 2+6–3= 8–5+4= 7+1–1=

5 min Colouring the Interior, Exterior and Boundary (contour) of a Triangle  Teacher, draw a triangle on the chalkboard (see box) and ask the children to copy it in their exercise books.  Using their crayons, tell the children to colour the INTERIOR (inside) of the triangle with one colour, the EXTERIOR (outside) with another colour, and trace the CONTOUR with a third colour. Write these names (interior, contour and exterior) on the appropriate parts of the triangle.

5 min

Answering to Combined Addition and Subtraction Exercises – Homework  Teacher, on the chalkboard, copy the exercises that are in the box. Ask the children to copy them into their exercise books.  As a class, find the answer to the first exercise: (3 + 2 – 1 =). Use counters, fingers or drawing circles as strategies to find the answer. Encourage the children to use their own way of finding the answer to each exercise. Tell the children to complete the remaining exercises for homework.

For the next lesson, you will need 12 sticks, each the same length, for each group of children.

Lesson 17

IRI Mathematics Grade Two

54

“THE LAND OF NUMBERS”

LESSON 18 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 12 sticks of the same length for each group of children, for the After-Audio Programme. (b) Copy the following exercises, with the cat and the flower, on the chalkboard.

346 + 521

A.

380 + 416

240 + 630

816 + 172

B.

THE CHILDREN:

C.

Should copy only the exercises with the flower.

2. PART 1: During the Audio Programme Problemsubtraction (oral)

Addition and Subtraction (oral)

8–3

7–3+2=

5–1

4+5–1=

4–3

8–4+4=

Column Addition (exercise book)

346 + 521

Counting 10s and 1s Oral Subtraction (chalkboard)

A.

63 63 – 3 = 60

380 + 416

8+1–3=

240 + 630

6+2–4=

B.

84 84 – 4 = 80

C.

76 76 – 6 = 50

816 + 172

 

IRI Mathematics Grade Two

Song: Physical Activity: 55

Subtraction (oral)

Oral Addition (oral)

31 – 1 =

300 + 40 =

42 – 2 =

500 + 20 =

22 – 2 =

800 + 49 =

56 – 6 =

200 + 53 =

98 – 8 =

700 + 70 =

“The Children of Guyana” “Monkey See Monkey Do” “THE LAND OF NUMBERS”

3.

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

3+2–1=4 OOO OO = 4 2+6–3=5 8–5+4=7 7+1–1=7

Reviewing Homework 5 min  Tell the children that they are going to work in PAIRS to correct their homework. Tell them to switch their exercise books with their partner and mark each exercise using the usual marks for “right” and “wrong”. Give them a few minutes to do this and ask them to give back the exercises books to their owners.  Ask one of the children to READ the first exercise, including the answer. Ask the class: “Is three plus two minus one equal to four?” Allow the children to verify their answers using fingers or by drawing circles. Then, tell each child to look at the exercises that their partner marked and correct it if needed.  Continue marking the remaining exercises in the same way.

Comparing Lengths – Longer Than, Shorter Than, Same Length.

5 min  Teacher, invite each pair of children to look around the class and choose the following objects according to the instructions: - Two objects of different length and say which one is “shorter” or “longer”.

- Two objects of the same length.  Ask them to describe the lengths of each pair of objects. Encourage them to use sentences such as: “… is shorter than …”, “...is longer than...”. or “… has the same length ” Ask them to show you the length of each pair of objects and the difference in length between them.

10 min Explaining the Characteristics of a Triangle, a Square and a Rectangle  Teacher, you will need 12 sticks of the same length for each group of children.  Organize the class in groups and give each group twelve sticks. Explain to them that they will make shapes using these sticks, and that they need to use all of the sticks every time they make a shape.  Using the 12 sticks, ask them to make triangles and see how many triangles they can make. (4 triangles). Encourage them to discuss and identify the characteristics of the triangles they made. Ask them: “Can you use more than one stick as a side of a triangle?” (yes) “Can you make one triangle with the 12 sticks?” (yes). Ask them to show you this (four sticks per side)  After a while, allow the children to make squares with the 12 sticks and count the number of squares they made (three). Ask them: “Can you make one square with the 12 sticks?” (yes). Encourage the children to show this.  With the same 12 sticks, ask “How many rectangles can be made?” (two). The children need to remember the characteristics of a rectangle and make rectangles using the sticks.

Lesson 18 IRI Mathematics Grade Two

56

“THE LAND OF NUMBERS”

LESSON 19 1. BEFORE THE MATHEMATICS CLASS TEACHER: Copy the following exercise on the chalkboard.

740 + 213

67 + 21

A.

13 + 85

B. C.

THE CHILDREN: Copy only the exercises with the flower.

2. PART 1: During the Audio Programme Oral Subtraction (oral)

23 – 1 =

Column Addition (exercise book)

Writing Numbers (exercise book)

Oral Addition (oral)

740 + 213

416

100 + 45 =

270

200 + 46 =

67 + 21

521

600 + 56 =

780

100 + 15 =

43 – 1 = 48 – 1 = 79 – 1 = 66 – 1 =

13 + 85

Word Problems (oral)

7–4=

A.

9–5= B. C.

800 + 42 =

 

IRI Mathematics Grade Two

Counting by 100s, 10s and 1s (chalkboard)

Song: “On the Farm” Physical Activity: “Monkey See, Monkey Do” 57

“THE LAND OF NUMBERS”

3.

PART 2: the After-Audio Programme TEACHER: Facilitate the following activities 12 – 4 = 15 – 6 = 16 – 8 = 11 – 5 =

5 min Finding the Answer to Horizontal Subtraction  Teacher, copy the exercises from the box onto the chalkboard and tell the children to copy them into their exercise books.  Tell the children to find the answer to each exercise and write the answer next to the equal (=) sign. When finding the answer, encourage them to use their fingers, drawings of little balls or counters.

10 min

18 – 9 =

Describing a Pattern of Shapes  Teacher, draw the two rows of shapes on the chalkboard. (see the box)  Talk with the children about the shapes on the top row. Tell them, “the first shape is a circle.” Ask “What is the second shape?” (triangle), “What shape is the third?” (circle), “What shape is next?” (triangle), etc. Encourage the children to keep saying the names of the shapes that come next. Next… Ask them: “How many more can I draw?”  Teacher: Explain to the children that this is a PATTERN: Circle, triangle, triangle, circle, …  Tell the children to look at the next pattern (on the second row) and read it loud: Circle, _________________ triangle, triangle, circle, triangle, triangle…  Ask the children: “What shape comes next?” (circle), “How do you know it’s a circle?”  Tell them to look at the same shapes and ask: “Do you see another pattern in the same row?” (coloured, not coloured, not coloured, coloured, not coloured, not coloured, …)

Ask “What do you think could come next?” (coloured). Ask the children to copy this pattern in their exercise books and write the title ’PATTERN’.

Comparing Lengths: Longer Than, Shorter Than, Longest, Shortest 5 min  Teacher, draw a “pipe” in the horizontal position, on the chalkboard. Ask the children to copy this drawing in their exercise book. (The pipe can be of any length).  Next, ask them to use their pencil and ruler to draw a line underneath this pipe that is longer than the pipe. Then, underneath of this, draw a shorter line. Underneath of this, draw a shorter line. Underneath of this, draw a longer line.  Go around the class to help the children and to make sure that they are drawing the lines according to the instructions. The children can also use a string/rope to measure.  Encourage the children to look at all the lines they drew. Then, choose the longest line and colour it. Explain that longest means the one that is longer than all the others, and shortest means the one that is shorter than all the others. Ask the children to mark the shortest line. *For the next lesson, you will need cardboard triangles of different sizes and different lengths of sides.

Lesson 19

IRI Mathematics Grade Two

58

“THE LAND OF NUMBERS”

LESSON 20 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have cardboard triangles of different sizes and different lengths of sides ready for the After-Audio Programme. (b) Copy the following exercises on the chalkboard.

A.

73 + 15

207 + 431

750 + 146

B. C.

THE CHILDREN: Copy only the exercises with the flower.

2.

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

Word Problems (oral)

73 + 15

3 4 7

207 + 431

750 + 146

or or or

2 3 5

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

Reading Numbers (exercise book)

149

A.

321

B.

413

261

C.

342

138

956

567  

IRI Mathematics Grade Two

Song: “The Children of Guyana” Physical Activity: “Physical Exercises” 59

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 14 – 9 = 15 – 6 = 12 – 6 = 18 – 9 = 12 – 9 =

5 min Finding the Answer to Horizontal Subtraction  Teacher, copy the exercises from the box on the chalkboard and tell the children to copy them in their exercise books.  Ask them to point to the first exercise and read it aloud. Then, tell them to find the answer and write it in their exercise books. Allow them to use drawings of balls, sticks or use of their counters to find the answer.  Tell the children to solve the remaining exercises and compare their answer with a partner Check the exercise books to see the children’s progress and give special attention to those who need it.

10 min Showing Shapes with Parts of our Body  Teacher, show a triangle to all the children and ask “Which of you can make this triangle with your body?” (see the picture for some examples).  Ask some children to try and use a part of their body to make a triangle, while some children identify the shape and say its name.  Repeat this process, asking the children to show a square, a rectangle and a circle.

Encourage some children to think about how they can use different parts of their body to show these shapes, while other children identify the shapes and draw them in their notebooks.  Teacher, the children need to be careful when they are moving their body to make sure they do not hurt themselves (hands, feet, fingers, legs, etc.)

10 min Identify Characteristics of a Triangle  Teacher, have different triangles (pre-cut from cardboard) for the children to hold.  Ask each GROUP to look at and touch all the different types of triangles and think about how they are the same (all have: three sides, straight sides, three corners/points and are closed shapes).  Now ask them to think about how they are different (different sizes, some sides different lengths)  Have the children trace the outline of the pre-cut triangles onto their exercise book.  Discuss that even though they are different they are all triangles.

Lesson 20

IRI Mathematics Grade Two

60

“THE LAND OF NUMBERS”

REVIEW OF WEEK 5 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review five is to identify: - Their opinion on the melody and lyrics of the songs in the audio sessions - How the children are progressing with solving horizontal addition and subtraction There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this lesson -

Children:

Teacher:

IRI Mathematics Grade Two

61

Exercise books and pencils 20 counters for each or pouch of counters The lyrics for the songs from past weeks.

â&#x20AC;&#x153;THE LAND OF NUMBERSâ&#x20AC;?

Review activities TEACHER: Facilitate the following activities The Magic Number is Two I Would Fly Let’s Make Music The Spider Song March of Numbers If you’re Happy The Children’s Song The Days of the Week The Children of Guyana On the Farm

Audio Songs

10 min

 Discuss with the children the songs from the audio programmes. Write the list of the songs from the past weeks on the chalkboard. Ask the children: - “Which ones do they look forward to the most?”

-“Which makes them want to dance?”  Have a class vote on their favorite song and write these votes on the chalkboard.

Discuss the number of votes that each song got, and identify the song that is their favorite.

Addition and Subtraction Exercises 7+6=

5+7=

5+7=

9+4=

12 – 4 =

15 – 6 =

16 – 8 =

11 – 5 =

15 min



Teacher, copy the exercises shown in the box on the chalkboard. Tell the children to copy them in their exercise books and get their counters ready.  Solve the first exercise with the children. Discuss different ways of finding the answer: 7+6 = a) Use counters to show a group of 7 counters, another group of 6 and count all of them together (13) b) Make a group of ten counters by adding 3 to 7, then add 10 plus 3 (13) c) Keep 7 in their “head” and show six fingers to continue counting, saying “eight, nine, ten, eleven, twelve, thirteen”. d) Draw 7 little circles, then 6 more and count all of them together (13).  Encourage the children to find the answer to each exercise using mental calculation, counters, drawings or other strategies.

*For the next lesson, you will need a square and a rectangle cut-out of cardboard.

Review 5

IRI Mathematics Grade Two

62

“THE LAND OF NUMBERS”

LESSON 21 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have a square and a rectangle (cut from cardboard) ready for the After-Audio Programme. (b) Copy the exercises below, including the drawings, on the chalkboard.

374 + 312

A.

64 + 20

129 + 560

B.

THE CHILDREN:

C. D.

637

576

860

114 216

999

Copy only the exercises with the flower.

2. PART 1: During the Audio Programme Addition and Subtraction (oral)

Column Addition (exercise book)

Word Problems (oral)

Counting by 100s, 10s and 1s (chalkboard)

Reading Numbers (chalkboard)

D. 8+2–1= 8–6+6= 3+6–4= 8–2+3=

374 + 312

129 + 560

64 + 20

10

or

5

9

or 10

8

or 5

A.

340

B.

410

C.

320

576 860 114

9–5+5=

216 999

 

IRI Mathematics Grade Two

637

Song: Physical Activity: 63

“The Children of Guyana” “Physical Exercises” “THE LAND OF NUMBERS”

3.

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

231

10 min

Recognizing Hundreds, Tens and Ones  Teacher, tell a story to children: “Mr. Joe sells exercise books to schools. He sends exercise books in boxes. The big boxes have 100 exercise books each and each small box has 10 exercise books. He also sends by exercise books by ones”. Tell the children to order exercise books in groups. Allow one group of children to only order boxes of hundred exercise books, another group can only order the ten boxes and a third group the ones. Teacher, ask a child from the group ordering hundreds, the following: “How many boxes of hundreds would you like to receive?” (e.g.: 4) “How many exercise books do you expect to receive”? (e.g.:400) Then, ask a child from the group ordering tens, the following: “How many boxes of tens would you like to buy”? (e.g.: 2) “How many exercise books do you expect to receive?” (e.g.:20) Then, ask a child from the group ordering ones, the following: “How many exercise books would you like to buy?” (e.g.: 5) “How many exercise books do you expect to receive”? (e.g.:5)  Teacher, on the Chalkboard, write the order of exercise books (write the numbers on the dotted line) and draw the relative numbers of boxes and ones. (see box)  Ask the class: “How many exercise books are you going to receive?” Tell them to write that number on their exercise books.  Continue this way, allowing the children to place two or more orders. Tell the groups that they are also allowed to say that they don’t want to place a particular order. (this can be interpreted as ZERO) Describing a Rectangle and a Square - Vocabulary 10 min  Teacher, show a RECTANGLE made of cardboard or a drawing of it on the chalkboard to the class. Ask for the name of the shape (rectangle).  Ask one child to come in front of the class and point to the four sides (straight lines).

Talk about how two sides are longer than the other sides. Allow the children to verify.  Ask the children to identify the following: the interior (inside); exterior (outside); four corners/points;and the boundary/contour (a closed line containing the four sides)  Teacher, do the same for a SQUARE (four sides of the same length) Tell the children to draw a rectangle and a square in their exercise books, write their name of each shape, and colour the interior, exterior and boundary of each shape. *For the next lesson, you will need a string/rope.

Lesson 21

IRI Mathematics Grade Two

64

“THE LAND OF NUMBERS”

LESSON 22 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have a string/rope ready for the After-Audio Programme. (b) Copy the following exercises, including the cat and the flower, on the chalkboard.

A.

65 - 42

96 - 20

C.

32 - 21

D. B.

16 + 3

75 + 4

+

61 7

E. F.

THE CHILDREN: Copy only the exercises with the flower.

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

A. 65 - 42

96 - 20

Word Problem (oral)

B.

7–3 8–1

32 - 21

Column Addition (exercise book)

7–7

IRI Mathematics Grade Two

Area withNonstandard Units (chalkboard)

16 + 3

C.

425

75 + 4

D.

241

E.

430

61 + 7

 

Counting by 100s, 10s and 1s (chalkboard)

Song: Physical Activity: 65

F.

“The Canoe Song” “Sakiwinkie Monkeys”

“THE LAND OF NUMBERS”

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

1

10 min

Using Non-standard Units to Measure the Interior of a Rectangle - Area  Tell the children to turn to a blank page in their exercise books and write a title that says: Rectangle and number of little squares. You can write it on the chalkboard too.  Tell the children to draw a rectangle using the little squares in their checker line exercise books. This rectangle can be drawn using 3 little squares for one side and 2 little squares for the other side. (see box)  Ask them to look at the interior of their rectangle and count the number of little squares that are in there.  Ask the children: “How many little squares are there?” (6 little squares). Tell them to  colour the little squares.  Ask them to draw another rectangle. This rectangle can be: Two little squares by four little squares, or two little squares by one little square.

NOTE: Teacher, the non-standard unit to measure the area of a rectangle, in this case is “a little square”.

Measuring Lengths and Comparing Lengths – “Longer”, “Shorter”

10 min

 Teacher, draw a small rabbit and an outline of the same rabbit, but without its tail and whiskers on the chalkboard or a piece of paper (poster). The children need to measure the rabbit’s tail and the whiskers.  Tell the children to copy the outline of the second rabbit and finish this drawing by following these instructions: - Give the second rabbit a shorter tail than the first.

- Give the second rabbit longer whiskers than the first.

TEACHER: Encourage the children to use the piece of string/rope to measure the length of the tail or the whiskers.  Teacher, the children can also complete the outline by drawing a tail and whiskers of he same lengths. Allow them to colour their drawing. *For the next lesson, you will need different sizes of cardboard squares, rectangles, triangles and circles, and a bag.

Lesson 22

IRI Mathematics Grade Two

66

“THE LAND OF NUMBERS”

LESSON 23 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have many different sizes of cardboard squares, rectangles, triangles and circles. (b) Have a bag to put the shapes in. (c) Copy the following boxes, with exercises on the chalkboard.

A. 64 – 4 = 87 – 7 =

B.

83 + 6

C. D.

72 – 2 = 59 – 9 = 44 + 5

45 – 5 = 29 – 9 =

61 + 7

E. F.

THE CHILDREN:

G.

Copy only the exercises with the flower.

2. PART 1: During the Audio Programme Subtraction Equations (exercise book) 64 – 4 = 72 – 2 = 45 – 5 = 87 – 7 =

Oral Addition (oral)

Column Addition (chalkboard / exercise book) 83 + 6

7+8

Counting by 100s, 10s and 1s (chalkboard)

44 + 5

B.

7+4

59 – 9 =

61 + 7

29 – 9 =

 

IRI Mathematics Grade Two

D.

2 by 3 =

E.

3 by 2 =

F.

2 by 4 =

G.

3 by 4 =

A.

6+6 5+7

Area with Non-Standard Units (chalkboard)

C.

Song: Physical Activity: 67

“The Canoe Song” “Physical Exercises” “THE LAND OF NUMBERS”

3.

PART 2: After the Audio Programme TEACHER: Facilitate the following activities

10 min

Writing the Answers to Column Subtractions

30 - 20

69 - 48

24 - 12

61 - 11

 Teacher, on the chalkboard, copy the exercises from the box. Tell the children to copy The exercises in their exercise books and solve them.  Encourage the children to draw marbles for the ones and little boxes for the tens, or they may use their fingers to find the answer to each of them. Ensure that the children are writing the numbers in the correct columns (ones, tens).  Ask one child to read the whole first exercise, including the answer (thirty minus twenty is ten) and allow the other children say if the answer is correct or not. Make corrections if necessary. Check the other exercise in the same way.

10 min

Name the Shapes knowing their Characteristics  Teacher, you will need shapes made of cardboard: a square, a rectangle, a triangle and a circle. These shapes need to be in a cloth bag.  Tell the children to pay attention to the description of the shapes that you give as you draw them.  Draw a large square and describe it as you draw it. I am drawing a shape with four straight sides. Look, it has four corners. Each side is the same length.  Repeat the process as you draw a large rectangle, a large triangle and large circle. As you draw each shape encourage the children to copy you, using their finger to draw the shape on the table, or in the air.  Once you have drawn all four shapes, show the children the cloth bag full of shapes.  Choose a child to take out a shape. Before they show it to the class, help them describe it while using their fingers to identify each line or corner. It has straight sides. It has corners.

Encourage the rest of the class to guess the shape. Ask “Is it a square?”, “Is it a rectangle?” Tell them to point to the matching shape on the chalkboard  Repeat this exercise with different children.  Ask the children to draw a square, a rectangle, a triangle and circle as homework. *For the next lesson, you will need a rectangular piece of paper and a square sheet of paper for each pair of children in the class.

Lesson 2

IRI Mathematics Grade Two

68

“THE LAND OF NUMBERS”

LESSON 24 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have a rectangular sheet of paper and a square sheet of paper for each pair of children in your class for the After-Audio Programme. (b) Copy the following boxes of exercises on the chalkboard.

630

375

540

264

450 75 + 23

81 + 6

94 + 5

A. B.

THE CHILDREN:

C.

Copy the exercises with the flower.

2. PART 1: During the Audio Programme Column Addition (exercise book) 75 + 23

Word Problems (oral)

Reading Numbers (chalkboard)

6+5=

630

7+3=

375

81 + 6

94 + 5

5+4=

Counting by 100’s, 10’s and 1’s (chalkboard)

Area with Nonstandard Units (exercise book)

A.

309

B.

406

C.

701

4x2 2 x3

540 264

3x2=

450

 

IRI Mathematics Grade Two

Song: Physical Activity:

69

“The Canoe Song” “Monkey See, Monkey Do”

“THE LAND OF NUMBERS”

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

5 min

Reviewing Homework - Drawing Shapes  Write the following names of shapes on the chalkboard: Triangle, square, rectangle, circle. After each name leave a space.  Ask four children to draw the shapes above each name. Allow the class to give them instructions on how to draw the shape (e.g.:“Mary, draw the rectangle”, etc.)  Tell the rest of the class to check their homework. The children should look at the name of the shape and the drawing carefully.

Triangle

Using Non-Standard Units to Measure the Interior of a Rectangle – Area

1 1

10 min

 Tell the children to turn to a “blank space” in their exercise books and write a title that says: Number of little squares in a rectangle. You can write this title on the chalkboard too.Tell the children to draw a rectangle using the little squares in their checker line exercise books. This rectangle should be 4 rows of 2 little squares. (see box).  Ask them to look at the interior of their rectangle and count the number of little squares.  Ask the children: “How many little squares are there”? (8 little squares). Tell them to colour in those little squares.  Tell the children to turn to another ‘blank space’ in their exercise books. The next rectangles that they can draw are: Two rows of four little squares, three rows of three little squares (notice that this second shape is a square that has little squares in its interior).

NOTE: Teacher, the non standard unit used to measure the area of a rectangle, in this case, is “a little square”.

Comparing Lengths of the Sides of a Rectangle and a Square

5 min

 Teacher, this activity can be done in pairs. Each pair of children needs to have a sheet of paper that is in the shape of a rectangle, and another one that is in the shape of a square.  Ask the children to look at both shapes and say what is the difference between the two shapes (Rectangle: Not all sides are equal in length – 2 sides are short and two sides are long. Square: 4 straight sides that are all the same length)  Ask them: “How can you show me what you just said about the rectangle?”, “…and about the square?” (Folding the paper to compare the sides, using a cord/ruler to measure the sides, etc.) Allow the children to find diferent strategies to show this. *For the next lesson, you will need a Hundred Square (one large one or small ones for each child.

Lesson 24

IRI Mathematics Grade Two

70

“THE LAND OF NUMBERS”

REVIEW OF WEEK 6 Today we are going to review the work we have done during this week.

The main purpose of review six is to identify: - The children’s ability to recognize the tens and ones digits - The children’s ability to identify the interior and boundary (contour) of a shape There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and the After-Audio sessions this week.

The materials needed for this lesson -

Children:

Teacher:

IRI Mathematics Grade Two

71

A hundred square for each of them.

Exercise books and pencils A hundred square for the class.

The lyrics for “The Canoe Song”

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities 15 min 1

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Tens and Ones Digits - Hundred Square  Teacher, you will need the Hundred Square for this activity. If you have more than one Hundred Square, make as many groups of children as there are squares. If you only have one, work with the class as a whole.  Organize the children in groups or pairs according to the number of Hundred Squares that you have available (in case that you have a hundred square for the class, work with the whole class).  Ask one group of children to read the numbers in the Hundred Square, from 1 to 20 (1, 2, 3, … 10… 19, 20). Make them notice that those numbers are in ROWS. Ask another group to read the column of tens (10, 20, 30, … 100), and a third group to read the second column (2, 12, 22, 32, …. 92)  Have each group of children point to each number in the thirth column as they observe the ones digit and the tens digit of each number. Ask them: - “Do the ones digits of those numbers (2, 12, 22, 32, ..92) change?” (No) - “Do the tens digits of those numbers change?” (yes)  Teacher, copy the second column on the chalkboard and, with the children, identify the ones and tens digits of each number (observe changes in the tens digit: 2, 12, 22, 32, 42, etc. (0 tens, in the case of the number 2 which is also 02); 2 tens; 3 tens, etc)  Next, have the children observe the second row and find that this time the tens digit of each number in that column does not change, but the ones digit changes (11, 12, 13, 14, 15, 16, 17, 18, 19, 20 ).  Ask a group of children to show (represent) some of the numbers of the second column using counters or drawings of balls. Ask them to represent numbers such as: 2, 12, 22, 32, 42.

Recall the Song  Tell the children that, as a group, you are going to review ”The Canoe Song”  Read the lyrics of the song to them so that they are clear on all the words.  Ask them to sing the song with you.

5 min

*For the next lesson, you will need 4 cords of different lengths for each group of children (15 cm, 10 cm, 8 cm, and 5 cm) Review 6

IRI Mathematics Grade Two

72

“THE LAND OF NUMBERS”

LESSON 25 1. BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have 4 cords of different lengths ready for each group of children (15cm, 10 cm, 8cm and 5 cm) for the After-Audio Programme. (b)Copy the following boxes of exercises on the chalkboard.

A.

23 – 3 = 36 – 6 =

B.

48 – 1 = 9+6=

C. D. E.

THE CHILDREN:

F.

Copy only the exercises with the flower.

2. PART 1: During the Audio Programme Addition (oral)

Word Problems (oral)

Addition and Subtraction Equations (exercise book)

2+6=

3+9= 8+5= 7+4=

23 – 3 =

1+9=

Counting by 100s, 10s and 1s (chalkboard)

Area with NonStandard Units (chalkboard)

E.

A.

2x4= 3x3=

48 – 1 =

4+5=

36 – 6 =

3+7=

9+6 =

6+1=

B.

Word Problems (oral) 8–3= 6–2= 9–6=

F.

C.

2x3=

4x2=

D.



IRI Mathematics Grade Two

Song:

“The Fruit Vendor”

73

“THE LAND OF NUMBERS”

3.

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

68 - 43

8 - 7

9 87 - 6 - 24

96 - 14

Solving Subtraction Exercises 10 min  Teacher, copy the exercises from the box on the chalkboard and ask the children to copy them in their exercise books. Tell them to find the answers to each of them.  Solve the first exercise with the children. Encourage them to use drawings of little balls for the ones and boxes for the tens to find the answer. Ask them: “Do we begin with the ones or tens?” (ones) 68 “eight minus three”: OOOOOOOO .Then, the tens: “six minus four” / / / / / / - 43 25  For the remaining exercises, the children can continue using this strategy or another strategy that they are more comfortable with (fingers, counters).

10 min

Comparing Lengths of Cords and Using the Respective Vocabulary  Teacher, you will need 4 strings/ropes of different sizes for each group of children.  Organize the children in groups and give each group FOUR STRINGS of different lengths.  Ask the children to discuss how one string is the longest and one is the shortest out of this group of four strings. Compare the lengths.  Teacher, ask some of the groups to explain how they organized the strings. As they describe the strings, encourage them to say “this string is the longest of the four”, “this is the shortest of the four”. Ask the other children if they agree.  Ask the children to draw the four strings in order, from the shortest to the longest. Allow them to apply different strategies to draw (use the same strings as ruler, measure them with a rule, estimate the length, use other object to measure, etc.)

Lesson 25

IRI Mathematics Grade Two

74

“THE LAND OF NUMBERS”

LESSON 26 1. BEFORE THE MATHEMATICS CLASS Teacher: Copy the following boxes, including the drawings, on the chalkboard.

A.

24 + 5

2 + 45

31 + 4

3 + 14

B. C.

THE CHILDREN: Copy the exercises with the flower.

2.

PART 1: During the Audio Programme Addition and Subtraction (oral)

Word Problems (oral)

4+4= 9+1= 5–0= 7–2= 3+6= 9–3=

7+1 6+0 9+2

Column Addition (exercise book) 24 + 5 31 + 4



IRI Mathematics Grade Two

2 + 45 3 + 14

Song:

Counting by 100s, 10s, and 1s (chalkboard)

Area with NonStandard units (exercise book)

Word Problems (oral) 5–4

A.

2 by 3 =

2 by 4 =

B.

8–1 7– 0

C.

3 by 2 =

4 by 2=

“The Fruit Vendor”

75

“THE LAND OF NUMBERS”

3.

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

+

43 2

68 - 41

4 + 32

9 +0

726 75 + 143 - 60

5 min Continue Solving the Addition Exercises  Teacher, help the children find the answer to each exercise.

Once they have finished, ask one child to read the whole first exercise, including the answer and allow the other children to say whether the answer is correct. Allow them to make corrections to their work if necessary. Check the other exercises in the same way.

Using Non-standard Units to Measure Length 10 min  Teacher, organize the children in pairs. Each pair will work together to find the length of their exercise books.  Ask them what they think they could use to measure the length of their exercise books. If they only suggest using a ruler, ask them what they could use if there were no rulers in the room.  Encourage the children to think of their pencils, erasers, sticks, a piece of string, matchsticks... as units to measure.  Ask each pair of children to measure their exercise books. Allow each pair to use different units to measure - some using pencils others string, erasers, etc.  Ask each pair to tell the others how long their exercise book was. Encourage them to say, “8 matchsticks long” or “5 erasers long” or “4 pencils long”, etc.  Discuss anything that they notice, i.e. that the number of erasers differs in different groups, etc. TEACHER: LET THIS DISCUSSION BE LED BY THE CHILDREN Finding the Area of Rectangles - Multiplication 10 min  Teacher, the children need to use their checker line book. Remind them to use the little squares as a guide so that they can draw fast.  Tell the children to draw a 3 by 2 rectangle (3 rows of 2 little squares). After a few minutes ask them: “What is the AREA of that rectangle?” (6, six little squares) “How much is 3 TIMES 2?” (6). Then, tell the children to colour the area of the rectangle.  Continue the same way with the following exercises: 2 by 4, 2 by 3 and 2 by 2 (this last one is a square shape).  Ensure that all the children are doing this correctly.

Lesson 26

IRI Mathematics Grade Two

76

“THE LAND OF NUMBERS”

LESSON 27 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have card board shapes (rectangles, squares, triangles and circles) ready. (b) Copy the following boxes of exercises on the chalkboard.

A.

27 - 3

46 - 2

57 - 7

B. C.

D.

THE CHILDREN:

E.

Copy the exercises with the flower.

Should have their counter ready.

2. PART 1: During the Audio Programme Word Problems (oral)

Column Subtraction (exercise book)

30 + 6 -

10 + 7 40 + 2

-

27 3

-

46 2

Multiplication, Area of Rectangles (exercise book) A.

Word Problems (oral) 13 – 7

2x3=

Multiplication as Area of a Rectangle (exercise book)

Addition (oral)

B.

2x3=

2x4=

C.

D .

16 – 8

57 7

18 – 9

4x2=

3x3=

30 + 20 = E.

30 + 30 = 50 + 10

3x3=

 

IRI Mathematics Grade Two

Song: Physical Activity:

“The Fruit Vendor” “Physical Exercises”

77

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

36 – 1 = 35 95 – 5 = 58 – 8 = 83 – 1 = 89 – 9 = 53 – 1 =

Writing the Answer to Horizontal Subtraction  Teacher, tell the children to continue solving the exercises (see box) according to the radio teacher’s instructions. If they are having difficulties, you may want to solve one exercise with the children.  Ask them to read the exercise (e.g.: thirty-six minus one equals…). Represent the 36 -1 as three little boxes (ten marbles each) and six loose marbles / / / OOOOOO.  Ask the children: “Is it better to take away one from the little boxes or the loose marbles?” (loose marbles). Then: / / / OOOOOO. Together read and write the answer: “thirty five” (36 – 1 = 35)  Ask the children to complete the other exercises in the same way.

10 min

Selecting Shapes to Make a Pattern Teacher, you will need shapes made of cardboard, such as squares, rectangles, triangles and circles. Give each child a different shape and tell them: “We are going to make a pattern with our shapes”. Invite the child holding the circle to start the line. Then, ask the child holding the triangle to stand next to him/her. Next, have the child holding the rectangle, and finally, the child holding the square. Ask the other children to say the pattern with you as you point to each shape. (Circle, triangle, rectangle, square, …) Help each child to create the same pattern in their exercise books. Encourage them to continue the pattern (circle, triangle, rectangle, square, …) Ask the children to “create” a new pattern, e.g. circle, square, circle, square, circle,... Then ask the children to draw this pattern in their exercise books.

*For the next lesson, you will need one ruler and a sheet of paper (all the same size) for each group of children.

Lesson 27

IRI Mathematics Grade Two

78

“THE LAND OF NUMBERS”

LESSON 28 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have one ruler and a sheet of paper (all the same size) ready for each group of children for the After-Audio Programme. (b) Copy the following boxes with the exercises on the chalkboard.

A.

27 - 4

99 - 20

B.

87 - 45

85 - 3

C. D.

THE CHILDREN: Copy only the exercises with the flower.

Should have 20 counters each for the After-Audio Programme.

2. PART 1: During the Audio Programme Word Problems (oral) 30 + 6

Column Subtraction (exercise book) A.

27 - 4

Greater Than to Ten (oral) 6 vs. 8

99 - 20

Oral Multiplication (oral) C.

9 vs. 4

80 + 5

3x2=

2x2=

2x4=

3x3=

7 vs 6 60 + 4 B.

87 - 45

 

IRI Mathematics Grade Two

8 vs. 10

85 - 3

D.

Song: “The Fruit Vendor” Physical Activity: “Physical Exercises” 79

“THE LAND OF NUMBERS”

3.

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

GROUPS

Length of the sheet of paper

Group A

……… cm

Group B

……… cm

Group C

……….. cm

15 min

Measuring the Length with a Tool and a Standard Unit – Centimetre (cm)  You will need: Rules (the scale has to be clear and in cm) for each group of children. You will also need 1 sheet of paper, all the same size, for each group.  Teacher, show the children all the sheets of paper. Explain to them that these sheets have the same length and width. Do the same with the rulers, pointing out that all have the same length and, scale that shows 1cm, 2cm, 3cm, etc.  Give each group 1 ruler and 1 sheet of paper. Ask them to look at the ruler and mark the length 1 centimetre and draw a “line” that measures 1 cm in their exercise books.

Then write below it, “1 cm”. (see the box)  Teacher, use the ruler and draw a line that measures 1 cm on the chalkboard and write “1 cm.” Allow the children to read “one centimetre” (1cm).  Ask them to show you “2 cm” on their ruler, 3cm, 4cm, 5cm, … 10cm.  Invite each group of children to measure the length of the sheet of paper using the ruler.

Encourage them to measure carefully and write the length of the sheet of paper in their exercise books.  Once each group has finished, draw the sheet of paper on the chalkboard. (same size) Then, ask each group: “What is the length of the sheet of paper”? Write the answers, as they say them, on the chalkboard. (see the box)  Discuss the findings with the children. If all the sheets of paper are the same size, you should expect the same measures of the length.

5 min 14 – 8 17 – 9 18 – 9 11 – 7 15 – 7 16 – 8

IRI Mathematics Grade Two

Finding the Answer to Oral Subtractions  Teacher, the exercises shown in the box can be done orally. Allow the children to use different strategies to find the answer. They may use fingers, drawings, counters or other ways that they are comfortable with.  Begin telling them: “Think about fourteen minus eight”. Give them some time to find the answer, as this is the moment when children use different ways to find the answer (some will still add: having 8 in mind they will say 9, 10, 11, 12, 13, 14, then have as answer, 6.

Others can decompose 14 into 10 + 4 and take away 8 from 10 and have 2 left, then add 4 and 2 and say 6, etc. After a while, ask the children: “How much is fourteen minus eight?”  Continue with the remaining exercises.

Lesson 28

80

“THE LAND OF NUMBERS”

REVIEW OF WEEK 7 Teacher: Today we are going to think and review the work we have done during this past week.

The main purpose of review seven is to identify: - The children’s ability to use a standard unit and a tool to measure a length.

- Their understanding of “more” and “greater than” up to 20.

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this lesson -

Children:

- Exercise books and pencils - A rule for each group of children - Counters or pouch of counters.

IRI Mathematics Grade Two

81

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities The Lengths of Some Objects

 Teacher, organize the children in GROUPS. 

OOOOOOOOOOOO 12 OOOOOOOOOO 12 is greater than 10

10

10 min

Show them a ruler and ask: - “What is this for?”

- “What things can we measure with this ruler?” (write them on the chalkboard) Discuss these answers with the children, highlighting the scale used in the ruler (1cm, 2cm, 3cm, 4cm, … 10cm (decimetre), 11cm,… ).  Ask the group of children to choose two things to measure with a ruler. They can get those two things from around the classroom.  Help the children to ensure that they measure the lengths of the objects, use the ruler correctly, read the scale correctly (position the zero at the beginning of the length of the object to be measured) and write the number of centimetres in their exercise books.  Then allow each group to share with the class the length of the objects they measured.

The children should show the length of the object they measured and say: “This length measures …….. centimetres” Comparing Groups of Counters 10 min  Teacher, each child should have 25 counters.  Ask the children to make a group of 12 counters, then make another group/row of 10 counters. Each group/row of counters needs to have some space between them.  Have the children observe both groups (or rows) of counters and answer the following questions: - “Are there MORE counters in the group of 12 or the group of 10?” (12) - “Is twelve or ten the GREATER number?” (12 is greater than 10)  Ask the children to draw the group/row of counters and write 12 and 10 below the respective group of counters. Then, circle the greater number.  Continue the same way with the following pairs of numbers: 9 versus 10 8 versus 5 11versus 14 Review 7

IRI Mathematics Grade Two

82

“THE LAND OF NUMBERS”

LESSON 29 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have corks for some groups of children and rulers for other groups ready to use during the After-Audio Programme. (b) Copy the following exercises, including the flower, on the chalkboard.

A

40 + 6

9 + 50

99 - 5

69 6

66 + 1

88 - 7

B. -

THE CHILDREN: Copy the exercises with the flower.

2. PART 1: During the Audio Programme Word Problems (oral)

Greater Than to Ten (oral)

30 + 3

9 vs 6

50 + 7

A.

40 9 + 6 + 50

-

Multiplication (oral)

99 5

B. 9 vs 7

69 - 6

Oral Addition and Subtraction (oral) 11 – 2 =

2 by 3

4 by 2

8 vs 10

20 + 8 70 + 8

Column Addition and Subtraction (exercise book)

3+4+0= 5+7=

66 88 + 1 - 7

3 by 2

2 by 2

2+1+1=

Oral Subtraction Problems (oral) 16 – 9 = 12 – 4 = 18 – 9 = 11 – 5 =

14 - 6 = 6 vs 10

2 by 4

 

IRI Mathematics Grade Two

Song: Physical Activity: 83

0+7+3=

“The March of Numbers” “Physical Exercises”

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 80 + 10 40 + 20 20 + 50 70 + 10 40 + 50

5 min

Answering to Oral Addition Exercises  Teacher, tell the children that you will say some oral addition exercises (shown in the box on the left) for them to answer. Tell the children to raise their hand when they are ready to answer.  Begin by asking: “How much is eighty plus ten?” Once the children have had some time to think of the answer, choose a child that has his/her hand raised to say the answer. Allow the class to say whether the answer is correct. If needed, explain the exercise to the children to ensure they understand what they are adding.  Continue the same way with the remaining exercises.

15 min

Measuring Length wih a Standard Unit – Centimetre (cm) & a Non-standard unit.  Teacher, organize the children in groups – each group will measure the lengths of their exercise books. Select some groups (2 or more groups) to measure the length of their exercise books using counters (corks) as the unit of measure (non-standard unit), while other groups use a ruler with a centimetre as the unit of measure (standard unit).  Ensure that each group has the same kind of exercise books, one per group. Show the children the side of the exercise book that they will measure. Encourage the groups to measure and write the length (the number of corks or centimetres) in their exercise books.  Once all the groups have had a chance to write their measurement, write each group’s findings on the chalkboard in the following way: Findings of the groups Corks as unit Centimetre as unit ………….. corks ………… centimetres ..………… corks ……….. centimetres ..………… corks ……….. centimetres  Teacher, lead a discussion with the children about these findings. Point out to them that although each group measured the same length (show the length of the exercise book) there are different measurements. Discuss the findings of the groups that used corks and see if they are the same or not, and how close they are to each other. Do the same for the groups that used centimetres.  Ask the children: “Which way to measure the length of the exercise books do you prefer?

Why?” *For the next lesson, you will need a ruler and pieces of string/rope.

Lesson 29

IRI Mathematics Grade Two

84

“THE LAND OF NUMBERS”

LESSON 30 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a ruler and pieces of string/rope for the After-Audio Programme. (b) Copy the following exercises, including the drawings, on the chalkboard.

28 - 2

85 - 40

13 + 65

A.

61 + 6

1 + 13

59 - 16

B.

THE CHILDREN: Copy only the exercises with the flower.

A ruler with a scale in centimetres.

2.

PART 1: During the Audio Programme Subtraction (oral)

Column Addition And Subtraction (exercise book)

Oral Subtraction Problems (oral)

Multiplication (oral)

Multiplication (oral)

7–4= 28 - 2

85 - 40

16 – 7 =

13 + 65

61 + 6

17 – 8 =

1 + 13

59 - 16

77 – 4 = 27 – 4 = 8–6=

A.

2 by 2 =

11 – 4 =

2 by 3 =

IRI Mathematics Grade Two

4 by 2 =

2 by 3 =

2 by 4 =

3x3=

B.

4 by 2 =

3 by3 =

68 – 6 =

 

2 by 2 =

3 by 2 =

38 – 6 = 58 – 6 =

3 by 2 =

Song: Physical Activity:

85

“The Canoe Song” “Physical Exercises”

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 57 – 4 = 87 – 4 = 26 – 5 = 46 – 5 = 38 – 6 = 78 – 6 = 29 – 5 = 46 – 5 = 69 – 5 =

10 min

Solving Horizontal Subtraction Exercises - Written Answers  Tell the children to complete the subtraction exercises (shown in the box on the left) according to the instructions given during the audio programme.  To help the children find the answers faster, an ilustration that show that only the ones can be touched or striked through may be helpful. For example : 57 – 4 = 53 OOOOOOO  Tell the children to write the answer to each exercise. As a group, check the answers to each exercise while the children correct their work.

10 min Measuring Length  Teacher, you will need: A ruler and a string/rope that is the length of your right foot.  Show the children the string/rope and tell them that it is the length of your right foot.

You can also show them the ruler and its division in centimetres.  Discuss with them the various ways to measure the length of your foot (measure the string/rope, mark your foot on a piece of paper and measure it, measure it when you are standing, etc.). Tell the children to choose one way of measuring it and allow two of the children to find the length of your foot. Then, have all the children write in their exercise books the following: “the length of my teacher’s foot is…”  Ask the children to measure the length of their own right foot and write it in their exercise books.

3 min Homework  Teacher, for the next class, tell each child to bring a string/rope that shows his/her height. In their exercise books, each child should also make a drawing of himself/herself, with their height written in centimetres. Encourage them to ask for help at home.

Lesson 30

IRI Mathematics Grade Two

86

“THE LAND OF NUMBERS”

LESSON 31 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following boxes with the exercises on the chalkboard 6 + 93

56 - 4

6 + 33

43 + 2

18 - 5

4 + 32

9 + 0

68 + 41

726 + 143

THE CHILDREN: Copy the exercises with the flower.

2. PART 1: During the Audio Programme Oral Addition Problems (oral)

Subtraction (oral)

30 + 4 =

4–3=

20 + 5 =

24 – 3 =

10 + 9 =

64 – 3 =

Column Addition and Subtraction (exercise book)

Oral Addition (oral)

Subtraction Problems (oral)

Addition and Subtraction (oral)

Multiplication (oral)

10 + 30 =

18 – 9 =

15 – 6 =

2x2=

50 + 20 =

14 – 8 =

6+6=

2x3=

40 + 4 0 =

15 – 6 =

13 – 6 =

2x4=

60 + 10 =

12 – 7 =

3x2=

48 – 5 =

80 + 10 =

8+6=

3x3=

9–7=

70 + 20 =

89 – 7 =

20 + 30 =

38 – 5 =

6 + 93 18 - 5

56 6 - 4 + 33 67 - 11

Column Addition (exercise book)

43 + 2

68 726 + 41 + 143

99 – 7 =

 

IRI Mathematics Grade Two

Song: “We’re Going to The Zoo” Physical Activity: “Everything I Do The Monkey Can Do”

87

4 9 + 32 + 0

“THE LAND OF NUMBERS”

3.

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

“Friends” of 10

1 and 9 2 and 8 3 and 7 4 and 6 5 and 5 ? + 4=7

5 min

Finding the Answer to Addition Exercises  Continue solving the exercises with the kitten.

Reviewing Homework from Lesson 30  Review and mark the homework from the previous lesson.

5 min  Encourage the children to share how they measured their height and the kind of tool they used or who helped them.  Teacher, you may want to display the strings or cords that each pupil has brought to measure their height. Write the number of centimetres of each child’s height on cardboard.

10 min Naming a Shape and Create a Repeating Pattern.  Teacher, draw a square with divisions, as shown in the illustration on the left.

The square is divided into four equal parts.  Tell the children to draw a similar square in their exercise books. Then, ask: “How many squares does the shape have?” (5). Ensure that each child counts the squares inside and the initial (larger) square before it was divided. Once the children identify the squares, tell them to colour in the squares, each with a different colour.  Draw a rectangle with divisions, as show in the illustration on the left. The rectangle is divided into three parts. Tell the children to draw a similar shape in their exercise books.  Ask them: “How many rectangles does the shape have?” (4). Tell them to colour in the rectangles, each of them with a different colour.

5 min Adding Numbers Which Sum is 10 – Number Bond to 10  Teacher, tell the children that you will play a game in which they will need to find a number with your help. You, teacher will give them some “clues”.  Begin, telling the children: “Listen, listen carefully. The number you need to find likes to be with another number and the sum of both of them is always TEN. This is why the number you are looking for is a friend of the number ten.” Ask “Which numbers are friends of 10?”, “Are 1 and 9 friends of 10?” (yes, because 1 + 9 = 10). Write “1” and “9” on the chalkboard. “Are there more friends of 10?” (yes) “Which ones?” (2 and 8, 3 and 7, 4 and 6, 5 and 5). Ask the children to write all of them in their exercise books while you write them on the chalkboard.  Tell the children: “So far you know that the number you are looking for is a friend of the number 10. You already found all the friends of ten. Do you need more help to find the number?” For the next clue, tell the children: Listen carefully: The number you are looking for is one of the friends of the number ten to which you add 4 and gives you 7. What is the number? (3) Lesson 31

IRI Mathematics Grade Two

88

“THE LAND OF NUMBERS”

LESSON 32 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises on the chalkboard.

30 + 10 =

80 + 10 =

20 + 10 =

3 x2

2 x4

2 x2

4 x2

THE CHILDREN: Copy the exercises with the flower.

Need rules, one for each child for the After-Audio Programme.

Should have 30 counters each for the After-Audio Programme.

2. PART 1: During the Audio Programme Subtraction (oral)

Subtraction Problems (oral)

40 – 10 =

43 – 1 =

70 – 10 =

42 – 1 =

90 – 10 =

41 – 1 =

Addition Equations (exercise book)

Multiplication (0ral)

30 + 10 =

2x3=

80 + 10 =

4x2=

20 + 10 =

3x3= 2x4=

50 – 10 =

3x2=

10 – 10 =

Column Multiplication (exercise book) 3 X 2

2 X 4

2 X 2

30 – 10 = 4 X 2



IRI Mathematics Grade Two

Songs:

Addition (oral)

Multiplication Problems (oral)

20 + 5 =

3x2=

5 + 20 =

2x4=

40 + 8 = 8 + 40 = 60 + 2 = 2 + 60 = 90 + 3 = 3 + 90 =

“March of Numbers” ; “The Magic Number Two”

89

“THE LAND OF NUMBERS”

2. PART 2: The After-Audio Programme 10 9 13 15 15 14 12 14 10 6 8 8 3 9

TEACHER: Facilitate the following activities

10 min

Marking the Greater Number  Teacher, write the pairs of numbers (see box) on the chalkboard and tell the children to copy them in their exercise books.  Ask the children to read the first pair of numbers (10 and 9) and place a row of 10 counters on their desk, close to them. Below this row tell them to make another row of 9 counters.  Ask the children: “Are there more counters in 10 or in 9?” (10). “Which number is greater?”

(10 is greater than 9). Then, tell them to circle the greater number (10).

TEACHER: CONTINUE WITH THE REMAINING EXERCISES THE SAME WAY.

5 min Drawing a Square: “Which Side Measures 5 Centimetres?”  Teacher, the children will need their exercise books, a pencil and a ruler. Remind them what a centimetre length looks like (have a piece of cord or paper with length measuring one centimetre).  Ask the children: “Is it a rectangle or a square that has 4 straight sides all the same length? (square).  Tell the children to draw a square with 5 centimetres each side. Ensure they use the ruler correctly. Help the children during this task.

10 min

2+?+3 4+3+? ?+1+8 1+?+6

(5) (3) (1) (3)

Completing the Missing Number to Make 10 - Number Bonds to 10  Teacher, draw the flowers on the chalkboard (see box). Tell the children to draw the flowers into their exercise books.  Tell the children that all of these flowers have to make a total of 10 on their petals.  Ask them to look at the flower with the numbers 2 and 3 on each part. Ask “What number will that flower need on the other petal?” (5). Tell them to write 5 on that petal.  Ask them to complete the remaining flowers as HOMEWORK. Tell them to use counters or their fingers for help. *Teacher, please look at the activities suggested in Review 8 as it may require some preparation ahead of time.

Lesson 32

IRI Mathematics Grade Two

90

“THE LAND OF NUMBERS”

REVIEW OF WEEK 8 Teacher: Today we are going to review the work we have done during the past few weeks.

The main purpose of review eight is: -

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

Teacher: 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.

The materials you may need for this review:

- The list of activities according to the needs of your class assessments.

- The children’s exercise books.

Review 8

IRI Mathematics Grade Two

91

“THE LAND OF NUMBERS”

IRI Mathematics Grade Two

92

“THE LAND OF NUMBERS”

LESSON 33 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises on the chalkboard C. A

B

2.

Problems (oral)

2 ×3

4 × 2

3 ×3

3 ×2

D.

E.

47 – 7 =

78 – 1 =

65 – 5 =

99 – 9 =

88 – 1 =

54 – 1 =

THE CHILDREN: Copy the exercises with the flower & boat.

PART 1: During the Audio Programme Multiplication (oral)

2+4+1=

2×3=

1+4+4=

4×2=

1+1+3=

3×2= 3×3=

Column Multiplication (exercise book) A.

B.

2

4

× 3

× 2

3 ×3

3 ×2

Multiplication (oral)

C.

2 by 3 =

2 by 2 =

D.

3 by 2 =

3 by 3 =

E.

4 by 2 =

2 by 4 =

Greater Than to 99 (oral)

Subtraction and Multiplication (oral)

Subtraction Equations (exercise book)

31

32

64 – 1 =

47 – 7 =

86

87

55 – 1 =

78 – 1 =

98

99

96 – 1 =

65 – 5 =

11

12

33 – 1 =

99 – 9 =

47

48

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

88 – 1 =

73

74

2×2=

54 – 1 =

3×2= 2×4=

 

IRI Mathematics Grade Two

Song: “The Spider Song” Physical Activity: “Physical Exercises” 93

“THE LAND OF NUMBERS”

3.

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

Review of Homework:  Tell the children to exchange their exercise books (or paper with their homework) with a partner. Tell them to check each exercise and give it back to the owner.  Ask a child to read the numbers of the first exercise (including the answer). Draw the petals and numbers as the child reads the exercise on the chalkboard. Add the petals to verify that the sum is TEN. Then highlight the answer to the first exercise (3).  Continue checking the other exercises in the same way.

10 min

4 + 3 + ? = 10 ? + 1 + 8 = 10 1 + ? + 6 = 10 

20 – 10 10 – 10 30 – 10 40 – 10 60 – 10 50 – 10 80 - 10

5 min

Giving Oral Answers to Oral Subtractions Tell the children to get their exercise books and pencils ready to draw little boxes.

Explain that each little box will have 10 marbles, and they will use these boxes to find answers to oral subtraction exercises.  Begin with 20 – 10. Explain that this exercise can be shown in a drawing using the little boxes. Draw 2 little boxes, then strikethrough 1of them (take away 1). Ask the children: “How much is 20 – 10?” (10)  Have the children THINK before they answer – and draw the little boxes in their exercise books as they think.  Tell the children to complete the remaining exercises (shown in the box) the same way.

IRI Mathematics Grade Two

Observing my Ruler and Comparing its Length with Others  Teacher, the children will need a ruler with clear marks for the centimetres. If there are not enough rulers for each child, organize the children into groups according 10 min to the number of rulers.  Tell the children to look at the length of the ruler and the marks with numbers.

Draw a ruler on the chalkboard, mark the length of each centimetre and show these marks and numbers to the children (tell the children that for now, we will ignore the inch marks)  Ask them: “Does your ruler have the same marks and numbers?”, “How many centimetre does your ruler have marked?”, “How many centimetres is the length of your ruler?”, “Do you need a ruler?”, “Why?”, “What things can you measure with your ruler?”  Ensure that children realize that the first mark is zero, then 1, 2 etc. Discuss that the ruler is a tool used to measure length and helps in making straight lines, too.

Lesson 33

94

“THE LAND OF NUMBERS”

LESSON 34 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises, with the drawings, on the chalkboard.

A.

40 + 30 = 10 + 70 =

B.

2.

Subtraction Problems (oral)

C.

THE CHILDREN:

D.

Copy only the exercises with the flower.

Should have their crayons ready.

PART 1: During the Audio Programme Addition (oral)

24 – 4 =

5 + 20 =

16 – 6 =

5 + 60 =

35 – 5 =

70 + 20 = 20 + 50 =

Subtraction (oral)

20 + 4 = 2 + 50 = 10 + 3 = 40 + 9 =

83 – 1 83 – 2 83 – 3 34 – 1 34 – 2

Greater than to 99 (oral)

Addition Equation (exercise book)

16

18

40 + 30 =

83

85

70 + 20 =

79

74

10 + 70 =

31

37

20 + 50 =

93

98

2 by 3 =

1 by 2 =

B.

1 by 3 = 2 by 3 =

Subtraction (oral)

Multiplication Problems (oral)

30 – 20 =

2×2=

50 – 40 =

1×3=

40 – 30 =

4×2=

40 – 20 =

1×2=

70 – 10 =

4 by 2 = D.

34 – 4

IRI Mathematics Grade Two

A.

C.

34 – 3

 

Oral Multiplication (chalkboard)

1 by 4 =

Song: “The Fruit Vendor” Physical Activity: “Throw and Catch”

95

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min 2 x 3

4 x2

3 x3

2 x 2

3 x2

2 x4

Solving Column Multiplication  Teacher, copy the exercises (shown in the box) on the chalkboard. As you write each exercise on the board, tell the children to copy them into their exercise books.  As a group, solve the first two exercises. The remaining exercises should be completed as HOMEWORK.  Tell the children to READ the first exercise, together, and aloud: “Two times three”. Ask: “How much is two times three?” (6). If the children have difficulty giving the correct answer, help them by drawing, on the chalkboard, the following: “a two by three rectangle” or “a group of two by three little balls.” OOO OOO Then, ask the children, how many little balls are there? (6). “So, how much is two times three?”  Complete the second exercise with the children. Ask them to complete the remaining for homework.

Colouring the Area of Rectangles  Teacher, tell the children that we will now draw rectangles and squares in their checker exercise books. Tell them to begin by drawing a 2 by 3 rectangle. Once they have drawn this, ask questions such as: a. “What kind of shape did you draw?” (rectangle) 10 min b. “Is that rectangle 2 by 3? or 3 by 2?” (2 by 3) c. “How many little squares are there in that rectangle?” (6) d. “Are the little squares in the interior or exterior of the shape?” (interior) e. “What is the AREA of that rectangle?” (6)  Have the children colour each little square. They can use different colors for the little squares. Then count the little squares to verify that the area is 6.  Continue with the following rectangles: 4 by 2; 3 by 3 (square). The main question that the children should understand is “What is area?” and be able to colour the area of each rectangle or square.

Lesson 34

IRI Mathematics Grade Two

96

“THE LAND OF NUMBERS”

LESSON 35 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following on the chalkboard

2.

6 + 72

64 - 1

78 - 7

A

38

39

B

14

13

C

43

46

D

58

54

THE CHILDREN:

E

77

72

Copy the exercises with the chick for the After-Audio Programme.

2 + 67

65 + 0

89 - 7

PART 1: During the Audio Programme

Oral Addition Problems (oral )

Greater Than (chalkboard)

Subtraction (oral)

Oral Multiplication (exercise book)

40 – 10 =

3x2=

Story Problems Subtraction (oral) 42 – 2 =

2+2+2=

A.

38 vs. 39

38 – 8 = 1+2+3=

B.

14 vs. 13

40 – 20 =

2x4=

Story Problems Multiplication (oral) 4x2= 3x2= 2x2=

56 – 6 = 2+3+4=

C.

43 vs. 46

40 – 30 =

1x4=

1+ 0 + 2 =

D.

58 vs. 54

40 – 40 =

3x1=

5 + 2 + 1 +1 =

E.

77 vs. 72

60 – 40 =

2x3=

70 – 20 =

1x5=

 

IRI Mathematics Grade Two

Song: Physical Activity: 97

“The Fruit Vendor” “Physical Exercise” “THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 3 x3

2 x2

3 x2

2 x4

Roll, Twist, Stretch...

Review of the Homework 5 min  Ask different children to tell you the answers they got for the 4 multiplication exercises they did as homework from lesson 34. As they answer each exercise, help the class understand the answers and how to find them.

Making Patterns with Our Body – “Guess” the Next Move 5 min  Teacher, stand in front of the class and ask the children to observe as you do the following moves in the order given: roll, twist, stretch, roll, twist, stretch.  Ask the children to follow a sequence of moves - roll, twist, stretch, roll, twist, stretch. Stop the children suddenly and ask which movement would come next (roll). Then, allow them to continue this pattern for a while.  To end this activity, ask one child to come in front of the class and make a new pattern with his/her body. Ask the rest of the class to follow this pattern.

10 min Measuring Parts of Our Body: Hand-span  Teacher, the children will need their rulers, at least one for each desk or table.  Show the children your hand span. Ask one of the children to help you to measure the length of it with a ruler. Then draw your hand span on the chalkboard and show the length of your hand span and write the number of centimetres that it measures.  Ask the children to do the same. Instead of drawing their hand spans on the chalkboard they can use a blank page in their exercise books. Tell them to write the number of centimetres under their drawing. Walk around the classroom as the children work to ensure that they are using the ruler well.  When they have finished, allow each child to share their findings with the class. *For the next lesson, you will need 10 pieces of cord, each cut to 10 cm in length, and ten pieces of cord, each cut to 1 cm in length.

Lesson 35

IRI Mathematics Grade Two

98

“THE LAND OF NUMBERS”

LESSON 36 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have ten pieces of cord, each 10 cm in length (Decimetre) and ten pieces of cord each 1 cm in length for the After-Audio Programme. (b) Copy the following exercises on the chalkboard, including the flower and the cat.

2.

3 x2

3 x1

2 x2

A

38

31

B

23

26

2 x3

4 x2

1 x4

C

40

43

D

14

16

THE CHILDREN:

E

99

92

Copy only the exercises with the flower.

PART 1: During the Audio Programme

Addition (oral)

Column Multiplication (exercise book)

20 + 4 =

3 x2

3 x1

2 x2

2 x3

4 x2

1 x 4

3 + 90 = 4 + 80 = 30 + 3 = 7 + 50 = 50 + 5 =

Greater Than (oral – chalkboard)

Multiplication (exercise book)

Subtraction Problems (oral)

Multiplication Problems (oral)

A.

38 vs 31

2x 2=

98 – 8 =

3x3=

B.

23 vs 26

1x4=

87 – 7 =

2x3=

C.

40 vs 43

1x5=

69 – 1 =

1x3=

D.

14 vs 16

2x4=

E.

99 vs 92

3x3=

1 + 30 = 3x2=

 

IRI Mathematics Grade Two

Song: “The Fruit Vendor” Physical Activity: “Making Furniture” 99

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 15 min Measuring Length Using a Centimetre and a Decimetre.  Teacher, you will need to cut a cord or piece of paper that measures a METRE in 10 equal parts. Each part has a length of 10 centimetres and is called a DECIMETRE (see box). You will also need pieces of cord or paper that are 1 centimetre in length each.  Organize the children in GROUPS. Each group will measure the length of the cover of their exercise books (the longest side). Give each group a cord or piece of paper that measure 10 centimetres and a piece that measures 1 centimetre of length.  Tell the groups of children to discuss how they can use the two cords (or pieces of paper) to measure the cover of their exercise books.  Allow the children to discuss in their groups. After a while, ask “How many centimetres does that side have?”, “How did you measure it?”, “How many decimetres and centimetres is the length?”  Draw the cover of the exercise book on the chalkboard and measure the same side that the children measured using A DECIMETRE (10 centimetres) and 1 CENTIMETRE. Talk about how each is used to find the length of the longest side of the exercise book cover. Write the number of centimetres on the chalkboard (near the side being measured) or the decimetres and centimetres  Tell the children to copy this drawing (and the number of centimetres or decimetres and centimetres) in their exercise books.

10 cm each

NOVEMBER 2007 Sun

Mon

Tue

Wed

Thu

Fri

1

2

4

5

6

7

8

9

11

12

13

14

15

16

18

19

20

21

22

23

25

26

27

28

29

30

Days of a Week  Teacher, you will need the lyrics of the song “The Days of the Week”. Write this title on Sat the chalkboard and tell the children to copy it in their exercise books.

3  Ask the children to sing the song. Allow them to repeat the lyrics before they sing.

10  Ask them: “How many days are there in a week?” (7) 5 min 17 “Why does the Spider like Saturday?” (see lyrics of the song) “Which day of the week is your favorite?”, “Why?” 24  For HOMEWORK, tell the children to draw, on a sheet of paper, the things they like to do during their favorite day, and colour it in. They should think about what they do from the moment they wake up to the moment they go to sleep, and draw those things which are their favorite. Tell them to make a title for their drawing and write it.

Lesson 36

IRI Mathematics Grade Two

100

“THE LAND OF NUMBERS”

REVIEW OF WEEK 9 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review nine is to identify and improve: - The children’s understanding of multiplication using the area of a rectangle and matrices.

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this review -

IRI Mathematics Grade Two

Children:

101

Exercise books and pencils

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities 10 min

2x3=6 4x2 3x3 2x2 1x2 3x2

Solving Multiplication Exercises with Rectangles  Tell the children to have their exercise books and pencils ready – we will use rectangles to solve multiplication exercises. Remind them to use the little squares on the pages of their exercise books to help them draw the rectangles easily.

Begin with the first exercise (see box): 2 x 3. Ask the children to draw A TWO BY  THREE rectangle (see box). Then, ask the children: -“What is the area of that rectangle?” (suggest that they can count the little squares to find the answer) -“How much is “two times three”?” (six)  Ask the children to write: 2 x 3 = 6 below the rectangle they just drew.  Teacher, write the other exercises (see box) on the chalkboard and ask the children to solve those exercises in the same way. Help the children as needed.

10 min Writing Multiplication Exercises  Teacher, draw the rectangles (with the little squares in each) shown in the box on the chalkboard.  Tell the children to look at the first rectangle. Ask them: - “Is that rectangle a 3 by 2 rectangle or a 2 by 3 rectangle?” (3 by 2 rectangle) - “Why do you think that it is a 3 by 2 rectangle?” (allow the children show you the three rows and the little squares (2) in each row).

“How much is three times two?” (6)  Write 3 x 2 below or close to the first rectangle (3 by 2 rectangle)  Ask the children to copy the remaining rectangles in their exercise books and write the multiplication exercise that goes with each of them. Encourage them to find the answer using the strategy you just used to solve the first exercise.

*For the next lesson, you will need 2 boxes.

Review 9

IRI Mathematics Grade Two

102

“THE LAND OF NUMBERS”

LESSON 37 1.

BEFORE THE MATHEMATICS CLASS Teacher:

A B C

(a) Have 2 boxes for the After-Audio Programme (see last activity). (b) Copy the following exercises, including the drawings, on the chalkboard.

3x2= 3x3= 2x4=

4x2= 2x2= 2x3=

2 + 70 = 40 + 0 =

50 + 1 = 1 + 90 =

5 + 40 = 40 + 7 =

THE CHILDREN: Copy only the exercises with the flower.

2.

PART 1: During the Audio Programme

Oral Subtraction Problems (oral)

Multiplication (oral)

78 – 2 =

2x3=

18 – 4 =

3x3=

Multiplication Equations (exercise book)

A

3x 2=

4x 2=

B

3x 3=

2x 2=

C 2x 4=

2x 3=

Multiplication (exercise book)

4x3=

1x4= 57 – 3 =

2x4=

2x5=

3x2= 4x2=

Addition (exercise book)

Addition Equations (exercise book)

7+2=

2 + 70 =

8+3=

50 + 1 =

2+1=

5 + 40 =

0+4=

40 + 0 =

8+5=

1 + 90 = 40 + 7 =

4x4=

2x2= 2x1=

 

IRI Mathematics Grade Two

Song: “Let’s Make Music” Physical Activity: “Clapping and Counting”

103

“THE LAND OF NUMBERS”

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

2 + 70 = 50 + 1 = 5 + 40 = 40 + 0 = 1 + 90 = 40 + 7 =

Solving Addition Exercises  Teacher, follow the instruction of the radio teacher to complete the addition exercises. The exercises on the chalkboard are in the box for your reference.

5 min Review of the Homework – Lesson 36  Teacher, invite the children to display their drawing in such a way that everybody can see them. Some of the children can explain the events they drew as their favorite things to do.

10 min Estimating the Length of Objects  Teacher, you will need a BOX which has sides that are shorter than any of the sides of the children’s exercise books.  Ask the children: “Which of you can put your exercise book in this box without folding it?”, “How can you be sure about this?” Allow them to try and explain why it cannot be done.

(Encourage them to compare the lengths of the sides of the exercise book with the length of sides of the box).  Then, ask them: “Can you put your pencil in this box?” ”Is there a pencil that cannot get in this box?” “Why?” The same questions can be posed for a ruler and their material bags.

*For the next lesson, you will need 10 pieces of cord or strips of paper cut to 10 cm in length each, and 9 pieces of cord or strips of paper cut to 1 cm in length each.

Lesson 37

IRI Mathematics Grade Two

104

“THE LAND OF NUMBERS”

LESSON 38 1. BEFORE THE MATHEMATICS CLASS Teacher: Have the 10 pieces of cord or 10 strips of paper of 10 centimetre each and 9 pieces of cord or strips of paper of 1 centimetre each for the After-Audio Programme.

2. PART 1: During the Audio Programme Oral Multiplication (exercise book)

Oral Addition Problems (oral) 60 + 20 =

Column Addition (exercise book)

Oral Multiplication (oral)

2 + 6

3x1=

Oral Subtraction (exercise book)

5x4=

Greater than (oral)

10 – 8 =

70

60

14 – 8 =

80

20

9–5=

60

40

6–0=

80

90

20

70

50

90

2x2= 20 + 30 =

4x4=

4 + 5

4x2= 1x5=

6 + 0 40 + 50 = 3 + 2

2x5=

 

IRI Mathematics Grade Two

Song: “Let’s Make Music” Physical Activity: “Writing a Letter”

105

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 15 min Counting by Tens and Ones Using Decimetre and Centimetre.  Teacher, you need to have 10 pieces of cord or strips of paper that are 10 centimetres each and 9 pieces of cord or strips of paper that are 1 centimetre each.  Show the children the strip of paper that is 10 centimetres long, called DECIMETRE. Ask them to verify that each is 10 centimetres using the ruler. Give to each pair of children one stripe of paper to measure it.  After a while, explain that the strip of paper of 1 centimetre can be used to show that a DECIMETRE has 10 centimetres.  Teacher, layout the strips of paper of ten centimetres (decimetres) and the 1 centimetre as show in the box . Tell the children to count by ten’s and one’s: ten, twenty, thirty, fourty, fifty, fifty-one, fifty-two.

Ask them: “How many DECIMETRES are there?” (5). “How many ONE CENTIMETRES are there?” (two). “How many centimetres are there all together?” (fifty-two centimetres)  Continue the same way, showing the children the following groups of strips: 2 decimetres and 4 one centimetres 5 decimetres and 3 one centimetres 8 decimetres and 6 one centimetres  Have the children draw a strip of paper whose length is 10 centimetres and write ‘DECIMETRE’ at the bottom of the drawing. Do the same for 1 CENTIMETRE. The children can use the ruler to verify that a decimetre is 10 centimetres.

10 min

December 2007 Sun

Mon

Tue

Wed

Thu

Fri

Sat

2

3

4

5

6

7

8

1

9

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14

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16

17

18

19

20

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24

24

26

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30

31

Using Ordinals for the Days of the Week  Teacher, explain to the children that they will represent the days of a week “using” children.

Ask them: “How many children do we need to show one week?” (seven)  Invite seven children to come in front of the class. Ask them: “Who would like to be Sunday?”, “Why do you like to be Sunday?”, “Who is going to be Monday?”, “ …Tuesday?”, “…Wednesday?”, “…Thursday?”, “…Friday?” and “…Saturday?” Each child should say why he/she likes the day chosen.  Have the class say the FIRST day of the week (Sunday). Encourage the class to say which day is second, third, fourth, fifth, sixth and seventh and put them side by side.

*For the next lesson, you will need many circular objects (cut out of cards, lids from containers, coins, etc.)

Lesson 38

IRI Mathematics Grade Two

106

“THE LAND OF NUMBERS”

LESSON 39 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have many circular objects ready. (cut-out of cards, lids from containers, coins, etc.) (b) Copy the following exercises, including the drawings, on the chalkboard.

4x2= 3x1=

1x5= 3x3=

2x3= 1x2=

40 – 20 = 70 + 2 =

8 + 40 = 90 – 30 =

90 – 90 = 3 + 30 =

THE CHILDREN: Should copy the exercises with the flower and the chick.

2. PART 1: During the Audio Programme Oral Subtraction Problems (oral) 36 – 3 =

Multiplication Equations (exercise book) 4x2=

Oral Addition Problems (oral)

Multiplication (oral)

800 + 56 =

1x5=

400 + 7 =

98 – 4 =

2x3=

600 + 83 =

3x5=

3x1= 5x2=

3x3= 1x2=

3x4=

IRI Mathematics Grade Two

Greater Than (oral)

8–5=

84

90

6+4=

84

99

7–6=

72

60

8–3=

23

30

9–2=

33

25

4x3=

48 – 6 =

 

Addition and Subtraction (exercise book)

Song: Physical Activity: 107

1+4=

“The Children’s Song” “Physical Exercises”

“THE LAND OF NUMBERS”

3.

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

10 1 2 3 4 5 6 7 8 9

+ + + + + + + + +

? =10 ? =10 ? =10 ? = 10 ? = 10 ? = 10 ? = 10 ? = 10 ? = 10

Solving Addition and Subtraction Equations  Teacher, ask the children for the answer to each exercise in the box with the chick.

10 min

Making 10 (Number Bond to 10)  Tell the children you are going to call out a number below 10 and they are to call back the number that, with your number, will make 10.  Give an example; “If I say 1 – you must think what needs to be added to 1 to make 10.” Let the children tell you 9. Once they understand you call out 1 they call back 9.  Begin by calling the numbers in order forwards: 1, 2, 3, 4, 5, 6, 7, 8, 9. Then, call the numbers backwards: 9, 8, 7, 6, 5, 4, 3, 2, 1 and zero. If the children are able to answer the exercises correctly, continue by calling out the numbers in random order.

10 min Vocabulary for Circle  Have a range of circles (cut out of card, lids from containers…) to show to the children; give at least two circle to every table of children.  Ask them to look and play with the circles and think of words that describe them.  Record the words the children say on the chalkboard. Help them to think of terms such as curve, round, can roll, flat, circular, close line to describe the circles.  Tell the children to write in their exercise books the following title: ‘THE CIRCLE’. Below this title, tell them to draw a circle using a circular object or the cut outs that they have (cutouts from cards or the lids from containers).  TEACHER: MAKE A DISPLAY OF THE CIRCLES AND THE DESCRIBING WORDS IN THE CLASSROOM – you may even want to take some time during an art lesson to paint circles for the display.

*For the next lesson, you will need a calendar for each group of children or one large calendar for the whole class.

Lesson 39

IRI Mathematics Grade Two

108

“THE LAND OF NUMBERS”

LESSON 40 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a calendar for each group or a large calendar for the whole class ready.

THE CHILDREN: Will need a ruler each, for the After-Audio Programme.

2. PART 1: During the Audio Programme Oral Subtraction (Oral)

Word Problems (Oral)

Column Addition (Exercise book)

Multiplication (Exercise book)

84 – 4 =

40 + 20

5 + 1

3x4=

97 – 7 =

10 + 60

22 – 2 = 33 – 3 =

40 + 30

6 + 3 5x2=

2 + 2

38 – 8 = 39 – 9 =

Greater Than (Oral)

Multiplication (Oral)

Multiplication (Oral)

41

37

3x3=

2x1=

25

38

3x2=

2x2=

73

62

4x1=

2x3=

40

34

4x2=

2x4=

57

41

2x5= 2x6=

3x5=

2x7= 2x8= 2x9=

5x4=

 

IRI Mathematics Grade Two

Song: “Month’s of the Year” Physical Activity: “Physical Exercises”

109

“THE LAND OF NUMBERS”

3.

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

.

8 min Number Bonds to 10  Teacher, tell the children to use their fingers to find answers to oral exercises.  Ask two children to show 10 fingers. Then, ask one of them to show a certain number of fingers (e.g.: 6 fingers) and the other needs to show the number of fingers (e.g.: 4 fingers) needed to give a total of ten fingers.  Keep working this way with three more pairs of children. Remind the children that they can show fingers on two or more hands (more than two children).  Then teacher, show the class “two fingers on one hand and two on the other” (remember to keep the other fingers hidden) Ask them: “How many fingers am I hiding?” (6) You can do more of this kind of exercise: show 3 fingers with both hands while hiding 7; show 2 fingers using both hands while hiding 8; show 7 fingers with both hands while hiding 3. (Teacher, note that each time you are using two hands).  Teacher, allow the children do the same kind of exercises, showing fingers and hiding others. Every time they add, they should find 10 as answer.

A Calendar: The Months and Days of a Week  Teacher, you will need a calendar for each group or a large calendar for the Month: ……………….

7 min whole class.

First day: Sunday  Organize the children in groups. Ask them: “In which month are we?”

Second day: Monday  Chat with the children about this month. Talk about the name, allowing them to find the Third day: Tuesday Fourth day: Wednesday month in the calendar and read it aloud.

Fifth day: Thursday  Tell the children to write the days of that month and the order in which they come in Sixth day: Friday Seventh their exercise books (see the box). day: Saturday  Once they have done this, ask the children: - “What are the days of this month?”

- “What day is the beginning of this month?”

- “What day is the last day of this month?”

10 min Drawing “Lines” Using Decimetres and Centimetres – Exercise Book 15 cm  Teacher, tell the children to draw lines using a ruler with the following lengths: (1 dm and 5 cm) a) A line with length 1 decimetre and 5 centimetres (1dm 5 cm) b) A line with length 2 decimetres and 5 centimetres (2 dm 5 cm) c) A line with length 3 decimetres and 5 centimetres (3 dm 5 cm) *For the next lesson, you will need a calendar (12 months), and the lyrics to “The Song for the Months of the Year.”

Lesson 40

IRI Mathematics Grade Two

110

“THE LAND OF NUMBERS”

REVIEW OF WEEK 10 Teacher: Today we are going to review about the work we have done during this week.

The main purpose of review ten is to identify: - The children’s ability to distinguish a week from a month and say the names of the months - Their understanding of the order of the months of the year.

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this lesson -

IRI Mathematics Grade Two

Children:

Exercise books, pencils and a ruler for each of them.

Teacher:

A calendar with the twelve months for the whole class.

The lyrics of the “Song for the Months of the Year”

111

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities February .…………..

May …………...

September …………..

June ……………

July ……………

March ……………

December …………..

April ……………

January …………….

August …………….

October …………….

November ………….

Song for the months of the year There are twelve months in a year Twelve months in a year Twelve months in a year Let’s sing: January, February, March, April, May, June, July, August, September, October, November, December, Twelve months in a year.

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.

IRI Mathematics Grade Two

Calendar: Months of the Year - Order  Teacher, you will need a calendar that shows the months from January 15 min to December (12 months).  Ask the children: “In which month are we?”  Show the children the calendar. Invite one of the children to point to each of the months and read it aloud.  Chat with the children about this month: - “What month are we?”, - “How many days does this month have?”, - “What day is the beginning of this month?”, - “What day is the last day?”, - “How many weeks does this month have?”, “How may days?”

- “Are there some holidays in this month?”, “…on which dates?”

- “Which date in this month is important for you?” (allow the children to talk about the important days of this month for her/him)  Teacher, copy the months of the year on the chalkboard as the box shows. Ask the children to copy the months (with the dotted lines) into their exercise books. Tell the children to write on the dotted line the order of each month (for example, February second month).  As a class, check the exercises.

5 min Song for the Months of the Year  Teacher, read for the class the lyrics of the “Song for the Months of the Year”  Then, sing this song together.

*For the next lesson, you will need cards with numbers, cards for each of the months of the year, and sticks in groups of ten (at least 8) and some loose sticks (for ones).

Review 10

112

“THE LAND OF NUMBERS”

LESSON 41 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) You will need cards with numbers for the After-Audio Programme. (b) Have cards with the months of a year for the After-Audio Programme. (c) Sticks in groups of ten and loose sticks can be useful when comparing numbers (see first activity for the After-Audio Programme).

2.

PART 1: During the Audio Programme

Oral Addition Problems (oral) 60 + 30 = 800 + 60 = 700 + 7 = 500 + 22 = 30 + 60 =

Column Addition (exercise book)

Multiplication (oral)

Greater than to 99 (oral)

Oral Subtraction Problems (oral)

8 + 1

4 +2

4x4=

27

13

88 – 1 =

3x2=

70

26

88 – 3 =

7 + 2

3 + 6

2x2=

58

86

1x3=

50

56

3x3=

33

50

2x4=

59

33

5 + 3

4x1=

 

IRI Mathematics Grade Two

Song: “Itsy Bitsy Spider” Physical Activity: “Musical Chair”

113

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Recognizing the Greater Number - Using Number Cards 10 min  Teacher, show the children the cards with the numbers 81, 88. Ask them: “Which is greater, 81 or 88?” (88). You can also write the two numbers on the chalkboard and show the children “8 groups of ten sticks and one loose stick” to represent 81, and “8 groups of ten sticks and 8 loose sticks”, to represent 88. Ask the children to compare the tens and the ones (same tens and different ones).  Reaffirm with them that “88 is greater than 81”.  Continue in the same way comparing the other pairs of numbers shown in the box.

81 vs 88 83 vs 25 34 vs 56 26 vs 91

10 min

28 vs 89 6 vs 9

January

April

July

October

February

May

March

June

August

September

November

December

Calendar, Months and Ordinals  Teacher, you will need cards with the twelve months of the year written on them (1 month per card).  Explain to the children that they will represent the months, one child per month. Ask them: “How many children do we need to show all the months?” (twelve)  Ask twelve children to come in front of the class. Ask them: “Who would like to be January?”, “Why do you like to be January?”, “Who is going to be February?”, “…and March?”, “April?”,” May?”, “June?”, “July?”, “August?”, “September?”, “October?”, “November?” and “December?” Give the card to the child that chose each month. Allow each child to say why he/she likes to be the month they chose, and show the card with the name of the month.  Have the class say the FIRST month (January). The child holding the “January” card should come and stand first. Encourage the class to say which month is the second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh and twelfth, as each child with the respective card stands in the correct position after the first child. Point out to the children that January is the first month and December is the last month.  Ask the children: “Can March be the first month?” (no),” Can January go to the place of December?” (no), “Which months are allowed to change places?” (none of them).  Show them a calendar and have them read the months in order (first, second …) As they read each month from the calendar, tell them to check the order of the months that children are showing with the cards (they are in the same order). *For the next lesson, you will need a metre stick.

Lesson 41

IRI Mathematics Grade Two

114

“THE LAND OF NUMBERS”

LESSON 42 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a Metre Stick ready for the After-Audio Programme. (b) Copy the following exercises on the chalkboard

A.

36 + 28

37 + 58

56 + 28

B. C.

THE CHILDREN: Copy only the exercises with the boat.

D. E F

2. PART 1: During the Audio Programme Multiplication (oral)

Oral Addition Problems (oral)

Column Addition (exercise book)

Subtraction (oral)

6 + 40 =

36 + 28

74 – 70 =

A. 23 + 2 =

27 – 20 =

B. 47 + 1 =

37 + 58

59 – 50 =

C. 21 + 2 =

55 – 50 =

D. 38 + 1 =

56 + 28

44 – 40 =

E. 27 + 2 =

22 – 20 =

F. 33 + 2 =

3x2= 5x2=

4 + 10 =

2x4=

2 + 30 =

3x5= 1x2= 5x4= 3x2=

 

IRI Mathematics Grade Two

Addition (chalkboard)

Song: “I Would Fly” Physical Activity: “Move to the Music” 115

“THE LAND OF NUMBERS”

3.

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

Lesson 42

.. cm ….. m …...cm

15 min Measuring Length Using a Metre  Teacher, you will need a metre stick.  Tell the children a story such as: “The head teacher of the school would like to replace the chalkboard for a new one of the same size. How can we find out the size of our chalkboard?” Chat with the children about this.  Show the children a metre stick. Ask them if they know what it is called.

Tell them it is a metre and it is used to measure LENGTH. Ask: “Who would use a metre stick in their work?” (Seamstresses for measuring materials, carpenters, etc). “Can we use this to measure the size of the chalkboard?”  Hold up the metre stick up for the children to see. Ask them if the length of one side of the chalkboard is more or less than one metre. Hold the stick by the length of the side of the chalkboard so that all the children are sure. Ask the same question about the other side of the chalkboard.  Ask the children: “Who would like to measure the length of each side of the chalkboard?” Allow one or two students to come to the front for this exercise. Show them how to use the metre stick and how to read it. (e.g.:4 m and 20 cm) Encourage them to see if it is necessary to measure all the sides, or if they can know the length of the other sides without measuring each side. (rectangle shape – opposite sides are equal)  On the chalkboard, ask the children to draw a rectangle to represent the chalkboard.

Tell them to write the length of each side that they measured by writing the number of metres and centimetres of each side.  Invite another group of children to measure the same sides and write their findings.

Continue with other groups of children. Then, compare the results from each group and discuss the differences. (way of handling the metre stick, read it, counting, etc.)

Marking the Date of My Birthday in the Calendar (homework) 5 min  Teacher, tell the children to find out the day they were born and mark this day in a calendar. They also have to answer the following question for homework: “How old are you?” *For the next lesson, you will need 3 sticks of different lengths and a calendar.

Lesson 42

IRI Mathematics Grade Two

116

“THE LAND OF NUMBERS”

LESSON 43 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have sticks of different sizes ready for the After-Audio Programme. (b) Have a calendar ready for the After-Audio Programme. (c) Copy the following exercises on the chalkboard.

A

B

2.

49 + 25

29 + 46

36 + 28

26 + 57

C. F. D. G. E.

60 + 4 = 6 + 80 = 99 – 9 = 20 + 3 =

26 – 6 = 8 + 70 = 10 + 4 = 1 + 20 =

THE CHILDREN:Copy only the exercises with the boat.

PART 1: During the Audio Programme Oral Subtraction Problems (oral)

Column Addition (exercise book)

70 – 40 =

A

49 + 25

90 – 60 =

29 + 46

80 – 30 = B

36 + 28 26 + 57

 

IRI Mathematics Grade Two

Oral Addition (chalkboard)

C 95 + 1 = D 50 + 2 =

Oral Addition (oral)

Addition and Subtraction Equations (chalkboard, exercise book)

66 + 2 =

60 + 4 =

20 + 1 =

26 – 6 =

40 + 2 =

6 + 80 =

E

8 + 70 =

23 + 2 =

99 – 9 =

F 85 + 1 =

10 + 4 =

68 + 1 =

20 + 3 =

G

1 + 20 =

Song: “On the Farm” Physical Activity: “Physical Exercises” 117

“THE LAND OF NUMBERS”

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

5 min

Continuation of Audio Programme: Horizontal subtraction  Teacher, complete solving the exercises that were started in the Audio Programme.

10 min

Month January February March April ……..

December

Names Mary, John, Ann Nobody Sam, Leila …………….. …………….. ……………..

Review of Homework – Time (Calendar-compiling the students’ birthdays)  Teacher, tell the children to have their homework ready. Put a calendar in front of the class.  Copy the following chart on the chalkboard. Next, ask the children: “Whose birthday is in January? Put your hands up.” Write the names of the children whose birthdays are in January in the chart.

Month Names January ……………………………………………

February …………………………………………… ………… ……………………………………………

December …………………………………………...  Ask the children: “How many of you have a birthday in January?”

“How many in February?”

“In March?”

Continue the same way for the rest of the months.  In their exercise books, tell the children to write the months and the names of the children that have a birthday in each month. We will use this list in the next lesson.

Comparing Lengths 10 min  Hold up three sticks of different length. Ask the children: “Which one is the longest and which one is the shortest?”  Hold up the longest stick and ask the children to say if it is the longest or the shortest.

Repeat with the shortest stick. Then, show the three sticks in order from shortest to longest.

Longest Shortest  Ask them to work in pairs and get three pencils of different sizes and compare them.

Ask each pair to decide which pencil is the longest and which pencil is the shortest.

Ask everyone with the longest pencils to hold it up and then everyone with the shortest pencils to do the same. *For the next lesson, you will need a calendar, and some leaves of plants (to show symmetry).

Lesson 43

IRI Mathematics Grade Two

118

“THE LAND OF NUMBERS”

LESSON 44 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a calendar with the twelve months of the year. (b) Have some leaves of plants that show symmetry. (c) Copy the following exercises on the chalkboard (there are no exercises with the letter C).

A.

29 + 14

36 + 46

B.

47 + 35

36 + 18

D. E. F.

THE CHILDREN:

2x4= 4x1= 7+7=

3+9= 6+8= 2x3=

G.

J.

H.

K.

Copy only the exercises with the boat. I.

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

A

B

29 + 14 47 + 35

36 + 46 36 + 18

Multiplication and Addition Equations (exercise book) D. 2 x 4 =

3+9=

E. 4 x 1 =

6+8=

F. 7 + 7 =

2x3=

Greatest up to 99 (oral)

Addition and Subtraction (oral)

7

4

9

6+3–1=

5

8

3

8+1+3=

20 10 40

5+2–4=

70 30 50

9–8+5=

14 11 19

4+3+1+5=

Oral Addition (chalkboard)

G. 15 + 3 = H. 11 + 6 = I.

19 + 1 =

J. 16 + 3 = K. 14 + 6 =

 

IRI Mathematics Grade Two

Song: “Months of the Year” Physical Activity: “Physical Exercises” 119

“THE LAND OF NUMBERS”

2.

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

Days of the week Sunday Monday Tuesday Wednesday Thursday Friday Saturday

No. of children …...…… ...……… ............... ……..… ….……. …….….. ……..….

10 min

Calendar: Days of the Children’s Birthdays  Teacher, you will need a calendar with the twelve months of a year.  Copy the table shown in the box on the chalkboard. Later, you and the children will complete this table.  Ask the children to write the month of their birthday in their exercise books.  On the calendar, ask each child to come up and mark the date and the day of their birthday. Then, tell each child to write the day of their birthday in their exercise books.

Encourage them to write: My birthday is on …............(Sunday, Monday,…. Saturday)  Then, complete the table on the chalkboard, asking the children to raise their hands if their birthday is on Sunday. Ask one the children to count how many children have a birthday on Sunday, and write that number on the table. Do the same for the rest of the days of the week. At the end, read the table with the children: “On Sunday there are ……… birthdays”, “On Monday there are …. birthdays”,” On Saturday there are ……. birthdays”, and so on.  Ask the children: “How long does your birthday last?”, “Does your birthday last two days?”

“Which day would you like the most for your birthday?” Point to that day in your calendar.

Ask “Why do you like that day?”  Ask the children to copy the table in their exercise books.

10 min

Describing Symmetry  Teacher, you will need leaves of a plant that show symmetry and an exercise book to show the middle blank pages. You will also need to show examples of symmetry such us: a face of a child or yourself (right and left side of the face) and the whole body (right and left).  Teacher, cover the left side of your face. Have the children observe and tell you what they see on the right side (one eye, an eyebrow, half of the nose, etc.). Then uncover the other side and ask the children: “Do you see the same things on this side of my face?”, “Are they at the same distance from the middle line?”  Explain to the children the meaning of SYMMETRY (same things on both sides and they are at the same distance from the middle line).  Teacher, ask the children to make similar observations of symmetry for the leaves of the plants, their body or the middle blank pages of their exercise books.

Lesson 44

IRI Mathematics Grade Two

120

“THE LAND OF NUMBERS”

REVIEW OF WEEK 11 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review twelve is to identify: - The children’s understanding of the combination of three numbers whose sum is 10.

- their ability to complete addition exercises that require them to carry numbers.

- their ability to complete subtraction exercises with two digit numbers that require them to take away from the tens.

There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this lesson -

IRI Mathematics Grade Two

Children:

121

Exercise books and pencils

“THE LAND OF NUMBERS”

Review activities: TEACHER: Facilitate the following activities

14 + 38

28 + 45

24 + 59

Number Bonds to 10 – Different Combinations to Make 10 10 min  Teacher, the children will use their fingers to find answers to oral exercises. Explain that with three hands, they will show TEN (10) fingers. Ask a child to the front and show two fingers on one hand.  Then, tell the class “Get ready to show the fingers that, with the two fingers that the child at the front is showing, will make 10.” Tell them to use both hands. Encourage them to make different combinations (5 and 3, 4 and 4). Remind them to use their own two hands and take into account that there is a child showing two fingers.  Identify another child to come to the front of the class and ask him/her to show five fingers.

Then, tell the class: “Show me fingers on two hands that, when added to the five fingers, makes 10.”  Continue inviting other children to show: 1 finger (others show 9); 0 fingers (others show 10 fingers; 9 fingers. (others show 0 fingers and 1 finger) 15 min Vertical Addition and Horizontal Subtraction  Teacher, copy the exercises shown in the box on the chalkboard and ask the children to copy them into their exercise books.  Solve the first addition exercise together. You can illustrate this addition on the chalkboard: 14 + 38

44 – 40 = 85 – 80 = 97 – 90 = 41 – 40 =

oooo oooooooo

Then, add the ones (oooo oooooooo) and show that the sum is oo = 12. Show them that the 2 is written below the eight (in the ones column) and the 1 is written above the one (in the tens column). Then ask the children to add the numbers in the tens column: and and OR 1 + 1 + 3 = 5 ( ). Show them the 5 is written below the 3.  Summarize with them that the whole exercise can be seen like this: 14 + 38

oooo oooooooo

52 oooooooooooo This is the same as oo  Invite the children to solve the remaining exercises by themselves, including the subtraction exercises. Allow them to use their own strategies to find the answers. *For the next lesson, you will need one calendar, and metre sticks for each group of children.

Review 11

IRI Mathematics Grade Two

122

“THE LAND OF NUMBERS”

LESSON 45 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a calendar with the 12 months ready for the After-Audio Programme. (b) Have a metre stick for each group of children ready. (c) Copy the following exercises on the chalkboard.

C A

38 + 14

47 + 26

B

36 + 58

35 + 47

D E F

THE CHILDREN:Copy only the exercises with the boat.

2.

PART 1: During the Audio Programme Oral Addition (oral) 1+2+1= 4+5+3=

2+1+0+3= 6+2+1+3=

Column Addition (exercise book) A.

38 + 14

36 B. + 58

Oral Subtraction (oral) 54 – 50 =

47 + 26

29 – 20 =

35 + 47

21 – 20 = 95 – 90 =

8+1+5= 4+3+3= 6+1+2+1=



IRI Mathematics Grade Two

Greater Than to 99 (oral)

Oral Addition (oral)

48 14 26

C 15 + 4 =

93 41 79

D 19 + 1 =

22 51 68

E 18 + 2 =

51 70 25

F 13 + 6 =

Oral Multiplication (oral) 6x3= 4x3= 2x5= 7x2=

49 – 40 =

3x6=

78 – 70 =

5x4=

Song:

“We’re Going to the Zoo” 123

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Comparing Length - a Metre 10 min  Teacher, you will need metre sticks.  Organize the children in groups. Give each group a metre stick and ask: “What is this?”, “What do you use this for?”  Ask each group of children to discuss the following questions: - “Is the height of the door more or less than one metre?”

- “Is the height of the tallest child in my group more or less than one metre?”

- “Is the length of my exercise book more or less than one metre?

- “Is the road to my house more or less than one metre?”

- “Where is the beginning and the end of the road that you just ‘guessed’?”  Ask if they can measure the “height of the door”, “the height of the tallest child of the group,” ”the length of their exercise book,” and “the road to their house,” using the metre. Allow them to discuss this and explain how they can measure each (using a metre stick) and allow them to measure the height of the tallest child of the group.

10 min

JANUARY 2007 Sun 7 14 21 28

Mon 1 8 15 22 29

Tues 2 9 16 23 30

Wed 3 10 17 24 31

Thurs 4 11 18 24

Fri 5 12 19 26

Sat 6 13 20 27

Time, Calendar – Number of Days in Each Month (30, 31, 28/29)  Teacher, put in front of the class a large calendar with the twelve months.  Ask the children: “Which is the first month?” (January). Invite a child to count the number of days that January has. Ask that child: “How many days are there in January?” (31 days), “On what day of the week does January begin?”, “On what day does January end?”  Have a group of children count the number of days in February, while another group counts the days in March, another in April, and so forth until a last group counts the days in December. Encourage the children to count the days one by one, by seven or use different strategies to count.

*For the next lesson, you will need a metre stick.

Lesson 45

IRI Mathematics Grade Two

124

“THE LAND OF NUMBERS”

LESSON 46 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a metre stick for the After-Audio Programme ready. (b) Copy the following exercises on the chalkboard.

59 + 24

37 + 28

26 + 19

THE CHILDREN: Copy the exercises with the boat.

2.

PART 1: During the Audio Programme

Word Problems (oral)

Addition (oral)

Multiplication (oral)

Addition and Subtraction (oral)

Column Addition (exercise book)

Oral Subtraction (oral)

40 – 30 =

16 + 3 =

5x2=

6+2–1=

59 + 24

96 – 90

80 – 20 =

15 + 2 =

4x3=

8–2+2=

80 – 50 =

13 + 4 =

2x6=

6–3+5=

37 + 28

61 – 60

11 + 7 =

3x5=

5+5–4=

5x5=

8+2–2=

26 + 19

11 – 10

4x4=

53 – 50

28 – 8

92 – 90 39 – 30



IRI Mathematics Grade Two

Song:

“The Canoe Song”

125

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min Symmetry – Identify and Describe  Teacher, remind the children about SYMMETRY. Have them write ‘Symmetry’ in a page of their exercise books.  Copy the drawings shown in the box onto the chalkboard. Ask the children to copy them and draw what is missing in each of them to show a symmetrical pattern.

10 min Comparing Length  Teacher, you will need a metre stick.  Tell the children to look around the classroom to find objects (desks, chalkboard, exercise books, pencils, etc.) whose length is longer than a METRE. Make a list of these objects. Ask the children: “How can we know that all these objects are longer than a metre?” (by using the metre stick to measure them). Invite some of the children to measure the objects to verify.  End this activity by asking the children to answer the following question as HOMEWORK: “Is your height more than a metre?” Encourage them to use a METRE stick at home to measure their height.

*For the next lesson, you will need a calendar with the twelve months of the year.

Lesson 46

IRI Mathematics Grade Two

126

“THE LAND OF NUMBERS”

LESSON 47 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a calendar with the twelve months of the year ready. (b) Copy the following exercises on the chalkboard.

2.

A 1x2= B 4x2=

2x2= 5x2=

C

65 + 19

46 + 39

D

75 + 18

E F

7+2+4= 8+1+5=

3x2= 6x2=

48 + 12 3+1+7= 3+6+6=

THE CHILDREN: Copy the exercises with the mouse.

Should have a ruler each.

PART 1: During the Audio Programme Addition Problems (oral) 64 + 4 =

Multiplication Equations (exercise book)

IRI Mathematics Grade Two

Addition Equations (exercise book)

A

1x2= 2x2= 3x2=

C

65 + 19

46 + 39

E 7+2+4= 3+1+7=

B

4x2= 5x2= 6x2=

D

75 + 18

48 + 12

F 8+1+5= 3+6+6=

93 + 6 =

 

Column Addition (exercise book)

Song: Physical Activity:

127

“The Children’s Song” “Physical Exercises”

“THE LAND OF NUMBERS”

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

5 min Oral Addition  Teacher, tell the children that you are going to read aloud, oral exercises for them.  Begin with the first exercise (see box) by asking: “How much is 15 + 4?” The children can use different ways to find the answer (write 15, then say sixteen, seventeen, eighteen, nineteen OR decompose 15 as 10 + 4, then add 5 + 4 (9) and add 10 + 9 (19) etc.)  Encourage the children to answer the remaining exercises. Ask them:”How much is 11 + 8?”; “14 + 2?”; “14 + 3?”; “17 + 1?”; “17 + 3?”

15 + 4 11 + 8 14 + 2 14 + 3 17 + 1 17 + 3

Measuring and Comparing Lengths (dm, cm, m)  Draw the pipe shown in the box on the left onto the chalkboard. Ask the children to 10 min look at the pipe you have drawn. Tell them that the length of this pipe is one decimetre (1dm).  Ask the children to use their pencil and ruler to draw a pipe with the same length in their exercise books. Ensure that each child is using the ruler the right way.  After a while, tell the children to draw a line underneath that is longer than the pipe. Then, draw another line that is shorter than the pipe.  Ask the children to look at the lines and the pipe and mark with an X the longest one and draw a circle around the shortest one.

Length: 10 cm or 1 dm

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Calendar - Identifying the Months by School Time and Vacation; Order.

1  Teacher, you need a calendar with the twelve months to identify the months that 4 5 6 7 8 children come to school and the months they are on vacation. It’s recommended that you have 11 12 13 14 15 each month separated and put all of them, not in order, on a table.

18 19 20 21 22  Invite the children to help you to put the twelve months in correct order. Ask them: “Which one is 24 26 27 28 29 the first month?” (January),”… the second month?” (February),”… the third month?” (March).

Continue until all the months are in order.

Mashramani  Teacher, ask the children: Phagwah - “What month are we?” (invite one of the children to mark this month in the calendar) Easter Shelter Time -“Is this month (…) vacation time or school time?”

Vacation Time - “Which month is next?”

Our Education - “Is the next month school time or vacation time?” (teacher, in some months you may have both school days and vacation days) - “In which month did we begin school?”  Ask the children to mark the vacation months in the calendar. *For the next lesson, you will need a metre stick for each group of children.

Lesson 47

IRI Mathematics Grade Two

128

“THE LAND OF NUMBERS”

LESSON 48 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a metre stick for each group of children ready for the After-Audio Programme. (b) Copy the following exercises on the chalkboard.

2.

A

62 + 18

58 + 34

B

24 + 18

42 + 38

C

3+5+8=

3+3+9=

THE CHILDREN:

D

2+1+3=

6+0+9=

Copy the exercises with the boat.

Each pupil should have a ruler.

PART 1: During the Audio Programme

Addition and Subtraction Equations (oral)

Column Addition (exercise book)

Multiplication (oral)

Addition (oral)

7–6+6= 8–7+1=

A.

62 + 18

58 + 34

3x1= 3x2=

16 + 4 = 12 + 7 =

1+3–3= 5+3–4=

B.

24 + 18

42 + 38

3x3= 3x4= 3x5= 3x6=

15 14 13 15

+ + + +

1 4 6 5

Addition Equations (chalkboard)

C 3+5+8=

3+3+9=

D 2+1+3=

6+0+9=

= = = =

Physical Activity: “Physical Exercises”

IRI Mathematics Grade Two

129

“THE LAND OF NUMBERS”

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

10 min

Counting by Tens – Metre  Teacher, you will need a metre stick. The centimetre marks need to be clear.  Organize the children in groups. Each group will observe the metre stick and mark each decimetre (each 10 centimetre – ten marks.) Teacher, if you don’t have a metre stick for each group, you can put the metre stick on a table at the front of the class and each group can take turns coming up and verifying what the first group did.  Ask the children: - “How many DECIMETRES does a METRE have?” (10) - “How many centimetres does a METRE have?” (100)  Have the children draw a DECIMETRE in their exercise books using a ruler and write a DECIMETRE (dm)  Ask them: “How many of that drawing (1 dm) you need to have to show a length of one METRE?” (10).

10 min Symmetry – Making Patterns  Teacher, draw the pictures shown in the box on the chalkboard. Tell the children to also copy these in their exercises books.  Explain to them that each drawing has to show a symmetrical pattern. Ask them to complete the parts or drawings that are missing to make each symmetrical.  Walk around the classroom and check each child’s work. Allow them to show and explain the symmetrical pattern in their drawings.  Invite the children to think about objects around their home or environment, including cloths, paintings and other objects that show symmetry. Discuss why those things show symmetry. *For the next lesson, you will need a list of the songs, and each child will need colouring pencils or crayons.

Lesson 48

IRI Mathematics Grade Two

130

“THE LAND OF NUMBERS”

REVIEW OF WEEK 12 Teacher: Today we are going to review some of the work we have done during this term.

The main purpose of review eleven is to identify: - The children’s opinion of the IRI programme There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions this week.

The materials needed for this review -

IRI Mathematics Grade Two

Children:

Exercise books and pencils Colouring pencils or crayons

Teacher:

- A paper with drawings as shown in the second box of the next page.

- List of the songs

131

“THE LAND OF NUMBERS”

Review activities TEACHER: Facilitate the following activities 10 min The Magic Number Two. // I Would Fly //// (4) The Spider Song March of Numbers Let’s Make Music The Days of the Week The Children of Guyana On the Farm The canoe Song The Fruit Vender We’re Going to the Zoo In the Classroom

Review of the Songs  List the songs that have been used in the Audio Programme on the board (see box).

Read the list to the children and tell them to think, SILENTLY, of ONE which is their favourite.  Tell them you will say the name of each song one at a time, and that they should put their hand up when you say their favourite. Remind them they can only put their hand up ONCE.  List the children’s votes on the board (see the box) and ask them: - “Which song is the most popular?” (explain the meaning of the word “popular”) - “Which song is the least popular?”  As a group, sing the most popular song.

20 min

The Land of Numbers

10 OO OO

4x3 + 000

Let’s Make Music For The

////// 9 – 0=

3 World 7-5 The Land of Numbers

IRI Mathematics Grade Two

IRI Poster  Teacher, show the children the paper with the drawings (see box) that you did or you may want to copy them onto the chalkboard. This is the beginning of an IRI poster.  Tell the children to look at the drawings and ask them about IRI Mathematics. Read, aloud, the writings on the poster and discuss them. (writings around the boundary) With the children, discuss the things they like about the Mathematics class and list some words on the board for them. For example - The names of the characters; songs; words such as: fun, enjoy, dancing, etc.; topics of mathematics: adding, taking away, counting, circles, games, counters, etc.  In their exercise books, tell the children to draw pictures of the Mathematics class. With each picture, tell them to also write it in words.

EXAMPLES: A child singing The characters on the radio Their favorite activity Geometric shapes NOTE: Teacher, save these posters for the last day of the Mathematics class. The children can display these posters.

Review 12

132

“THE LAND OF NUMBERS”

LESSON 49 1. BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises on the chalkboard.

A B C

1x3= 3x3= 5x3=

2x3= 4x3= 6x3=

I

F

6+4+7= 6+2+5= 8+0+5=

G D

E

2.

37 + 56

67 + 13

67 + 14

43 + 29

8+1+3= 4+3+8=

H THE CHILDREN:Copy only the exercises with the mouse.

PART 1: During the Audio Programme Word Problems (oral) 78 + 4 =

Multiplication (exercise book) A 1x3=

3+9–0=

2x3=

63 + 9 = 58 + 4 =

Addition and Subtraction (oral)

B

Column Addition (exercise book) D

37 + 56

67 + 13

Addition (chalkboard) F

1+7–3=

39 + 1=

2–1+7=

3x3=

4+9–4=

4x3=

E

67 + 14

43 + 29

G

37 + 2 =

H

35 + 5 =

I

56 + 6 =

C 5x3= 6x3=



IRI Mathematics Grade Two

Song:

“In the Classroom”

133

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Solving Addition Exercises  Teacher, ask the children to copy the exercises with the boat and solve them.

Encourage them to use drawings of balls, counters, fingers, or others to find the answer to each of the exercises.

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31 Mashramani Phagwah Easter Shelter Time Vacation Time Our Education

5 min

10 min

Planning the Construction of a METRE (tool)  Teacher, plan how to make a metre, with the children. Each child can make this tool at home with the help of their parents. This tool will be used in the second term.  Encourage the children to get enthusiastic about this project. To start, have the children write the title of this project in their notebooks: Project: Making my own METRE. Then, ask: - “What are you going to need to construct a metre (tool)?” Write the list of materials suggested by the children on the chalkboard. Choose some materials that are easy to find at home and have the children write these in their exercise books.

- “At home, with whom are you going to talk about this task?” Have each child write the name of the person whom they will ask for help at home.

- “When can you construct this metre?” Have the children mark the dates on the calendar or write the dates in their exercise books.

NOTE: Plan this project so that the children can have their metre (tool) ready by the day before the closing lesson of this term.  Teacher, give some guidelines to the children for their project Their metre has to show each cm up to 100 cm Each mark for the centimetres has to be clear.

They can use a ruler to help themselves in the marking process.

Show them how to mark each cm, draw this on the chalkboard using the ruler.  By reviewing these guidelines with the children, you will be able to show them that all the tools (metre) will have the same length (1 metre), the same scale, and that each mark will represent the following: 1cm, 2cm, 3cm, … 100 cm. Although each student’s project will have these characteristics in common, the materials used for each tool can be different.

Singing “The Song for the Months of the Year”  Teacher, invite the children to sing “The song for the months of the year.”  Discuss with the children the celebrations in each of the months mentioned in the song. *For the next lesson, you will need a calendar.

IRI Mathematics Grade Two

134

10 min

Lesson 49

“THE LAND OF NUMBERS”

LESSON 50 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a sheet of paper for each child, and a paper airplane ready (see first exercise in the After-Audio Programme) (b) Have a calendar ready for the After-Audio Programme. (c) Copy the following exercises on the chalkboard.

28 + 17

51 + 46

A

D

36 + 50

34 + 26

B

E

1x8= 6x4= 5x2=

C

4x3= 2x3= 1x9=

THE CHILDREN: Copy only the exercises with the boat.

2. PART 1: During the Audio Programme Subtraction (oral)

Multiplication Equations (oral)

52 – 2 =

2x5=

24 – 4 =

3x5=

31 – 1 =

5x5=

40 – 0 =

5x2=

Column Addition (exercise book) 28 + 17

51 + 46

4x3=

36 + 50

34 + 26

2x3= 6x4=

5x2=

5x3=

IRI Mathematics Grade Two

1x8=

1x9=

5x4=

 

Multiplication (oral)

Song: Physical Activity:

Addition (chalkboard) A

88 + 7 =

B

21 + 4 =

C

40 + 9 =

D

61 + 0 =

E

82 + 1 =

“In the Classroom” “Clapping Hands” 135

“THE LAND OF NUMBERS”

3.

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

10 min

Applying Symmetry when Making a Paper Airplane  Teacher, you will need a sheet of paper for each child. They will make an airplane (see the drawing in the box) by applying what they know about SYMMETRY.  Show the children a model airplane made of paper.  Give each child a sheet of paper and ask them to make an airplane like the one you showed them.  Give them the first instruction or step and point out how each side of the airplane should look. Ask the children to look for symmetry. Then give them the next step and ask them to look for symmetry. Continue giving them one step at a time, and each time reminding them to look for a symmetrical pattern.  You can also invite the children to color parts of their airplane, keeping in mind that they should colour the parts in such a way that it shows symmetry.

Vacation Months: - December - March, April - July, August (not always the entire month)

Planning My Vacation – Calendar  Teacher, on the calendar, show the children the month(s) of the next vacations.  Ask them: - “What month(s) are you going to be on vacation?”

- “Are you going to be on vacation during December?”

10 min - “How many days does December have?”

- “On which day in December does your vacation begin?”

- “Which day is the last day of December?”

- What important celebrations are there in December?” (Christmas, some birthdays, and perhaps other days the children consider important)  Tell the children, for HOMEWORK they are to draw the December calendar and mark all the days of vacations and important celebrations in their exercise books. Encourage them to use colours and ask for help at home.

Singing a Song “The Days of the Week”; Ordinals  Say the days of the week, in order, to the class. Ask them to say them with you.  Ask questions such as: “What day is today?”, ‘What days do you come to school?”, “What days do you stay at home?”, “On which day will vacation begin?”  Teacher, invite the children to sing the song: “The Days of the Week”

*Teacher, remind the children to bring their METRE-TOOL for tomorrow.

IRI Mathematics Grade Two

136

Lesson 50

“THE LAND OF NUMBERS”

LESSON 51 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy the following exercises on the chalkboard.

39 + 14

41 + 52

13 + 56

62 + 18

THE CHILDREN: Copy the exercises with the boat.

2. PART 1: During the Audio Programme Multiplication (oral) 2x5= 5x3= 4x5= 5x2=

Column Addition (exercise book) 39 + 14

41 + 52

13 + 56

62 + 18

Addition Problems (oral)

Multiplication (oral)

Addition and Subtraction (oral)

5+6+5+3

2x8=

7+4–7=

9+2+1

3x5=

8–0+2=

4+4+3

4x3=

4–4+3=

8x2=

8+7-0=

5x5= 3x5=

 Song:  Song:

IRI Mathematics Grade Two

“In the Classroom” “If You’re Happy and You Know it”

137

“THE LAND OF NUMBERS”

3.

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

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Reviewing Homework: December Calendar – Vacation Time 10 min  Teacher, invite the children to show their December calendar (Homework) and explain that together, we will review. Each child should have a pencil to check their homework.  Lead this review by asking: - “Do your calendars have the name of the month?”, “What is the name?”

(December). Write it on the chalkboard or show the name in a calendar.

- “What day of the week is the first day of December”? (all need to have the same day if the calendar is of the same year) - “What day of the week is the last day of December”? (all need to have the same day).

- “How many days does December have?” (have each child counts – 31 days).

- “Did you mark the day for Christmas?”, “What day is it?”, “What date? (25th of December), “What other days did you mark in your December calendar?”

- “How many days did you mark for vacation?”, “On what day does vacation begin?”, “What date?”  Teacher, end this activity by asking: “In which month are we coming back to school?”, “What day of that month are we going to begin school again?”

10 min Sharing the Student’s Projects: The Metre (tool)  Teacher, the children can show their metre-tools to the class.  Invite one of the children to show his/her METRE and explain how he/she made.  Ask the class: - “Do all the metre-tools you made have the same length?” (yes - discuss this and allow the children to compare, putting the tools side by side) - “How many centimetres does you metre-tool have?” (100 cm – allow them to verify) - “How is your metre-tool marked?”, “Did you put a mark for each centimetre”?, “… each decimetre?”  End this activity by allowing the children to share their work with each other.

NOTE: Teacher, ask the children to have their metre sticks and December calendar ready for the display during the last day of mathematics class.

Lesson 51

IRI Mathematics Grade Two

138

“THE LAND OF NUMBERS”

CLOSING LESSON 1.

BEFORE THE MATHEMATICS CLASS Teacher (a) Have the POSTERS that the children did in REVIEW 12 ready for the display; (b) Have the METRE STICKS that the children made for homework in lesson 49 (and reviewed in lesson 51) ready for the display. (c) Have the PAPER AIRPLANES the children made (using the concept of symmetry) in Lesson 50, ready for the display. (d) Have the December calendars the children made in lesson 50 (and reviewed in lesson 51) ready for the display.

Teacher, find a place for the display and organize all the items in the display. This should be an ACTIVITY completed with the children.

THE CHILDREN: Should be ready to explain the work they did (Poster, Metre Stick, Paper Airplane and Calendar)

2.

Song

“The Canoe Song”

PART 1: During the Audio Programme Tongue Twister

Numberseeka says: “Betty Botter” Girls say: “Betty Botter” with Lana.

Boys say: “Betty Botter” with Amar.

Everyone says “Betty Botter” imitating Numberseeka.

IRI Mathematics Grade Two

Song

“On the Farm”

Dance

“Move to the Music”

139

Song

“The Fruit Vendor”

Physical Activity

Story

“Wiseman Says”

“The Tired Pencil”

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activity 10 min Organizing the Children  Teacher, organize the children so that they can observe the work they have done during this term. To ensure that each child gets a chance to see the full display, you may want to organize them in small groups.

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Observing and Explaining our Work  Teacher, invite each group to go around the display and observe the work.  After all the groups have had a chance to observe the display, ask some children to explain their work to the others. Allow other children to explain as time permits.

The Land of Numbers

10 OO OO

4 x3 + 000

Let’s Make Music For The World

////// 9 – 0=

3

7-5 The Land of Numbers

IRI Mathematics Grade Two

140

“THE LAND OF NUMBERS”

MATHEMATICS TOPICS FOR GRADE 2, TERM 1 MATHEMATICS CONTENT

NUMERATION, COUNTING

Month 1 List of Topics (Lessons: 1 to 16)

Month 2 List of Topics (Lessons: 17 to 35 )

Counting with fingers, counters, drawings and stories.

- Rote counting, to 50 - Counting with objects (seeds, counters) to 50.

- Rote counting from a0 (E.g.: 40 to 46; 60 to 65) - Counting groups of 10’s up to 100.

- Counting by 10’s and 1’s, to 39.

Then to 99 (E.g.: 10, 20, 30, 31, 32, 33, 34) - Counting by 10’s and 1’s combine with the recognition of digits of 10’s and 1’s - Rote counting by 100’s, to 1000 - Counting with objects, M + a, a≤5.

Grouping objects by 10’s and 1’s.

- Counting by 100’s, using word “hundreds”. Then mix with the hundreds, tens and ones digits.

- Dozen (12)

Counting with fingers, counters, drawings and stories.

- Counting by 100’s, to 1000 - Counting by 10’s and 1’s, to 99.

- Counting by 100’s, 10’s and 1’s.

- Counting by 100’s, 10’s and 1’s. Digit of 100’s - Counting by 100’s, 10’s and 1’s. with 0 in the 10’s.

MORE GREATER, LESS, GREATEST, LEAST

-

IRI Mathematics Grade Two

Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1)

More, to 20. Oral problems. E.g.: 2 vs.3, 7vs5 Greater than, to 10; to 20 (combine with “more”). E.g.: 7 vs. 6, 8 vs. 10 Greater than, to 99, ab vs ac, c = b + 1.

E.g.: 31 vs 32, 56 vs. 57, 98 vs. 99

141

- ab vs, ac. E.g.: 38 vs. 36, 43 vs. 40 - a0 vs. b0. E.g.: 20 vs. 40, 80 vs. 60.

- ab vs. cd, c = a + 1. E.g.: 84 vs. 90, 84 vs. 99, 72 vs. 60.

- ab vs. cd, to 99, combine with “more”.

E.g.: 27 vs. 13, 70 vs. 26, 58 vs. 86.

- Greatest than, to 99: E.g.: 7 vs. 4 vs. 9; 5 vs. 8 vs. 3, 20 vs. 10 vs. 40.

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT NUMERATION, READING AND WRITING

Month 1 List of Topics (Lessons: 1 to 16) -

OPERATION: ADDITION

Reading numbers to 19. Then to 99.

Writing numbers from dictation, 0 to 9.; 10 to 19; ab, b ± 0; Writing numbers from dictation, 0 to 99, using the word “digit” .

Writing numbers a0 (E.g.: 80, 60, 70) Reading numbers abc, b ≠ 0, c ≠ 0 (E.g.: 245, 216, 258) Reading numbers a00 (E.g.: 100, 400, 200, 600).

Writing numbers a00 (E.g.: 300, 500, 100) Reading numbers abc, b ≠ 0 (E.g.: 250, 670, 684) Writing numbers abc, b ≠ 0 (E.g.: 240, 386, 650) Reading numbers abc (E.g.: 789, 504, 640).

Writing numbers abc (E.g.: 608, 500, 734, 980)

Month 2 List of Topics (Lessons: 17 to 35 ) -

Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1)

Writing numbers abc. E.g.: 400, 678, 405.

Witting numbers abc, b≠ 0, c ≠ 0. E.g.: 843, 231 Reading numbers abc. E.g.: 895, 430, 600, 709.

Reading numbers abc with b ≠ 0. E.g.: 569, 760. Digit of 100’s

ORAL (with fingers, counters or objects, drawings or with out any support): - Case: a + b ≤ 10, 1 ≤ a ≤5 , 1 ≤ b ≤5 E.g.: 4 + 3, 5 + 5, 2 + 5, 3 + 5 - Case: a + b ≤ 10 E.g.: 8 +2, 7+ 1, 9 +1).

- Case: a0 + b E.g.: 30 +3, 70 + 2 , 40 + 7 - Case: a + b + c (+b) ≤ 10. E.g.: 5 + 2 + 1; 1 +3 + 4 + 1 - a + b ≥ 11 E.g.: 6 + 7, 8 + 6, 9 + 8

ORAL: (with fingers, counters or objects, drawings or with out any support): - Cases: a00 + b; a00 + bc. E.g.: 400 +1, 400 + 2, 400 +3. 400 + 28, 400 +71 - Case: a + b ≥ 11. E.g.: 6 +8, 7 +4, 9 + 7 - Case: a + b ≤ 10, addition table. E.g.: 6+3, 9 +1, 5+0, 0 + 9.

- Cases: a0 + b0 ≤ 90. E.g..: 50 +20, 30+30, 20 + 80.

- Case: a0 + b ≤ 90. E.g.: 40 +7, 70 +1 and b + a0. E.g.: 8 + 60, 5 + 40

HORIZONTAL - Equation: - Case: a + b ≤ 10, a ≠ 0, b ≠ 0. E.g.: 5 + 4 =, 3 + 7 =) - Case: a + b ≤ 10 . E.g.: 0 + 8=,

HORIZONTAL - Equation: - Case: a + b ≥ 11. E.g.: 7 + 3 = , 6 +9 = - Case: a + b ≤ 10, addition table. E.g.: 2 +3 =, 2 + 4=, 2 + 3=, 8 +1=, 8+ 0=

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ORAL: - Cases: a + b0 and a0 + b . E.g.: 20 + 4, 3 + 90, 30 + 3, 5 + 50.

- Cases: a + b ≤ 10, a + b ≥ 11.

E.g.: 7 + 2, 8 + 3, 0 + 4, 8 + 5.

- Cases: a + b + c (+d) ≤ 10; a + b + c.

E.g.: 4 + 1 + 2, 5 + 6 + 1.

- Case: ab +c ≤ 100, with drawings and with out drawings.

E.g.: 95 + 1, 50 + 2, 85 + 1.

- Case: ab + c ≤ 20, with drawings. E.g.: 15 + 4, 19 +1, 18 + 2.

HORIZONTAL - Equation: - Case: a0 + b, a + b0. E.g.: 40 + 5 = 60 + 7 =, 5 + 40, 40 + 0, 1 +90.

- Case: a + b + c (a + b ≤ 9).

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16) -

6 +0= .

Case: a + b + c ≤ 10 and a + b+ c +d ≤ 10 . E.g.: 3 + 5 + 1 =, 5+0+3=, 4 +0 + 1 + 3= Case: a + b, less or equals 15. E. g.: 8+6=

COLUMN: - Case: a + b ≤ 9, 1 ≤ a ≤5 , 1 ≤ b ≤5 E.g.: 4 +3 - Case: a + b ≤ 9, 0 ≤ a ≤5 , 0 ≤ b ≤5 E.g.: 4 0 5 + 3 +2 + 0 -

Case: a + b E.g.: 3 0 +2 + 5 Case: ab + cd, b≠0, d ≠0 without carry. E.g.: 34 + 12

Month 2 List of Topics (Lessons: 17 to 35 ) -

Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1) E.g.: 7 +2 + 4 =, 3 + 1 + 7 =

Case: a0 + 10. E.g.: 90 + 10 = Case: a0 +b0 ≤90. E.g.: 20 +70.

COLUMN: - Case: ab + cd, b≠0, d ≠0 without carry E.g.: 54 + 13 - Case: a + b + c ≤ 9 E.g.: 3 2 +1 -

Case: ab + c, b≠ 0, c≠ 0. E.g.: 67 73 + 1 +2

-

Case: c + ab, b≠ 0, c≠ 0. E.g.: 7 3 +21 +16

- Case: ab + cd, b + c ≤ 14, carry in column of ones. E.g.: 49 36 + 25 +28

-

OPERATION: SUBTRACTION

ORAL (with counters, fingers, pictures) - Case: a – b >0, b ≠ 0. E.g.: 6 - 4; 7 – 3; 9 – 1, 8 - 4.

- Cases: a – b. E.g.: 4 -2, 5-0, 0-0.

- Case: 1a – b, b>a. E.g.: 13 – 5, 14- 6 HORIZONTAL - Equation: - Case: M – b, M ≤ 10. E.g.: 5 -3 =; 9 -8=; 8-1=.

IRI Mathematics Grade Two

Case: ab + c, in general. E.g.: 50 63 + 2 + 2 - Case: abc + def, with out carry. E.g.: 542 + 132 - Case: ab + c and 1a + c. E.g.: 78 14 + 1 + 5 ORAL: - Case: ab – b. E.g.: 18 -8, 54 - 4 - Case: ab – 1, b ≠ 0. E.g.: 43 – 1, 79-1 - Case: a – b. E.g.: 5 – 0, 9 – 3.

- Case: ab – c. E.g.: 83 – 1, 83 – 2, 83 -3 - Case: a0 – b0. E.g.: 50 – 20, 60 – 40 HORIZONTAL – Equation: - Case: ab – 1=, b ≠ 0. E.g.: 45 – 1 = - Case: 1a – b=, b >a. E.g.: 17 -9 = - Case: ab – b =. E.g.: 67 -7=, 59 – 9=

COLUMN: - Case: a + b ≤ 9, from dictation. E.g.: 4 +5

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ORAL: - Cases: ab – b,. E.g.: 81 – 1; 75 – 5, 99 – 9, 98 – 8.

- Cases: a – b, 1a – b, b >a. E.g.: 10-8, 14-8, 9 – 5.

- Case: ab –a0. E.g.: 54 – 50, 29-20.

HORIZONTAL-Equation: - a0 – b0. E.g.: 60 – 10 =, 90 – 80 =, 70 – 10 =.

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16)

COLUMN: - Case: a-b. E.g.: 7 6 -5 - 0

Month 2 List of Topics (Lessons: 17 to 35 )

COLUMN: - Case: a – b,. E.g.: 6 9 5 -9 -0 -4 -

OPERATION: MULTIPLICATION

Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1)

Cases: ab – cd = ef, without borrow.

E.g.: 86 95 - 65 – 43 Cases: ab – c = de, without borrow.

E.g.: 21 46 - 2 – 3

ORAL: - Case: axb ≤ 9, area of a rectangle. E.g.: 2 by 3, 4 by 2.

- Case: axb ≤ 9, with matrices.

- Case: axb ≤ 9. a ≠ 1, b ≠1. E.g.: 3x2, 2x2, 3x2 COLUMN: - Case: axb ≤ 9. a ≠ 1, b ≠1. E.g.: 4 x 2

ORAL: - Case: axb ≤ 9, with matrices. E.g.: 2x2, 1x4, 1x5.

- Case: axb ≤ 9. E.g.: 2x4, 1x5, 3x3 - Case: axb = 20, a ≤ 5, b ≤ 5, with matrices. E.g.: 4x3, 2x5, 4x4, 4x5.

- Cases: 10 ≤ axb ≤ 20, a ≤ 5, b ≤ 5. ax2, 2xa. E.g.: 4x5, 5x3, 2x2, 6x2 - Case: 10 ≤ axb ≤ 25. E.g.: 6x3, 4x3, 2x5, 7x2, 3x6, 5x4.

- Case: ax3 ≤24, 3xa ≤ 24. E.g.: 1x3 =, 2x3=, 3x3=, 4x3=, 5x3=, 6x3 =, 3x1=, 3x2=.

- Case: ax4 ≤24, 4xa ≤ 24. E.g.: 4x1 =, 4x2=, 4x3=, 4x4= , 4x5=, 4x6 = - Case: 10 ≤ a x 5 ≤ 25, 10 ≤ 5 x a ≤ 25.

E.g.: 2x5, 3x5, 5x5, 5x2, 5x4, 5x3 HORIZONTAL - Equation - axb ≤ 9, a ≠ 1, b ≠ 1. E.g.: 3x2 =, 4x2= - axb ≤ 25. E.g.: 4x3=, 1x8=, 6 x 4 = COLUMN: - Case: axb ≤ 9. E. g.: 2 3 x 3 x1

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“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16)

Month 2 List of Topics (Lessons: 17 to 35 ) ORAL: - E.g.: 4 + 2 -1,

ADDITION AND SUBTRACTION (COMBINATION)

5 + 4 - 2 , 8 – 6 + 6,

ADDITION, SUBTRACTION MULTIPLICATION (MIX)

COLUMN: - Cases: a+b ≤ 9, a –b.

E.g.: 7 9 - 4 +2

WORD PROBLEMS (Stories)

Oral addition problems, a + b ≤ 10 E.g.: 9 + 0, 7 + 2.

(Stories, where addition is applied to find the answer).

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: - Oral problems a-b.

E.g.: 8 – 3, 5 – 1, 4 – 3. ( Word problems (stories) ) - Oral problems, 1a – b (b >a) E.g.: 13 – 7, 16 -8.

- Oral problems, ab – 1. E.g. 64 – 1, 55 – 1, 96-1 - Oral problems, ab – b. E.g.: 46 -6

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Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1) ORAL: a + b + c (+d); a + b – c; a + b ≤10; a – b + c ≤ 10.

E.g.: 6 + 3 – 1, 8 + 1 + 3, 9 – 8 + 5, 4 + 3 + 1 + 5.

ORAL a + b ≤ 10 and a – b.

E.g.: a-5, 6+4, 7 - 6, 8 – 3. a + b ≥ 11, a – b, 1a – b, b >a.

E.g.: 7 + 8, 9 – 8, 2 + 9, 10 + 2, 16-9.

HORIZONTAL - Equation: axb ≤ 9, a + b ≥ 11. E.g.: 2x4 =, 3 + 9 =, 4x1=, 6 + 8=.

COLUMN : Ab + cd, carry in column 1.

Ab + cd , without carry. E.g.: 28 36 + 17 +50 HORIZONTAL- Equation: - ab – a0 =, a0 + b0 ≤ 90.

E.g.: 36 – 30 =, 60 + 90.

ADDITION: - Oral. a0 + b0. E.g.: 60 + 20, 40 + 50 - Oral. a00 + bc, a00 + b. E.g.: 800 + 56, 400 + 7, 600 + 83.

- Oral: ab +c ≤ 20. E.g.: 16 + 3, 15 + 2, 13 + 4, 11 + 7.

- Oral: ab + c ≤ 100. E.g.: 64 + 4, 93 + 6 - Oral: a + b + c , a +b + c + d. E.g.: 4 + 4 + 3; 8 + 6 + 5 + 2; 9 + 2 + 0.

SUBTRACTION: - Oral: ab – 1, ab – b. E.g.: 98 – 8, 69–1 - Oral: ab-c, c ≤ b. E.g.: 78-2, 18-4 - Oral: a0-b0. E.g.: 80-50, 80-30, 70-40.

- Oral: ab – b. E.g.: 52 -2, 31 -1, 24 – 4

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16)

Month 2 List of Topics (Lessons: 17 to 35 )

Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1) MULTIPLICATION: - Oral: axb ≤ 9. E.g.: 3x3, 2x3, 1x3

MULTIPLICATION: - axb ≤ 9, a ≠ 1, b ≠1. E.g.: 2x4, 2x3 - axb ≤ 9.. E.g.: 1x7, 8x1,

-

ORDINALS ESTIMATION

GEOMETRY

-

Estimation, groups of objects no more than 20; groups of objects no more than 30; no more than 50.

Estimation: Strategies Estimation, comparing with a dozen.

Open and closed lines (fingers through them, drawing, colouring,) Open and closed lines in shapes.

Interior (inside), exterior (outside) Boundary, interior, exterior of a shape (triangle, circle).

Shapes: Triangle, Circle, properties.

-

PATTERNS

LENGTH

Patterns with numbers, counting (+1, -1).

- Patterns with sounds (songs, building patterns) - Patterns with shapes.

- Comparing lengths: Shorter, longer, longest , shortest

-

-

IRI Mathematics Grade Two

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) Shape: Triangle, interior, exterior and boundary.

Shapes: Triangle, Circle. Properties.

Shapes: Square, rectangle, properties.

Interior, Exterior, boundary of a rectangle and a square Area - None standard units (readiness for multiplication: E.g.: 2 by 3 rectangle) Shapes: Square, rectangle, triangle, circle and their properties.

Patterns with shapes.

Length: Comparing (Longer, shorter, same length) Length: Measuring the sides of squares and rectangles.

Length: Measuring a length with none standard unit.

Centimetre (cm). Measure a length using as unit a centimetre Length: None standard unit and standard Unit.

Height, measuring and using and standard unit Length: Decimetre

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Ordinals, days of a week: 1st to 7th Ordinals with months of a year: 1st to 12th (First to twelfth).

Estimation of length in different objects.

Estimation of lengths in relation to a metre.

-

Shapes: Circle and vocabulary.

Symmetry (describe)

-

Patterns with symmetric shapes.

-

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 m. (longer than a m, shorter than a m)

-

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16)

Month 2 List of Topics (Lessons: 17 to 35 ) -

Length: Tool to measure (ruler, highlight the scale of cm and dm)

TIME

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Month 3 List of Topics (Lessons: 36 to 51 and the Closing Lesson for Term 1) - Decimetres in a metre (counting the decimetres) comparing them.

- The standard unit: METRE. - Week: Days of the week.

- Calendar: The months and days of the week (events).

- Calendar: Days and dates (events).

â&#x20AC;&#x153;THE LAND OF NUMBERSâ&#x20AC;?

IRI SONGS FOR GRADE TWO Composed by PETER CALLENDAR THE CHILDREN’S SONG

THE MAGIC NUMBER IS TWO

THE INSTRUMENT 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 The magic number is two, The magic number is two, This song is for me and you, And all the children too.

CHORUS Come on boys and girls, Let’s make music for the world, Our instruments we will play, And make music every day.

Verse Two hands for holding, Two feet for walking, Two eyes for seeing, Two ears for hearing.

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.

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,

MARCH OF NUMBERS

Singing la, la, la, la, la, la, la, la, la, la, la, la, la. (repeat)

On we go marching along Marching along, marching along On we go marching, marching along we go.

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

We would count from one to ten, One to ten, one to ten, We would count from one to ten, Join us my friend.

One, two, three, four, five, Six, seven, eight, nine, ten. (twice)

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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

“THE LAND OF NUMBERS”

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 will 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.

One, two, three, four, five, six, seven Seven days in the week.

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 of the week.

One, two, three, four, five, six, seven, Seven days in the week.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

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THE CHILDREN OF GUYANA

THE FRUIT VENDOR

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 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 anytime.

Mangoes and Bananas, Pears, Sweet Sapodillas, Guavas, Lemons, Papayas, Jamoons, Grapes, and Awaras.

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)

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, Pineappples.

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 bumble bee Listen to the wisdom of the mora tree Learning with music, playing merrily.

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IN THE CLASSROOM

THE MONTHS OF THE YEAR

THE SPIDER SONG

CHORUS In the classroom I love to be In the classromm you and me In the classroom let’s have fun Fun with the multiplication

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 Incy, wincy spider went up the water pane., Down came the rain and washed her in the drain, Out came the sun, dried up all the rain, Boys and girls she will play again.

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.

CHORUS

In the classromm 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

Who’s that spider?

Its’s incy, wincy Spider.

Who’s that Spider It’s incy,wincy Spider. (twice)

Two times nine is eighteen Two times ten is twenty Two times eleven is twenty-two Two times twelve is twenty-four

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THE LAND OF NUMBERS

GRADE 2

Pictures you, Teacher, can use to identify the mathematics exercises on the chalkboard.

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NOT TO BE SOLD Available for free download from www.education.gov.gy