MATHEMATICS LESSON PLAN

Term 1
GRADE II
TOPIC: Exploring Numbers
DATE:
______________________________________________________________

AIMS / OBJECTIVES:

By the end of the topic, the learners will be able to

 Order numbers to at least 100.

 Use ‘more’ or ‘less’ to compare two numbers, and give a number that
lies between them.
 Begin partitioning two-digit numbers into tens and ones and reverse.

PRE-REQUISITE KNOWLEDGE:

To read, write and count from 1 to 100.

KEYWORDS:

Partition, more or less, between, tens and ones, ordering numbers, lowest and
highest.

TEACHING/LEARNING PROCESS:

Discuss with students where they see numbers in their life at home, out walking or
at school. Say that sometimes numbers are joined together to make bigger
numbers (e.g. on a bus), sometimes they are in order. Say: Count with me to 10: 1, 2,
3, 4, ..., 10. Ask students to work in pairs to find a picture that has the numbers.
(e.g. phone, calculator, calendar).

Tens & Ones

Students will recall the concept of tens & ones which they had studied in Grade 1.
Activity:

You will need:

 a 1-6 dice
 some interlocking cubes

Throw the dice. Collect that number of cubes.

Put them in the ‘ones’ side of the mat.

When you have covered all the cubes in the ‘ones’ side, join them together to make
a tower.

Move the tower to the ‘tens’ side. Any cubes that are left over go in the ‘ones’ side.

Students will continue this game to learn ones and tens.

Give students examples of numbers with the same digits in different places, for
example 12 and 21. Teach them that “Place” means the position, or where the
digits are. Teach them that “Value” means how much something is worth. The
number one has a different value in the number 12 than it does in 21.

Students will be shown a video on Place Value.

Activity:

Use ice-cream sticks/ match sticks for this activity. Place a pile of them on a table
and show that it is easier to count them in groups of ten. First make groups of
ten, then count the ten-groups and the individual sticks separately. Say, “I have
here five ten-groups, and four individual sticks.”
 Continue in a similar way. Take a different number of sticks. Group them into
groups of tens (and some left-overs). Count the ten-groups and the ones
separately.
As you are doing that, you can recall the words twenty, thirty, forty, etc.
Another way to practice this is to use rubber bands so you can group 10 of
your objects together and practice with those.

Display 4 groups and 3 left-over. How many are there? The fourgroup
means…. Forty and besides those there are three.
Total --- 43

Demonstrate ‘more’ and ‘less’ on the number line. Label the number line using
arrows to show that numbers to the left are smaller and numbers to the right are
greater.
 Activity:

*For this activity, student will use interlocking cubes and 2 different
coloured dish or boxes available in their house.

Through this activity, teacher tells them they are going to find out as much as
they can about numbers and which numbers are more or less than other numbers.

*For this activity , students need 2 counters and a dice.

Throw the dice twice.
Move one counter to each number.
 I landed on numbers 6 and 3.
Look at your numbers and write more or less.
3 is less than 6.
6 is more than 3.

 Book exercises will be completed.

 Related worksheets will be completed from Spiral Book.
 Assessment will be conducted.

Coordinator principal