LESSON PLAN MATHEMATICS ACTIVITIES

Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (Reading Numbers)

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read number symbols up to 100.

KEY INQUIRY QUESTION (s)

How do you read number symbols?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Videos

Audios

Number cards

Number charts

Mathematics pupil’s book 2 pg.134

Mathematics teachers guide grade 2 pg. 158

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to read number symbols up to 80

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to read number symbols 1 up to 100 on a number chart.

Step 2: Learners in pairs or groups to read numbers in symbols, 1 up to 100 on a chart. Learners listen to audio on
reading of numbers.

Step 3: Learners to do activities in pupil’s book page 134.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to read numbers from their tables.

EXTENSION OF ACTIVITIES

Learners to read number charts, page numbers of religious books in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent numbers up to 100 using objects.

KEY INQUIRY QUESTION (s)

How do you represent numbers using objects?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Videos

Audios

Number cards

Number charts

Mathematics pupil’s book 2 pg.135

Mathematics teachers guide grade 2 pg. 159

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to represent numbers up to 80 using objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how represent numbers using objects.

Step 2: Guide learners in pairs or groups to represent numbers using objects as they fill in the table.

Step 3: Learners to do activities in pupil’s book page 135.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to use number cards to represent objects drawn on a chart.

EXTENSION OF ACTIVITIES

Learners to represent numbers using objects both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to count in 10’s up to 100 forward and backward.

KEY INQUIRY QUESTION (s)

How do you count numbers forward and backward?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Bottles

Sticks, straws, stones, books, pencils.

Mathematics pupil’s book 2 pg.137

Mathematics teachers guide grade 2 pg. 161

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to count 10’s up to 80 forward and backward.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how count in 10’s up to 100 forward and backward.

Step 2: Guide learners in pairs or groups to count in 10’s up to 100 forward and backward starting from any point
using counters.

Step 3: Learners to do activities in pupil’s book page 137.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to play a game involving counting in 10’s.

EXTENSION OF ACTIVITIES

Learners to practice counting in 10’s in school, at home and in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify place value of digits in numbers up to hundreds.

KEY INQUIRY QUESTION (s)

How do you identify the position of a digit in a number?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Abacus

Rings

Bottle tops, beads

Mathematics pupil’s book 2 pg.138

Mathematics teachers guide grade 2 pg. 162

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify place value of digits in numbers up to tens using number tins.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to represent the place value of 100 using abacus.

Step 2: Guide learners in pairs or groups to represent the place value of digits in numbers using abacus.

Step 3: Learners to do activities in pupil’s book page 138.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners in turns to represent place value of digits in numbers using abacus.

EXTENSION OF ACTIVITIES

Learners to represent place value of digits in numbers using abacus by recording the number of chairs, number of
cows and number of learners in a class.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read and write number symbols up to 100.

KEY INQUIRY QUESTION (s)

How do you read and write numbers?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Number chart

Number cards

Video clips

Mathematics pupil’s book 2 pg.139

Mathematics teachers guide grade 2 pg. 163

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to read and write number symbols up to 80.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to read and write numbers 1 up to 100 using number charts and number cards.

Step 2: Guide learners in pairs or groups to read and write numbers up to 100 using number cards.

Step 3: Learners to do activities in pupil’s book page 139.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to read and write number symbols up to 100.

EXTENSION OF ACTIVITIES

Learners to read and write number symbols in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read and write number up to 20 in words.

KEY INQUIRY QUESTION (s)

How do you read and write numbers in words?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Cards with numerals and words

Video clips

Mathematics pupil’s book 2 pg.140

Mathematics teachers guide grade 2 pg. 164

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to answer questions on how to write 11 up to 15 in words.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to read and write numbers 1 up to 20 in words with more emphasis on 16 to 20. Pick,
flash, read and write numbers in words one number at a time.

Step 2: Guide learners in pairs or groups to read and write numbers 1 up to 20 in words using number cards.

Step 3: Learners to do activities in pupil’s book page 140.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to pick, read and write numbers up to 20 in words.

EXTENSION OF ACTIVITIES

Learners to prepare cards with numerals and words using papers. Read them to their peers during play and to family
members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns up to 100 in 2’s.

KEY INQUIRY QUESTION (s)

How do you complete number patterns?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Cards with numerals and words.

Video clips.

Balloons.

Mathematics pupil’s book 2 pg.141.

Mathematics teachers guide grade 2 pg. 165.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to count in 2’s up to 80 both forward and backward.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 77, 79, 81, 83, ______, 87 and 92, 90, 88, 86, _____, 82.

Step 2: Show learners how to identify the rule of the pattern and work out missing numbers in the pattern.

Step 3: Guide learners in pairs or groups to work out missing numbers in patterns up to 100.

Step 4: Learners to do activities in pupil’s book page 141.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Display an incomplete number pattern chart on the board, learners establish a rule for the pattern and then pick number
cards from a box to complete the pattern.

EXTENSION OF ACTIVITIES

Learners to play digital games involving number patterns both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns up to 100 in 10’s.

KEY INQUIRY QUESTION (s)

How do you complete number patterns?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Cards with numerals

Video clips

Number chart

Mathematics pupil’s book 2 pg.142

Mathematics teachers guide grade 2 pg. 166

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to count in 2’s up to 80 both forward and backward.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 77, 79, 81, 83, ______, 87 and 92, 90, 88, 86, _____, 82.

Step 2: Show learners how to identify the rule of the pattern and work out missing numbers in the pattern.

Step 3: Guide learners in pairs or groups to work out missing numbers in patterns up to 100.

Step 4: Learners to do activities in pupil’s book page 141.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Display an incomplete number pattern chart on the board, learners establish a rule for the pattern and then pick number
cards from a box to complete the pattern.

EXTENSION OF ACTIVITIES

Learners to play digital games involving number patterns both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Fractions

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare a half and a quarter as part of a whole.

KEY INQUIRY QUESTION (s)

What is the difference between a quarter and a half as part of a whole?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs

Manila papers

Mathematics pupil’s book 2 pg.143

Mathematics teachers guide grade 2 pg. 168

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify a half and a quarter as part of a whole.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to compare a half and a quarter as parts of a whole using equal size of circular paper
cut-outs by folding.

Step 2: Guide learners in pairs or groups to compare a half and a quarter by using circular paper cut-outs.

Step 3: Learners to do activities in pupil’s book page 143.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to compare a half and a quarter as parts of a whole.

EXTENSION OF ACTIVITIES

Learners to compare a half and a quarter as parts of a whole in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Fractions

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare a half and a quarter as part of a whole.

KEY INQUIRY QUESTION (s)

What is the difference between a quarter and a half as part of a whole?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs

Manila papers

Mathematics pupil’s book 2 pg.144

Mathematics teachers guide grade 2 pg. 169

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify a half and a quarter as part of a whole using circular paper cut-outs.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to compare a half and a quarter as parts of a whole using equal size of rectangular
paper cut-outs by folding.

Step 2: Guide learners in pairs or groups to compare a half and a quarter by using rectangular paper cut-outs.

Step 3: Learners to do activities in pupil’s book page 144.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to compare a half and a quarter as parts of a whole.

EXTENSION OF ACTIVITIES

Learners to compare a half and a quarter as parts of a whole in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Fractions

Specific lesson learning outcome.

By the end of the lesson, the learner should be to form a half using quarters of a whole.

KEY INQUIRY QUESTION (s)

How do you form a half using parts of a whole?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs of different sizes

Manila papers, felt pens

Mathematics pupil’s book 2 pg.145

Mathematics teachers guide grade 2 pg. 170

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to answer questions on how they share whole items in school, at home and in the community.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to form a half using quarters of circular paper cut-outs by pairing and sticking on
Manilla paper.

Step 2: Guide learners in pairs or groups to form halves from quarters of circular paper cut-outs by pairing and
sticking on a manila paper.

Step 3: Learners to do activities in pupil’s book page 145.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to display halves of a whole formed from quarters

EXTENSION OF ACTIVITIES

Learners to form patterns of halves by combining quarters of different colours and sizes in the environment.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Fractions

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify ½ and ¼ as part of a whole.

KEY INQUIRY QUESTION (s)

How do you identify ½ and ¼?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs of different sizes.

Manila papers, felt pens.

Mathematics pupil’s book 2 pg.146.

Mathematics teachers guide grade 2 pg. 171.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to represent a half and a quarter using ½ and 1/4.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to differentiate ½ and ¼ using paper cut-outs.

Step 2: Guide learners in pairs or groups to identify ½ and ¼ using assorted paper cut-outs and sticking on a
manila paper.

Step 3: Learners to do activities in pupil’s book page 146.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to sort out halves and quarters

EXTENSION OF ACTIVITIES

Learners to identify how ½ and ¼ as symbols are used in day to day activities in the environment.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add a 2-digit number to a 2-digit number up to a sum of 100 without
regrouping vertically.

KEY INQUIRY QUESTION (s)

How do you add a 2-digit number to a 2-digit number?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Basic addition facts table.

Counters.

Place value apparatus.

Mathematics pupil’s book 2 pg.147

Mathematics teachers guide grade 2 pg. 173

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add a 2-digit number to a 2-digit number up to a sum of 50.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 56
+ 43.

Show learners how to add 6 ones to 3 ones to get 9 ones and then write 9 in the
ones place. Add 5 tens to 4

Tens to 9 tens then write 9 in the tens place

Step 2: Write 63
 + 25

Guide learners in pairs or groups to work out.

Step 3: Learners to do activities in pupil’s book page 147.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to add a 2-digit number to a 2-digit number up to a sum of 100 without regrouping vertically.

EXTENSION OF ACTIVITIES

Learners to practice addition of up to 2-digit numbers with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add a 2-digit number to a 2-digit number up to a sum of 100 without
regrouping horizontally.

KEY INQUIRY QUESTION (s)

How do you add a 2-digit number to a 2-digit number?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Basic addition facts table

Place value apparatus

Mathematics pupil’s book 2 pg.148

Mathematics teachers guide grade 2 pg. 175

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add a 2-digit number to a 2-digit number up to a sum of 50.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 38 + 25 =

Using place value chart show learners how to add 8 ones to 5 ones to 13 ones. Regroup 13 ones as 1 ten and 3
ones. Explain to the learners to write in the ones place. Add the 1 ten to 3 tens and 2 tens to get 6 tens.

Step 2: Write 48 + 46 =

Guide learners in pairs or groups to work out 48 + 46

 Step 3: Learners to do activities in pupil’s book page 148.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to add a 2-digit number to a 2-digit number up to a sum of 100 without regrouping horizontally.

EXTENSION OF ACTIVITIES

Learners to practice addition of up to 2-digit numbers with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add a 2-digit number to a 2-digit number up to a sum of 100 with
regrouping vertically.

KEY INQUIRY QUESTION (s)

How do you add a 2-digit number to a 2-digit number?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Basic addition facts table

Counters

Place value apparatus

Mathematics pupil’s book 2 pg.149

Mathematics teachers guide grade 2 pg. 177

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add a 2-digit number to a 2-digit number up to a sum of 50.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 69
+ 24.

Show learners how to add 9 ones to 4 ones to get 13 ones regroup 13 ones as 1
tens and 3 ones. Explain to

the learners to write 3 in the ones place. Add the 1 ten to 6 tens and 2 tens to get 9 tens. Write 9 in the tens place

Step 2: Write 69
 + 24

Guide learners in pairs or groups to work out 67 + 14

Step 3: Learners to do activities in pupil’s book page 149.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to add a 2-digit number to a 2-digit number up to a sum of 100 with regrouping vertically.

EXTENSION OF ACTIVITIES

Learners to practice addition of up to 2-digit numbers with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns involving addition up to 100.

KEY INQUIRY QUESTION (s)

How do you work out missing numbers in patterns?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Number line

Mathematics pupil’s book 2 pg.150

Mathematics teachers guide grade 2 pg. 179

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add a 2-digit number to a 1-digit number.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write the pattern 44, 54, 64, 74, ______

Show learners how to work out the missing number in the pattern 44, 54, 64, 74, ______ by adding 10 to a
number to get the next number

44 + 10 = 54 54+10 = 64 64 + 10 = 74 74 + 10 = 84 the missing number is 84.

Step 2: Write the pattern 59, 62, 65, 68, ______, ______

Guide learners in pairs or groups to work out the missing numbers in the pattern 59, 62, 65, 68, _____, ______

Step 3: Learners to do activities in pupil’s book page 150.

SUMMARY
Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving addition up to 100.

EXTENSION OF ACTIVITIES

Learners to practice working out missing numbers in patterns with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract a 2-digit number from a 2-digit number without regrouping
horizontally.

KEY INQUIRY QUESTION (s)

How do you subtract a 2-digit number from a 2-digit number?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Number line

Mathematics pupil’s book 2 pg.151

Mathematics teachers guide grade 2 pg. 181

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to subtract a 1-digit number to a 2-digit number.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 37 -14 =

Show learners how to work out 37 -14 by subtracting 4 ones from 7 ones to get 3 ones then write 3 as ones.
Subtract then tens as 3 – 1 = 2, write 2 as tens.

Step 2: Write 86 – 25 =

Guide learners in pairs or groups to work out 86 -25

Step 3: Learners to do activities in pupil’s book page 151.

SUMMARY
Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to subtract a 2-digit number from a 2-digit number without regrouping horizontally.

EXTENSION OF ACTIVITIES

Learners to practice subtraction of a 2-digit number from a 2-digit number without regrouping with their family
members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract a 2-digit number to a 2-digit number without regrouping
vertically.

KEY INQUIRY QUESTION (s)

How do you subtract a 2-digit number to a 2-digit number?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Basic addition facts table

Counters

Place value apparatus

Mathematics pupil’s book 2 pg.152

Mathematics teachers guide grade 2 pg. 182

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to subtract a 1-digit number to a 2-digit number.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 57
– 26.

Show learners how to work out 57 – 26 by first subtracting the ones as 7- 6 = 1

and write 1 in ones place,

then the tens as 5 – 2 = 3 tens, write 3 in tens place.

Step 2: Write 88
 – 42

Guide learners in pairs or groups to work out 88 - 42

Step 3: Learners to do activities in pupil’s book page 152.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to subtract a 2-digit number to a 2-digit number without regrouping vertically.

EXTENSION OF ACTIVITIES

Learners to practice subtraction of a 2-digit number from a 2-digit number without regrouping with their family
members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract a 2-digit number from a 2-digit number using the
relationship between addition and subtraction.

KEY INQUIRY QUESTION (s)

How do you subtract a 2-digit number from a 2-digit number using the relationship between addition and subtraction?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Mathematics pupil’s book 2 pg.153

Mathematics teachers guide grade 2 pg. 184

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add and subtract single digit numbers.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 25 + 34 = 59 and 34 + 25 = 59

59 - = 34 and 59 - = 25

Show learners how to write the two subtraction facts. Explain to the learners that numbers 25, 34 and 59 are a
number fact family

Step 2: Write 61 - 15 = 76 and 15 + 61 = 76

Guide learners in pairs or groups to use 61 + 15 = 76 and 15 + 61 = 76 to work out the related subtraction
sentences.

Step 3: Learners to do activities in pupil’s book page 153.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to subtract a 2-digit number from a 2-digit number using the relationship between addition and subtraction.

EXTENSION OF ACTIVITIES

Learners to practice subtraction of a 2-digit number from a 2-digit number using the relationship between addition
and subtraction with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns involving subtraction from 1
up to 100.

KEY INQUIRY QUESTION (s)

How do you work out missing numbers in patterns?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Table of basic addition fact

Mathematics pupil’s book 2 pg.155

Mathematics teachers guide grade 2 pg. 186-187

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to subtract a 1-digit number from a 2-digit number

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write the pattern 79, 76, 73, _____

Show learners how to work out the missing number in the pattern 79, 76, 73, ______ by subtracting 3 from a
number to get the next number

79 – 3 = 76

76 – 3 = 73

73 – 3 = 70

The missing number is 70

 Step 2: Write the pattern 87, 85, 83, _____

Guide learners in pairs or groups to work out the missing number in the pattern 87, 85, 83, _____

Step 3: Learners to do activities in pupil’s book page 155.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving subtraction from 1 up to 100.

EXTENSION OF ACTIVITIES

Learners to practice working out missing numbers with their family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Multiplication

Specific lesson learning outcome.

By the end of the lesson, the learner should be to multiply single digit numbers by 5.

KEY INQUIRY QUESTION (s)

How do you multiply single digit numbers by 5?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Table of basic addition fact

Mathematics pupil’s book 2 pg.154

Mathematics teachers guide grade 2 pg. 185

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add single digit numbers

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Draw and and and and is

3 + 3 + 3 + 3 + 3 = 15

Step 2: Draw and and and and is

2 + 2 + 2 + 2 + 2 = 10
 Guide learners in pairs or groups to multiply single digit numbers by 5

Step 3: Learners to do activities in pupil’s book page 154.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to multiply single digit numbers by 5.

EXTENSION OF ACTIVITIES

Learners to practice how to multiply single digit numbers by 5 with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Multiplication

Specific lesson learning outcome.

By the end of the lesson, the learner should be to multiply single digit numbers by 10.

KEY INQUIRY QUESTION (s)

How do you multiply single digit numbers by 10?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Table of basic addition fact

Mathematics pupil’s book 2 pg.156

Mathematics teachers guide grade 2 pg. 189

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to add single digit numbers

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Draw and and and and and and and and
and

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2
+ 2

Show learners that 10 groups with 2 objects each is written as 10 × 2 and to write the multiplication sentence
10 × 2 = 20

Step 2: Draw and and and and and and and

and and
 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3
+ 3 + 3 =30

Guide learners in pairs or groups to multiply single digit numbers by 10

Step 3: Learners to do activities in pupil’s book page 156.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to multiply single digit numbers by 10.

EXTENSION OF ACTIVITIES

Learners to practice how to multiply single digit numbers by 10 with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Division

Specific lesson learning outcome.

By the end of the lesson, the learner should be to divide numbers up to 18 by 2, 3, 4 and 5 without remainder in real
life.

KEY INQUIRY QUESTION (s)

How can you divide numbers?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Table of basic addition fact

Mathematics pupil’s book 2 pg.157

Mathematics teachers guide grade 2 pg. 190

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to divide numbers up to 10 by 2, 3, 4 and 5 without remainder.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Share 12 oranges equally among 3 pupils. How many oranges does each pupil get? Each pupil gets 4
oranges. Show learners how to construct the division sentence and work out 12 ÷ 3

Step 2: Write fifteen bottles were put into boxes. Each box had five bottles. How many boxes were used?

Guide learners in pairs or groups to change word tasks to numerical division sentences and work them out.
Learners to share their work with other groups

Step 3: Learners to do activities in pupil’s book page 157.

SUMMARY
Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to work out tasks involving division

EXTENSION OF ACTIVITIES

Learners to work out word tasks on division with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Division

Specific lesson learning outcome.

By the end of the lesson, the learner should be to divide numbers up to 10 by 2, 3, 4 and 5 without remainder.

KEY INQUIRY QUESTION (s)

How can you divide numbers?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters.

Balloons.

Table of basic addition fact.

Mathematics pupil’s book 2 pg.158.

Mathematics teachers guide grade 2 pg. 192.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share objects equally and to form groups with equal objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 8 ÷ 4 = and 10 ÷ 2 =

Show learners how to work out 8 ÷ 4 by equal sharing to get 2 each and 10 ÷ 2 by equal grouping to get 5 groups
of equal counters.

Step 2: Guide learners in pairs or groups to divide numbers by equal sharing and by equal grouping. Learners to
share their results with the other groups.

Step 3: Learners to do activities in pupil’s book page 158.

SUMMARY
Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions on division of numbers.

EXTENSION OF ACTIVITIES

Learners to practice sharing equally and putting objects into equal groups with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Division

Specific lesson learning outcome.

By the end of the lesson, the learner should be to divide numbers up to 25 by 2, 3, 4 and 5 without remainder in real
life.

KEY INQUIRY QUESTION (s)

How can you divide numbers?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Counters

Table of basic addition fact

Mathematics pupil’s book 2 pg.159

Mathematics teachers guide grade 2 pg. 193

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to divide numbers up to 18 by 2, 3, 4 and 5 without remainder.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write 12 ÷ 3 =_______ and 20 ÷ 5 =_______

Show learners how to work out 24 ÷ 3 by equal sharing to get 8. Show learners how to work out 20 ÷ 5 by equal
grouping to get 4.

Step 2: Guide learners in pairs or groups to divide given numbers. Learners to share their results with the other
groups.

Step 3: Learners to do activities in pupil’s book page 159.

SUMMARY
Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to work out questions on division.

EXTENSION OF ACTIVITIES

Learners to relate equal sharing and equal grouping to situations in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make a 1-metre stick and use it to measure length.

KEY INQUIRY QUESTION (s)

How do you measure length?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Sticks

A metre rule

Mathematics pupil’s book 2 pg.160

Mathematics teachers guide grade 2 pg. 194

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences in measuring length using different objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to make a 1-metre stick using the metre rule and use it to measure length.

Step 2: Guide learners in pairs or groups to make 1-metre sticks using the metre rule and use them to measure the
length of the longer side of the teacher’s table. Learners to share their results with the other groups.

Step 3: Learners to do activities in pupil’s book page 160.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to measure length of the longer side of the pupil’s desk using the 1-metre stick.
EXTENSION OF ACTIVITIES

Learners to use the 1-metre stick to measure length with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure length in metres.

KEY INQUIRY QUESTION (s)

How do you measure length?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Ropes

Strings and metre rule

Mathematics pupil’s book 2 pg.161

Mathematics teachers guide grade 2 pg. 196

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to measure length using 1-metre sticks.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to make a 1-metre strings and ropes using the metre rule and use them in measuring the
length of the longer side of the classroom.

Step 2: Guide learners in pairs or groups to make 1-metre string and ropes and use them to measure different
length. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 161.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to use the 1-metre strings or ropes to measure length of the classroom window.

EXTENSION OF ACTIVITIES

Learners to use the 1-metre strings or ropes to measure different lengths with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Mass

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare mass using 1-kg mass.

KEY INQUIRY QUESTION (s)

How do you compare the mass of two objects?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

1-kg mass

Exercise books, textbooks

Pieces of chalk

Mathematics pupil’s book 2 pg.162

Mathematics teachers guide grade 2 pg. 197

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to compare mass of objects using heavier than, lighter than or same as.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Using a beam balance, show learners how to compare the mass of a textbook with that of a 1-kg mass
using the words heavier than, lighter than or same as.

Step 2: Guide learners in pairs or groups to compare mass of objects with the 1-kg mass using a beam balance.
Learners to use the words heavier than, lighter than or same as and share the results with the other groups.

Step 3: Learners to do activities in pupil’s book page 162.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to classify objects such as textbooks and bas as “heavier than”, “lighter than” or “same as” the 1-kg mass.

EXTENSION OF ACTIVITIES

Learners to compare the mass of objects with 1-kg mass at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Mass

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure mass in kilograms.

KEY INQUIRY QUESTION (s)

How do you measure mass?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

1-kg mass

Sand, soil,

Box of chalk

Mathematics pupil’s book 2 pg.163

Mathematics teachers guide grade 2 pg. 199

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to compare mass of objects with the 1-kilogram mass in the classroom.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Using a beam balance, show learners how to measure 1-kg of sand.

Step 2: Guide learners in pairs or groups to measure 1-kg mass of different items such as sand, soil and seeds using
a 1-kg mass of different items such as sand, soil and seeds using a 1-k mass and a beam balance. Learners to
compare their 1-kg mass with those of other groups.

Step 3: Learners to do activities in pupil’s book page 163.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to measure mass of different items in kilograms.

EXTENSION OF ACTIVITIES

Learners to assist in measuring mass in kilograms at home and in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure capacity in litres.

KEY INQUIRY QUESTION (s)

How do you measure how much a container holds?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Pot

1-litre can, bucket, basin

Mathematics pupil’s book 2 pg.164

Mathematics teachers guide grade 2 pg. 200

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences on items measured in litres.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Fill a pot using a 1-litre tin and count the number of tins that fill the pot. Explain to the learners that the
number of tins is the capacity of the pot in litres.

Step 2: Guide learners in pairs or groups to fill a bucket and a basin using a 1-litre tin. Record the number of tins
used to fill each container. Learners to share findings with the other groups.

Step 3: Learners to do activities in pupil’s book page 164.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to measure capacity of containers in litres.

EXTENSION OF ACTIVITIES

Learners to measure capacity of containers in litres at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure capacity in litres.

KEY INQUIRY QUESTION (s)

How do you measure how much a container holds?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Pot

1-litre can, bucket, jerrycan

Mathematics pupil’s book 2 pg.165

Mathematics teachers guide grade 2 pg. 202

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences on items measured in litres.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to find the capacity of a jerrycan using 1-litre tin by counting the number tins used to
fill the jerrycan. Explain to the learners that the number recorded is the capacity of the jerrycan in litres.

Step 2: Guide learners in pairs or groups to fill a bucket, jerrycan and a basin using 1-litre tin. Record the number
of tins used to fill each container. Learners to share findings with the other groups.

Step 3: Learners to do activities in pupil’s book page 165.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to measure capacity of containers in litres.

EXTENSION OF ACTIVITIES

Learners to measure capacity of containers in litres at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Time

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read and tell time by the hour on the digital clock.

KEY INQUIRY QUESTION (s)

How do you tell time?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Digital clocks

Mathematics pupil’s book 2 pg.166

Mathematics teachers guide grade 2 pg. 203

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences on how they tell time.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Draw a clock face indicating time by the hour. Show learners how to tell time by the hour using a digital
clock.

Step 2: Guide learners in pairs or groups to tell time by the hour using a digital clock. Learners to share their
findings with other groups.

Step 3: Learners to do activities in pupil’s book page 166.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to tell time by the hour on a digital clock.

EXTENSION OF ACTIVITIES

Learners to tell time by the hour using digital clocks at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Time

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read, tell and write time by the hour on the analogue clocks.

KEY INQUIRY QUESTION (s)

How do you tell time?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Digital clocks

Mathematics pupil’s book 2 pg.167

Mathematics teachers guide grade 2 pg. 205

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences in telling time using clocks.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Draw analogue clock face showing time by the hour and write 1 O’clock. Show learners how to tell and
write time by the hour on an analogue clocks at 1 O’clock.

Step 2: Guide learners in pairs or groups using the analogue clock, to write time by the hour. Learners to share
their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 167.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to tell and write time by the hour on an analogue clock.

EXTENSION OF ACTIVITIES

Learners to tell and write time by the hour using analogue and digital clocks in daily life.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Money

Specific lesson learning outcome.

By the end of the lesson, the learner should be to relate money to goods and services in real life.

KEY INQUIRY QUESTION (s)

How do you spend money?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Pictures

Newspaper cut-outs of goods and services

Mathematics pupil’s book 2 pg.168

Mathematics teachers guide grade 2 pg. 206

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences in spending money.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners picture and newspaper cut-outs on goods and services and explain the price attached to each.
Write on the board the items and their corresponding prices.

Step 2: Guide learners in pairs or groups role play use of money in shopping activities and paying for services.

Step 3: Learners to do activities in pupil’s book page 168.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to relate money with the goods they buy and service they pay for.
EXTENSION OF ACTIVITIES

Learners to participate in shopping activities and getting services in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Money

Specific lesson learning outcome.

By the end of the lesson, the learner should be to relate money to goods and services in real life.

KEY INQUIRY QUESTION (s)

What can you do with money?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Pictures

Newspaper cut-outs of goods and services

Mathematics pupil’s book 2 pg.169

Mathematics teachers guide grade 2 pg. 208

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences in spending money.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners picture and newspaper cut-outs on goods and services and explain the price attached to each.
Write the items and their corresponding prices.

Step 2: Guide learners in pairs or groups to role play use of money in shopping activities and paying for services.

Step 3: Learners to do activities in pupil’s book page 169.

SUMMARY

Review the lesson and make summary

CONCLUSION (Assessment of Learning)

Learners to discuss about the goods they buy and services they pay for.
EXTENSION OF ACTIVITIES

Learners to participate in buying and selling activities at home and in the community

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Money

Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent the same amount of money in different denominations.

KEY INQUIRY QUESTION (s)

How do you represent the same amount of money in different forms?

Core competencies Values PCIs

Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Real money in notes and coins

Mathematics pupil’s book 2 pg.170

Mathematics teachers guide grade 2 pg. 209

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to share their experiences with money in different denominations.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to represent 50 shillings and 100 shillings in different denominations. Write 50
shillings and its equivalent in different denominations. Do the same for 100 shillings. Explain to the learners that
the value does not change.

Step 2: Guide learners in pairs or groups to represent a given amount of money in different denominations.
Explain to the learners that this is change.

Step 3: Learners to do activities in pupil’s book page 170.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions on giving and receiving change.

EXTENSION OF ACTIVITIES

Learners to assist their parents in getting and giving change.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Lines

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make curved lines.

KEY INQUIRY QUESTION (s)

How do you make curved lines?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

A piece of horse pipe

Plascticine, clay paper Marche

Rope string

Mathematics pupil’s book 2 pg.171

Mathematics teachers guide grade 2 pg. 211

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to draw curved lines in the air.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to make curved lines using paper Marche or clay or Plascticine or baking dough or a
piece of hose pipe or string or rope.

Step 2: Guide learners in pairs or groups to make curved lines using paper Marche or clay or Plascticine or baking
dough or a piece of hose pipe.

Step 3: Learners to do activities in pupil’s book page 171.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to display and discuss curved line to make during the lesson.

EXTENSION OF ACTIVITIES

Learners to make curved lines in school, at home and in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Lines

Specific lesson learning outcome.

By the end of the lesson, the learner should be to draw curved lines.

KEY INQUIRY QUESTION (s)

How do you draw curved lines?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

A piece of rope

Sticks, bottles

Crayons, chalk and charcoal

Mathematics pupil’s book 2 pg.172

Mathematics teachers guide grade 2 pg. 212

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to draw curved lines in the air.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to draw curved lines using pieces of sticks, crayons or chalk or charcoal.

Step 2: Guide learners in pairs or groups to draw curved lines using pieces of sticks or crayons or chalk or
charcoal.

Step 3: Learners to do activities in pupil’s book page 172.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to draw curved lines in their exercise books.

EXTENSION OF ACTIVITIES

Learners to practice drawing curved lines in school, at home and in the community.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Shapes

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify squares.

KEY INQUIRY QUESTION (s)

How do squares look like?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs of rectangles

Triangles, circles, ovals and squares.

Mathematics pupil’s book 2 pg.173

Mathematics teachers guide grade 2 pg. 214

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify ovals in the classroom.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Using paper cut-outs, show learners how a square looks like.

Step 2: Guide learners in pairs or groups to identify squares from among other shapes.

Step 3: Learners to do activities in pupil’s book page 173.

SUMMARY

Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to pick and stick on the board paper cut outs with square shapes from a box with assorted shapes.
EXTENSION OF ACTIVITIES

Learners to sort, group and name triangular, circular, rectangular, oval and square objects in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

 LESSON PLAN MATHEMATICS ACTIVITIES
Week: Lesson:

SCHOOL GRADE DATE TIME ROLL

TWO

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Shapes

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make patterns using circles, triangles, rectangles, ovals and squares..

KEY INQUIRY QUESTION (s)

How do you make patterns using shapes?

Core competencies Values PCIs


Learning to learn  Unity Self-awareness

Communication and  Respect Self-esteem
collaboration  Patriotism
 Imagination and  responsibility
creativity
 Problem solving
LEARNING RESOURCES

Paper cut-outs of rectangles

Triangles, circles, ovals and squares.

Mathematics pupil’s book 2 pg.174

Mathematics teachers guide grade 2 pg. 215

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify ovals in the classroom.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Using paper cut-outs of different shapes show learners how to make patterns.

Draw rectangle, oval, rectangle, oval……

Draw square, triangle, circle, square, triangle….

Draw triangle, circle, square, oval, triangle, circle, square, oval….

Step 2: Guide learners in pairs or groups to make patterns using paper cut-outs of circles, triangles, rectangles,
ovals and squares on a manila paper.

Step 3: Learners to do activities in pupil’s book page 174.

SUMMARY
Review the lesson and make summary.

CONCLUSION (Assessment of Learning)

Learners to display the patterns made in the learners corner

EXTENSION OF ACTIVITIES

Learners to make patterns and stick them on walls in class and at their homes.

REFLECTION ON THE LESSON/SELF-REMARKS