IRI The Land Of Numbers For Grade 2 Term 3

Grade

Teacher’s Guide for Grade 2 Interactive Radio Instruction (IRI) - TERM 3

Term 3 Revised 2009

A GOG/IDB Project - BEAMS

MINISTRY OF EDUCATION INTERACTIVE RADIO INSTRUCTION (IRI) FOR MATHEMATICS

THE LAND OF NUMBERS - GRADE 2 TEACHERS GUIDE FOR THE 3rd TERM BEAMS—A GOG/IDB Project

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

MINISTRY OF EDUCATION THE LAND OF NUMBERS - GRADE 2 TEACHER’S GUIDE FOR THE 3rd TERM

WRITING TEAM:

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

ILLUSTRATIONS:

Olwyn Chester Shirley McPherson

COVER DESIGN:

Alvaro Cisneros, IRI Consultant EDC Waleema Abrahime

FORMATIVE EVALUATION:

Joseph McKenzie

EDITING:

Krishna Nand Prasad

 2007 Ministry of Education, Georgetown, Guyana.

Revised Edition, 2009

i

Published by the Ministry of Education.

ACKNOWLEDGEMENTS The Ministry of Education wishes to acknowledge the critical comments, suggestions, and professional assistance provided by several individuals and groups in the development of the IRI Programme for Mathematics and this Teachers’ Guide. Their input is going to help to improve the quality of education in Mathematics, specifically, for the Grade 2 children of Guyana. We wish to thank the following groups and individuals.

Participants in the Validation of IRI Mathematics Lessons during Year 2006 GEORGETOWN

Smith’s Memorial Primary School

F.E. Pollard Primary School

Ms. Desryn Richmond (Head Teacher)

Ms. Eleatrice Davenport (Head Teacher)

Ms. Michelle Downer

Ms. Rene Singh

Ms. Joy Hopkinson IRI TEAM Pauline Stanford [ Head of DEIU (ag,) ]

Carol Bess (Scriptwriter)

Krishna Nand Prasad (IRI Editor)

Rae Andre Wiltshire (Actor)

Geoffrey Smith (Implementation Officer)

Raymond Coxall (Scriptwriter)

Waleema Abrahime (Admin. Assistant)

Lavonne George (Actress)

Joseph Mc Kenzie (Formative Evaluator)

Melanie Pierre (Scriptwriter)

Shirley McPherson (Secretary)

Lyndon Jones (Actor)

Claudette Fredericks (Radio Producer)

Morris Solomon (Scriptwriter)

Peter Callender (Musician)

Petal Burnett (Actress)

Nizam Bacchus (Digital Editor)

Samatha Joseph (Team Leader)

Noemi de Carter (IRI Mathematics Specialist)

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Jennifer Cumberbatch (Actress)

TABLE OF CONTENTS OVERVIEW OF THE TEACHERS’ GUIDE FOR “The Land of Numbers,” Grade 2 IRI Mathematics-Term 3………1 - 4 Lessons 99 to 102 ………………………………………………………………………………………………….………..…. 5 - 12 Review of Week 25 ………………………………………………………………………………………………….……....... 13 - 14 Lessons 103 to 106…………………………………………………………………………………………………….…….. 15 - 22 Review of Week 26 ………………………………………………………………………………………………………….. 23 - 24 Lessons 107 to 110 ………………………………………………………………………………………………………...... 25 - 32 Review of Week 27 …………………………………………………………………………………………………..……..… 33 - 34 Lessons 111 to 114……………………………………………………………………………………………………..…..… 35 - 42 Review of Week 28 ………………………………………………………………………………………………..…….…… 43 - 44 Lessons 115 to 118 …………………………………………………………………………………………………..…….… 45 - 52 Review of Week 29………………………………………………………………………………………………..…………....53 - 54 Lessons 119 to 122 …………………………………………………………………………………………………..……… 55 - 62 Review of Week 30 ………………………………………………………………………………………………..………..… 63 - 64 Lessons 123 to 126 …………………………………………………………………………………………………..…….… 65 - 72 Review of Week 31 …………………………………………………………………………………………………………... 73 - 74 Lessons 127 to 130……………………………………………………………………………………………….…….…….. 75 - 82 Review of Week 32………………………………………………………………………………………………………..….. 83 - 84 Lessons 131 to 133……………………………………………………………………………………………….…………. 85 - 90 Closing Lesson ……………………………………………………………………………………………………………… 91 - 92 MATHEMATICS TOPICS – GRADE 2, TERM 3………………………………………………………………….……….…93 - 99 IRI SONGS FOR GRADE 2, TERM 3…………………………………………………………………………….…..…… 100 - 102 IRI Mathematics Grade 2

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IRI Mathematics Grade 2

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“THE LAND OF NUMBERS”

OVERVIEW: TEACHER’S GUIDE FOR “THE LAND OF NUMBERS” GRADE 2 IRI MATHEMATICS – TERM 3 This is the third part of the Teacher’s Guide for the Grade 2 IRI Mathematics series “The Land of Numbers.” The purpose of this Guide is to provide you, the teacher, with in-class support for each IRI Programme in your Grade 2 Mathematics classroom.

This overview as the ones before will guide you through various Mathematics activities or learning situations that you may encounter in your Grade 2 IRI Mathematics classroom during Term 3. In this section, you will find the organization of the IRI lessons for Term 3, some reflections on the role of a teacher in an IRI classroom, and a list of basic materials you will need for some of the topics addressed after the Audio Programmes.

Following the overview, you will find individual guides for each of the 35 IRI lessons, 9 reviews and the closing lesson in Term 3. This section is the heart of this guide, as it provides you, the teacher, with continued support in your classroom, before, during, and after each IRI Audio Programme.

Toward the back of this guide, you will find a table that lists the Mathematics topics covered in the 35 lessons, 9 reviews and the closing lesson, the lyrics to each song heard in the programmes during this term, and an IRI year 2008 calendar with dates for each lesson during Term 3 as a template.

STRUCTURE AND ORGANIZATION OF THE TERM 3 TEACHERS’ GUIDE AND AUDIO PROGRAMMES The structure of this guide is similar to the Terms 1 & 2 Teacher’s Guide. For this term, you will have 36 IRI lessons and 9 review sessions (see Table 1 below). Again, each Mathematics lesson lasts 50 minutes and is divided into two parts: the AUDIO Programme (28 min.) and the FACE-TO-FACE interaction between you and your pupils, without audio (22 min.). Both parts contain guided, engaging activities for teaching and learning Mathematics. At the end of each week, there is a “review session” that is designed to last 30 minutes. For each review session, the guide provides activities that can be re-created by you, the teacher. Alternatively, you may choose activities during these 30 minutes to cater for the learning needs of the Grade 2 Mathematics pupils. However, you, the teacher, may choose how to use the time during each review session. The focus of each review is to provide the pupils with an opportunity to develop their mathematical skills or abilities in the Mathematics IRI Mathematics Grade 2

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topics previously presented. As you use this Guide and all other IRI materials, keep in mind that the main purpose of these 36 IRI lessons and 9 review sessions is to provide the children with opportunities to develop their abilities in Mathematics up to and beyond the standards for the third term of Grade 2.

Table 1: Distribution of the IRI Lessons for Grade2 Term (T)

No. of IRI Lessons

T1

51 and a closing lesson

No. of Review Sessions 12

T2

47 and a closing lesson

11

T3

35 and a closing lesson

8

133 and 3 closing lessons

31

Total:

No. of CDs for Each Term 4 CDs (13 lessons on each) 3 CDs (16 lessons on each) 3 CDs (12 lessons on each) 10 CDs (total of 133 lessons and 3 closing lessons)

As in the first and second terms, the Audio Programmes will be delivered to Grade 2 teachers and pupils either through broadcast or on CD (compact disc). In addition to the Audio lesson, each pupil will also receive the chequered-line exercise book for Term 3, and each teacher will receive a copy of this Teacher’s Guide.

THE CLASS TEACHER’S ROLE AND THE TOOLS REQUIRED FOR EFFECTIVE LEARNING The level of involvement and participation from the teacher, before, during and after the Audio Programmes, is important to a successful IRI Mathematics Programme. This Guide will provide you with some tips and tools for learning Mathematics effectively with IRI.  BEFORE THE AUDIO PROGRAMME: From Terms 1and 2, we learned that teachers, who were prepared with their Audio Programme before the Mathematics lesson began, were better able to complete all the given activities within the allotted time. For Term 3, you, the teacher need to do the following activities: (a) Before the Mathematics lesson is scheduled to begin, tune in to the appropriate channel or insert the CD and ensure that the Audio Programme is playing, so that you, the teacher, are able to address any technical difficulties ahead of time and without disrupting the Audio Programme.

IRI Mathematics Grade 2

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“THE LAND OF NUMBERS”

(b) Be prepared by having the exercises or activities on the chalkboard. All the IRI classes for this term require that you, the teacher, copy a number of exercises on the chalkboard. You might also need to draw shapes or patterns, make graphs and do other tasks. These tasks are indicated in the guide for each lesson. At the same time, encourage the children to copy the exercises in their work book as mentioned in the guide for each lesson. (c) Be sure that each child has the basic materials for the lesson of the day, chequered-line exercise book, pencil, multiplication table, a hundred square chart and counters. In each lesson is mentioned the specific material needed. (d) Be prepared with other basic materials. Some of the Mathematics topics taught after the Audio Programme require basic materials that you, the teacher, will already have from term 1 and term 2. The following materials will be needed for Term 3: - An analogue clock, a digital clock and a calendar.

- Standard units to measure mass/weight (1 kilogram, ½ kilogram), balances, and objects to use as nonstandard units.

- Metre sticks and rulers - Bills ($20, $100, $500, $1000) and coins ($1, $5, $10) - Two dimensional shapes: Triangles, quadrilaterals, pentagons and hexagons. Three dimensional shapes, such as cubes, cuboids, cylinders, and spheres.  DURING THE AUDIO PROGRAMME: During Term 1 and Term 2 Audio Programmes, you teacher have found that pupils, many times, look at you to have the support and guidance they need. Your participation during the Audio session, which includes singing along with the children, taking part in the physical activities, encouraging the pupils and providing additional support to those children who may need it, contributes to having a better environment of learning for the children. With your support and with you having the IRI programmes as your tool, children will improve their learning in Mathematics.  AFTER THE AUDIO PROGRAMME: Reading your teacher’s guide and getting all the materials ready as mentioned in each lesson, allow you to complete each task or activity within the time allotted. The activities proposed for the After-Audio Programmes take into account the Mathematics standards for grade 2. Therefore, it is essential that you take into account these activities to facilitate the process of your pupils learning mathematics.

MATHEMATICS’ TOPICS ADDRESSED DURING TERM 3 AND IRI CALENDAR The list of Mathematics topics addressed during this term is displayed at the back of this guide. This list is made according to the IRI calendar, which follows the “Opening and Closing of the School Year” as directed by CEO-MOE. Teacher, enjoy this last term of the school year with IRI Mathematics that will be of benefit to your pupils.

IRI Mathematics Grade 2

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IRI Mathematics Grade 2

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LESSON 99 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) You will need 2 different sized containers, a cup, a bottle full of water and an analogue clock. (b) Copy Part One and Part Two on the chalkboard. (c) Distribute 10 counters to each pupil before the Audio Programme.

Part One 93 - 46

71 - 53

Part Two 56 - 12

6 7 +8

9 6 +9

6 9 +8

The Children: Copy Parts One and Two.

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

Oral Division (oral)

0x7= 8x0= 0x9= 6x0=

6 3 8

0x0= 7x0= 0x2=

93 - 46

6 7 +8

71 - 53

56 - 12

9 6 +9

6 9 + 8

Multiplication Word Problems (exercise books) 9x2 6x4

6 2 4 2 8 4

“Song for the Number Four.”

“Physical Exercise”

 Song:  Physical Activity: IRI Mathematics Grade 2

Column Addition (exercise books)

2

0x5= 4x0=

Column Subtraction (exercise books)

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3.

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

140 153 161 174 187

141 154 162 175 188

142 ___ ___ ___ ___

___ 156 164 177 190

144 157 ___ 178 191

145 ___ 166 ___ ___

146 159 167 180

5 min

Number Sequences 140-149, 180-189  Teacher copy the number sequences from the box onto the chalkboard.  Ask the children to look at the numbers on the board. Ask them to start to read the first line of numbers and tell you what should go in the space.(143).  Ask them to complete the other lines in their exercise books filling in the missing spaces.

5 min Measure of Time  Show the children an analogue clock. Set the hands to 02:00 hours. Ask the children the time on the clock. Advance the clock five minutes counting ‘one, two, three, four five’, and again ask the time (02:05 hours). Continue like this around the clock until 02:55 hours.  Set the clock to 05:00 hours and ask the time, then move the hands to 05:15, 05:30, 05:45 each time asking what time it is.  Continue like this with other hours reinforcing the 15 and 30 minutes past the hour.

10 min

Capacity – Non-standard Units  Show the children two different sized containers, a large bottle and a cup; the bottle should be filled with water.  Ask them which of the containers they think will hold the least water. (The cup). Ask them how we could find out. (Pour from the large bottle into the cup).  Ask a child to help you pour from the large container into the cup; ask her/him how he/she will know if it is full Encourage him/her to say, ‘The water will reach the top.’ Let him/her explain this to the class.  Show the class that there is still water in the large container; even though the cup is full.

Explain that this shows that the bottle holds more than the cup.  Repeat this with two other empty containers of different sizes, asking which they think will hold more. Ask them to estimate how many cups of water each container will hold. Ask a child to fill a container using the cup, the rest of the class count the number of full cups being poured in. Repeat with the other container to show which holds more and how many cups it holds.

Tomorrow you will need: two different sized bottles, a tin, a cup and a bucket of water and an analogue clock.

Lesson 99 IRI Mathematics Grade 2

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LESSON 100 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Two different sized bottles, a tin, a cup, a bucket of water and an analogue clock. (b) Copy Parts One, Two and Three on the chalkboard.

Part One 42 - 27 7 9 + 5

2.

78 - 51

32 - 21

Part Two 6 9 8 7 + 9 + 9

Part Three A. 48 408

480

B. 25

205

250

C. 52

502

520

D. 14

104

140

The Children: (a) Copy Parts One and Two. (b) Have nine counters each.

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

Column Subtraction (exercise book) 8

4 6

42 - 27

78 - 51

32 - 21

3

Column Addition (exercise book) 7 9 +5

6 8 +9

9 7 +9

Reading Numbers (chalk board) A 48 408

480

B 25 205

250

4

C 52 502

520

9

D 14 104

140

2

Oral Subtraction Problems (exercise book)

3 6 2

 Song:  Physical Activity: IRI Mathematics Grade 2

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“Song for the Number Four” “Grandpa Says” “THE LAND OF NUMBERS”

97 - 41 39 - 8

3.

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

Measurement of Time – Hours in a Day 10 min  Hold up the clock face set to 00:00hours. Tell the class that when the clock shows this time it is the middle of the night and they are all asleep.  Slowly rotate the hands saying the five minutes. Five minutes, 10 minutes, 15 minutes …60 minutes, one hour. Ask, “what time is it now?” (01 hours).. Continue the process until you reach 02 hours.  Increase the speed of the rotating hands, so that you focus on the hours, 3 hours, 4 hours, 5 hours, 6 hours. Tell the class that around 5-6 hours is when the sun starts to come up and it is morning  Continue until 12 hours. Tell the children that the hands are now back where you started, at 12, and that this is half a day.  Continue to move in hours around the clock but direct the children’s attention to the fact that the hand is pointing to the 1, but that we carry on counting to the hours ;13 hours, 14 hours… 18 hours. Tell the children this is when it starts to get dark. Continue to 24 hours, one whole day: There are 24 hours in one day.

10 min Capacity – Non-standard Units  Show the children all the containers. Explain that they are going to see which container holds the most water by seeing how many cups of water it takes to fill each container.  Ask them to look at the chart drawn on the board (see box). Read the headings with the class and ask Containers Estimation No. them to copy this in their exercise books. Explain that the first column shows the containers and of explain which is bottle 1 and 2 and the Tin can. For the second column, they need to think about how Cups many cups of water it will take to fill each container and they must write their estimation in that Bottle 1 column. Walk around and check that they understand this and are completing the information in the middle column.

Bottle 2  On completion of that, tell them they now need to verify (prove) how many cups each container holds.

Ask different children to come and fill a container using full cups of water while the rest of the class count the number of cups being poured in. The children then record this amount in the end column.

Tin can  Discuss the difference between their estimations and actual number of cups used.

HOMEWORK: ask the children to look for two containers at home that hold different amounts of liquid and verify (prove) how many cups each container holds.

Tomorrow you will need: two bottles; a tall thin one and short fat one (the short, fat one must have a greater capacity) a cup and a bucket of water.

Lesson 100

IRI Mathematics Grade 2

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LESSON 101 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy the Parts One and Two on the chalkboard. (b) Have two bottles; a tall thin one and short fat one (the short, fat one must have a greater capacity), a cup and a bucket of water.

Part One 82 - 59

79 - 21

78 - 39

Part Two 5 8 + 7

9 8 + 4

58 - 46

8 9 + 6

The Children: (a) Copy Parts One and Two. (b) Have 10 counters each and their multiplication tables.

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

Column Subtraction (exercise books)

Oral Subtraction (oral)

Column Addition

Oral Multiplication (oral)

(exercise books) 9 3

82 - 59

79 - 21

18 – 9 =

78 - 39

58 - 46

11 – 7 =

12 – 5 =

6 2 8

9 5 8 8 8 9 + 4 +7 + 6

15 – 6 =

2

16 – 8 =

8

12 – 9 =

4 6 3

 Song: IRI Mathematics Grade 2

6x6= 4x1= 9x2= 7x4= 5x9= 7x7= 9x8= 8x6= 5x3= 6x1=

“Song for the Number Four” 9

“THE LAND OF NUMBERS”

3.

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

Measurement of Time – Hours in a Day 5 min  Recap with the children the days of a week, saying them aloud when counting how many there are. Do the same with the months of the year. You can use a calendar.

Days in 1 week  Recap the hours in a day (24); ask them to tell you for which hours it is dark (the night) (18hours till 05hours) and for which it is light (the day) (05 hours till 18hours).

Months in 1 year  Write the three sentences onto the board (see box); read with the children, explaining that there is a number missing in each box.

Hours in 1 day  Ask the children to copy the sentences in their exercise books and fill in the missing numbers. When they have all completed the sentences, discuss the answers with the class and ensure that all have the correct answers (7 days, 12 months, 24 hours).

15 min Capacity – Non-standard Units  Show the children the two different bottles. Ask them to think about which one they think will hold more water (most will say the tall one).  Ask them to look at the chart drawn on the board (see box). Read the headings with them and ask them Containers Estimate No. to copy this in their exercise books. Explain that the first column shows the containers. The second of column is for their estimation/ guesses about how many cups of water it will take to fill each container. cups Walk around and check they are completing the information in the middle column.  On completion, tell them they now need to verify (prove) how many cups each container holds. Ask one Tall, thin child to come and fill the tall, thin bottle using full cups of water, while the rest of the class count the Bottle number of cups being poured in. The children then record this amount in the end column. Ask another Short, fat child to do the same with the short, fat bottle.

Bottle  Discuss the fact that the tall, thin container does not hold as much as the short, fat container.  TEACHER: If possible have a water tray available at break time so the children can explore this further by themselves, with the containers they brought from home.

5 min Addition  Have the addition (see box) covered on the board. Tell the children you are going to 10 + 10 + 11 + 13 = uncover an addition on the board. Ask them to look at it quickly and think if the answer will be above or below 40.  Uncover the addition and take their answers; discuss with them how they could estimate that the answer would be above 40 as there are 4 tens in the addition (if there’s time, complete 10+14+0 =).

Tomorrow you will need: a large container, a bucket of water and a tin, a cup, a jar of different sizes to measure the amount.

Lesson 101 IRI Mathematics Grade 2

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LESSON 102 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have a large container and a bucket of water. Have also a tin, a cup, and a jar of different sizes to measure the amount of water the container holds. (b)Copy Parts One, Two and Three on the chalkboard.

Part One 34 - 16

Part Three

95 - 32

72 - 43

17 49 + 28

39 28 + 16

Part Two 95 + 27

51 + 12

84 + 97

The Children: Copy Parts One, Two and Three.

Have multiplication tables ready.

Have ten counters.

2.

PART 1: During the Audio Programme Oral Division (Counters) 7 2 5 2

Column Subtraction (Exercise book)

Column Addition

34 - 16

95 + 27

95 - 32

72 - 43

(Exercise book)

51 + 12

Oral Multiplication (Exercise book) 6x8= 5x7=

Column Addition (Exercise book) 17 49 + 28

9x5= 84 + 97

9

8x9= 2x8=

2

6x7=

8 2

 Song:

IRI Mathematics Grade 2

“The Days of the Week“

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39 28 + 16

3.

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

Capacity No. of No. of tins cups Container

No. of jars

Capacity - litre 10 min  Show the class the large container. Tell them, ‘We are going to see how much water this will hold.’ Tell them they are going to measure how much by using the tin first. Ask a child to come and fill the tin and pour it into the container. Ask the others to count together as the child pours.  When it is full, ask the class, ‘How many tins of water does the container hold? (e.g.12).Ask the children to look at the chart on the board. (see box). Read the headings with the children and write the capacity of the container in tins (e.g.12) under No. of tins. You can also chat with the children about one half, one third or one fourth of a tin in case if it is needed.  Repeat this process with the cup and the jar (e.g. 20 cups, e.g. 5 jars).  On completion, discuss with the children how difficult it is if people use different things to measure and how it would be easier if everyone used the same measure. Tell the children there is a measure for capacity that is used by many people; it is the LITRE  Hold up the litre measure; tell the class that this will hold one litre of liquid. Write ‘1 litre’ on the board.  Ask the class how many litres they think the container will hold. Choose a child to come and fill the litre measure. He/she then pours from the litre measure into the container, repeating until the container is full and counting as he/she pours (e.g. 2 litres).

10 min

7x0=

0x3=

IRI Mathematics Grade 2

Multiplication with Zero  Write 7x0 on the board. Ask the children the answer; record all answers without comment.  Draw 7 empty boxes on the board (see box) and tell the children these are the 7 groups. Ask them what is inside each box (nothing). Ask them how much they would have if they had seven groups of nothing (nothing which is zero).So 7X 0 = zero.  Now write 0 x 3 = on the board and again ask for their answers and record them without comment.  Ask the children how many groups you need to draw on the board (0); therefore you can’t put your 3 into each group as you don’t have any groups to put things into. So 0 x 3 = 0  Ask the children to copy these groupings in their books and to complete 5x0 and 0 x 2 in the same way.

Lesson 102

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REVIEW 25 Teacher: Today there will not be a radio/CD Maths lesson The main purpose of review twenty-five is to identify the extent of:  the children’s understanding of time  the children’s understanding of mass/weight – kilograms There are suggested activities on the next page for you to follow OR you can create or re-create activities relating to the topics covered during Audio and after Audio sessions from this week or the past weeks.

Materials needed for you, teacher:

IRI Mathematics Grade 2

- analogue clock - a small bag of potatoes - a mango - balance, Weights - kilograms , ½ kilograms and grams

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Review activities TEACHER: Develop the following activities

June

April

September

February, March, ________ May, ______, July __________, October, November

15 min

Time  Ask the children to write the number of days in a week in their exercise books.  Ask the children to look at the three months you have written on the board; read them with the class. Tell them that you are going to write some of the months of the year in order, on the board (see box) and they are to copy them in their exercise books and use the three at the top to fill in the missing months.  Tell the children you are now going to show them some times on the analogue clock and you want them to write them digitally in their books.

Show them: 10:15 hours, 06:10 hours, 08:30 hours, 05:05 hours and 11:35 hours. Do the first exercise with the children.  Ask them to draw a picture beside each time that represents something they might do at that time. (e.g. 10.15 hours be at school, 06.10 hours walking to school….) or they can write about it.

Encourage them to write the time (e.g. at 10:15 hours I am at the school or at 10:15 hrs on Sundays I am at home).

15 min

More than a kilogram

Less than a kilogram

Weight – Balance kilo and ½ kilogram  Write grams and kilograms, more or less on the board (see box) and read these with the children. Show them the different weights, the balance, kilogram, ½ kilogram and grams. Tell them that you want them to write the answers to the following questions in their exercise books, using one of these words for the answers to the first two questions: Hold up a small bag of potatoes and ask, ‘Would you weigh this bag in kilograms or grams? (kilograms). Chat with the children why it is better to choose kilograms in this case, then use the balance and measure it using kilograms.

Hold up a mango and ask, ‘Does this weigh more or less than a kilogram? (less). Allow the children to verify this by using the balance and the kilogram.

Tell them for this answer they need to write a number. How many ½ kilograms are equal to 1kilogram? (two). If possible verify this using the balance, a kilogram and two ½ kilograms.  Discuss the answers with the children.  Ask the children to look at the table on the board (see box, read the headings with the children and ask them to draw this table in their exercise books and copy the headings. Tell them to draw objects that weigh more than a kilogram in the first column and objects that weigh less than a kilogram in the second column.

For Monday’s lesson you will need a litre measure; an analogue clock and dice.

IRI Mathematics Grade 2

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Review 25 “THE LAND OF NUMBERS”

LESSON 103 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Three on the chalkboard. (b) Have a litre measure, an analogue clock and dice.

Part One 63 - 24

76 - 14

92 - 67

Part Three 54 - 13

Part Two

+

47 15 29

19 26 + 8

39 18 + 15

A. 83

803

830

B. 76

706

760

C. 39

390

309

D. 65

605

650

E. 12

102

120

The Children: Copy Parts One and Two.

2. PART 1: During the Audio Programme Column Subtraction (exercise books) 63 - 24

76 - 14

92 - 67

54 - 13

Column Addition (exercise books) 47 15 + 29

19 26 + 8

A.

83

803

830

B.

76

706

760

C.

39

390

309

D.

65

605

650

E.

12

102

120

“March of Numbers.”

“Physical Exercise.”

 Song:  Physical Activity: IRI Mathematics Grade 2

39 18 + 15

Reading Numbers (chalkboard)

15

“THE LAND OF NUMBERS”

3.

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

10 + 10 + 13 =

5 min Addition  Have the addition covered on the board. Tell the children you are going to uncover an addition on the board. Ask them to look at it and think, only think if the answer will be above or below 30.  Uncover the addition for 20 seconds and take their answers; discuss with them how they should estimate that the answer would be above 30 as there are 3 tens in the addition (10 + 10 + 10 + 3 =).  Write two more e.g. 12+ 10 + 11= ; 10 + 10 + 9= on the board and complete in the same way as the first.

5 min

Capacity litre  Show the class the litre measure. Ask them, “How much liquid will this hold?” (1 litre).  Ask them to think about the different liquids that they can get in litres – list them on the board. Milk, water, juice, cola, oil …Ask them where they have seen these sold with persons using a litre measure.  Ask the children to draw a litre measure in their book and label it (a litre – a unit for measurement of capacity).

10 min Measure of Time – Hours in a Day  Start with an analogue clock with the hands set at 12 hours. Choose a child to throw a die (Singular die; plural dice). Ask another child to move the minute hand around the clock in spaces of five minutes as indicated by the die (e.g. The child rolls 3; the minute hand is moved to 15, three times five).  Ask another child to tell you the new time (12:15 hours). Ask another child to roll a die and another to move the hands again in spaces of 5 (e.g. the second role is 2, the minute hand moves to 12:25 hours). Continue like this all the way around the clock. Allow the children to say how to move the hands every time.  If you have more analogue clocks and dice; divide the children into groups and allow them to play this game on their own, while you move around and. assess.

For tomorrow’s lesson you will need one of each coin and bill.

Lesson 103 IRI Mathematics Grade 2

16

“THE LAND OF NUMBERS”

LESSON 104 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have one of each coin and bill for after the Audio Programme. (b) Copy Parts One, Two, Three and Four on the chalkboard.

Part One 867 - 864

Part Three 629 - 614

9 x 3

8 x 2

7 x 9

Part Four

6 x 4

36 19 + 28

Part Two 83 - 24

69 - 26

25 - 12

29 46 + 15

The Children: (a) Copy Parts One, Two, Three and Four. (b) Have ten counters ready.

2.

PART 1: During the Audio Programme Oral Division (counters) 4 2 5

Column Subtraction

Column Subtraction

(exercise book)

(exercise book)

867 629 - 864 - 614

83 69 - 24 - 26

2 8 2

25 -12

Column Multiplication (exercise book)

9 x 3

8 x 2

7 x 9

6 x 4

Column Addition (exercise book)

36 19 + 28

29 46 + 15

7 2

 Song: IRI Mathematics Grade 2

“March of Numbers” 17

“THE LAND OF NUMBERS”

2.

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

2, 5, 7, 3, 4, 6,

8, 1,

9, 10

Odd Even

10 min Statistics  Write the numbers randomly 1 to 10 onto the board (see box). Read the numbers aloud with the children.  Discuss with the children that these numbers all are below 11; they go in order from 1 to 10; some are odd and some are even. (remind the children how to recognise which are odd and which are even - recap work from Grade 1)  Draw the grid onto the board (see box) and ask the children to copy it in their exercise books.

Tell them they are going to put the odd numbers in the box next to the word ‘odd’ and the even numbers in the box next to the word ‘even’.  Walk around and check that the children are completing this correctly.  On completion, reinforce with the children that they have grouped the numbers into even and odd numbers.

10 min Money  Recap with the class the money used in Guyana. Show the coins to the children and ask one child to name the coins, ask another to order them in value ($1, $5 and $10).  Place the bills on the board and ask individual children to come and name the bills and point to the corresponding bill. Ask one child to come out and order the bills in value ($20, $100, $500 and $1000).  Ask the children to write the values of the coins and bills in their exercise books, starting at the lowest value to the highest value.

Tomorrow you will need: 100 square (or you will need to draw it onto the board in advance) a counter, 3 containers, a litre measure, a funnel, and labels to stick on the containers Lesson 104

IRI Mathematics Grade 2

18

“THE LAND OF NUMBERS”

LESSON 105 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One and Two on the chalkboard. (b) Have a hundred square and a counter, 3 bottles of different sizes, a litre measure, a funnel, and labels to stick on the bottles ready.

Part One 73 - 28

47 - 35

Part Two 61 - 38

348 - 341

539 - 521

793 - 792

The Children: (a) Copy Parts One and Two. (b) Have ten counters each and their multiplication tables ready.

2. PART 1: During the Audio Programme Oral Division (oral) 9 4

1x3= 8

4 6 2

3x7= 4x4= 5x9=

8 2 7 3 6 3

Multiplication (oral) 2x9=

6×3= 7×2=

10 – 7 = 11 – 8 =

Column Subtraction (exercise Book) 73 - 28

47 - 35

Column Subtraction (exercise Book)

61 - 38

348 - 341

539 - 521

12 – 8 = 13 – 9 = 15 – 9 = 18 – 9 =

8×3= 4×8=

 IRI Mathematics Grade 2

Subtraction (oral)

Song: “March of Numbers” 19

“THE LAND OF NUMBERS”

793 - 792

3.

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

PART 2: The After-Audio Programme 4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 80 89 90 99 100

Capacity Containers Estimation Bottle 1 Bottle 2 Bottle 3

No of litres

TEACHER: Develop the following activities

5 min

Addition  You will need a 100 square or you need to draw the hundred square onto the board (see box).  Put a counter on the top of one of the columns (e.g. 4). Tell the children that you are going to count in 10’s from that number. Move the counter down to the column to help the children (Allow one child to come out and count on after 4 to 14 to show that it is 10 spaces).

Together, count on after each of the following numbers: 4, 14, 24, 34, 44… (from 4 to 14 the children move the counter ten times, from 14 to 24 another ten times, etc.)  Write 43+10 on the board. Read this to the class. Tell the class the counter will help them, place the counter on 43 and ask them what number is 10 more. (53). Show them how that number is one below 43 in the hundred square. Do the same for: 23 + 10, 67 + 10, 56 + 10.

Capacity - litre  Draw the table in the box into the board.

15 min  Show the class one of the bottles and a LITRE. Ask them, ‘How many litres do you think will fill this bottle (bottle 1)?’ Take several estimations and write them on the chart on the board under estimation.  Choose a child to fill the litre measure and pour it into the bottle using the funnel. Ask another child to keep a tally on the board of the total litres.  When the bottle (bottle 1) is full ask the class, ‘How many litres were needed altogether?’

‘Did we need the entire last litre?’ If not, ‘How much of that litre did we use, more or less than half?’ Write the capacity of the bottle on the board and you can ask the children to label this bottle too (e.g. 2 and a half litres).  Repeat this for each container in turn and label them. Ask the children to help you place them in order of capacity.

Money 5 min  Show the children the $100 bill. Ask them how many $20 bills/ $10 coins they would need to have the same amount (5 and 10).  Repeat this with the $500 and $1000 notes. How many $100 bills / $500 bills? Ensuring that the children understand that five $100 bills have the same value as one $500.

Tomorrow you will need a 100 square or to write it on the board in advance and an analogue clock.

IRI Mathematics Grade 2

20

Lesson 105

“THE LAND OF NUMBERS”

LESSON 106 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two, Three and Four on the chalkboard. (b) Have a hundred square that the whole class can see and an analogue clock ready.

Part One 995 - 992

2 x 5

2.

738 - 726

657 - 651

Part Two 1 8 9 x1 x 9 x 9

7 x 2

Part Three A.

108

801

B.

207

702

C.

504

405

D.

603

306

The Children:

(a) Copy Parts One and Two (b) Have multiplication tables ready. (c) Have ten counters each.

PART 1: During the Audio Programme Column Subtraction

Oral Division (counters)

(exercise book) 9

2

995 738 - 992 - 726

2x5=

657 - 651

3x4 =

9 3 7 2 6 3 8 2

Oral Multiplication (oral)

1x1= 1x2= 5x7=

Column Multiplication (exercise book) 2 x 5

1 x 1

8 x 9

9 x 9

(chalkboard)

A. 108

801

A.

610

410

505

B.

207

702

B.

86

94

88

C.

504

405

C.

84

71

72

D.

603

306

D.

374

437

384

E.

185

190

184

F.

283

285

287

7 x 2

8x9=

Written Alternatives (chalkboard)

Reading Numbers

9x9= 7 x 2=

4 2

“March of Numbers” “Washing Hands, Elbows, etc”

 Song:  Physical Activity: IRI Mathematics Grade 2

21

“THE LAND OF NUMBERS”

3.

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

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

0 6 : 0 0 1 8 : 0 0

9 19 29 39 49 59 69 79 89 99

10 20 30 40 50 60 70 80 90

5 min

Addition  Write 56 + 20 = on the board. Ask the children how they could use the work they did yesterday to help solve this addition. Discuss with the class how 20 is two lots of 10 and so you could use the hundred square and move the counter down 2 groups of ten from 56.  Place the counter on 56 and show how if you move it down two, you have counted on 20 and reached 76 (move to 66, then to 76 counting).  Repeat this with 71 + 20 = (91) , 61 + 20 = (81), 51 + 20 = (71), 69 + 30 = (99)

10 min Time  Show the children an analogue clock. Turn the hands to 06:00. Ask the children, “What time of the day could this be?’ (06:00 hours and 18:00 hours). W rite these two times digitally on the board. Ask them at which of these times would they eat their breakfast. (06:00 hours). Move the hands to 01:00 and ask them what two times of the day could this show (01:00hours and 13:00 hours). Again write them digitally on the board. Ask them which one is night time and which one is day time. Ask for examples of things they do at these two times. (sleeping, eating, having lunch)  Continue like this demonstrating the difference between the two times that are possible on an analogue clock.  Finish by telling the class you are going to show a time on the analogue clock and that you want them to write both times digitally in their books. Show 4:00/16:00hours. Ask them to state which is day and which is night by drawing a sun or a moon next to the time. This can then be used as assessment.

5 min

Capacity – litre (homework)  Ask the children to talk to their parents or the persons at home about places where people sell liquids. Ask them to look for liquids that are sold in litres and liquids that are measured in a different way from litres (can drinks).  Ask them to draw some pictures of the ways different liquids are sold e.g. milk in the store may be sold differently from the way a milk vendor sells on the streets ( liquids that are sold in cups or plastic bags such cane juice, coconut water , etc.).

Tomorrow you will need 3D shapes – cuboids, cylinders and cubes.

Lesson 106

IRI Mathematics Grade 2

22

“THE LAND OF NUMBERS”

REVIEW 26 Teacher: Today there will not be a radio/CD Maths lesson.

The main purpose of review twenty-six is to identify the extent of:  the children’s understanding of 2D shapes within 3D shapes  their ability to make a block graph from information on a tally chart There are suggested activities on the next page for you to follow OR you can create or re-create activities relating to the topics covered during Audio and After-Audio sessions from Term 2. This review will allow you to see how well the children have remembered what was covered on solid shapes, reading data and making graphs.

The materials needed for the Teacher:

IRI Mathematics Grade 2

3D shapes – cylinders, cuboids (with two opposite square faces), cubes and a pre-made tally chart

23

“THE LAND OF NUMBERS”

Review activities TEACHER: Develop the following activities

Cube

Cylinder

Cuboid

15 min

Identifying 2 Dimensional plane shapes in the faces of 3 Dimensional solid shapes  Write the words Cube, Cuboid, Cylinder on the board (see first box). Remind the children that they studied these in the second term.  Arrange the 3D shapes where they can be seen by the children. Tell the class you are going to hold up a solid shape and you want them to write down the name of that solid shape from the list on the board  Tell the class that they are to draw in their exercise books the flat/ plane shapes that made the solid shape they are holding in their hand (cylinder – rectangle and 2 circles, cube – 6 squares, cuboid – 4 rectangles and 2 squares ).  Hold up the cylinder, then the cube and finally the cuboid. Turn each shape around in your hand to allow the children to see all the faces of that shape. If you have more than one of each of these shapes; place them on the children’s desks and allow them to feel and see the 2D shapes.  Teacher, if possible, show the children the flat shapes that make the solid shapes using cutouts of the 3 shapes mentioned above.

15 min llll llll lll llll llll llll llll l

…………………..

Statistics - Block Graphs  Teacher, copy the tally chart (see first box) on the chalkboard.  Ask the children to look at the tally chart. Tell them that it shows the number of children who like circles, squares and triangles. Each child has chosen only one shape.  Tell them to count the number of tallies beside each shape (13 like the circle, 10 like the square and 11 like the triangle). Tell them to use that information to draw a block graph.  Draw the beginnings of a graph on the chalkboard (see second box) and ask the children to copy and complete it; remind them to label the graph and give it a title.  The children should write the number of children up the vertical line (one block can be “one child”) and draw the shapes (circle, square, triangle) along the horizontal line.  Tell the children you are going to ask them some questions about the block graph and ask them to write the answers in their exercise books.

Which is the most popular shape?(circle) Which is the least popular?(square) How many children were asked? (34) How many more children like circle than square? (3) Which is your favourite shape? Why?

For Monday you will need a 100 square or to write it on the board in advance.

IRI Mathematics Grade 2

24

Review 26

“THE LAND OF NUMBERS”

LESSON 107 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Five on the chalkboard. (b) Have the 100 square ready.

Part One

93 + 8

98 + 6

Part Three 86 + 75

519 - 3

184 - 1

Part Five 417 - 5

1 2

5 × 6

8 × 4

9 × 2

7 × 7

6 × 9

4 × 5

458 219 + 114

3 4

5 5

4 6

6 7

The Children: (a) Copy parts One,

Part Four

Part Two

2 3

Two, Three & Four. (b) Have multiplication tables ready.

418 261 + 137

2. PART 1: During the Audio Programme

+

Column Addition (exercise book)

Column Multiplication (exercise book)

93 8

5 8 9 × 6 ×4 ×2

98 86 + 6 + 75

Column Subtraction (exercise book)

-

519 184 417 3 - 1 - 5

Reading fractions (chalkboard)

Column Addition (exercise book)

458 219 + 114

418 261 + 137

1 2

2 3

3 4

5 5

4 6

7 6 4 × 7 × 9 ×5

 Song:

IRI Mathematics Grade 2

“On the Farm.”

25

“THE LAND OF NUMBERS”

6 7

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities 5 min Capacity – litre  Discuss with the children their homework findings regarding liquids sold and which were sold by the litre. Discuss also others that were sold in different units (a cup, a bottle, a can, etc.).  Discuss the different places they found liquid being sold by the litre by different persons.  Teachers, ensure that you explain to the children the meaning of the term standard and that they understand that the litre is a standard unit of measurement for capacity and is used by many persons. Show them a litre.

37 + 11 = 37 + 10 = 51 + 11 = 51 + 10 =

Girls Boys

Addition 5 min  Write 37 + 11 = on the board. Write 37 + 10 = on the board below the first addition. Ask the children to look at the second addition 37 + 10 and tell you the answer (47). Ask a child to demonstrate this using a counter on the 100 square.  Tell them that 11 is one more than 10 so we can use the answer 47 and move the counter along one to 48.  Repeat this with 51 + 11 = (62) reinforcing that you are adding 10 and then 1 more. Write both the additions 51 + 11= and then 51 + 10 = to make the connection clear to the children.

Statisitcs 10 min  Draw the empty table onto the board (see box). Tell the children that they are going to see how many girls and how many boys are in the class.  Ask each child to come out and draw a stick person (or put a tick) in the box that shows a row for the girls and a row for the boys. At the end, count up the number of girls and boys.  Ensure that they understand that they are grouping the class into two groups, boys and girls.

For Tomorrow’s lesson you will need some $1, $5, $10 coins and a $20 bill and a 100 square or to write it on the board in advance.

Lesson 107

IRI Mathematics Grade 2

26

“THE LAND OF NUMBERS”

LESSON 108 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two, Three and Four on the chalk board. (b) Have the 100 square, coins and bills ready.

Part One 41 - 27 396 - 4

2

Part Three 2 2

68 - 23

2 4

5 6

Part Four 4 7

The Children: Copy Parts One, Two

Part Two 687 873 - 2 1

PART 1: During the Audio Programme.

Column Subtraction (exercise book)

Column subtraction (exercise book)

41 - 27

68 - 23

-

396 4

-

873 1

-

687 2

Reading Fractions (chalkboard)

Column subtraction (exercise book)

2 2

2 4

A.

5 6

4 7

B.

IRI Mathematics Grade 2

B. C. Oral Division (exercise book)

6–2=4

8÷2=4

10 – 3 = 7

9÷ 3 = 3

12 − 4 = 8

6÷3=2

C.

 Song:

A.

“On the Farm” 27

“THE LAND OF NUMBERS”

3.

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

19 + 19 = 20 + 20 = 40 So 19 + 19 should be a little below 40

$5 = $1 + $1 +$1 +$1 +$1 $10 = $5 + $1 + $1 +$1 +$1 +$1 = $5 + $5 = $1 + $1 +$1 +$1 +$1+ $1 + $1 +$1 +$1 +$1 $20 = Two $10 coins Four $5 coins Twenty $1 coins = $10 + $5 + $5. =$10+$5+$1+$1+$1+$1+$1. =$5 + $5 + $5 + $1 + $1 + $1+$1+$1. =$10 + $1+ $1 + $1 + $1 + $1 + $1+ $1 + $1 + $1 + $1.

Addition 10 min  Tell the children you are going to write an addition on the board. Show it to them for a few seconds and then cover it. Tell them you want them to estimate the answer. (guess, try to get close to the real answer).  Write 19 + 19 = on the board. Show it for 10 seconds and cover it. Ask the children for their estimations (guessing).  Discuss how the number 19 is very close to 20 so their answer should be around 40. Ask them if it should be above or below 40. (below: answer 38).  Repeat the process with others such as 31 + 10 (30 +10), 49 + 10 (50 +10), 61 + 10 (60 + 10), 12 + 11 (10 + 10), 23 + 20 (20 + 20). Discuss how they need to use their knowledge of counting in tens to help them estimate the answers.

10 min Money – Value of a Group  Spread out one of each coin ($1, $5, $10) on your table. Ask a child to come out and take a coin that is worth the least ($1). Ask another child to come and take the coin now worth the least ($5) and a third to take the $10.  Write $5 on the board. Ask the child with the $5 coin to stand up. Choose another child who does not have a coin. Tell that child you are going to give him/her the same amount but using different coins. Give that child five $1 coins. Write $5 = $1+$1+$1+$1+1$. Ensure that they understand that the five $1coins make the same amount as the one $5.  Repeat this with the $10 coin. BUT take suggestions from the children as to the different ways to make the same amount. Ask the children to copy these in their books.  HOMEWORK: Show the children a $20 bill; ask them to write $20 in their books. Tell them that they are to write at home the coins that would make the same value as the $20 bill.

For Tomorrow’s lesson you will need plenty of $1, $5, $10 coins, $20 bills and a $100 bill.

Lesson 108

IRI Mathematics Grade 2

28

“THE LAND OF NUMBERS”

LESSON 109 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have coins and bills ($1, $5, $20, $100) ready.

Part One 375 + 946

583 + 741

Part Three 876 + 153

A. B.

Part Two 93 - 74

62 - 41

78 - 31

C.

The Children: Copy Parts One, Two and Three

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

Column Subtraction

Oral Subtraction (exercise book)

Writing Fractions (exercise book)

Oral Division (oral)

(exercise book) 375 583 + 946 + 741

876 + 153

93 62 78 - 74 - 41 - 31

A. 12 – 6 =

3 5

4 4

5 ÷ 2 = 2 with 1 left

1 3

1 2

8 ÷ 3 = 2 with 2 left

2 6

3 7

7 ÷ 2 = 3 with 1 left

B. 13 – 4 = C. 16 – 9 =

9 ÷ 4 = 2 with 1 left

 Song: IRI Mathematics Grade 2

“On the Farm”

29

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities Money – Value of a Group 10 min  Review the children’s homework – ask different children to come and write one way that they made $20; ask the rest of the class to tick it or add it to their work as you do this (see box for all ways). Add any that they did not find.  Stick groups of coins and bills to $100 onto the board. Ask different children to come out and group together the coins to show different ways to make $100.  Give each child a different instruction: - Only use 10 coins - Use one bill only - Only use one kind of coin - Use only bills….

HOMEWORK: $20 = Two $10 coins Four $5 coins Twenty $1 coins = $10 + $5 + $5. = $10+$5+$1+$1+$1+$1+$1. = $5+$5+$5+$1+$1+$1+$1+$1. = $10+$1+$1+$1+$1+$1+$1+$1 +$1+$1+$1.

10 min

Favourite Flavours of Ice-cream Vanilla Banana

Strawberry Chocolate

5 6 2 4 17

Statistics – Reading Pictographs  Draw the pictograph in the box onto the board. Tell the children that this is a graph that shows the favourite flavours of ice-cream of a group of children. Tell them that because it has pictures instead of blocks, it is called a pictograph.  Ask the children to count how many children like vanilla the best (5). Write the number 5 in the end column. Continue this with the other flavours, writing the totals in the end column (Banana 6, Strawberry 2, Chocolate 4).  Ask the children to look at the pictograph and answer the following questions in their exercise books: How many children like chocolate flavoured ice-cream the best? (4) Which flavour is the most popular? (Banana) Recap the meaning of ‘most popular’ (One chosen the most) Which flavour is the least popular? (Strawberry) How many children were asked about their favourite ice-cream flavours? (17)

For tomorrow’s lesson you will need a transparent container, another transparent container less in capacity, rubber bands, a cup, a funnel and water (coloured if possible) Lesson 109 IRI Mathematics Grade 2

30

“THE LAND OF NUMBERS”

LESSON 110 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Part One on the chalkboard. (b) Have the two transparent containers (see-through), one less in capacity, rubber bands, a cup, a funnel and water. (coloured if possible) Part One 7 x4

8 x 6

9 x 5

5 x2

4 x 9

3 x 3

The Children: (a) Copy Part One. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Column Multiplication (exercise books)

Reading Fractions (exercise books)

Column Subtraction (exercise books)

7 x4

8 x6

1 2

3 3

4 5

79 - 68

9 x5

5 x2

2 4

3 6

5 7

48 - 2

4 x9

3 x3

Oral Division (oral)

Multiplication Word Problems (oral)

9÷4= 6÷3= 8÷4=

87 - 56

5x9= 6x2=

5÷2= 8÷2=

“On the Farm” “Walking on the Spot”

 Song:  Physical Activity: IRI Mathematics Grade 2

31

“THE LAND OF NUMBERS”

3.

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

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

10 min

Capacity  Show the children the transparent container. Pour a cupful of water into the container.

Say to the class, ‘Look at the level of the water. Is it full? Is it half full?’ Wrap a rubber band around the container horizontally to match the level of the water.  Pour in another cup of water. ‘Look at the new level of water. Is it full? Is it half full?’ Wrap another rubber band around the container to match the new level. Continue this until the container is full and has been calibrated with rubber bands showing each cupful.  Empty the water from the container, leaving the rubber bands and show the children how each one of these marks shows one cupful  Choose the other container whose capacity is less than the calibrated container (that with the rubber bands around). Ask the class ‘How many cupfuls do you think will fill this?’ Take several estimates and write them on the board. Fill the container with water and pour from that container into the calibrated container.  Ask the children to look at the level of water; ask where the mark is in relation to the rubber bands and count how many rubber bands are covered. Ask them to tell you that the second container holds between how many cupfuls (e.g. 3 and 4 cupfuls).

10 min Statistics – Reading Pictographs  Draw the pictograph in the box onto the board. (see box) Ask the children what they think this pictograph is about (favourite days of the week). Teacher: Add this as a title to the pictograph  Ask the children to count how many children like Sunday the best (5). Write the number (5) in the end column. Continue this with the other days writing the totals in the end column (Monday 2, Tuesday 3, Wednesday 6, Thursday 2, Friday 4, and Saturday 8)  Ask the children to look at the pictograph and answer the following questions in their exercise books: How many children like Wednesday the best? (6) Which day is the most popular? (Saturday) Why do you think this is the most popular day?

Which day is the least popular? (Monday) Why do you think this is the least popular day?

Which two days received the same number of votes? (Monday and Thursday) How many children were asked about the day of the week they liked? (30) Lesson 110

IRI Mathematics Grade 2

32

“THE LAND OF NUMBERS”

REVIEW 27 Teacher: Today we are going to review the work we have done during the past few weeks.

The main purpose of Review Twenty-seven is:  For the class to review areas or topics in which they are weak.

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 cater for their weakness in any area or topic.

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:

A list of activities according to the needs of your class assessments.

The children’s exercise books

For Monday’s lesson you will need: a 2-litre bottle, a half-litre measure, a litre measure, rubber bands and coloured water

Review 27

IRI Mathematics Grade 2

33

“THE LAND OF NUMBERS”

IRI Mathematics Grade 2

34

“THE LAND OF NUMBERS”

LESSON 111 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have a 2-litre bottle, a half-litre measure, a litre measure, rubber bands and coloured water.

Part One Part Three 

9 ×7

8 7 6 5 9 ×2 ×4 ×5 × 8 × 9

A. B. C.

Part Two 348 5

562 1

783 2

D.

195 - 3

The Children: (a) Copy Parts one, two and three. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Column Multiplication (exercise book) 9 x 7

8 x 2

7 x 4

6 x 5

Column Subtraction (exercise book) -

348 5

5 x 8

783 2

-

562 1

-

195 3

9 x 9

 IRI Mathematics Grade 2

Song:

Oral Subtraction (exercise book) A.

11 – 7

B.

12 – 8

C.

14 – 6

D.

13 – 9

Column Addition (exercise book)

Multiplication Problems (oral)

24 + 31

2x7=

96 + 2

4x3= 8x6=

“The Months of the Year.”

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“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities Capacity – Comparison and Equivalence 10 min  Hold up the litre measure; ask the children if they can remember how much liquid this container will hold (a litre).  Show the class the two litre bottle; ask them ‘how many litres they think the bottle will hold?’ and write their estimates on the board. Ask a child to come out and fill the litre measure and pour it into the bottle. Use a rubber band to show the level of the water at 1 litre.  Repeat this to show that the bottle holds two litres of water. Empty the water out but leave the rubber bands to show the litre marks.  Show the children the half litre measure tell them that this is ‘half a litre’ Ask them how many half litres they think it would take to fill the bottle. Write some estimates on the board.  Ask a child to come out and fill the half litre measure and pour it into the bottle. Use a rubber band to show the level of the water at ½ a litre.  Repeat this to show that the bottle holds four ½ litres of water. Empty the water out but leave the rubber bands to show the litre marks.  Reinforce with the children that two ½ litres of water meet the litre line so showing that ½ litre + ½ litre = 1 litre. Ask the children to write this in their exercise books. If there is time, the children can draw the bottle and using the little squares in their exercise books can mark 1 litre, ½ litre, 2 litres.

300 + 40 + 6 = 300 + 40 = 340 and 340 + 6= 346 300 + 40 + 6 = 346 40 + 6 = 46

IRI Mathematics Grade 2

Addition 10 min  Write 300 + 40 + 6 = on the board. Ask the children to estimate if the answer will be in the 300’s or the 400’s. Ask them why they think as they do.  Discuss how 300 + 40 = 340 and 340 + 6 = 346 or how 40 + 6 = 46 so 300 + 40 + 6 = 346.  Write 500 + 20 + 5 = on the board and complete the same way, explaining each step to getting the answer 525.  When the children seem to grasp this, give them some to complete independently that you can then use as assessment.

600 + 30 + 4 = (634); 400 + 10 + 9 = (419); 200 + 50 + 7 = (257; if time allows you can give them more of your own making.

Lesson 111

36

“THE LAND OF NUMBERS”

LESSON 112 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy Parts One to Five on the chalkboard.

Part One 8+1–3=

Part Three

9–4+2=

973 + 58

Part Two 93 x 2

51 x 9

91 x 8

Part Five

638 + 21

A.

2 9

B.

38

C.

4 7

Part Four

71 x 5

67 - 39

84 - 23

53 - 16

The Children: (a) Copy Parts One to Four. (b) Have their multiplication tables ready.

2.

PART 1: During the Audio Programme Addition and Subtraction equations

Column Multiplication (exercise book)

Column Division (exercise book)

Column Subtraction (exercise book)

Column Addition (exercise book)

(exercise book)

8+1–3=

93 x 2

51 91 x 9 x 8

973 + 58

638 + 21

67 - 39

84 - 23

9–4+2=

53 - 16

2 9 38

71 x 5

4 7

 Song: “The Months of the Year”

IRI Mathematics Grade 2

37

“THE LAND OF NUMBERS”

3.

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

Children’s Favourite Activities

Swimming Dancing Football Cricket

5 7 4 9 Total

A B C D E F G H I J $2 $1 $6 $3 $7 $9 $4 $1 $2 $5 K L M N O P Q R S T $8 $6 $3 $1 $2 $4 $9 $8 $5 $7 U V W X Y Z $2 $7 $4 $3 $5 $9 MARY

$3+$2+$8+$5 = $18

Statistics – Reading Pictographs 10 min  Draw the pictograph in the box onto the board. Ask the children to copy it in their exercise books. Ask what is the title of this pictograph? (favourite activities).  Ask the children how many children like swimming the best. (5). Ask how they know this.

(The number 5 at the end of the row tells us the answer to the question.)  Tell them that they need to draw in five stick children to show that 5 children like swimming.

Continue this with the other days, reading the totals and drawing in the correct number of stick children (Dancing 7, Football 4 and Cricket 9).  Ask the children to answer the following questions in their exercise books: How many children like dancing the best? (7) Which activity is the most popular? (Cricket) Which activity is the least popular? (Football) How many children were asked about their favourite activity? (25). Ask them to write that number in the box next to the word total. Ask them to verify that: 5 + 7 + 4 + 9 = 25.

10 min

Money – Vaule of a Group  Write the letters of the alphabet on the board. Read through them with the class. With the children, assign each letter a value between $1 and $9.  Choose a child to come and write their name on the board. E.g. Mary: M=$3, A=$2, R=$8, Y=$5. Ask the class how much is Mary’s name worth? ($18) TEACHER: When doing the addition, identify numbers that will make 10 e.g. $2 and $8 = $10. This will help with the calculation.  Ask all the children to find out the value of their name. Walk around the room assisting and checking that the totals are correct.  Ask the children to work out what coins they would need to make the value of their name (e.g. Mary – value $18 could use a $10 coin, a $5 coin and three $1 coins).  HOMEWORK: Ask the children to copy the alphabet and the money values to take home to work out the value of two family members’ names.

Tomorrow you will need: coins $1, $5, $10 and a $20 bill. Three toys that have prices attached to them; between $20 and $49 Lesson 112 IRI Mathematics Grade 2

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“THE LAND OF NUMBERS”

LESSON 113 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Five on the chalkboard. (b) Have coins $1, $5, $10 and a $20 bill. Three Toys that have prices attached to them: between $20 and $49 ready.

Part One

9–4+3= 7–3+2=

Part Three Part Three

8+1–2= 6–1+4=

967 + 48

641 + 17

Part Two 73 - 28

45 - 13

82 - 19

Part Four 81 x 6

92 x 4

998 + 6

34 x 2

A.

Part Five 4 9

B.

2 7

C.

35

The Children: (a) Copy Parts One to Four. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Oral Addition and Subtraction

Column Subtraction (exercise book)

Column Addition (exercise book)

Column Multiplication (exercise book)

Column Division (exercise book)

(exercise book)

9–4+3=

73 - 28

+

967 48

45 - 13

+

641 17

B. 2 7

998 6

C. 3 5

8+1–2= 7–3+2= 6–1+4= 82 - 19

+

92 x 4

81 x 6

34 x 2

A. 4 9

 Song: “The Months of the Year”  Physical Activity: “Physical Exercise” IRI Mathematics Grade 2

39

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Develop the following activities Favourite Subjects at School English

Maths

7 9

Science 3

PE

6 25

Sunday

first

1st

Monday

second

2nd

Tuesday Wednesday Thursday Friday Saturday

IRI Mathematics Grade 2

Statistics – Reading Pictographs 5 min  Draw the pictograph in the box onto the board. Read the title of the pictograph with the children: Favourite subjects at school  Ask the children to count how many children like English best (7). Write the number (7) in the end column. Continue this with the other subjects writing the totals in the end column (e.g.: Maths 9, Science 3 and PE 6).  Ask the children to look at the pictograph and answer the following questions in their exercise books: How many children like PE the best? (e.g. 6) Which subject is the most popular? (e.g. Maths) Which day is the least popular? (e.g. Science) How many children were asked about their favourite subject? (25) 10 min Money  Rehearse the number bonds to 10. ‘5+5’, ‘6+4’, ‘7+3’, ‘8+2’, ‘9+1’, ‘10 +0’  Stick/ draw the coins $1, $5, $10 and a $20 bill on the board in a line. Label each one clearly. Put out three toys that have prices attached to them, between $20 and $49 ($26, $35, $$31).  Show the class the first toy and say this costs $26. Discuss with the class which coins or bills could be used to pay for this toy. Write down their suggestions. Tell the class you want them to write in their exercise books the fewest coins and bills they could use to pay for the toy. ($20, $5 and $1).  Choose another toy with a different price and repeat. Ask the children to write the amounts and the coins and bills used for each purchase in their books (e.g. Price $ 35, for this they can use one bill of $20 and one coin of $10 and one coin of $5).

5 min Ordinals  Write the days of the week in order down the board (see box). Ask the children what is the first day of the week. (Sunday) beside Sunday write the word ‘first’  Continue this, writing ‘second’, ‘third’, ‘fourth’, ‘fifth’, ‘sixth’ and ‘seventh’ beside each day.  Say from first to seventh together with the children underlining the last syllable on each word ‘first’ ‘second’, ‘third’, ‘fourth’, ‘fifth’, ‘sixth’ and ‘seventh’ explain to the class how these letters are used when we write the ordinals in number form 1st 2nd 3rd 4th 5th 6th 7th.

Tomorrow you will need: a large sheet of paper, 100 square or drawn in advance.

Lesson 113

40

“THE LAND OF NUMBERS”

LESSON 114 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Five on the chalkboard. (b) Have a large sheet of paper, 100 squares by 100 squares drawn in advance and ready.

Part One 92 - 57

49 - 31

Part Three 942 + 83

58 - 29

721 + 64

Part Five 998 + 7

Part Four Part Two 72 x 3

94 x 2

71 x 8

179 385 + 164

123 458 + 347

A. 2 8 B. 3 7

321 243 + 115

The Children: (a) Copy Parts One to Four. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Column Subtraction (exercise book) 92 - 57

49 - 31

58 - 29

Column Multiplication (exercise book) 72 x3

94 x 2

71 x 8

 Song: IRI Mathematics Grade 2

Column Addition (exercise book) 942 + 83

721 + 64

998 + 7

Column Addition (exercise book) 179 385 + 164

123 458 + 347

Column Division (exercise book)

A. 2 8 B. 3 7

321 243 + 115

“The Months of the Year”

41

“THE LAND OF NUMBERS”

3.

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

1

2 3 4 5 6

7

8

9 10

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

5 min Subtraction  You will either need a hundred square or you need to draw the hundred square onto the Board (see box). Ensure that the children can see it.  Put a counter on the number 64. Tell the children that you are going to count backwards in 10’s from 64. Move the counter up to the column to help the children (Allow one child to come out and count from 64 to 54 to show that it is 10 spaces.) Together, count from that number – 64, 54, 44, 34, 24, 14, 4.  Write 34 - 10 = on the board. Read this to the class. Tell the class the counter will help them, place the counter on 34 and ask them what number is 10 less (24). Show them how that number is one above 34 on the hundred square. If there is time, add 2 more exercises (26 – 10 =, 30 – 10 =)

10 min

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Favourite Subjects at School English Maths Science PE Total

First Second Third Fourth Fifth

1st 2nd 3rd 4th 5th

IRI Mathematics Grade 2

Statistics – Collecting data for pictographs  Draw the empty tally chart in the box onto a large sheet of paper (you will need it for next week). Tell the children that today they are going to collect information so that next week they can make a favourite subjects pictograph for their class (If you wish – add one or two more subjects to the list.)  Tell the children that the one on the board is for the information that they will collect and will NOT be a pictograph. Remind the children of using tally marks for collecting information or the bunching in fives ( IIII).The bunches of 5 will help them count.  Tell the children to think of their favourite subject, from the ones listed on the board and write that subject in their exercise book. Tell them that when you say that subject, they must raise their hands so you can count that total – REMIND THEM: they can only vote for ONE subject.  Record in tally the number of children who vote for each subject. When this is completed, ask them to count the number of children for each subject and record that total at the end of the row.  Remember, save this tally chart for next week.

ORDINALS 5 min  Write the ordinals in words from ‘first to fifth’ down the board. Ask the children to read these with you.  Ask different children to come out and write the ordinal in number form beside the written word. Remind the class how the letters that follow the number are the last two letters of the written word.  Ask the children to copy this in their exercise books.

Lesson 114

42

“THE LAND OF NUMBERS”

REVIEW 28 Teacher: Today there will not be a radio/CD Maths lesson.

The main purpose of review twenty-eight is to identify the extent of:  

the children’s understanding of the value of different groups of money their ability to understand addition and estimation of addition

There are suggested activities on the next page for you to follow or you can create or re-create activities relating to the topics covered during Audio and After-Audio sessions from the preceding weeks.

IRI Mathematics Grade 2

43

“THE LAND OF NUMBERS”

Review activities TEACHER: Develop the following activities

$10, $10

___

$5, $10

___

$100 $100

___

$500 $100

___

$500 $500

___

$500, $100 ___

$20 $5

___

$5, $5, $5

___

Money 15 min  Ask the children to look at the table on the board. Tell them to copy it in their exercise books.  Tell that that each box shows different amounts of money.  Tell them to write the total for each group of money on the line next to each amount.  Tell them to look at the totals of the first row ($20 and $15) and circle the larger amount of money.  Ask them to complete the other rows in the same way; always circling the larger amount of money:

15 min

29 + 10 = 37 + 20 = 49 + 10 = 300 + 50 + 2 = 500 + 60 + 3 =

Addition  Tell the children you are going to write an addition on the board. Show it to them for a few seconds and then cover it. Tell them you want them to write their estimate (“guessing”) in their exercise book.  Write 29 + 10 = on the board. Show it for 10 seconds and cover it.

37 + 20 = on the board. Show it for 10 seconds and cover it.

49 + 10 = on the board. Show it for 10 seconds and cover it.  Write 300 + 50 + 2 = on the board. Ask the children to estimate if the answer will be in the 300’s or the 400’s (300’s) and write the estimation in their exercise books. Ask them to find the answer (352).  Write 500 + 60 + 3 = on the board and repeat the above process with this one and the following: ; 400 + 40 + 8 = (448), 200 + 10 + 7=(217), 600 + 80 + 4 =(684)

Review 28

IRI Mathematics Grade 2

44

“THE LAND OF NUMBERS”

LESSON 115 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have a litre and a half-litre container.

Part One 84 - 19

27 - 13

61 - 38

Part Two

95 - 63

372 156 + 289

Part Three

278 463 + 124

324 141 + 213

A.

2 4

B.

39

C.

2 6

The Children: Copy Parts One, Two and Three.

2. PART 1: During the Audio Programme Column Subtraction

Column Addition (exercise book)

(exercise book) 84 - 19 61 - 38

27 - 13 95 - 63

372 156 + 289 324 141 + 213

278 463 + 124

Oral Subtraction (oral) 12 – 7 =

Column Division (exercise book)

A.

2 4

B.

39

C.

2 6

13 – 8 = 11 – 4 = 18 – 9 = 14 – 5=

 Song: “The Magic Number is Two.”  Physical Activity: “Physical Exercises” IRI Mathematics Grade 2

45

“THE LAND OF NUMBERS”

3. PART 2: The After-Audio Programme TEACHER: Develop the following activities 5 min Capacity – Comparison and Equivalence  Draw a litre and a half litre on the board. (see box). Ask the children to look at the board. Talk to them about the pictures; discuss that one is a litre container and one is a half litre container. Ask them to draw them carefully in their books. Tell them the base of each container is 5 ‘little’ squares across and the litre measure is 6 ‘little’ squares up and the ½ litre measure is 3 ‘little’ squares up.  Ask the children to draw a line on the litre measure to show the level if ½ a litre of water was poured in. Remind them of the last time when they used a rubber band to make the ½ litre mark.

Favourite Subjects at School English Maths Science PE total

4th 5th 6th 7th 8th 9th

10th 11th 12th 13th 14th 15th

10 min Statistics – Pictographs  Show the class the tally chart from lesson 114. Ask the children how they would change this to make it into a pictograph. Draw the empty pictograph onto the board and draw the correct number of stick children in the middle column equal to the number in the end column. (Totals to be taken from the tally sheet completed in lesson 114)  Ask the children to copy this into their exercise books and draw in the correct number of stick children for the other subjects (using tally sheet).  On completion ask the children to answer the following questions from the information: How many children like PE (Physical Education) the best?

Which subject is the most popular?

Which subject is the least popular?

How many children were asked about their favourite subject?

5 min

16th 17th 18th 19th 20th 21st

Ordinals  Write ordinals 4th to 9th down the board (see box) and discuss with the class how the letters after are all ‘th’. Practice the sound ‘th’ and say 4th to 9th with the children emphasizing the ‘th’ sound.  Ask them what letters they think will follow 10 to make tenth (th). Write 10th on the board; continue this until 21st.  Explain to the children how we say ‘twenty-first’ not ‘twenty- one’ when using ordinals and so the last sound is ‘st’.  Write 1st on the board and discuss how first and ‘twenty-first’ end in the same sound so we write ‘st’ Tomorrow you will need: coins $1, $5, $10 and the $20 bill Lesson 115 IRI Mathematics Grade 2

46

“THE LAND OF NUMBERS”

LESSON 116 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One and Two on the chalkboard. (b) Have coins $1, $5, $10 and the $20 bill ready.

Part One

Part Two

A. 2 8 B. 3 6 C. 2 4 D. 3 9

7–4–1=

8+2–5=

6–4+3=

5+3–7=

9–8+6=

The Children: Copy Part One only.

E. 2 6

2.

9–7+6=

PART 1: During the Audio Programme (Oral Division) (exercise book)

Oral Subtraction (oral) 12 – 9 =

6÷2= 8÷4=

11 – 5 =

A.

14 − 8 ═

4÷ 2=

13 – 6 =

B. 3 6

Oral Addition and Subtraction Equations (chalkboard) 9–7+6= 7–4–1= 8+2–5=

C. 2 4 D. 3 9 E. 2 6

 Song:  Physical Activity: IRI Mathematics Grade 2

2 8

15 – 6 =

7÷ 3=

8÷ 3=

Column Division (exercise book)

6–4+3= 5+3–7= 9–8+6=

“The Magic Number is Two” “Pretending to tidy Ourselves”

47

“THE LAND OF NUMBERS”

3.

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

1 11 21 31 41 51 61 71 81 91

2 12 22 32 42 52 62 72 82 92

3 13 23 33 43 53 63 73 83 93

4 14 24 34 44 54 64 74 84 94

5 15 25 35 45 55 65 75 85 95

6 16 26 36 46 56 66 76 86 96

7 17 27 37 47 57 67 77 87 97

8 18 28 38 48 58 68 78 88 98

9 19 29 39 49 59 69 79 89 99

10 20 30 40 50 60 70 80 90 100

Favourite Fruits Bananas Mangos Pears Pineapples Total

IRI Mathematics Grade 2

2 min

Combination of addition and substraction equations  Teacher, allow the children to finish the exercises that the radio teacher left with them (Part Two).

Subtraction 8 min  Write 56 - 20 = on the board.  Discuss with the class how 20 is two lots of 10 and so you could use the hundred square and move the counter back 2 groups of ten from 56.  Place the counter on 56 and show how if you move it up two, you have counted back 20 and reached 36. Then, allow the children do the same exercise in vertical form: 56  Repeat this with 71- 20 = (51) and 79 - 30 = (49)

10 min

Statistics – Pictographs  Draw the empty pictograph in the box onto a large sheet of paper (you will need it for the next lesson). Tell the children that today they are going to make a pictograph for the class’s favourite fruits.  Tell the children that the one on the board is going to show the information collected and will NOT be a pictograph. Remind the children of using tally marks for collecting information and the bunching in fives ( IIII).  Tell the children to think of their favourite fruit out of the ones listed on the board and write it’s name in their exercise books. Tell them that when you say the name of that fruit, they must put up one of their hands in the air so you can count that total – REMIND THEM: they can only vote for ONE fruit.  Record in tally, the number of children who vote for each fruit. When completed, count the number of children for each fruit and record that total at the end of the row.  Remember save the tally chart for the next session.

5 min Money – Value of a Group  Draw or stick the coins $1, $5, $10 and the $20 bill onto the board. Ask the children to write in their books all the ways they can find to give someone $50. Tell them they can use the coins and bills on the board more than once. Walk around, observe, and support those who need help.  If you have some extra coins and bills give them to the children who need to work with real money or their representation.  HOMEWORK: Ask them to find as many ways as possible to make $100. Collect in and use for assessment.

Lesson 116

48

“THE LAND OF NUMBERS”

LESSON 117 1.

BEFORE THE MATHEMATICS CLASS Teacher:

(a) Copy Parts One, Two and Three on the chalkboard. (b) Have the tally chart from lesson 116 ready.

Part One

92 - 35

Part Three

79 - 60

43 - 12

A. 4 8 B. 2 7

Part Two 3124 + 2571

5731 + 4160

C. 4 6

The Children: (a) Copy Parts One, Two and Three.

2136 + 7801

(b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Oral Subtraction (oral) 14 – 5 = 15 – 8 = 12 – 9 = 11 – 5 =

Column Subtraction

Column Addition (exercise book)

Oral Division (oral)

(exercise book) 92 - 35

3124 + 2571

A. 4 8

79 - 60

5731 + 4160

B. 2 7

43 - 12

2136 + 7801

C. 4 6

 Song: IRI Mathematics Grade 2

Column Division (exercise book)

16 ÷ 4 = 12 ÷ 3 =

“The Magic Number is Two”

49

“THE LAND OF NUMBERS”

3.

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

Favourite Fruit

Bananas Mangoes Pears Pineapples Total

10 min

Statistics – Pictographs  Show the class the tally chart from lesson 116. Ask the children how they would change this to make it into a pictograph. Draw the empty pictograph onto the board and draw the correct number of bananas in the middle column equal to the number in the end column. (totals to be taken from the tally sheet completed in lesson 116).  Ask the children to copy this into their exercise books and draw in the correct number of mangoes, pears and pineapples in the middle column (using tally sheet) to make a pictograph.  On completion, ask the children to answer the following questions: How many children like Pears the best?

Which fruit is the most popular?

Which fruit is the least popular?

How many children were asked about their favourite fruit?  HOMEWORK: Tell the children that they are to collect the same information from their family at home tonight and draw their own pictograph to show their families’ favourite fruits.

10 min Money  Look at the children’s homework from yesterday.  Draw pictures of items found in a bookshop on the board (see box) and price the items $50, $100, $150, and $200.  Ask the children different questions based on the pictures: What is the price of 1 pencil? ($50).How much is 3 pencils? ($150). Ask the children to explain how they got the answers.

How much is the exercise book and 2 pencils? ($100 + $50 +$50)  Discuss with the children how they can use their counting in 10’s and in 5’s to help them find the answers.

Lesson 117

IRI Mathematics Grade 2

50

“THE LAND OF NUMBERS”

LESSON 118 1. BEFORE THE MATHEMATICS CLASS Teacher: Copy Parts One, Two, Three, Four and Five on the chalkboard.

Part One 36 - 17

51 - 30

Part Three 45 - 18

Part Two 7025 + 1012

4130 + 2568

4947 + 2031

A.

3 7

B.

2 8

C.

3 6

Part Four 160 584 + 179

205 549 + 106

406 398 + 159

Part Five 5 10

3 4

6 10

3 5

1 10

1 2

The Children: (a) Copy Parts One to Four. (b) Leave enough space to draw small balls from one division to another.

2.

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

36 - 17

51 - 30

45 - 18

Column Division (exercise book)

Column Addition (exercise book) 7025 + 1012

B. 2 8

4947 + 2031

C.

 Song:

IRI Mathematics Grade 2

Reading Fractions

(exercise book)

(chalkboard) 5 Five tenths 10 3 Three fourths 4 6 Sixth tenths 10 3 Three fifths 5 1 One tenth 10 1 One half 2

160 584 + 179

A. 3 7

4130 + 2568

Column Addition

406 398 + 159

36

205 549 + 106

“The Magic Number is Two”

51

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities 10 min Money – Value of Groups  Draw pictures of items found in the market place on the board or find a poster with this kind of drawing. Price all the items in 10’s; e.g. $20 each, $50 for 2, $60 each.  Organise the children into groups.  Ask the children different questions based on the pictures. e.g. How much for 4 oranges and 3 mangoes? Ensure that the children understand that if some of the items are sold at $30 for 3, then the price for 1 is $10.

15 min

Our Favourite Fruits Banana

3 Mango

4 Pineapple

5

Statistics – Pictographs  Review the children’s homework together Create a display in the classroom to show the pictographs the children have made showing their favourite fruits.  Ask some children to work on making a large class pictograph showing the class’ favourite fruits. Ask others to re draw their homework pictograph using bright colours so it will stand out on the wall.  Enhance the display by asking children to draw and cut out large images of the fruits in the survey. Display the tally chart created in lesson 116 with this work.  Ensure that pictographs and the display are labeled: OUR FAVOURITE FRUITS.

Total 12

Lesson 118

IRI Mathematics Grade 2

52

“THE LAND OF NUMBERS”

REVIEW 29 Teacher: The main purpose of review twenty-nine is for the children to evaluate their own progress during IRI Maths Lessons (during and After-Audio Programmes), and recognize that they are learning.

A suggestion or this review would be to ask the children to look through their exercise books and allow them to:  look at it and tell the class what they like about their Maths books.  compare their exercise books with a friend or a group of friends.

OR  Give them a focus area – such as writing numbers, additions, subtractions, patterns, symmetry or another.  Ask them to look and see how they have improved in those topics. You can also ask the children to tell you what do they like about their books and why, since the last time they checked it.  Ask the children about the songs and the physical activities they have learnt so they can realize that they also have learnt the lyrics of the songs, the physical activities and others things, such as, the names, personality, etc of radio characters.  Encourage the children to make a list of topics they have learnt.

TEACHER - Take notes of the children’ opinion about their learning process.

- You can take this opportunity to work with the children you have observed having difficulty – focus on one area of Maths and work with them to identify their particular area of weakness and help them to understand it better.

For Monday’s lesson you will need a calendar page showing the whole month 1st to 31st and a 100 square

Review 29

IRI Mathematics Grade 2

53

“THE LAND OF NUMBERS”

IRI Mathematics Grade 2

54

“THE LAND OF NUMBERS”

LESSON 119 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Four on the chalkboard.

st

st

(b) Have a calendar page showing the whole month 1 to 31 and a 100 square ready.

Part One 71 × 9

42 × 4

81 × 7

Part Two 63 × 3

A.

4 7

B.

39

C.

34

Part Three 42 - 15

82 - 50

72 - 38

Part Four

2.

162 574 + 189

181 353 + 291

The Children: Copy Parts One, Two, Three and Four.

PART 1: During the Audio Programme Column Multiplication (exercise book) 71 × 9

42 × 4

81 × 7

63 × 3

Column Division (exercise book) A. 4 7

42 - 15

B. 3 9

82 - 50

Column Addition (exercise book) 162 574 + 189

181 353 + 291

72 - 38

C. 3 4

“Let’s make Music.”

“The Monkey Dance”

 Song:  Physical Activity: IRI Mathematics Grade 2

Column Subtraction (exercise book)

55

“THE LAND OF NUMBERS”

2.

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

Subtraction  Write 37 - 11 = on the board. Write 37 - 10 = on the board below the first subtraction. Ask the children to look at the second subtraction 37- 10 and tell you the answer (27). Ask a child to demonstrate this using a counter on the 100 square (Display the 100 square or each child should have one.  Tell them that 11 is one more than 10 so we can use the answer 27 and move the counter one back to 26.  Repeat this with 53 - 11 = (42) reinforcing that you are subtracting 10 and then subtracting 1 more.

Write both the subtractions 53 - 11= and then 53 -10 = to make the connection clear to the children.

37 - 11 = 37 - 10 =

JANUARY 2007 Sun 7th 14th 21st 28th

Mon 1st 8th 15th 22nd 29th

Tues 2nd 9th 16th 23rd 30th

Wed 3rd 10th 17th 24th 31st

Thurs 4th 11th 18th 25th

5 min

Fri 5th 12th 19th 26th

$25 + $10 = $50 + $20 = $15 + $15 = $45 + $5 = $60 + $30 =

Sat 6th 13th 20th 27th

10 min Ordinals  Show the children the month of the year using a calendar. Ask them which day of the year the ‘first’ is on? (answer will depend on calendar used). Ask them how they know that is the first? (There will be a number 1 in the box.).  Write ‘st’ beside the number one (see box opposite) to show the number 1 means ‘first- 1st’.

Do this with all the numbers to 31. Say the ordinals aloud with the children 1st to 31st.  Ask one child to come out and point out all the ordinals that end in ‘st’ (1st, 21st, 31st). Discuss how all of these end in the word ‘first’ (first, twenty-first and thirty-first).  Ask another child to come out and point out all the ordinals that end in ‘’nd” (2nd and 22nd).

Discuss how all of these end in the word ‘second’ (second and twenty-second).  Ask another child to come out and point out all the ordinals that end in ‘rd’ (3rd and 23rd) Discuss how all of these end in the word ‘third’ (third and twenty-third).

5 min Money  Teacher copy the additions on the chalkboard (see box). Ask the children to look at the money additions on the board. Read through them with the class, completing the first one together as an example.  Ask them to copy these in their books and to complete them. Walk around the room and ask the children how they are finding the answers.  At the end, ask different children to explain the way they found the answers, e.g. drawing tally marks in their books, counting in tens then adding any fives. Mark this activity together.

Lesson 119

IRI Mathematics Grade 2

56

“THE LAND OF NUMBERS”

LESSON 120 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy Parts One to Four on the chalk board.

Part One 94 - 27

58 -20

Part Three

39 - 25

8674 + 1001

4600 + 2158

Part Four 2126 + 3000

Part Two 31 x 8

52 x 4

51 x 6

2 2

7 10

3 4

9 10

1 3

2 10

The Children: (a) Copy Parts One, Two and Three. (b) Have multiplication tables ready.

2.

PART 1: During the Audio Programme Column Subtraction (exercise book) 94 - 27 39 - 25

58 - 20

Column  Multiplication (exercise book)  31 x 8 51 x 6

52 x 4

Column Addition (exercise book) 8674 + 1001 4600 + 2158 2126 + 3000

Reading Fractions (chalkboard) 2 2

7 10

3 4

9 10

1 3

2 10

Oral Subtraction (oral) 10 – 6 = 11 – 2 = 12 − 6 = 17 − 8 = 14 – 9 =

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

IRI Mathematics Grade 2

57

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities 10 min Capacity – Comparison and Equivalence  Copy the drawing opposite onto the board. Tell the children the following story.

‘Mary’s mother made a litre of cold chocolate drink in a mug. She then served the chocolate drink in two ½-litre cups, one for herself and one for Mary.’ Is there any chocolate drink left in the mug?  Tell them to discuss this in groups and draw the mug with the two cups. After a few minutes, ask the groups to explain their answers, allowing them to explain that a ½ litre plus a ½ litre equals a litre. So if the cups were full to the top there wouldn’t be any chocolate drink left in the mug.  Finish by emphasizing that 1 litre = two ½ litres. Ask the children to write this below their drawings.

10 min Money  Draw pictures of items (see box) for sale at a market stall and label them with prices (individual items or groups of items).Tell the children they are going to be the buyers and that each of them has a $100 to spend. The drawings and their prices are displayed.  Ask one of them, “How much is a cabbage?” ($60). Ask her/him how much change would be left from the $100 if she/he bought the cabbage ($40). Write $100 - $60 = $40 on the board.

Ask the rest of the children if they agree with the change that he/she has.  Ask them to tell you the price of a bunch of 8 onions ($50). Then ask one of the children to buy that bunch of onions with his/her $100 and say how much change from $100 she/he will have ($50). Then the whole class should discuss if the change is right.  Teacher, continue in the same way with the following exercises: How much change from $100 if you bought 2 mangoes? ($100 - $40 = $60) How much change from $100 if you bought 1 bunch of 4 tomatoes? ($100 - $100 = $0) How much change from $100 if you bought 2 bunches of 3 bananas? ($100 - $60 = $40) How much change from $100 if you bought a mango and a cabbage? ($100 - $80 = $20)

Lesson 120 IRI Mathematics Grade 2

58

“THE LAND OF NUMBERS”

LESSON 121 1.

BEFORE THE MATHEMATICS CLASS Teacher: Copy Parts One, Two and Three on the chalkboard. Have the 100 square ready.

Part One 91 x 6

42 x 4

Part Three 52 x 3

Part Two 82 - 13

69 - 40

3 4

10 10

2 5

9 10

2 4

8 10

The Children: (a) Copy Parts One and Two. (b) Have multiplication tables ready.

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

Column Subtraction

Oral Subtraction (oral)

Reading Fractions (chalkboard)

(exercise book) x

91 6

52 x 3

x

42 4

82 - 13

15 – 7

69 - 40

12 – 8

16 – 9 13 – 5

3 4

10 10

2 5

9 10

2 4

16 ÷ 4 = 12 ÷ 3 =

Column Multiplication (exercise book) 7 x 9

8 x 5

4 x 7

3 x 6

2 8

6 x 4

x

“The Instrument Song” “Walking Exercise”

 Song:  Physical Activity: IRI Mathematics Grade 2

8 10

Division Problems (oral)

59

“THE LAND OF NUMBERS”

3.

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

7 x 9

8 x 5

2 x 8

6 x 4

4 x7

3 x6

6th

18th 2nd

20th 22nd

7th

25th 9th

14th 11th

23rd 15th 31st

17th 3rd

21st

24th 12th

28th 16th 30th 1st 4th

Multiplication  Teacher, ask the children to do the mutiplication exercises as continuation of the audio lesson. The children can use their multiplication tables.

10 min

36 - 10 =

10th 8th

3 min

29th

13th 26th 19th 27th

5th

Subtraction  Tell the children that you are going to write a subtraction on the board. Show it to them for a few seconds and then cover it. Tell them that you want them to quickly write the answer in their exercise book.  Write 36 - 10 = on the board. Show it for 10 seconds and cover it. Ask the children to think about it and tell you their answers.  Discuss how they are subtracting 10 so they need to use their knowledge of counting back in tens to help them think of the answer (26). They can also use the 100 square.  Write more subtractions on the board. Walk around and note the children that are not able to count back in tens.

48 – 10 = 29 – 10= 37 – 10 = 45 – 20 = 57 – 20= 63 – 20 = 10 min 74 – 30 = 65 – 40= 71 – 50 = Ordinals  Write the ordinals 1st to 31st on the board in a random order (see box opposite).

Ask one child to come out and point to ‘1st’. Ask all the children to write 1st into their exercise books.  Ask them to continue to write the other ordinals in order to 31st. Walk around and check that they are writing both the number and the letters correctly.  Ask one of the children to read the ordinal numbers that he/she wrote and the rest of the class to check theirs.

Tomorrow you will need: 30 counters.

IRI Mathematics Grade 2

Lesson 121

60

“THE LAND OF NUMBERS”

LESSON 122 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have 30 counters ready.

Part One A.

9 - 0

B.

8 - 8

C. 7 - 0

Part Two 381 197 + 261

Part Three 384 - 169

423 - 181

SSS

528 167 + 136

The Children: (a) Copy Parts One to Three.

451 283 + 172

(b) Have multiplication tables ready.

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

Column Addition (exercise book)

Column Subtraction (exercise book)

Column Addition (exercise book)

A.

9 - 0

381 197 + 261

384 - 169

317 + 46

C.

7 - 0

B. 8 - 8

451 283 + 172

 Song: IRI Mathematics Grade 2

528 167 + 136

423 - 181

+

164 + 519

635 7

“Children of Guyana”

61

“THE LAND OF NUMBERS”

3.

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

Triangles 3 sides

Quadrilaterals 4sides

Pentagons 5 sides

10 min Classification of shapes  Draw the empty table (see box) onto the board and ask children to copy it. Revise the properties of triangle (any closed shape with three straight sides). Revise the properties of quadrilaterals (any closed shape with four straight sides.)  Ask the children if they can remember the name of a five sided shape (pentagon).  Draw some triangles, quadrilaterals and pentagons outside of the empty table (see box for suggested shapes) and ask the children to copy them in the correct column.  Ask them to draw some triangles, quadrilaterals and pentagons of their own in the correct columns.

Division  Choose a child to count out 20 counters. Tell the class that you are going to share the 20 counters equally between 4 children.  Ask four children to come out. Ask the first child to share out the counters between the four children, giving each of them one counter at a time.  When all the counters are handed out; ask each of the five children to count how many counters he/she has (five).  Tell the class that 20 shared between 4 is 5.  Write 20 ÷ 4 = 5. Point to the ÷ sign and tell the class that this sign means ‘divided by’ and that ‘divided by’ means ‘shared between’.  Read the division together saying, ‘Twenty shared between four is five.’

5 min

Ordinals  Ask the children to count forward from different ordinals. e.g. start from 5th and move forward. Ask the girls to say the ordinals 1st -10th, the boys 11th to 21st and the class 22nd to 31st.  Ask questions such as, “What comes after 14th ?” and “ What comes before 22nd?”  HOMEWORK: Tell them to write at home the name of the person who, today: (a) got up 1st, (b) had breakfast 3rd and (c) write the order in which the birthdays of the family members are.

Lesson 122

IRI Mathematics Grade 2

62

“THE LAND OF NUMBERS”

REVIEW 30 Teacher: Today there will not be a radio/CD Maths lesson.

The main purpose of review thirty is to identify the extent of:  the children’s understanding of capacity  their understanding of Pictographs There are suggested activities on the next page for you to follow OR you can create or re-create activities relating to the areas covered during Audio and After-Audio sessions from the past weeks.

The materials needed for the Teacher:

Two buckets of different sizes and colours A small bottle (less than a litre) A litre bottle A cup

The materials needed for the pupils:

Coloured pencils

IRI Mathematics Grade 2

63

“THE LAND OF NUMBERS”

Review activities TEACHER: Develop the following activities HOMEWORK: Ordinals  Walk around to see that the children completed their homework from last class and have the list of names and the ordinals correctly written.

4c ups

a

5 c ups

b

15 c ups

c

1 Tally Chart –Favourite Colours Red IIII Yellow IIII III Blue IIII IIII I Green III

2 Favourite Colours Red Yellow Blue Green Total

10 min Capacity  Teachers draw three containers. Tell the children you are going to ask them some questions and they are to write the answers in their exercise books.

1) (Hold up two buckets of different sizes and colours) “Will the yellow bucket or the red bucket hold more water? “(Use colours of your buckets) 2) (Hold up the small bottle) Do you think this bottle holds more or less than a litre?

3) (Hold up the cup and the smallest bucket.)How many cups do you think it would take to fill this bucket?  Write the following on the board; 1 centimetre, 1 metre, 1 litre, 1 hour, 1 kilogram. Hold up a litre bottle and ask them to write the word from the board which says how you would measure the liquid inside this bottle (1 litre).  Ask the children to look at the three containers on the board. Ask them to look carefully at the water level and the calibrations on the containers and say how many cups of water are in each container.  Ask Questions such as: Will the water from container c fit into container a?

How many more cups are needed to fill container b?

What is the total amount of water in container a and b?

10 min

Statistics – Pictographs  Show the class the tally chart on favourite colours (see box 1). Tell them they are going to change this into a pictograph. Draw the empty pictograph onto the board. (see box 2)  Ask the children to copy this into their exercise books and draw in the correct number of coloured circles (using tally sheet) to make a pictograph.  On completion, ask the children to answer the following questions: Which colour is the most popular? (blue) Which colour is the least popular? (green) How many children were asked about their favourite colour? (26) For Monday you will need 20 counters.

Review 30

IRI Mathematics Grade 2

64

“THE LAND OF NUMBERS”

LESSON 123 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One and Two on the chalkboard. (b) Have 20 counters ready.

Part One A.

8 - 0

2.

B.

4 - 4

Part Two

C. 6

36 - 27

- 0

-

68 9

The Children: Copy Parts One and Two.

PART 1: During the Audio Programme Oral Multiplication (oral) 7x3

Column Subtraction (exercise book) A.

6x4 9x8 5x2

C.

8 - 0

B.

4 - 4

Column Subtraction (exercise book) 36 - 27

68 - 9

6 - 0

Column Addition (exercise book)

Oral Subtraction (oral)

364 + 295

12 – 3

732 + 84

14 – 6

10 – 2 13 – 8 17 – 9

4x7 8x3

 Song: “The Instrument Song”  Physical Activity: “Pretending to be Thirsty Puppies”

IRI Mathematics Grade 2

65

“THE LAND OF NUMBERS”

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

5 min

Division  Write 9 ÷ 3 = on the board. Read it together: nine shared between 3 is… Choose a child to come and count out 9 counters. Choose three children to come out to the front.

Ask the first child to share the counters one at a time between the three children.  Ask the three children how many they each have (3) write 3 after the sign = on the board.

Say, nine shared between three is three.  Repeat this process for different divisions using the counters, e.g. 10 ÷ 5 =, 8 ÷4= and 6 ÷ 2 =.

5 min

Table A: will sell sugar, flour, salt, and potatoes.

Table B: will sell oil, milk, vinegar, and cola Table C: will sell different materials

Measurement – Appropriate Units and Tools  Tell the children a vendor is setting up shop; she has 3 tables. Write the following on the board: Table A: will sell sugar, flour, salt, and potatoes.

Table B: will sell oil, milk, vinegar, and cola Table C: will sell different materials  Tell the children that the vendor forgot to put out the tools to measure these things. Ask what would the vendor need to use to measure things on table A, B, C. (A=balance and kilograms, B=litre measures, C= metre stick). Write these on the board next to the right table.

10 min

Classification of Shapes  Ask the children to name the shape that has five straight sides. (pentagon).  Tell them today they are going to look at shapes with 6 straight sides (Hexagons). Ask them to work in pairs to investigate drawing shapes that have 6 sides. Walk around and support and encourage where needed.  Ask different pairs to come out to the front to draw their six sided shapes on the board. Encourage the class to count the sides to check that there are 6.  Tell the children that all six sided shapes are called Hexagons. Encourage them to practise saying the word.  HOMEWORK: Ask the children to draw 3 different hexagons at home and label the hexagons Tomorrow you will need: items for shopping day, including the labels with prices. Please read in advance. This will help to optimize the time allocated for this activity.

Lesson 123 IRI Mathematics Grade 2

66

“THE LAND OF NUMBERS”

LESSON 124 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Three on the chalk board. (b) Have items for shopping ready.

Part Three

Part One 856 - 219

375 - 192

83 - 79

74 - 9

Part Two 516 248 Teacher: + 127

2.

378 215 + 149

The Children: Copy Parts One, Two and Three.

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

Oral Subtraction (oral)

4x8

17 – 8

8x7

13 – 5

5x5

14 – 7

9x4

10 – 4

Column Subtraction

Column Addition (exercise book)

(exercise book)

856 - 219 375 - 192

Column Subtraction (exercise book)

516 248 + 127 378 215 + 149

83 - 79 74 - 9

 Song: “The Instrument Song”

IRI Mathematics Grade 2

67

“THE LAND OF NUMBERS”

3.

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

45 – 30=

22 – 10=

37 – 10 =

55 – 20 =

67 – 20=

61 – 20 =

10 min Subtraction  Write the subtractions in the box onto the board. Ask the children to look at the first one 45-30 =. Ask the children if they think the answer will be greater than (above) or less than (below) 20. .(less or below). Ask them why they think it will be below. (because 40 – 30 = 10 so the answer must be below 10). You can also draw four bundles of ten sticks (straws) each and five sticks alongside and let the children think of “taking away 30 sticks” (3 bundles of ten). They will see that 15 is left and that is less than 20.  Discuss the other subtractions in the same way. It is NOT important for the children to find the correct answer but for them to be estimating where the answer will be.

15 min Measurement of Weight and Capacity – Shopping Day  Divide the class into vendors and buyers. The vendors need to have a balance, a kilogram, and many half kilogram stones, a litre and ½-litre measures. The buyers need money (coins and bills).  Discuss and come to an agreement on the prices for things sold at a kilogram, half a kilogram, a litre and half a litre. Make labels of the prices.  Talk to the class about how some things in this ‘market’ will be sold by kilograms and/or half kilograms and how others will be sold by the litre and half litre. Discuss that they need to ask the price of a ‘kilogram of sugar’, ‘½ litre of milk’ or ‘one and a half kilograms of rice’. The sellers need to weigh the requested product (solid or liquid) using the correct measuring tools.  Walk around and give your support to the groups. Change the vendors after 5 minutes and give others the chance to be vendors.

For tomorrow read the money section and have the drawing ready in advance Lesson 124

IRI Mathematics Grade 2

68

“THE LAND OF NUMBERS”

LESSON 125 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have a drawing with items that are found in a bookshop with prices under $1000 attached.

Part One 462 - 138

Part Two

729 - 347

84 - 79

53 - 6

71 - 64

Part Three 45 - 7

+

1523 461

+

3296 2

7812

+

54

The Children: (a) Copy Parts One, Two and Three. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Oral Subtraction

Oral Multiplication

Column Subtraction

(oral)

(oral)

(exercise book)

10 – 5 =

7×4= 6×8=

14 – 8 = 15 – 9 = 11 – 2 =

8×5= 5×6=

 Song:

IRI Mathematics Grade 2

Column Subtraction (exercise book)

Column Addition (exercise book)

462 - 138

84 - 79

-

53 6

1523 + 461

729 - 347

71 - 64

-

45 7

7812 + 54

3296 + 2

“The Instrument Song”

69

“THE LAND OF NUMBERS”

3.

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

Money  Draw items on the board that are found in a bookshop with prices under $1000 attached or displayed on the paper (poster). Read the items and their prices with the children.  Ask the children to make a table of the items and their prices, starting from the most expensive to the least expensive.  On completion, ask the children to find the totals for the following items: Exercise book and chalk ($500 + $50 = $550) Pencil and paint brush ($200 + $600 = $800) Ruler and Chalk ($700 + $50 = $750)

10 ÷ 3

10 min Division  Write 10 ÷ 3 = on the board. Choose a child to come and count out 10 counters.

Choose three children to come out to the front. Ask the first child to share the counters one at a time between the three children.  Ask the three children how many they each have (two will have 3 and one will have 4)  Ask the class if the counters have been shared equally between the three children (no). Show that for each child to have an equal amount they would all have 3 and one counter would be left over – The remainder is one.  Repeat this process for different divisions using the counters, e.g. 8 ÷ 5 = and 9 ÷4=. Discuss how many are remaining.  Draw 12 buns on the board and two plates. Ask the class to draw the two plates in their books and share the 12 buns equally between the two plates (6 on each plate).  Ask them to draw three plates in their books and share the 12 buns equally between the three plates (4 on each plate).  Ask them to draw four plates in their books and share the 12 buns equally between the four plates (3 on each plate).  Ask them to draw five plates in their books and share the 12 buns equally between the five plates (2 on each plate with the remainder as 2).

For Tomorrow’s lesson you will need cardboard shapes of squares, rectangles, triangles, pentagons, hexagons, and tape to stick the shapes onto the board. You will also need 30, $1 coins.

Lesson 125 IRI Mathematics Grade 2

70

“THE LAND OF NUMBERS”

LESSON 126 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have the cardboard shapes of squares, rectangles, triangles, pentagons and hexagons and tape to stick the shapes to the board. (c) Have 30, $1 coins ready.

Part One 834 - 715

Part Two

459 - 183

A. 4 -0

B. 9 -9

C. 8 -0

41 - 5

83 -79

3 -0

D.

Copy Parts One, Two and Three Part Three 36 - 27

64 - 8

The Children: (a) Copy Parts One, Two and Three. (b) Have multiplication tables ready.

2. PART 1: During the Audio Programme Column Subtraction (exercise Book) 834 - 715

459 - 183

Oral Subtraction (exercise book) A. 4 B. 9 -0 - 9

 Song:  Physical Activity: IRI Mathematics Grade 2

71

C. 8 -0

Column Subtraction (exercise Book) D.

3 -0

36 - 27

41 83 - 5 - 79

64 - 8

“The Instrument Song” ”Physical exercises” “THE LAND OF NUMBERS”

3.

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

$16 $16 -$4 = $12; $12 + $9 = $21 OR $16 + 9 = $25 - $4 = $21

5 min

Subtraction and Addition with Money  Choose a child and give him 16 $1 coins. Write $16 on the board. Show the class and say, Jack has sixteen dollars.’  Choose another child, Jenny, and give her $9. Tell her, ‘You owe Jack $9.’ Choose a third child, Jim, and tell him, ‘Jack owes you $4.’ Ask the class, “How can we write this on the board?” Talk to the class, pointing to the first child, “Jack has $16; Jenny owes Jack $9, but Jack owes Jim $4. How can we write this?”  Encourage the children to see that they can write $16 – $4 + $9 = OR $16 + $9 - $4=. Ask the children to estimate how much Jack will have at the end; will it be more or less than the $16 he started with?  Listen to some estimations and then talk about how they can find the answer. e.g. $16 -$4 = $12; $12 + $9 = $21 OR $16 + 9 = $25; $25 - $4 = $21

5 min

Division  Draw eight teacups on the board. Beside them write 8 ÷ 2= . Read this with the children as,‘ eight shared between two…’. Draw two children on the board and draw a line from a face to a cup one at a time, sharing the cups between the two children.  Ask the children to count how many cups each person received (4). Eight shared between two is four.

10 min

Triangle

Quadrilateral (square, rectangle)

Shape  Draw the table in the box onto the board and get the shapes ready. Revise the words with the class. Ensure that they understand that squares and rectangles are Pentagon Hexagon quadrilaterals.  Hold up a triangle and ask one child to tell you how many sides it has (3). Ask another to tell you how many corners it has (3) and another to tell you its name (triangle). Repeat this process with the square, rectangle.  Hold up a pentagon, choose a child to describe this shape (it has 5 straight sides and five corners). Repeat this process for the hexagon.  Place all the shapes into a box and choose 3 children at a time to come out and chose a shape each that they stick onto the board in the right column. Ask the rest of the class if all the shapes are in the right columns.  Continue this way until all the shapes have been placed on the board.

Lesson 126

IRI Mathematics Grade 2

72

“THE LAND OF NUMBERS”

REVIEW 31 Teacher: Today we are going to review the work we have done during the past few weeks.

The main purpose of Review Thirty-one is:  For the class to review areas or topics that they are weak in.

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 in.

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:

A list of activities according to the needs of your class assessments.

The children’s exercise books

For Monday you will need your 100 square and 23 counters. Items for shopping day.

Review 31

IRI Mathematics Grade 2

73

“THE LAND OF NUMBERS”

IRI Mathematics Grade 2

74

“THE LAND OF NUMBERS”

LESSON 127 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two, and Three on the chalkboard. (b) Have the 100 square, 23 counters and Items for “shopping day”, including the labels with prices ready.

Part One 3753 + 1139

Part Three

7750 + 1057

2571 + 1607

A.

2 9

B.

37

C.

4 8

Part Two 843 - 28

2.

572 - 91

The Children: Copy Parts One, Two and Three.

PART 1: During the Audio Programme

Column Addition (exercise book)

Fraction Problems (oral)

3753 + 1139

2 4

vs

7750 + 1057

2 3

vs

2571 + 1607

3 5

vs

Column Subtraction

Oral Subtraction (oral)

(exercise book)

1 4

-

843 28

A.

1 3

-

572 91

B.

1 5

2 9

12 – 9 = 16 – 8 =

37

15 – 6 = 18 – 9 =

C.

 Song: IRI Mathematics Grade 2

Column Division (exercise book)

4 8

“One is Important.”

75

“THE LAND OF NUMBERS”

2.

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

23 – 17 = ?

17 + 6 = 23 23 – 17 = 6

Subtraction (finding the difference)  Write 23 – 17 = onto the board. Read this aloud with the class: 23 subtract 17. Point to these numbers on the 100 square and say how they are quite close. Explain that we can see how much more 23 is than 17 by counting up from 17 to 23.  Ask a child to come out and count how many numbers there are from 17 to 23 (18, 19, 20, 21, 22, 23 = 6 more numbers) therefore you can show the class that 17 + 6 = 23.  Tell the class that this information also tells you that 23 – 17 = 6. Ask a child to come out and count out 23 counters and as another child to take 17 from the 23 counters. Ask the first child to count how many counters she has left (6).  Explain that ‘subtraction’ means ‘finding the difference’ between two numbers’.

15 min

Measurement of Weight and Capacity – Shopping Day  Divide the class into vendors and buyers. The vendors need to have a balance, a kilogram and many half-kilogram stones, and a litre and ½-litre measures. The buyers need money (coins and bills).  Talk to the class about how some things in this ‘market’ will be sold by kilograms and/or half kilograms. And how others will be sold by the litre and half litre. Agree on a price for the different quantities and make labels.  Talk about that they need to ask the price of a ‘kilogram of sugar’, ‘½ litre of milk’ or ‘one and a half kilograms of rice’. The sellers need to weigh the requested product (solid or liquid) using the correct measuring tools.  Walk around and give your support to the groups. Change the vendors after 5 minutes and give others the chance to be vendors.

For tomorrow’s lesson you will need cardboard shapes of a square, rectangle, triangle, pentagon and hexagon.

Lesson 127

IRI Mathematics Grade 2

76

“THE LAND OF NUMBERS”

LESSON 128 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have cardboard shapes of a square, rectangle, triangle, pentagon and hexagon ready. (c) Have colour pencils (red, yellow, blue, green, orange, purple), sheets of paper and a sheet of cardboard ready.

Part Two

Part One 7478 6452 + 1250 + 3295

2.

8055 + 1637

A.

2 8

B.

37

C.

2 6

Part Three 418 - 352

725 - 634

846 - 750

The Children: Copy Parts One, Two and Three.

PART 1: During the Audio Programme Column Addition

Column Division

Column Subtraction

Subtraction Problems

(exercise book)

(exercise book)

(exercise book)

(oral)

7478 + 1250

6452 + 3295

A. 2 8

418 - 352

B. 3 7

846 - 750

725 - 634

45 – 28 = 54 + 7 =

8055 + 1637

C. 2 6



IRI Mathematics Grade 2

Song: “I would Fly”

77

“THE LAND OF NUMBERS”

3.

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

Favourite Colour

Red Blue Yellow Green Orange Purple Total

Statistics – Pictographs  Draw the pictograph in the box onto a sheet of paper (you will need it for the next session). Read the title of the pictograph with the children (Favourite Colour).  Ask the children to count how many children like Red best (4). Write the number 4 in the end column. Continue this with the other colours, writing the totals in the end column. Do not fill in the total number box at the bottom (Blue 6, Yellow 4, green 3, orange 2, Purple 5).  Ask the children to look at the pictograph and answer the following questions in their exercise books: How many children like Green the best? (3) Which colour is the most popular? (Blue) Which colour is the least popular? (Orange) Which two colours got the same number of votes? (Red and Yellow) How many children were asked about their favourite colour? (24) REMEMBER: save this graph for the next session.

15 min

Shape  Show the children a triangle, rectangle, square, pentagon and hexagon; ask them to name them and tell you how many sides each shape has.  Stick or draw one of each shape onto the board. Tell the children that they are to draw pictures using these shapes, place the shapes together to make a person (see box) or a vehicle, as an example.  Walk around and ensure that all the children understand and that they are using all the shapes to make their picture.  Hand out a sheet of paper to children who have finished and ask them to draw their pictures ‘best’ so that it can be displayed on the wall of the classroom.

Tomorrow you will need the “Favourite Colour” pictograph Lesson 128

IRI Mathematics Grade 2

78

“THE LAND OF NUMBERS”

LESSON 129 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two, Three and Four on the chalkboard. (b) Have the “Favourite Colours” pictograph ready.

Part One 3526 + 1930

4258 + 2671

Part Two 243 - 90

742 - 38

578 - 94

A.

Part Three 35

B.

2 8

C.

36

D.

4 9

Part Four 384 - 291

672 - 590

The Children: Copy Parts One, Two, Three and Four.

2. PART 1: During the Audio Programme Word Problems Greater or less than - Fractions (oral) 2 vs 1 4 4 3 vs 2 5 5

Column Addition (exercise book)

Column Subtraction (exercise book)

Column Division (exercise book)

Column Subtraction (exercise book)

3526 + 1930

4258 + 2671

243 - 90

742 - 38

578 - 94

5÷3 8÷2

384 - 291

672 - 590

6÷3

6 vs 2 10 10

9 ÷4

 Song: “One Is Important”

IRI Mathematics Grade 2

79

“THE LAND OF NUMBERS”

3.

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

Favourite Colours

4 6 4 3 2 5 Total 24

Statistics – Pictographs and Block Graphs  Show the children the pictograph from the last session. Read the title of the pictograph with the children: Favourite Colours.  Ask the children,” What is the name of this kind of graph?” (pictograph) Ask the class if they can remember the graphs that they looked at in Term 2. What were they called? (Block graphs).  Tell the class that you are going to change the pictograph into a block graph  Teachers,: draw the axis for the block graph shown in box 2 on the board. Ask the children where the names of the colours need to go for a block graph (along the bottom line). Add the names (see box below).  Ask the children to look at the pictograph and say how many children voted for red (4). Draw 4 red blocks (see box), complete the other colours in the same way (Blue 6, Yellow 4, green 3, orange 2, Purple 5)  When the graph is completed, add the same title as in box one and ask the children to discuss the difference between a pictograph and a block graph: e.g.

- Pictographs use pictures or symbols; block graphs always use blocks - Pictographs show the information horizontally: block graphs show the information vertically.

- Pictographs usually have a total box; block graphs do not.  Ask the children to copy the two graphs in their books.

Red Blue Yellow Green Orange Purple

Number of votes

Red Blue Yellow Green Orange Purple

20 min

For tomorrow, please read in advance and have the drawing ready.

Lesson 129

IRI Mathematics Grade 2

80

“THE LAND OF NUMBERS”

LESSON 130 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two and Three on the chalkboard. (b) Have the list of items found in a bookshop with prices under $1000 attached on a paper (poster).

Part One 684 + 125

723 + 209

Part Three

Part Two 875 + 108

A.

4 8

B.

2 7

C.

36

845

932

- 369

- 748

The Children: Copy Parts One to Three.

D. 2 9

2. PART 1: During the Audio Programme Column Addition

Column Division

Column Subtraction

(exercise book)

(exercise book)

(exercise book)

Oral Subtraction and Addition with written answer (exercise book)

684 + 125

723 + 209

875 + 108

8÷4

845 - 369

7÷2

932 - 748

47 – 9 = 76 + 18 =

6÷3 9÷2

 Song:

IRI Mathematics Grade 2

“The Instrument Song”

81

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities 15 min Money  Draw on the board items found in a bookshop with prices under $1000 attached or display the poster that you already did. Read the items and their prices with the children.  Ask the children to make up three bills that have a total of $1000 (e.g. Crayons + Chalk + Pencil).  Tell the children that they have $1000 to spend in this shop. Ask them to work out the change if they bought: A box of Crayons 1 rubber 2 pencils 2 felt tipped pens 10 Chalks 1 ruler and 1 pencil 3 pencils and 2 chalks 2 exercise books

5 min

12 ÷ 3 =

Division  Write 12 ÷ 3 = on the board. Ask the children to read this as ’12 shared between 3 is… ‘  Draw 12 lollypops on the board (see box) or pretend to have 12 lollypops and tell the children: (a) I would like to share these lollypops between 3 children. How many lollypops each child should have? (4). Tell the children to draw the 12 lollypops at the left side of their page and the 3 children at the right side, then show the distribution (sharing process) of the lollypops (see box). Check that all have completed this and understand the concept of “12 shared between 3”.

Lesson 130

IRI Mathematics Grade 2

82

“THE LAND OF NUMBERS”

REVIEW 32 Teacher: Today there will not be a radio/CD Maths lesson.

The main purpose of review thirty-two is to identify:  The children’s ability to classify shapes according to number of sides  The extent of their understanding of dividing objects into equal groups.

There are suggested activities on the next page for you to follow OR you can create or recreate activities relating to the areas covered during Audio and After-Audio sessions this week.

IRI Mathematics Grade 2

83

“THE LAND OF NUMBERS”

Review activities TEACHER: Develop the following activities 20 min Pentagons sides

Quadrilaterals sides

Triangles sides

Hexagons sides

Classification of shapes  Draw the empty table onto the board (see box – don’t draw the shapes) and ask children to copy it. Write the words Pentagons, Quadrilaterals, Triangle and Hexagons in the top row.  Ask the children to write the number of sides a pentagon has in the column below the word Pentagon and do the same for the other three.  Draw some triangles, quadrilaterals, pentagons and hexagons outside of the empty table and ask the children to copy them in the correct column.  Ask them to draw some triangles, quadrilaterals, pentagons and hexagons of their own in the correct columns.

10 min Division  Tell the children you are going to ask them some questions .Tell them that they may draw the objects in their exercise books and share out these objects.  Questions: - If eight sweets are shared between two children, how many will each child get? (4) - Can I share eight sweets equally between three children? Yes or No. (no) - If twenty peanuts are shared between five children, how many will each child get? (4)  Ask the children to draw each of these situations.

Review 32

IRI Mathematics Grade 2

84

“THE LAND OF NUMBERS”

LESSON 131 1. BEFORE THE MATHEMATICS CLASS Teacher: Copy Parts One, Two, Three and Four on the chalkboard.

Part One 2345 + 1931

Part Four

Part Three

3580 + 2164

A.

36

B.

2 9

C.

4 7

637 - 148

961 - 375

Part Two 629 942 - 58 Three.- 37

The Children: Copy Parts One, Two, Three and Four.

2. PART 1: During the Audio Programme Column Addition

Column Subtraction

Relationship of Fractions

(exercise book)

(exercise book)

(oral)

2345 + 1931

629 - 58

3580 + 2164

942 - 37

Column Subtraction

(exercise book)

(exercise book)

3 vs 1 5 5

A.

36

637 - 148

2 vs 1 3 3

B.

2 9

961 - 375

2 vs 1 4 4

C.

4 7

 Song: IRI Mathematics Grade 2

Column Division

“March of Numbers”

85

“THE LAND OF NUMBERS”

3.

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

Numberseeka Amar Lana Wiseman Leila

Ray

Leila

Wiseman

Lana

Amar

Numberseeka

Favourite IRI Characters

20 min Statistics – blockgraphs  Tell the children you are going to do a block graph of their favourite IRI characters. List with the children, the IRI characters.  Draw the axis onto paper (see box). You will need this for the next session. Write the names of the characters under the horizontal axis. Ask the children to copy this in their exercise book.  Draw the tally chart (box 2) onto paper. Ask the children to write down the name of their favourite IRI character and put up one hand in the air when you say the name of that character. Remind them they can only vote for one character. Record their votes in tally (groups of five).  Save both the block graph and the tally chart for the next session. Tell them that you will complete the block graph in the next session.

Tomorrow you will need: items for shopping day.

Lesson 131

IRI Mathematics Grade 2

86

“THE LAND OF NUMBERS”

LESSON 132 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One, Two, Three and Four on the chalk board. (b) Have the items for the activity: “Shopping Day” ready.

Part One +

6475 8

+

Part Three

8261 93

-

157 93

Part Four

143 - 62

A. 2 5 B. 3 8

Part Two 59 x 2

2.

C. 4 9

84 x 3

35 x 4

The Children: Copy Parts One, Two, Three and Four.

PART 1: During the Audio Programme Comparing Fractions

Column subtraction

Column subtraction

Column subtraction

(oral)

(exercise book)

(exercise book)

(exercise book)

vs. 1 4

+

6475 8

x

2 5

vs. 1 5

+

8261 93

84 x 3

B. 3 8

2 10

vs. 1 10

35 x 4

C. 4 9

IRI Mathematics Grade 2

-

157 93

-

143 62

(exercise book)

2 4

 Song:

59 2

Column subtraction

A. 2 5

“March of Numbers”

87

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme TEACHER: Develop the following activities 15 min Measurement of Weight/mass and Capacity – Shopping Day  Divide the class into vendors and buyers. The vendors need to have a balance, a kilogram and many half kilogram stones, and a litre and ½-litre measures. The buyers need money (coins and bills).  Talk to the class about how some things in this ‘market’ will be sold by kilograms and/or half kilograms and how others will be sold by the litre and half litre. Decide on a price for items to be sold and make labels.  Talk about that they need to ask the price of a ‘kilogram of sugar’, ‘½ litre of milk’ or ‘one and a half kilograms of rice’. The sellers need to weigh the requested product (solids or liquid) using the correct measuring tools.  Walk around and give your support to the groups. Change the vendors after 10 minutes and give others the chance to be vendors.

5 min Shape  Tell the children you are all going to play “Thinking of a shape”. Tell them you are going to describe a shape to them that you have in your head and they are to guess what shape it is.  Say some of the following: - I’m thinking of a shape that has 6 straight sides. What shape am I thinking of? (hexagon) OR - I’m thinking of a shape with four straight sides, two long sides and two short sides. What shape am I thinking of? (rectangle).

Continue this way with other shapes for the 5 minutes.

Lesson 132

IRI Mathematics Grade 2

88

“THE LAND OF NUMBERS”

LESSON 133 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Copy Parts One to Four on the chalkboard. (b) Have the tally table and the block graph you started in the last session ready.

Part Three

Part One 153 6

294 - 7

326 - 9

-

125 43

-

Part Four A. 2 8

725 43

B. 3 6

Part Two +

9135 7

+

C. 2 7

3128 59

2765 + 183

The Children: Copy parts One, Two, Three and Four.

2. PART 1: During the Audio Programme Fraction Problems

Column Subtraction

Column Addition

Column Subtraction

Column Division

(oral)

(exercise book)

(exercise book)

(exercise book)

(exercise book)

153 6

9135 7

2 vs. 1 4 4

-

3 vs. 1 5 5

294 - 7

3128 + 59

2 vs. 1 3 3

326 - 9

2765 + 183

+

125 43

8÷2

725 - 43

6÷3

-

7÷2

 Song: “The Canoe Song”  Physical Activity: “Physical Exercise” IRI Mathematics Grade 2

89

“THE LAND OF NUMBERS”

3.

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

20 min Statistics – Block Graphs  Show them the tally table and the block graph you started in the last session.  Ask one child to come out and count the number of votes received by ‘Numberseeka’.

Record the number of votes at the end column on the tally chart. Do this for all the characters.  Ask the children to find the empty block graph they copied in their exercise books.  Tell them that for each vote that ‘Numberseeka’ received, they are going to add a block on top of his name – encourage them to be sure they have the right number of blocks in the column that says “Numberseeka”.  Complete it on the block graph you started in the last session to reinforce how it should look.

This way the children can compare their work with what you do.  Continue like this for the other characters. Add a title to the graph (Favourite IRI Maths Characters).  With the remaining time, allow the children to draw the characters, using their imagination to decide what they might look like – this work along with the class tally chart and block graph could be used as a display in the reception area of the school for the new academic year.

Ray

Leila

Wiseman

Lana

-

Amar

Numberseeka

Numberseeka Amar Lana Wiseman Leila Ray

Lesson 133

IRI Mathematics Grade 2

90

“THE LAND OF NUMBERS”

CLOSING LESSON 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have the lyrics for this Audio lesson ready. (b) Have cut outs of the various shapes, e.g. Triangles, rectangles, squares, etc. (c) Have the block graph: “Favourite IRI Maths Characters” of lesson 133 ready.

2.

PART 1: During the Audio Programme Song “The Fruit Vender”

IRI Mathematics Grade 2

Tongue Twister “Betty Botter”

Story

Song

“The Duck and the Moon”

“On the Farm”

91

Physical Activity

Song

“The Rumble Exercise”

“The Canoe Song”

Conclusion

Thank you and Goodbyes

“THE LAND OF NUMBERS”

3.

PART 2: The After-Audio Programme Statistics – Block Graphs 5 min  Ask the children to look at the block graphs they completed in lesson 133 about their favourite IRI characters.  Tell them you are going to ask them some questions about the results of this block graph and you want them to write the answers into their exercise books.

Which Character is the most popular?

Which character is the least popular?

Did any of the characters receive the same number of votes?  You can also display the drawings related to the characters if these were done by the children.

Ray

Leila

Wiseman

Lana

Amar

Numberseeka

TEACHER: Develop the following activities

15 min Shape  Show the children a triangle, rectangle, square, pentagon and hexagon. Ask them to name them and tell you how many sides each shape has.  Stick or draw one of each shape onto the board. Tell the children that they are to draw pictures of IRI characters using these shapes. Place the shapes together to make a person (see box) as an example.  Walk around and ensure that all the children understand and that they are using all the shapes to make their pictures.

Closing Lesson

IRI Mathematics Grade 2

92

“THE LAND OF NUMBERS”

MATHEMATICS TOPICS FOR GRADE 2, TERM 3 MATHEMATICS CONTENT

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

NUMERATION, COUNTING

GREATER THAN AND LESS THAN

NUMERATION, WHOLE NUMBERS ORDINALS

FRACTIONS

 Least, to 999, 3 written alternatives: e.g.: 146 vs 251 vs 39  Sequences: e.g. complete the missing numbers( 180 to 189, 140 to 149)  Read numbers, abc, to 999  Read numbers, ab, a0b, ab0. e.g.: 83, 803, 830.  Ordinals: First to seventh – 1st to 7th (words and symbols)  Reading fractions, n/m, n ≤ m. e.g.: ½, 2/3, 5/5, 4/6, 4/6, 6/7.

 Case: m/n vs p/n.:e.g.: 2/4 vs ¼ (<, >, =)

- Ordinals: Eighth to twenty first -8th to 21st (words and symbols)- finding patter in the notations.  Reading fractions, n/m, n≤m. e.g.: 1/5, 2/4, 5/6, 4/7, 6/6, 2/10.  Writing fractions from dictation, n/m. e.g.: 3/5, 4/4, 1/3, ½.

OPERATION: ADDITION

ORAL: HORIZONTAL—Equation:  Case: a00 + b0 + c E.g.: 600 + 40 + 2

COLUMN: IRI Mathematics Grade 2

ORAL: HORIZONTAL—Equation:

COLUMN:

93

- Ordinals: First to thirty first - 1st to 31st (words and symbols) - finding pattern in the notations.

 Relationships (<, >, =) of fractions, equal denominators. e.g. 2/4 vs ¼, 2/3 vs 1/3, 3/5 vs 1/5.

ORAL: HORIZONTAL—Equation:

COLUMN: “THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

 Case: a + b + c >20. E.g.: 8 6 + 7  Case: ab + cd, with carry, with passing. Combine without carry, without passing.

E.g.:

95 51 + 27 +12  Case: ab + cd + ef, and ab+cd + e, carry 2 in column 1. e.g.: 17 49 + 28  Case: ab + c, with carry, with passing:. E.g.: 98 + 6 Combine with ab + cd, with carry, without passing. E.g.: 73 +18 Combine with ab + cd, with carry, with passing. E.g.: 86 +75

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

 Case: abc + def, with carry, with passing..

E.g.: 678 + 934

 Case: abc + def (or de, d), carry in column 1 or 2, without passing.

E.g.: 954 749 + 8 +185

 Case: ab + cd, ab + c, from dictation, without passing. E.g.: 43 24 +26 + 3

 Case: abcd + efgh, carry in column 1, 2, or 3. E.g.: 7750 + 1057



Case: abc + de, carry in column 1 and/or 2 and without carry. 973 234 + 58 + 13





Case: abc + def + ghi, carry in column 1or 2 and without carry. E.g.: 179 321 385 243 + 164 + 115

Case: abcd + efg (or ef, e), carry in column 1, without passing.

E.g.: 6475 + 8  Case: abcd + efg (or ef, e), carry in column 1, 2 or 3.

E.g.: 9135 2765 + 7 + 183

 Case: abcd + efgh, without carry.

E.g.: 3124 + 2571  Case: abc + def = ghi, carry in columns 1 and 2. E.g.: 160 584 + 179  Case: abc + der (de or d) from dictation, carry in column 1 or 2, with out passing.

E.g.: 635 317 + 7 + 46 

IRI Mathematics Grade 2

Case: abcd + efg (or ed, e), without

94

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

OPERATION: SUBTRACTION

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

ORAL:  Case: 1a – b, b>a, oral answer.

E.g.: 11 – 5, 12 – 5, 16 – 7

HORIZONTAL—Equation:

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

carry. E.g.: 1523 7812 3296 + 461 + 54 + 2 ORAL:  Cases: 1a – b, b > a. E.g.: 17 – 9 (using counter, fingers, imagining to use fingers)  Case: a – b ≤ 10, ab – c, c ≤ b.

E.g.: 9 – 0, 8 – 8, 25 – 0

ORAL:  Cases: 1a – b, b > a. E.g.: 16 – 8

HORIZONTAL—Equation:

COLUMN:  Case: ab – cd = ef, with “borrow”, combine with ab – cd = ef, without “borrow”. E.g.: 93 56 - 46 - 12  Case: abc – abd = e, without “borrow’, combine with abc – ade=fg, without “borrow”.

E.g.: 629 785 - 625 - 732 4 53  Case: ab – cd = ef, with “borrow”, combine with ab – cd = ef, without “borrow” E.g.: 83 34 - 34 - 24

COLUMN:  Case: ab – cd =ef, with “borrow” combine with ab – cd = ef without “borrow”. E.g.: 41 68 - 27 - 23  Case: ac – d = ef, without “borrow”.

E.g.: 96 - 4  Cases: ab – cd, ab – c, without “borrow”, from dictation.  E.g.: 87 48 - 56 - 2

 Case: abc – abd = e, without “borrow” combine with abc – ade = fg, without “borrow”.E.g.: 348 257 - 341 - 234 7 23  Case: abc – d = efg.

 Case: ab – cd =ef, with “borrow” combine with ab – cd = ef without “borrow”, with zeros.

E.g.: 56 82 - 28 - 50

IRI Mathematics Grade 2

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

HORIZONTAL—Equation: COLUMN:  Case: abc – def = ghi, with “borrow”.

E.g.: 834 459 – 715 - 183

 Case: abc – d=efg, without “borrow”.

E.g.: 348 - 5

 Cases: ab – cd = e, ab – c = de, with

95

 Cases: ab – cd = e, ab – c=de, with “borrow”.

E.g.: 86 64 – 79 - 8 7  Case: abc – de = fhg, with “borrow” in column 1 or 2.

E.g.: 786 843 – 91 - 28  Case: abc – def = gh, with “borrow” in column 2.

E.g.: 418 – 352  Case: abc – de = fgh, with “borrow”in column 1. E.g.: 742 – 38

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

E.g.: -

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

“borrow”. E.g.: 36 68 - 27 - 9  Case: abc – def = ghi, with “borrow”.

E.g.: 375 – 192  Cases: ab – cd = e, ab – c = de, with “borrow”, from dictation.

E.g.: 66 54 – 58 – 7 8 47 HORIZONTAL: Case: a + b – c, a – b + c. E.g.: 8 + 1 – 3, 9 – 4 + 2.

947 5 942

ADDITION AND SUBTRACTION (COMBINATION)

OPERATION: MULTIPLICATION

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

ORAL:  Case: a x 0, 0 x a. E.g.: 0 x7, 8 x0.  Case: a x b ≤ 81. E.g.: 4x 8, 8x7, 5x5 (use of tables)

ORAL:  Case: ax b≤ 81. E.g.: 3x9, 2x8, 7x7

COLUMN  Case: axb ≤ 81. E.g.: 9 x 3

COLUMN:  Case: axb ≤ 81. E.g.:

7 x2

 Case: abc – de = fgh, borrow in column 1 and 2. E.g.:

942 - 57  Case: abc – d = efg, “borrow” in column 1. E.g.: 937 - 9  Case: 1bc – de = fg, “borrow” in column 2. E.g.: 157 - 93

ORAL:

7 8 x4 x6  Cases: ab x c, without carry, axc ≤ 81.

E.g.: 93

COLUMN:  Case: ab x c, a x c≤ 25, without carry.

E.g.: 53 x 3

x 2 HORIZONTAL—Equation:

HORIZONTAL—Equation: DIVISION

ORAL:  Case: a ÷ b, b = 2, 3, 4. E.g.: 6‫ ׃‬3, 6: 2, with drawings  Case: a ÷ b, b = 2, 3, 4, with remainder. E.g.: 8:3, 5:2 (drawings)  Case: a ÷ b, b = 2, 3, 4, with

IRI Mathematics Grade 2

ORAL:  Case: a:b, b= 2, 3, 4, drawing marbles. E.g.: 8: 2.  Case: a:b, b= 2, 3, 4, with remainder.

E.g.: 8 : 5, 9:4  Case: a:b, b= 2, 3, 4, with drawings.

E.g.: 6: 3, 9:2.

96

ORAL:

 Case: a÷ b, b = 2, 3, 4, with objects.

COLUMN:  Case: Case: a: b, b=2, 3, 4, with remainder and without remainder.

E.g.: 9 ÷ 4, 8 ÷ 2.

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)



WORD PROBLEMS (Stories)

objects.

Division, approach as “sharing”, after the audio programmes

ADDITION SUBTRACTION: 

Case: ab – cd, ab – c, without “borrow”, oral. E.g.: 97 – 41, 39 – 8.

MULTIPLICATION:  Case: a x b ≤ 25. E.g.: 9 x 2, 6 x 4, 2 x 3

ESTIMATION

 Estimation of the results of an addition operation: e.g.: 10 + 10 + 13. Is the answer greater or less than 30?  Estimation of the results of an addition operation: ab + co (use of a hundred square to count by tens).  Estimation of ab + 11, taking as a referent ab + 10 (use of the hundred square to count by tens).

IRI Mathematics Grade 2

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

COLUMN  Case: a: b, b=2, 3, 4, with remainder.

E.g.: 9÷ 4  Case: a: b, b=2, 3, 4, with remainder and without remainder. E.g.: 7÷ 2, 8 ÷ 2.

ADDITION: SUBTRACTION:  Case: Oral ab – c, c ≤ b. E.g.: 78 - 2 MULTIPLICATION:  Case: Oral, a x b ≤ 81. E.g.: 5 x 9, 6x2 DIVISION:  Case: Oral, ab ÷ c ≤ 4 and c= 3, 4, 5.

E.g.: 16 ÷ 4

ADDITION:  Case: Oral, ab + c < 100 SUBTRACTION:  Case: Written ab – cd, ab – c, with “borrow” in column 1.

MULTIPLICATION:  Case: a x b ≤ 81, written.

DIVISION  Case: a ÷ b, b = 2, 3, 4 E.g.: 6 : 2, 9 : 3, 4 : 4

 Estimation of ab + bc, taking as a referent a0 + b0. e.g.: 19 + 19 = , 20 + 20 = 40, then 19 + 19 is “close” to 40. (use of the hundred square to count by tens).  Estimation of a00 + b0 + c =, e.g.: 300 + 40 + 6. Is the answer in the 300’s or 400’s?  Estimation of ab – c0. Use of the hundred square to verify (counting backwards by 10’s)  Estimation of ab-11, taking as referent ab – 10.

97

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

GEOMETRY

PATTERNS

LENGTH MASS/WEIGHT

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

 2D and 3D shapes:

 Series of 5’s in a clock.

 Relation: ½ kilogram, 1 kilogram.  Use of the tool (balance) to measure mass (weight)

 Two dimensional shapes (2D): Square, rectangle, triangle and pentagon, hexagon – properties.  Drawing 2D shapes knowing their properties. 

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

 Number patterns.

 Appropriate units and tools: For a set of items (milk, oil, potatoes, ribbons, etc.) choose the appropriate unit and tools to measure (capacity, weight, length).  Value of groups of coins ($1, $5, $10), and/or bills ($20, $100, $500, $1000).  Equivalences. E.g. Different ways to make $100 (addition, subtraction, multiplication).  “Shopping day”  Comparing amounts of money.  Word problems related to money  Buying and changing the money (equivalences).

MONEY

TIME

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

 Read in on an analogue clock:15 min, 30 min, 45 min. – Series of 5’s (pattern)  Equivalences: 60 mi = 1 hr, 30 min= ½ hr, 15 min= ¼ hr (Series of 5’s – pattern)  Hours in a day (24 hours), half day (12 hours).  Hours in a day: Minutes in 1 hour,

IRI Mathematics Grade 2

98

“THE LAND OF NUMBERS”

MATHEMATICS CONTENT

CAPACITY

STATISTICS

Month 7 (see IRI calendar) List of Topics (Lessons: 99 to 109)

hours in a day, and days in a week.  Hours in a day: Use of an analogue clock and a digital clock.  Time and events  Non- standard units- Estimation: “holds more than”, “holds less than”  Non- standard unit: “holds the most” in relation to a cup  Non standard units(tin, cup, beaker) and an standard unit: Litre  Liquids that can be measured with a litre and places where litre is used.  Litre and half litre.  

IRI Mathematics Grade 2

Classification according to attributes: E.g.: odd and even numbers.

Classification according to attributes: Recording data-tally

Month 8 (see IRI calendar) List of Topics (Lessons: 110 to 122)

Month 9 (see IRI calendar) List of Topics (Lessons: 123 to 133 and the Closing Lesson for Term 3)

 Use of a litre and a half litre - relation.  Equivalences: two ½ litres = 1 litre, Four ½ litres = 2 litres  Comparison: 1 litre, ½ litre and a cup.  Comparison: litre and half litre, word problems.  Appropriate units and tools: For a set of items (milk, oil, potatoes, ribbons, etc.) choose the appropriate unit and tools to measure (capacity, weight, length).  Pictographs –reading and interpretation of data: E.g.: “my favourite days of the week”, “children’s favourite activities”.  Collection of information (tally charts) and construction of simple pictographs.

99

 Pictographs: Reading and interpretation of data.  Block graphs: Interpretation of data.  Block graphs and Pictographs as ways to organize and display data (information).  Collection of information (tally charts) and construction of block graphs.

“THE LAND OF NUMBERS”

IRI SONGS FOR GRADE TWO Composed by PETER CALLENDER THE INSTRUMENT SONG CHORUS Come on boys and girls, Let’s make music for the world, Our instruments we will play, And make music every day.

Verse 1 We will play on the drum, We will play on the trumpet, We will play on the piano, We will play on the sitar.

Verse 2 We will play with the tambourine, We will play on the flute, We will play on the guitar, We will play on the violin.

Verse 3 We will play on the banjo, We will play with the shak-shak, We will play on the steel pan, We’ll play with the harmonium

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)

IRI Mathematics Grade Two

100

DAYS OF THE WEEK SONG CHORUS There are seven days in the week Seven days in the week Seven days in the week Seven days in the week.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.

Verse Sunday for the Horse Monday for the Cow Tuesday for the Dog He goes bow, wow, wow.

Wednesday for the Parrot Thursday for the Hen Friday for the Lion Roaring in the Den, But the spider said I want to play So I will take Saturday.

We’re thankful for each day of the week.

We’re thankful for each of the week.

One, two, three, four, five, six, seven, Seven days in the week.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

“THE LAND OF NUMBERS”

THE CHILDREN OF GUYANA

THE MONTHS OF THE YEAR

SONG FOR THE NUMBER FOUR

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 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.

CHORUS

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.

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

We are the children of Guyana The children of the world We are the children of Guyana All the boys and girls. (repeat)

IRI Mathematics Grade Two

101

This song is about the number four, Sing it, sing it, sing some more.

This song is about the number four, Sing it, sing it, sing some more.

Verse Four hooves has a cow Four hooves has a horse Four hooves has a cow Four hooves has a horse

Four wheels has a car Four letters spell the word star Four wheels has a car Four letters spell the word star

CHORUS F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR

“THE LAND OF NUMBERS”

THE MAGIC NUMBER IS TWO

MARCH OF NUMBERS

LET’S MAKE MUSIC

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

On we go marching along Marching along, marching along On we go marching, marching along we go.

CHORUS

Verse Two hands for holding, Two feet for walking, Two eyes for seeing, Two ears for hearing.

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)

Come on boys and girls, Let’s make music for the world, Our instruments we will play, And make music every day.

Verse 1 We will play on the drum, We will play on the trumpet, We will play on the piano, We will play on the sitar.

Verse 2 We will play with the tambourine, We will play on the flute, We will play on the guitar, We will play on the violin.

Verse 3 We will play on the banjo, We will play with the shak-shak, We will play on the steel pan, We’ll play with the harmonium.

IRI Mathematics Grade Two

102

“THE LAND OF NUMBERS”

NOT TO BE SOLD

Available for free download from www.education.gov.gy