Numbers

Subtraction - Subtraction of multiples of ten

By the end of the lesson, the learner should be able to:

-Subtract multiples of ten
-Use counters to subtract multiples of ten
-Show interest in subtraction of multiples of ten

-Learners use counters to make bundles of 10
-Learners subtract using bundles of 10
-Learners solve subtraction problems with multiples of 10

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 67
-Counters
-Number cards

-Observation -Oral questions -Written assignments

Numbers

Subtraction - Subtraction of multiples of ten

By the end of the lesson, the learner should be able to:

-Subtract multiples of ten
-Solve subtraction word problems with multiples of 10
-Appreciate subtraction in daily life

-Learners read number stories involving subtraction of multiples of 10
-Learners subtract tens only
-Learners solve subtraction word problems with multiples of 10

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 68
-Number cards
-Place value charts
-Practice sheets

-Observation -Oral questions -Written assignments

Numbers

Subtraction - Number patterns involving subtraction

By the end of the lesson, the learner should be able to:

-Identify patterns involving subtraction
-Complete patterns involving subtraction
-Appreciate patterns in daily life

-Learners look at given patterns of numbers
-Learners fill in missing numbers in patterns
-Learners identify the rule for each pattern
-Learners find the next numbers in the pattern

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 69
-Number cards
-Pattern cards

-Observation -Oral questions -Written assignments

Numbers

Subtraction - Number patterns involving subtraction

By the end of the lesson, the learner should be able to:

-Identify patterns involving subtraction
-Complete patterns involving subtraction
-Show interest in patterns involving subtraction

-Learners look at given patterns of numbers
-Learners fill in missing numbers in patterns
-Learners identify the rule for each pattern
-Learners sing the "Ten Green Bottles" song

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 70
-Number cards
-Pattern cards
-Song lyrics

-Observation -Oral questions -Written assignments

Numbers

Subtraction - Number patterns involving subtraction

By the end of the lesson, the learner should be able to:

-Create patterns involving subtraction
-Identify rules in subtraction patterns
-Appreciate patterns in daily life

-Learners create their own patterns involving subtraction
-Learners exchange patterns with partners to solve
-Learners identify rules in different patterns

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 70
-Number cards
-Blank pattern sheets

-Observation -Oral questions -Written assignments

Numbers

Subtraction - Review of subtraction without regrouping
Subtraction - Review of subtraction with regrouping

By the end of the lesson, the learner should be able to:

-Subtract a 1-digit number from a 2-digit number without regrouping
-Subtract a 2-digit number from a 2-digit number without regrouping
-Show interest in subtraction

-Learners review subtraction without regrouping
-Learners solve different subtraction problems without regrouping
-Learners solve word problems

How do you work out missing numbers in number patterns involving subtraction?

-MENTOR Mathematical Activities Grade 2 pg. 61-64
-Number cards
-Practice sheets
-MENTOR Mathematical Activities Grade 2 pg. 65-66

-Observation -Oral questions -Written assignments

Numbers

Multiplication (12 lessons) - Multiplication as repeated addition

By the end of the lesson, the learner should be able to:

-Represent multiplication as repeated addition
-Write repeated addition sentences
-Appreciate multiplication as repeated addition

-Learners look at pictures showing groups of objects
-Learners count how many groups of objects are in the picture
-Learners count how many objects are in each group
-Learners collect safe objects from the school compound
-Learners arrange objects in groups of 1, 2, and 3
-Learners write repeated addition sentences for the total objects

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 71
-Pictures
-Safe objects
-Counters

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplication as repeated addition

By the end of the lesson, the learner should be able to:

-Represent multiplication as repeated addition
-Write repeated addition sentences
-Show interest in multiplication

-Learners write repeated addition sentences for groups of objects
-Learners count the total number of objects
-Learners represent different arrangements as repeated addition

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 72
-Objects
-Counters
-Pictures

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Using 'x' sign in multiplication

By the end of the lesson, the learner should be able to:

-Write multiplication using 'x' sign
-Convert repeated addition to multiplication
-Appreciate multiplication in daily life

-Learners write repeated addition sentences
-Learners convert repeated addition to multiplication using 'x' sign
-Learners fill in the blanks in multiplication sentences

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 73
-Objects
-Number cards
-Counters

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Using 'x' sign in multiplication
Multiplication - Multiplying one-digit numbers by 1, 2, and 3

By the end of the lesson, the learner should be able to:

-Write multiplication using 'x' sign
-Convert repeated addition to multiplication
-Show interest in multiplication

-Learners arrange counters in equal groups
-Learners write repeated addition sentences
-Learners convert repeated addition to multiplication using 'x' sign
-Learners fill in the gaps in multiplication sentences

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 74
-Counters
-Number cards
-MENTOR Mathematical Activities Grade 2 pg. 75

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplying one-digit numbers by 1, 2, and 3

By the end of the lesson, the learner should be able to:

-Multiply one-digit numbers by 1, 2, and 3
-Solve multiplication problems
-Show interest in multiplication

-Learners use counters to multiply one-digit numbers by 1, 2, and 3
-Learners count the total number of counters
-Learners solve multiplication problems

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 76
-Counters
-Number cards

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplying one-digit numbers by 4 and 5

By the end of the lesson, the learner should be able to:

-Multiply one-digit numbers by 4 and 5
-Use objects to multiply
-Appreciate multiplication in daily life

-Learners collect safe objects from their school
-Learners arrange objects in 5 groups of 4
-Learners count the total number of objects
-Learners solve multiplication problems

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 77
-Safe objects
-Counters
-Number cards

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplying one-digit numbers by 4 and 5
Multiplication - Multiplying one-digit numbers by 1, 2, 3, 4, and 5

By the end of the lesson, the learner should be able to:

-Multiply one-digit numbers by 4 and 5
-Solve multiplication problems
-Show interest in multiplication

-Learners use counters to multiply one-digit numbers by 4 and 5
-Learners count the total number of counters
-Learners solve multiplication problems
-Using a digital device, learners search for a video clip on multiplication

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 78
-Counters
-Number cards
-Digital devices
-Internet access
-MENTOR Mathematical Activities Grade 2 pg. 79
-Locally available materials
-Multiplication chart
-Manila paper

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplying a one-digit number by 10

By the end of the lesson, the learner should be able to:

-Multiply a one-digit number by 10
-Use objects to multiply by 10
-Show interest in multiplication by 10

-Learners collect safe objects from their school
-Learners arrange objects in groups of 10
-Learners count the total number of objects
-Learners solve multiplication problems involving multiplication by 10

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 79
-Safe objects
-Counters
-Number cards

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Multiplying a one-digit number by 10

By the end of the lesson, the learner should be able to:

-Multiply a one-digit number by 10
-Solve word problems involving multiplication by 10
-Appreciate multiplication in daily life

-Learners multiply one-digit numbers by 10
-Learners solve word problems involving multiplication by 10
-With the help of parents or guardians, learners visit the local market to see how different fruits and other items are arranged in groups

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 80
-Number cards
-Counters

-Observation -Oral questions -Written assignments

Numbers

Multiplication - Review of multiplication concepts

By the end of the lesson, the learner should be able to:

-Represent multiplication as repeated addition
-Write multiplication sentences
-Show interest in multiplication

-Learners review repeated addition and multiplication
-Learners convert repeated addition to multiplication
-Learners solve multiplication problems

How is multiplication represented as repeated addition?

-MENTOR Mathematical Activities Grade 2 pg. 80
-Objects
-Number cards
-Counters

-Observation -Oral questions -Written assignments

Numbers

Division (8 lessons) - Division as equal sharing
Division - Division as equal sharing

By the end of the lesson, the learner should be able to:

-Represent division as equal sharing
-Share objects equally
-Appreciate division in daily life

-Learners work in pairs and pick counters one at a time until all counters are finished
-Learners count how many counters each learner has
-Learners share different numbers of objects equally between 2 learners
-Learners determine how many objects each learner gets

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 81
-Counters
-Objects
-MENTOR Mathematical Activities Grade 2 pg. 82

-Observation -Oral questions -Written assignments

Numbers

Division - Division as equal grouping

By the end of the lesson, the learner should be able to:

-Represent division as equal grouping
-Group objects equally
-Appreciate division in daily life

-Learners work with 12 counters
-Learners select 3 members of their group
-Each member picks a counter one at a time until counters are finished
-Learners count the number of counters each member picked
-Learners put objects into equal groups of 3
-Learners count how many groups they have

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 83
-Counters
-Objects

-Observation -Oral questions -Written assignments

Numbers

Division - Division as equal grouping

By the end of the lesson, the learner should be able to:

-Represent division as equal grouping
-Group objects equally
-Show interest in division

-Learners put objects into equal groups of 3
-Learners count how many groups they have
-Learners solve division problems involving equal grouping

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 84
-Objects
-Counters

-Observation -Oral questions -Written assignments

Numbers

Division - Using '÷' sign in writing division statements

By the end of the lesson, the learner should be able to:

-Use '÷' sign in writing division statements
-Write division statements
-Appreciate division in daily life

-Learners share counters equally among 3 learners
-Learners write division statements using '÷' sign
-Learners solve division problems

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 85
-Counters
-Objects

-Observation -Oral questions -Written assignments

Numbers

Division - Using '÷' sign in writing division statements
Division - Division by 4

By the end of the lesson, the learner should be able to:

-Use '÷' sign in writing division statements
-Solve division problems
-Show interest in division

-Learners share objects equally
-Learners put objects into equal groups
-Learners write division statements using '÷' sign
-Learners solve division problems

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 86
-Objects
-Counters
-MENTOR Mathematical Activities Grade 2 pg. 87

-Observation -Oral questions -Written assignments

Numbers

Division - Division by 5

By the end of the lesson, the learner should be able to:

-Divide numbers by 5
-Put counters into 5 equal groups
-Show interest in division

-Learners work with 25 counters
-Learners put counters into 5 equal groups
-Learners count the number of counters in each group
-Learners solve division problems
-Using a digital device, learners play games involving division of numbers

How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 88
-Counters
-Objects
-Digital devices

-Observation -Oral questions -Written assignments

Numbers

Fractions (12 lessons) - Identifying a half as part of a whole

By the end of the lesson, the learner should be able to:

-Identify a half as part of a whole
-Divide shapes into halves
-Appreciate fractions in daily life

-Learners look at pictures showing different fractions
-Learners identify what they see in the pictures
-Learners draw different shapes in their books
-Learners divide the shapes into two equal parts
-Learners shade one of the equal parts

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 81
-Pictures
-Pencils
-Crayons

-Observation -Oral questions -Written assignments

Numbers

Fractions - Making a half using a circular cut-out

By the end of the lesson, the learner should be able to:

-Make a half using a circular cut-out
-Identify a half of a whole
-Show interest in fractions

-Learners use manila paper, circular objects, pencils, and scissors to make circular cut-outs
-Learners fold the circular paper cut-outs into two equal parts
-Learners color one part of the whole
-Learners identify which colored parts of circles show a half

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 82
-Manila paper
-Circular objects
-Pencils
-Scissors
-Crayons

-Observation -Oral questions -Written assignments

Numbers

Fractions - Making a half using a rectangular cut-out
Fractions - Identifying a quarter as part of a whole

By the end of the lesson, the learner should be able to:

-Make a half using a rectangular cut-out
-Identify a half of a whole
-Appreciate fractions in daily life

-Learners use manila paper, rectangular objects, pencils, and scissors to make rectangular cut-outs
-Learners fold the rectangular paper cut-outs into two equal parts
-Learners color one part of the whole
-Learners identify that the colored part shows a half, written as ½

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 84
-Manila paper
-Rectangular objects
-Pencils
-Scissors
-Crayons
-MENTOR Mathematical Activities Grade 2 pg. 86
-Pictures

-Observation -Oral questions -Written assignments

Numbers

Fractions - Identifying a quarter as part of a whole

By the end of the lesson, the learner should be able to:

-Identify a quarter as part of a whole
-Identify fractions in shapes
-Appreciate fractions in daily life

-Learners identify what fraction each colored part shows
-Learners identify which shapes are divided into 2 equal parts
-Learners identify which shapes are divided into 4 equal parts

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 87
-Pictures
-Cut-out shapes

-Observation -Oral questions -Written assignments

Numbers

Fractions - Identifying a half and a quarter

By the end of the lesson, the learner should be able to:

-Identify a half and a quarter of a whole
-Determine how many halves or quarters make a whole
-Show interest in fractions

-Learners identify what fraction each colored part shows
-Learners determine how many halves make a whole
-Learners determine how many quarters make a whole
-Learners solve word problems involving fractions

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 88
-Pictures
-Cut-out shapes

-Observation -Oral questions -Written assignments

Numbers

Fractions - Identifying a half and a quarter in everyday objects

By the end of the lesson, the learner should be able to:

-Identify a half and a quarter in everyday objects
-Relate fractions to everyday life
-Appreciate fractions in daily life

-Learners identify fractions in everyday objects
-Learners divide everyday objects (like fruits or bread) into halves and quarters
-Learners solve word problems involving fractions in everyday life

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 88
-Safe everyday objects
-Pictures

-Observation -Oral questions -Written assignments

Numbers

Fractions - Comparing a half and a quarter
Fractions - Identifying fractions in different shapes

By the end of the lesson, the learner should be able to:

-Compare a half and a quarter
-Determine which is larger, a half or a quarter
-Show interest in fractions

-Learners fold paper shapes into halves and quarters
-Learners compare the sizes of a half and a quarter
-Learners determine which is larger
-Learners solve problems involving comparison of fractions

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 89
-Paper shapes
-Pictures
-Different shaped cut-outs
-Crayons

-Observation -Oral questions -Written assignments

Numbers

Fractions - Solving word problems involving fractions

By the end of the lesson, the learner should be able to:

-Solve word problems involving fractions
-Apply knowledge of fractions to real-life situations
-Show interest in fractions

-Learners solve word problems involving halves and quarters
-Learners apply knowledge of fractions to real-life situations
-Learners create their own word problems involving fractions

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 89
-Word problem cards
-Pictures

-Observation -Oral questions -Written assignments

Numbers

Fractions - Review and consolidation of fractions

By the end of the lesson, the learner should be able to:

-Identify a half and a quarter as part of a whole
-Use fractions in day-to-day activities
-Appreciate fractions in daily life

-Learners identify a half and a quarter of shapes
-Learners determine how many halves or quarters make a whole
-Learners solve word problems involving fractions
-Learners play games involving fractions using digital devices

How do we get a fraction from a whole?

-MENTOR Mathematical Activities Grade 2 pg. 89
-Cut-out shapes
-Pictures
-Digital devices

-Observation -Oral questions -Written assignments

Numbers

Fractions - Review and consolidation of Number Concept

By the end of the lesson, the learner should be able to:

-Identify numbers 1 to 100 in symbols
-Represent numbers using objects
-Appreciate the use of numbers in daily life

-Learners take turns to read numbers 1 to 100
-Learners represent numbers using objects
-Learners identify numbers that come before and after given numbers

How can we represent numbers using objects?

-MENTOR Mathematical Activities Grade 2 pg. 22
-Number cards
-Counters
-Objects

-Observation -Oral questions -Written assignments

Numbers

Fractions - Review and consolidation of Whole Numbers
Fractions - Review and consolidation of Addition and Subtraction

By the end of the lesson, the learner should be able to:

-Count numbers forward up to 100
-Count numbers backward from 50
-Show interest in counting numbers

-Learners count forward up to 100
-Learners count backward from 50
-Learners identify missing numbers in sequences
-Learners write numbers in terms of tens and ones

How do we get the next number in a number pattern?

-MENTOR Mathematical Activities Grade 2 pg. 40
-Number cards
-Place value charts
-MENTOR Mathematical Activities Grade 2 pg. 56, 70

-Observation -Oral questions -Written assignments

Numbers

Fractions - Review and consolidation of Multiplication and Division

By the end of the lesson, the learner should be able to:

-Multiply one-digit numbers by 1, 2, 3, 4, 5, and 10
-Divide numbers up to 25 by 4 and 5 without a remainder
-Show interest in operations with numbers

-Learners multiply one-digit numbers by 1, 2, 3, 4, 5, and 10
-Learners divide numbers up to 25 by 4 and 5 without a remainder
-Learners solve multiplication and division word problems

How is multiplication represented as repeated addition?
How can you share a given number of objects equally?

-MENTOR Mathematical Activities Grade 2 pg. 80, 88
-Number cards
-Counters
-Objects

-Observation -Oral questions -Written assignments

Measurement

Length (6 lessons) - Measuring length using fixed units

By the end of the lesson, the learner should be able to:

-Measure length using fixed units
-Compare lengths of different objects
-Appreciate measuring length in daily life

-Learners look at pictures showing children measuring length
-Learners discuss what the children are doing
-Learners discuss what they can use to measure different lengths
-Learners make sticks of equal length
-Learners use the sticks to measure different lengths

How is the length of an object measured?

-MENTOR Mathematical Activities Grade 2 pg. 90
-Sticks
-Objects

-Observation -Oral questions -Written assignments

Measurement

Length - Measuring length using fixed units

By the end of the lesson, the learner should be able to:

-Measure length using fixed units
-Use different units to measure length
-Show interest in measuring length

-Learners use sticks of equal length to measure the longest side of their classroom
-Learners use sticks of equal length to measure the shortest side of their classroom
-Learners use other objects like pencils and sharpeners to measure lengths

How is the length of an object measured?

-MENTOR Mathematical Activities Grade 2 pg. 91
-Sticks
-Objects
-Pencils
-Sharpeners

-Observation -Oral questions -Written assignments

Measurement

Length - Identifying metre as a unit of measuring length
Length - Measuring length in metres

By the end of the lesson, the learner should be able to:

-Identify the metre as a unit of measuring length
-Make 1-metre sticks
-Appreciate the metre as a standard unit of measuring length

-Learners are given a one-metre ruler
-Learners use the 1-metre ruler to make 1-metre sticks
-Learners compare their 1-metre sticks with those of their friends
-Learners discuss that length is measured in metres

How is the length of an object measured?

-MENTOR Mathematical Activities Grade 2 pg. 92
-1-metre ruler
-Sticks
-Materials for making 1-metre sticks
-MENTOR Mathematical Activities Grade 2 pg. 93
-1-metre sticks

-Observation -Oral questions -Written assignments

Measurement

Length - Measuring length in metres

By the end of the lesson, the learner should be able to:

-Measure length in metres
-Use 1-metre sticks to measure lengths
-Appreciate measuring length in daily life

-Learners use 1-metre sticks to measure the longer side of their classroom window
-Learners use 1-metre sticks to measure the longer side of their teacher's table
-Learners use 1-metre sticks to measure the distance from the chalkboard to their desks
-Learners use 1-metre sticks to measure the distance from the teacher's table to their desks

How is the length of an object measured?

-MENTOR Mathematical Activities Grade 2 pg. 94
-1-metre sticks

-Observation -Oral questions -Written assignments

Measurement

Length - Measuring length in metres

By the end of the lesson, the learner should be able to:

-Measure length in metres
-Use 1-metre sticks to measure length
-Show interest in measuring length in metres

-With the help of parents or guardians, learners make sticks of equal lengths
-Learners use the sticks to measure the lengths of different items at home
-In pairs, learners use a one-metre stick to measure different lengths during their free time
-Learners measure the lengths of different objects using a one-metre stick

How is the length of an object measured?

-MENTOR Mathematical Activities Grade 2 pg. 95
-1-metre sticks
-Objects to measure

-Observation -Oral questions -Written assignments

Measurement

Mass (6 lessons) - Measuring mass using fixed units
Mass - Measuring mass using fixed units

By the end of the lesson, the learner should be able to:

-Measure mass using fixed units
-Compare masses of different objects
-Appreciate measuring mass in daily life

-Learners look at pictures showing a beam balance
-Learners discuss what they see in the pictures
-Learners discuss what they can use to measure mass
-With the guidance of the teacher, learners make a beam balance using nails, strings, hammer, and two circular plates
-Learners talk about how they can use the beam balance to measure mass

Why is it important to know the mass of an object?

-MENTOR Mathematical Activities Grade 2 pg. 96
-Nails
-Strings
-Hammer
-Circular plates
-Pictures
-MENTOR Mathematical Activities Grade 2 pg. 97
-Beam balance
-Exercise books
-Pens
-Safe objects

-Observation -Oral questions -Written assignments

Measurement

Mass - Measuring mass using fixed units

By the end of the lesson, the learner should be able to:

-Measure mass using fixed units
-Use different objects to measure mass
-Appreciate measuring mass in daily life

-Learners use different objects to measure the mass of a padlock
-Learners measure the mass of the padlock in terms of pencils, pens, dusters, bottles, and rubbers
-Learners measure the mass of different objects using the beam balance
-In small groups, learners use a beam balance to measure mass of different objects in the classroom

Why is it important to know the mass of an object?

-MENTOR Mathematical Activities Grade 2 pg. 98
-Beam balance
-Padlock
-Pencils
-Pens
-Dusters
-Bottles
-Rubbers

-Observation -Oral questions -Written assignments

Measurement

Mass - Identifying a kilogram

By the end of the lesson, the learner should be able to:

-Identify the kilogram as a unit of measuring mass
-Use a 1 kilogram mass to measure mass
-Show interest in measuring mass in kilograms

-Learners use a beam balance, a 1-kilogram mass, soil, and empty bags
-Learners place one kilogram mass on one side of the beam balance
-Learners place a bag of soil on the other side of the beam balance
-Learners add more soil to the bag until the beam balances
-Learners identify that the mass of the bag of soil is 1 kg
-Learners make more 1 kg bags of soil using the beam balance

Why is it important to know the mass of an object?

-MENTOR Mathematical Activities Grade 2 pg. 99
-Beam balance
-1-kilogram mass
-Soil
-Empty bags

-Observation -Oral questions -Written assignments

Measurement

Mass - Measuring mass in kilograms

By the end of the lesson, the learner should be able to:

-Measure mass in kilograms
-Use a 1 kilogram container to measure mass
-Appreciate measuring mass in daily life

-Learners use a 1 kg container, a bucket, and soil
-Learners use the 1 kg container to fill the bucket with soil
-Learners count how many containers filled the bucket
-Learners determine the mass of the bucket filled with soil
-Learners use a beam balance and a 1 kilogram mass to measure the mass of different objects

Why is it important to know the mass of an object?

-MENTOR Mathematical Activities Grade 2 pg. 100
-1 kg container
-Bucket
-Soil
-Beam balance
-1-kilogram mass

-Observation -Oral questions -Written assignments

Measurement

Mass - Measuring mass in kilograms

By the end of the lesson, the learner should be able to:

-Measure mass in kilograms
-Solve problems involving mass
-Show interest in measuring mass in kilograms

-Learners look at pictures showing the mass of different items
-Learners determine the mass of each item
-Learners solve problems involving mass in kilograms
-With the help of parents or guardians, learners visit a nearby shop or market and help the shopkeeper measure the mass of different items using a one-kilogram container

Why is it important to know the mass of an object?

-MENTOR Mathematical Activities Grade 2 pg. 101
-Pictures
-Items with different masses
-MENTOR Mathematical Activities Grade 2 pg. 102
-Beam balance
-1-kilogram masses
-Textbooks
-Pictures of items

-Observation -Oral questions -Written assignments

Measurement

Capacity (8 lessons) - Measuring capacity using fixed units

By the end of the lesson, the learner should be able to:

-Measure capacity using fixed units
-Use cups to measure capacity
-Appreciate measuring capacity in daily life

-Learners look at pictures showing children measuring capacity
-Learners discuss what the children are doing in each picture
-Learners discuss what they can use to measure the capacity of different containers
-Using a cup, learners fill different containers with water
-Learners count and write the number of cups that fill each container

Why do containers have different capacities?

-MENTOR Mathematical Activities Grade 2 pg. 106
-Cups
-Containers
-Water

-Observation -Oral questions -Written assignments

Measurement

Capacity - Measuring capacity using fixed units

By the end of the lesson, the learner should be able to:

-Measure capacity using fixed units
-Compare capacity of different containers
-Show interest in measuring capacity

-Learners collect containers of different shapes
-Learners count the number of bottles that fill each container
-Learners use the same container to fill a pot and a basin
-Learners identify which containers hold the same number of bottles of water
-Learners discuss whether containers of different shapes can have the same capacity

Why do containers have different capacities?

-MENTOR Mathematical Activities Grade 2 pg. 107
-Containers of different shapes
-Bottles
-Water
-Pot
-Basin

-Observation -Oral questions -Written assignments

Measurement

Capacity - Identifying the litre

By the end of the lesson, the learner should be able to:

-Identify the litre as a unit of measuring capacity
-Use 1 litre containers
-Appreciate the litre as a standard unit of measuring capacity

-Learners use a 1 litre jug, water, and a 1 litre bottle
-Learners fill the one litre jug with water
-Learners pour the water into the one litre bottle
-Learners discuss what they notice
-Learners look at pictures of different containers
-Learners identify the capacity of each container

Why do containers have different capacities?

-MENTOR Mathematical Activities Grade 2 pg. 108
-1 litre jug
-1 litre bottle
-Water
-Pictures of containers

-Observation -Oral questions -Written assignments

Measurement

Capacity - Measuring capacity using 1 litre containers

By the end of the lesson, the learner should be able to:

-Measure capacity in litres
-Use 1 litre bottles to measure capacity
-Show interest in measuring capacity in litres

-Learners use a 1 litre bottle, containers of different sizes, and water
-Learners use the 1 litre bottle to fill different containers with water
-Learners count how many 1 litre bottles are needed to fill each container
-Learners determine the capacity of each container in litres

Which commodities can be measured in terms of litres?

-MENTOR Mathematical Activities Grade 2 pg. 109
-1 litre bottle
-Containers of different sizes
-Water
-MENTOR Mathematical Activities Grade 2 pg. 110

-Observation -Oral questions -Written assignments

Measurement

Capacity - Measuring capacity using 1 litre containers

By the end of the lesson, the learner should be able to:

-Measure capacity in litres
-Solve problems involving capacity
-Show interest in measuring capacity in litres

-Learners determine how many containers of one size are needed to fill a container of a different size
-Learners solve problems involving capacity in litres
-With the help of parents or guardians, learners measure the capacity of different containers at home

Which commodities can be measured in terms of litres?

-MENTOR Mathematical Activities Grade 2 pg. 111
-Containers of different sizes
-1 litre bottle
-Water

-Observation -Oral questions -Written assignments

Measurement

Capacity - Measuring capacity using 1 litre containers

By the end of the lesson, the learner should be able to:

-Measure capacity in litres
-Solve problems involving capacity
-Appreciate measuring capacity in daily life

-Learners answer questions about the capacity of different containers
-Learners determine the number of glasses a jug holds
-Learners identify the capacity of containers in litres
-With the help of parents or guardians, learners measure the capacity of different containers at home using a 1 litre bottle or jug to measure liquids such as milk and water

Which commodities can be measured in terms of litres?

-MENTOR Mathematical Activities Grade 2 pg. 112
-1 litre bottle
-1 litre jug
-Containers
-Water
-Milk

-Observation -Oral questions -Written assignments