Plan for Week Beginning Monday, April 16, 2018

Subject: Mathematics
Class: Grade Two
Duration: 5 x 60 minutes
Topic: Type of numbers

Day 1- Even Numbers

Objectives
By the end of the lesson, students should be able to:
Identify and give examples of even, odd, whole and counting numbers.

Prerequisite Knowledge
Students should already be able to:
To counting from one to one hundred.

Materials/Manipulatives

Chart, counters

Content
The set of familiar numbers (0, 1, 2, 3, 4, and so on) sometimes called natural numbers or
counting numbers. When they are called counting numbers, zero is not included. Counting
numbers are the set of numbers that we use to learn how to count. 1, 2, 3, 4, 5 etc. Whole
numbers are counting numbers except it starts from zero. (0, 1, 2, 3, 4, 5 etc.) An even number is
one that can be grouped in 2’s without a remainder. An odd number is one that can be grouped
by 2’s with 1 remaining.

Procedure
Mental/Oral Starters
Engage: Two sets of boys will be asked to stand in front of the class; they will count the
number of boys in each set. (One set contain six and the other five). Responses
will be recorded. Students will return to their seats two by two.
Students will count the number of things in two given sets. A volunteer will be
asked to circle pairs in each set,

Main Activity:
Explain: Then tell the difference between the two sets. Students will be probed to state
what the first set number is called. (even number) The concept of ‘even’ numbers
will be discussed.
Explore: Students will be allowed to look at a number chart; they will count by 2 up to 100.
Students will tell what all these numbers are called ‘Even Numbers’. Each group
will be assigned numbers; they will use counter to represent them and then tell
whether they are ‘even’ or not.

Elaborate: Students will draw sets to represent each number, then circle pairs and write if
they are ‘even’ or not on the lines.

8 _______________________

13 _______________________

Plenary: Students will write down four numbers between 10 to 20 that are even numbers.

Evaluate: 1. Put in the missing numbers to complete the set of even numbers.

a. 2, 4, ___, 8, ___, 12, 14

b. 22, 24, 26, ___, ____, 30

2. Circle the numbers that are even numbers.

a. 33, 20, 18, 36, 39

Evaluation

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Day 2-
Topic: odd Numbers

Objectives
By the end of the lesson, students should be able to:
Identify and give examples of odd numbers.

Prerequisite Knowledge
Students should already be able to:
 Identify even numbers.
Materials/Manipulatives

Chart, counters

Procedure
Mental/Oral Starters
Engage: Students will be given counters in the different to show 2 sets; for
example: one with 8 members and the other with 7 members. They will
divide each of the set.
Main Activity:
Explain: They will discuss among themselves what they observed about each set, a
member from the group will share with the class what they discern with
both sets. The concept odd number will be discovered, students will give
the definition for the term. It will be recorded; students will research word
to confirm the definition and modify if necessary.

Explore: Students will be allowed to look at a number chart, and determine where
they would start counting from. They will count the odd number from 1 up
to 100.
Each group will form sets on their own using counters and tell which is
odd and which is not.

Elaborate: Students will write down given numbers then circle the ones that ‘odd’
number and give reason why they think the number are odd.

Plenary: Students will play a game called “I’m thinking of a number”, the leader will think of
a number and give clue. They will try to figure out this number based on clues given.

Evaluate: Students will complete an activity.

Example:
Put in the missing numbers to complete the set of odd numbers.
1. 1, 3, ____, _____, 9, 11, ____
2. 15, 17, ____, _____,23,25
3. Provide all the odd numbers between 24 to 34.

Evaluation
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Day 3-
Topic: Sets

Objectives
By the end of the lesson, students should be able to:
1. Group real or representative objects in many ways
2. Use the word set when referring to a group
3. Identify the numerals/numbers which are in a set
4. Compare sets using the term ‘is equal to’ correctly
5. Use the = sign in making comparison

Prerequisite Knowledge
Students should already be able to:
a) Identify number and number names.

Materials/Manipulatives

Deck of cards, word cards, symbols, text- Primary Mathematics

Content: A set is a group of things. Some sets have more than others and are said to
be greater than. Some sets have fewer members than others and are said to
be less than. While some sets have the same amount of members and are
said to be equal to. There is a symbol/sign that can be used instead of
using the words ‘is equal to’ (=)

Procedure
Mental/Oral Starters
Engage: Students will play a game of “Atoms”. They will form groups based on
given numbers. The person left standing will be out of the game.

Main Activity:
Explain: They will have discussion about what was done in the game. (Forming
set/groups of number) They will give definition for the word set, teacher
will clarify if necessary.
Explore: Place a deck of cards in groups’ students will pull two cards from the deck
and examine them and state the number of elements in them. They will
place special attention to the sets that have the same number of elements.

Elaborate: Select some students and place them in 2 groups/sets with similar number
of members. Ask class what they noticed about both sets. (They have the
same number of members or they don’t have the same number of
members). The concept “equal to” will be established. They will have
discussion on the term.

Plenary: Students will do further demonstrations with objects such as books,

pencils, numerals, counters.... ensuring both sets are the same (equal).

Evaluate: Students will complete activity from workbook.

Evaluation

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Day 4
Topic: Comparing sets

Objectives students should be able to:

1. Use the word set when referring to a group
2. Identify numerals/numbers accurately
3. Draw sets to represent numbers
4. Compare sets using the terms ‘greater/less than and equal to’
 5. Complete number sentences independently

Materials counters, spinners, cards, dominoes, pairs of dice, slates, text- Integrated
Mathematics

Content A set is a group of things. Some sets have more than others and are said to be
greater than. Some sets have fewer members than others and are said to be less than. While
some sets have the same amount of members and are said to be equal to

Skills grouping objects, identifying numbers, counting members, drawing sets,

comparing sets, completing number sentences

Procedure
Mental/Oral Starters
Engage: Students will listen to song with the tune “Bingo” and then sing along.
Once there was a greedy fish
Who only eats big numbers
He loves to eat big numbers (x3)
And his mouth looks like this >

But when the number is small,

He does not like that at all <
He loves to eat big numbers (x3)
He turns away if the number is small

When the numbers are the same

He gives smiles every day
He loves the same amount (x3)
He close his mouth and goes to sleep

Explain: Students will analyze the song and try to identify some key words; (big,
small, fish, mouth same) the terms greater/less than and equal to will be
established, students will have discussion.

Explore: Students will receive 10 counters and be instructed to create various sets
For example; a set with 5 members, 7, 10, 3........... They will among
themselves discuss whether the sets are in fact greater/less than or equal.

Elaborate: Ask students to compare sets formed using the terms greater than less
than or equal to. For examples; 6 and 1 (6 is greater than 1 or 1 is less than
6), 4 and 4 (4 is equal to 4).

Plenary: Students will work in groups as they practice using terms such greater/less
than, equal to They will be given spinners, cards, dominoes and dice to
 manipulate to create sets and having them write the number sentences on
sheets to share with class their discovery.

Evaluate: Students will complete the activity in their text – Integrated Mathematics

Evaluation
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Day 5

Teacher will do revision on the week’s lesson.