SESSION 1

TOPIC Addition with carry over

TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of two digit
AIM additions with carry over.

LESSON
PLAN
Information for Teachers
 Adding 2-digit numbers is just like adding 1-digit numbers first add
units then tens.

 To add 2-digit numbers addition process goes more than once.

 Question should be written vertically in column headings from left

to right.
 Units, tens and hundreds should be mentioned along with writing
any question.

 Sign of addition + should n`t be written under any column heading.

  While teaching the lesson, the teacher should also consult with
textbook where and when applicable.

Material / Resources
Writing board, marker / chalk, duster, sticks, counting frame and beads of two
colours, paper strips, textbook
Introduction
 Ask the students; if your father gives you Rs. 5 and then your
mother also gives you Rs. 5. How much money will you have?
 Ask some more questions where addition of one digit numbers is
required.
 Encourage them to count on their fingers.

 Ask them; if you have Rs. 27 and you get Rs. 52 more, can you
count on your fingers to add the numbers?
 Note their responses on the board.
 Development
Activity 1
 Ask students to sit in the groups and tell the story.
 Sara made 2 necklaces with beads.
 One necklace has 36 beads and the second necklace has 25 beads.
How many beads did she use in all?

 Ask students in groups to use match sticks to represent beads, then

as them to add loose sticks in loose sticks.
 Remind them that ten loose sticks will be tied up to make a bundle.
 Count remaining loose sticks and write under the units and
hundreds.
 Now combine bundles together write under the heading of tens.

 Give more questions to the students to solve like, 75 + 17, 67, + 25

etc.

Activity 2
  Students will remain in groups.
Give an addition question (2-digit into 2-digit) along with a counting frame to
students in group e.g. 92 + 68.
Ask students to represent 92 on counting frame by putting 2 beads in unit string
and 9 beads in tens.

 Ask them to clip each string.

 Represent 68 on counting frame by putting 8 beads in the unit`s
string and 6 beads in tens.
 Count the beads in the unit string and write in notebook.
 Combine beads in ten`s string and count them.

 As soon as they reach ten, replace ten beads with one bead at
hundred`s place, count the remaining beads and write in the
notebook.
 Similarly count the beads in hundred places and write in notebook.
 Now write the sum vertically and solve with carrying.
Activity 3
 Give a paper strip to the students in groups containing a word
problem related to addition of 2-digit with 2-digit numbers e.g. Ali
and Fatima went to a festival. Ali bought 12 candies and Fatima
bought 20 candies. How many candies did they buy altogether?
 Solve the question on the paper.

 Ask one student from each group to present the question assigned
to them and how they solved it?

Activity 4
 Ask the students to solve the problems given in their textbook.
 Observe their work and guide them where necessary.
 Assign some questions to the students as homework from textbook.
 Sum up / Conclusion
 Discuss that:
 When we add 2 digit numbers we first add the units and then the
tens.
 If units are more than nine we carry the ten to the tens column.

 Similarly tens are more than 10 we carry 10 (tens) to hundred

column as one hundred.

Assessment
 Give some questions (addition with carrying) to solve e.g. 45 + 58,
65 + 76, 74 + 96 etc.
 Write 2-digits number on paper strips. Ask students to pick any two
strips randomly and find the sum of both numbers.
 Give simple word problems of daily life to solve.

Follow up
 Assign some addition questions to solve as homework E.g.
 There are fifty-one trees in the park. Twenty-six more trees will be
planted this year. How many trees will be there in all?

 Count the match sticks of two match boxes, add them and write on
their notebooks.
  For a feast mother made roti’s and nans, at home, if each guest eat
1 nans in breakfast and 2 roties, and 1 nans in lunch then how many
reties and nans are needed for 10 guests?

 Ask the students to solve the questions given in their textbook.

SESSION 2
TOPIC Addition word problem
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of addition.
AIM
LESSON
PLAN
 Create a scenario to introduce the concept of word problems. For example,
say, "I am going to the local zoo and I plan on bringing 11 students with me.
Six more students want to join us. How many of us are going to the zoo?"
 You can have students come to the front of the class in these
denominations if you would like.
 Go over the answer to your created problem.
 Repeat the activity with a different word problem.
 Call on different students to answer the problem to promote class
 participation.
 Tell students they became a part of a word problem. Ask students to reflect
on what word problems are and have a class discussion. Remind the class
that a word problem is a situation explained in words that can be solved
using math

SESSION 3
TOPIC subtraction
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM subtraction.
LESSON
PLAN
 See pdf

SESSION 4
TOPIC Three digit subtraction
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of larger
AIM number subtraction.

LESSON
PLAN
 Give counting frame along with some beads in group.
 Write a 3-digit number on writing board (minuend) and ask
students to represent number by inserting beads in appropriate
column strings.
 Write a 1-digit number (subtrahend) and ask students to take away
from the given number using counting frame. Count the number of
beads left in unit, ten and hundred string, and tell the number, this
is the answer of subtraction question.
 Replace 1-digit number (subtrahend) with 2-digit number (without
borrowing).
 Ask again to take away some beads from units and tens part and
describe answer (beads left in different strings)
 Then replace 2-digit numbers (subtrahend) with 3-digit number
(without borrowing), ask students to take away beads from unit, ten
and hundred accordingly and describe answer by counting
remaining beads in each string.
 Repeat this activity for other numbers.
 SESSION 5
TOPIC Subtraction word problems.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM subtraction in word problems.

LESSON
PLAN
Information for Teachers
 Subtraction is one of the four basic arithmetic operations;

 it is the inverse of addition.

General equation of subtraction is c – b = a where c > b.

  List the key words for subtraction; subtract, minus, decrease, less than,
take away, reduce etc. on chart paper and display in the class.

How to make a number tray:

 Use empty match boxes as trays and pebbles as digits, join 3 match boxes
with each other to make a number tray.

 Then Take first box as unit, second as tens and third as hundred.
  While teaching the lesson, the teacher should also consult with textbook at
all steps where and when applicable.

Material / Resources
Writing board, chalk / marker, duster, number tray, counting frame, pebbles /
beads
Introduction
 Discuss with students that they already know how to subtract 1-digit and
2-digit numbers from 3-digit numbers.

 Now we will apply that knowledge to solve the word problems.

 First give students few sums to revise the subtraction concept.
 Write the numbers in column headings; hundred, tens, and unit.
  Subtract one column at a time.
 Solve the questions from right to left.

Development
Activity 1
 Give number try made up of empty match boxes along with some pebbles
in groups.

 Write a three digit number on writing board (e.g. 235) and ask the students
to represent number by putting pebbles in appropriate part of tray.
  Now write a 3-digit number (e.g. 123) and ask students to take away
amount from material they presented on number tray. Ask the answer
from the groups on the basis of material left in the number tray.
 Repeat activity for other numbers.

Activity 2
 Give counting frame along with some beads in groups.
 Write a three digit number 635 on writing board (minuend) and ask
students to represent number by inserting beads in appropriate column
strings.
 Write a 3-digit number 321 and ask the students to take away it from the
given number by using counting frame.
 Ask the number of beads left in unit, tens and hundred, 314 is the answer
of subtraction questions.
 Repeat activity for other numbers.

Activity 3
 Provide following worksheet (with different subtraction word problems)
to the students in group and ask them to complete.
  Make worksheets with different questions for each group. Other examples
for real-life situations:

 Take worksheet and interchange with other groups for peer assessment.
 Discuss the work with students, their difficulties, common errors and
mistakes. Appreciate the groups for their working.

Activity 4
 Ask the students to solve the questions given in their textbook.
 Observe their work and guide them where necessary.

 Assign some questions to the students as homework from textbook.

Sum up / Conclusion
 Subtraction is easy process if we mind the place value.
 Word problems are application of subtraction questions.
 Word problems are part of our daily life.
 Give three statement questions to students to solve e.g. Sara got 8 candies.
She gave 3 other friend. How many candies left with Sara etc.?
 List down key words (subtract, minus, decrease, difference, less than, take
away, fewer than, reduce) which identify the operation of subtraction in
the problem.

Assessment
 Write some subtraction questions on writing board (3 from 3-digit without
borrowing) e.g. 456 – 123 and ask students to solve the question on their
notebooks.
 Put statement questions strips in a box related to subtraction. Ask students
to draw two strips from the box, solve them and return back each. E.g.
there are 9 pencils in a holder, Ali took 2 pencils, and how many are left
in the holder?

Follow up
 Assign few subtraction questions to solve (3-digit from 3-digit without
 borrowing) as homework

 Ask students to find a situation from daily life where they used the
concept of subtraction e.g. Mother made 3 chapattis, my sister ate 1, how
many are left?
 Also ask them to explain how they will solve the questions where bigger
numbers are involved?

SESSION 6
TOPIC Multiplication of numbers ending with 0
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication.

LESSON
PLAN
In order to multiply by a number ending in zeros, we first need to
multiply the number as if it didn’t have zeros, and after, we just add all of
the zeros the number had to the final answer.

For example:

4,000 × 6

We ignore the zeros that 4000 had and multiply the two numbers,

4 × 6=24

Now, we just add the 3 zeros that the number 4000 had to get:

24,000

We’re going to take a look at another example of how to multiply a

number that ends in zeros, but this time, both numbers are ending with
zeros:

50 × 8,000
Now, both the 50 and the 8000 have zeros. We’ll do the same and ignore
them for now and multiply the numbers.

5 × 8=40

Then, we add a zero from the 50 and 3 zeros from the 8000, in total we’ll
add 4 zeros.

400,000

To wrap up, I’ll leave you guys with another example:

200 x 3,000

2 x 3 = 6. We have to add 2 zeros from the 200 and 3 zeros from the
3000. In total, we’ll have to add 5 zeros.

SESSION 7
TOPIC Multiplication-lattice
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication using lattice.

LESSON
PLAN
See pdf


SESSION 8
TOPIC Vertical multiplication
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication.

LESSON
PLAN
How to Multiply Multi-Digit Whole Numbers
with Regrouping (Carrying)

At this point, you should be fairly comfortable with the single-digit

multiplication facts covered in our properties of

multiplication lesson. In that lesson, we saw a basic times table for

the numbers 1 - 9. We also learned several properties of

multiplication such as: the commutative property of multiplication,

the associative property of multiplication, the identity property of 1,

the multiplication property of 0, and the distributive property of

multiplication. Once we have mastered our single-digit

multiplication facts, it’s time to move on to multiplying multi-digit

whole numbers.

When we multiply multi-digit whole numbers together, we generally

use a process known as vertical multiplication. This process will

allow us to break our multi-digit multiplication problem down into a

series of single-digit multiplication problems. In order to completely

understand the process, it is imperative to have a good

understanding of place value.

Vertical Multiplication

 Set up the vertical multiplication by stacking the factors

vertically and lining up the digits by place value. Although
multiplication is commutative (order is not important) we want
to place the number with more digits on top. If the two
numbers have the same number of digits, either number can
be on top.
 Draw a multiplication symbol "x" to the left of the bottom
number and a horizontal line underneath the bottom number.
 We start our multiplication with the ones' place digit
(rightmost) in the bottom column. We will multiply this digit
by each digit in the top number working right to left. After
each multiplication, we write the individual answers below the
horizontal line working right to left. The placement here is
very important to maintain the proper place value.
o If the result of a particular multiplication is larger than 9,
we will use regrouping (carrying). When this occurs,
write the right digit of the number down into the answer.
We then carry the left digit above the next column to the
 left. This digit will be added to the result of the next
multiplication.
 We continue our multiplication by shifting to the next digit left
in the bottom number. We will repeat the process of
multiplying this digit by each digit in the top number and
regrouping (carrying) when needed. The most important thing
here is to start the placement of the answers from this
multiplication on a new row and one place to the left. This is
done to ensure proper place value in our answer.
 Once we have completed the process and multiplied each
number in the bottom row by each number in the top row, we
are ready to add. We now set up a vertical addition and find
the sum of the amounts in the answer section.
Let's take a look at a few examples:

Example 1: Find the product.

113 x 12

 Set up the vertical multiplication by stacking the factors

vertically and lining up the digits by place value. Although
multiplication is commutative (order is not important) we want
to place the number with more digits on top. If the two
numbers have the same number of digits, either number can
be on top.
 Draw a multiplication symbol "x" to the left of the bottom
number and a horizontal line underneath the bottom number.
 We start our multiplication with the ones' place digit
(rightmost) in the bottom column. We will multiply this digit
by each digit in the top number working right to left. After
each multiplication, we write the individual answers below the
horizontal line working right to left. The placement here is
very important to maintain the proper place value.
o If the result of a particular multiplication is larger than 9,
we will use regrouping (carrying). When this occurs,
write the right digit of the number down into the answer.
We then carry the left digit above the next column to the
left. This digit will be added to the result of the next
multiplication.

o Multiply starting with the rightmost digit of the bottom

number 2. This digit will multiply each digit of the top
number.
o 2x3=6
o 2x1=2
o 2x1=2
o After each multiplication, the result is written directly
below the horizontal line working right to left.
 We continue our multiplication by shifting to the next digit left
in the bottom number. We will repeat the process of
multiplying this digit by each digit in the top number and
regrouping (carrying) when needed. The most important thing
here is to start the placement of the answers from this
multiplication on a new row and one place to the left. This is
done to ensure proper place value in our answer.
o Move one digit left in the bottom number (1). This digit
will multiply each digit of the top number.
o We start a new row to write our answers. We start the
answers one place left (tens' place) and work right.
 o 1x3=3
o 1x1=1
o 1x1=1
 Once we have completed the process and multiplied each
number in the bottom row by each number in the top row, we
are ready to add. We now set up a vertical addition and find
the sum of the amounts in the answer section.
o Find the sum of 226 and 1130.
o 6 + 0 = 6 (or you can just bring the 6 down)
o 2+3=5
o 2+1=3
o 1 + 0 = 1 (or you can just bring the 1 down)
o 226 + 1130 = 1356
113 x 12 = 1356

Let's try an example with carrying involved.

Example 2: Find the product.

305 x 49

 Set up the vertical multiplication by stacking the factors

vertically and lining up the digits by place value. Although
multiplication is commutative (order is not important) we want
to place the number with more digits on top. If the two
numbers have the same number of digits, either number can
be on top.
 Draw a multiplication symbol "x" to the left of the bottom
number and a horizontal line underneath the bottom number.

 We start our multiplication with the ones' place digit

(rightmost) in the bottom column. We will multiply this digit
by each digit in the top number working right to left. After
each multiplication, we write the individual answers below the
horizontal line working right to left. The placement here is
very important to maintain the proper place value.
o If the result of a particular multiplication is larger than 9,
we will use regrouping (carrying). When this occurs,
write the right digit of the number down into the answer.
We then carry the left digit above the next column to the
left. This digit will be added to the result of the next
multiplication.

o Multiply starting with the rightmost digit of the bottom

number 9. This digit will multiply each digit of the top
number.
o 9 x 5 = 45
o Since 45 is a two-digit number, place the 5 directly
below and carry the 4 into the next column left.
o 9x0=0
o We then add the 4 which was carried over. This results
in 0 + 4 which is 4. This will be written directly below.
o 9 x 3 = 27
o Since there are no more columns we can simply write
the 27 and move on to the next step.
 We continue our multiplication by shifting to the next digit left
in the bottom number. We will repeat the process of
 multiplying this digit by each digit in the top number and
regrouping (carrying) when needed. The most important thing
here is to start the placement of the answers from this
multiplication on a new row and one place to the left. This is
done to ensure proper place value in our answer.
o Move one digit left in the bottom number (4). This digit
will multiply each digit of the top number.
o We start a new row to write our answers. We start the
answers one place left (tens' place) and work right.
o 4 x 5 = 20
o Since 20 is a two-digit number, place the 0 below and
carry the 2 into the next column left.
o 4x0=0
o We then add the 2 which was carried over. This results
in 0 + 2 which is 2. This will be written below.
o 4 x 3 = 12
o Since there are no more columns we can simply write
the 12 and move on to the next step.
 Once we have completed the process and multiplied each
number in the bottom row by each number in the top row, we
are ready to add. We now set up a vertical addition and find
the sum of the amounts in the answer section.
o Find the sum of 2745 and 12,200.
o 5 + 0 = 5 (or you can just bring the 5 down)
o 4+0=4
o 7+2=9
o 2+2=4
o 1 + 0 = 1 (or you can just bring the 1 down)
o 2745 + 12,200 = 14,945
305 x 49 = 14,945
 SESSION 9
TOPIC Multiplication problems.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication problems.

LESSON
PLAN
See pdf.

SESSION 10
TOPIC division
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division.
AIM
LESSON
PLAN
 Invite six students to the front of the classroom to participate in acting out a
word problem.
 Read the following word problem: “It is the beginning of a new school year!
Six students have one package of 18 pencils. They want to share the
pencils equally. How many pencils will each student get?”
 Explain that to solve this problem, you must divide, or separate the pencils
into equal groups, each with the same number of pencils.
 Display 18 pencils and ask a different student to act as the “leader” and to
distribute the pencils among the students.
 Explain that together, you have just solved the division problem. You started
with 18 pencils, and shared them equally between six students, proving that
18 divided by 6 is 3.
 Write the equation on the board for all students to see:
18 ÷ 6 = 3

SESSION 11
TOPIC Multiplication problems
 TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication

LESSON
PLAN
 Write the following problem on the board and ask students to solve the
problem in pairs: "Four friends went to a camp that cost a total of $480.
They split the amount equally between each other. How much money did
each friend pay for the camp?"
 Choose students to share their answers and how they solved the problem.
Highlight the question they answered, the equations they used, and the
important information and keywords as you jot down notes from their
explanations on the board.
 Ask for competing ideas from students and have students turn and talk to
their partners about what they think they'll learn today.
 Model finding the correct answer to the problem.
 Tell students today they'll review how to solve long division word problems
and make a list of keywords that indicate they need to divide to solve the
problems.
Solve similar such problems given in the book

SESSION 12
TOPIC Long division.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division.
AIM
LESSON
PLAN

explain how to teach long division in several steps. Instead of showing the whole
algorithm to the students at once, we truly take it "step by step".

Before a child is ready to learn long division, he/she has to know:

 multiplication tables (at least fairly well)

 basic division concept, based on multiplication tables
(for example 28 ÷ 7 or 56 ÷ 8)
 basic division with remainders (for example 54 ÷ 7 or 23 ÷ 5)

One reason why long division is difficult

Long division is an algorithm that repeats the basic steps of
1) Divide; 2) Multiply; 3) Subtract; 4) Drop down the next digit.
Of these steps, #2 and #3 can become difficult and confusing to students because
they don't seemingly have to do with division—they have to do with finding the
remainder. In fact, to point that out, I like to combine them into a single "multiply &
subtract" step.

To avoid the confusion, I advocate teaching long division in such a fashion that
children are NOT exposed to all of those steps at first. Instead, you can teach it in
several "steps":

 Step 1: Division is even in all the digits. Here, students practice just the
dividing part.
 Step 2: A remainder in the ones. Now, students practice the "multiply &
subtract" part and connect that with finding the remainder.
 Step 3: A remainder in the tens. Students now use the whole algorithm,
including "dropping down the next digit", using 2-digit dividends.
 Step 4: A remainder in any of the place values. Students practice the whole
algorithm using longer dividends.

Step 1: Division is even in all the digits

We divide numbers where each of the hundreds, tens, and ones digits are evenly
divisible by the divisor. The GOAL in this first, easy step is to get students used to
two things:

1. To get used to the long division "corner" so that the quotient is written on top.
2. To get used to asking how many times does the divisor go into the various
digits of the dividend.

Example problems for this step follow. Students should check each division by
multiplication.

a. b. c.

4)84 3)660 4)8040

In this step, students also learn to look at the first two digits of the dividend if the
divisor does not "go into" the first digit:

h t o h t o
0 062
 4)248 4)248

4 does not go into 2. You can put zero in the quotient in the hundreds place or omit
it. But 4 does go into 24, six times. Put 6 in the quotient.
Explanation:
The 2 of 248 is of course 200 in reality. If you divided 200 by 4, the result would be
less than 100, so that is why the quotient won't have any whole hundreds.
But then you combine the 2 hundreds with the 4 tens. That makes 24 tens, and
you CAN divide 24 tens by 4. The result 6 tens goes as part of the quotient.

Check the final answer: 4 × 62 = 248.

More example problems follow. Divide. Check your answer by multiplying the
quotient and the divisor.

a
. 3)123 b. 4)284

c
. 6)360 d. 8)248

Step 2: A Remainder in the ones

Now, there is a remainder in the ones (units). Thousands, hundreds, and tens digits
still divide evenly by the divisor. First, students can solve the remainder mentally and
simply write the remainder right after the quotient:

h t o th h t o
0 4 1 R1 0 4 0 0 R7
4) 165 8) 3207

4 does not go into 1 (hundred). So 8 does not go into 3 of the thousands. So

combine the 1 hundred with the 6 tens combine the 3 thousands with the 2 hundreds
(160). (3,200).

4 goes into 16 four times.
4 goes into 5 once, leaving a remainder
of 1.
8 goes into 32 four times (3,200 ÷ 8 = 400)
8 goes into 0 zero times (tens).
8 goes into 7 zero times, and leaves a remainder
 of 7.

Next, students learn to find the remainder using the process of "multiply &
subtract". This is a very important step! The "multiply & subtract" part is often very
confusing to students, so here we practice it in the easiest possible place: in the very
end of the division, in the ones colum (instead of in the tens or hundreds column). Of
course, this assumes that students have already learned to find the remainder in
easy division problems that are based on the multiplication tables (such as 45 ÷ 7 or
18 ÷ 5).

In the problems before, you just wrote down the remainder of the ones. Usually, we
write down the subtraction that actually finds the remainder. Look carefully:

h t o th h t o
061 0402
4) 247 4) 1609
−4 −8
3 1
When dividing the ones, 4 goes into 7 one When dividing the ones, 4 goes into 9 two
time. Multiply 1 × 4 = 4, write that four times. Multiply 2 × 4 = 8, write that eight
under the 7, and subract. This finds us the under the 9, and subract. This finds us the
remainder of 3. remainder of 1.

Check: 4 × 61 + 3 = 247 Check: 4 × 402 + 1 = 1,609

Here are some example problems. Now, the students check the answer by
multiplying the divisor times the quotient, and then adding the remainder.

a
. 3)128 b. 3)95

c
. 6)4267 d. 4)2845
Step 3: A remainder in the tens
In this step, students practice for the first time all the basic steps of long division
algorithm: divide, multiply & subtract, drop down the next digit. We use two-digit
numbers to keep it simple. Multiply & subtract has to do with finding the remainder,
and after finding a remainder, we combine that with the next unit we are getting
ready to divide (dropping down the digit).

An example:

3. Drop down the next

1. Divide. 2. Multiply & subtract.
digit.

t o t o t o
2 2 29
2 )5 8 2)58 2)58
-4 -4↓
1 18
Two goes into 5 two times,
or 5 tens ÷ 2 = 2 whole To find it, multiply 2 × 2 = Next, drop down the 8 of
tens -- but there is a 4, write that 4 under the the ones next to the
remainder! five, and subtract to find leftover 1 ten. You
the remainder of 1 ten. combine the remainder
ten with 8 ones, and get
18.

3. Drop down the next

1. Divide. 2. Multiply & subtract.
digit.

t o t o t o
29 29 29
2)58 2)58 2)58
-4 -4 -4
18 18 18
-18 -18
0 0
Divide 2 into 18. Place 9
into the quotient. Multiply 9 × 2 = 18, write The division is over since
that 18 under the 18, and there are no more digits in
 subtract. the dividend. The quotient
is 29.

Step 4: A remainder in any of the place values

After the previous step has been mastered, students then practice long division with
three- and four-digit numbers where they will have to go through the basic steps
several times.

3. Drop down the next

1. Divide. 2. Multiply & subtract.
digit.

h t o h t o h t o
1 1 18
2 )2 7 8 2)278 2)278
-2 -2↓
0 07

Two goes into 2 one time, Multiply 1 × 2 = 2, write Next, drop down the 7 of
or 2 hundreds ÷ 2 = 1 that 2 under the two, and the tens next to the zero.
hundred. subtract to find the
remainder of zero.

Drop down the next

Divide. Multiply & subtract.
digit.

h t o h t o h t o
13 13 13
2)278 2)278 2)278
-2 -2 -2
07 07 07
- 6 - 6
1 18
Divide 2 into 7. Place 3
into the quotient. Multiply 3 × 2 = 6, write Next, drop down the 8 of
that 6 under the 7, and the ones next to the 1
subtract to find the leftover ten.
remainder of 1 ten.

3. Drop down the next

1. Divide. 2. Multiply & subtract.
digit.
 h t o h t o h t o
139 139 139
2)278 2)278 2)278
-2 -2 -2
07 07 07
- 6 - 6 - 6
18 18 18
-18 -18
0 0
Divide 2 into 18. Place 9
into the quotient. Multiply 9 × 2 = 18, write There are no more digits
that 18 under the 18, and to drop down. The
subtract to find the quotient is 139.
remainder of zero.

SESSION 13
TOPIC Measurement of time.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of a clock
AIM
LESSON
PLAN
See pdf.

SESSION 14
TOPIC calendar
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of a
AIM calendar.

LESSON
PLAN
What Is A Calendar For Kids
It seems obvious, but the first step to teaching kids about the
calendar is to make sure we explain to them what a calendar is.

A calendar is a series of pages that shows the days, weeks, and

months of a particular year. It is a tool we use to help us keep
track of each day, and allows us to visually see when different
events will happen.

Teach Kids How To Read A Calendar Lesson Plan

The next step is to teach kids how to read a calendar. This could
be split up into 4 different lessons.
Lesson 1: Days & Weeks

The objectives to cover in this lesson are:

 each square represents one day

 a group of 7 days in a row is called a week
 one week is equal to 7 days
 each day of the week has a name
 show where the names of the days of the week are
shown on a calendar
 each square in a column under the name of a day of the
week represents 1 day with that name. i.e. all squares
under Wednesday represent 1 Wednesday
 “If we are this day” (point to a square), “1 week later
would be” (point to square underneath)
 ask them which square would be 2 weeks later, or 3
weeks later
 explain that a square above shows 1 week ago (in the
past)
 ask them which square would be 2 weeks ago or another
number of weeks ago
Lesson 2: Order of Days of the Week

Today’s objective is to work on learning the order of the days of

the week and also to realize that the days go in a continuous
cycle (i.e. after Sunday is Monday again).
Lesson 3: Months of the Year
  30 or 31 days is grouped into a month
 each year has 12 months
 order of the months
 after we get to the end of the last month we go into a new
year and start the months back from the beginning
Lesson 4: Order of the Months of the Year

The goal of today is to spend a few minutes learning the order of

the months of the year. Mastery isn’t the goal, it’s just to spend
time working on this skill. Think of it more as an introduction.

SESSION 15
TOPIC Fractions.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of fractions.
AIM
LESSON
PLAN
 Students will first read the brief Introduction to
Fractions. Imagine that you had a pizza and you wanted
to share it with 7 of your friends.
 How would you divide that pizza up so that each of you
received an equal amount?
 Tell students that through this activity they will learn
how to divide something into equal parts by learning
about fractions.
 Give each student a piece of plain white paper and
request that they fold it in half.
 Now explain that you have divided a whole piece of
paper into two equal parts and that a fraction is simply
a part of a whole.
 Ask the students to color in one of the two equal parts,
and have one student write ½ on the board to show
that one out of the two equal parts is now shaded.
 Now is a good time to introduce the terms numerator
and denominator.
 Explain the numerator to be the number of parts that
 are shaded and the denominator is the total number of
equal parts. Students may remember the association
better when it is explained that down and denominator
both start with D.
 After you have given this instruction, perform the same
activity with pieces of paper to describe fractions such
as 1/4, 1/8, 2/3, etc.
 Each time this is done, have students write the
fraction on the board and identify the numerator and
denominator.
 Have students draw alternate shapes and divide them
to show each fraction discovered.
 Day 2: Review simple fractions from Day 1 with small
groups while other groups play fraction board games
and fraction interactive games online. Switch groups
every 1/4 of an hour.
 Day 3: Bring in a plate of cookies to represent the
whole. How will we divide the plateful of cookies so
everyone will have equal amounts? Have students
divide the cookies and eat them. While eating, ask the
students what experiences they have had splitting
items equally (at home, with friends, etc). How do we
represent these divisions numerically? Why is it
important that we can split items? What if we didn't
share? What if we couldn't share? Do we need
fractions?

SESSION 16
TOPIC Handling data.
TIME 45 MINUTES
LESSON 
AIM
LESSON
PLAN