Week 2 (Beginning September 26, 2022)

Subject: Mathematics
Grade: 2
Term:1
Unit: 1
Theme: My Body (II)
Focus Question: What do I need to know about my brain, heart, and skeleton?
Attainment Target(s): To enable pupils to:
 Use the basic operations with numbers and number patterns.
 Demonstrate an understanding of the magnitude (size) of (cardinal) numbers and use this
to compare and place whole numbers in serial order including the number line.
Strand: Number
Objectives: At the end of the lesson pupils should be able to:
1. Compare two two-digit and three-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.
2. Compare 3-digit numbers using the terms ‘greatest/least.’
Learning Outcomes: Students will:
 Understand that the three digits of a three-digit number represent how many hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
 Have a basic understanding of how to compare 2-digit numbers from first grade.
Skills: making the comparison, having a basic understanding of how to compare 2-digit numbers
from grade one.
Materials: teacher-made songs about the symbols, Number Line
(https://mathsbot.com/tools/placeValue), Place Value Chart (
https://mathsbot.com/tools/placeValue) or Dienes blocks (https://www.didax.com/apps/base-ten-
blocks/
Vocabulary: greater than, less than, least, greatest equal
Link to other subject areas:
Content:
To compare three-digit numbers:

First, check if one number has more hundreds than the other. For example, 652 < 701, because
701 has more hundreds than 652.
If the numbers have the same number of hundreds, then check the tens.
For example, 652 > 639 because though both have six hundreds, 652 has more tens than 639.
If the numbers have the same number of hundreds AND the same number of tens, then look at
the ones.
For example, 652 < 655 because both have six hundreds and five tens, 655 has more
ones.

Remember, the open end (open mouth) of the symbols < and > ALWAYS opens towards the
bigger number.

DAY 1
Topic: Comparing sizes of numbers.
Teaching Learning Activities
Engage:
1. The students will be asked to watch the video entitled, ‘Comparing and Ordering
Numbers’ from: https://www.youtube.com/watch?v=I_USfjnTLSY
2. At the end of the video, the teacher will ask the students what they think the lesson will
be about, a possible answer is “comparing numbers.”
3. The teacher will then share a scenario based on the video to see what the students had
grasped from it.

Scenario: At the end of a netball match the scoreboard recorded the following points Team
Bee 359 and Team Mouse 235. Who won the game? Explain how you arrived at your answer.

Guided questions

● How did you arrive at your answer?

● Which number is less/more?
● How do you know?
4. After the students have responded, the teacher will then ask, “Is there a symbol that can
be used to show which number is less/more?” Possible answers “yes, no, maybe”, the
teacher will clear any misconception by drawing and labeling the symbols on the board
(>, <) to remind the students of what they are. The teacher will also explain the equal
symbol =.

Explore:
1. In small groups, the students will solve a given problem that involves comparing three-
digit numbers. Each group will use one of the following two manipulatives to aid in
solving the problem: Number Line (https://mathsbot.com/tools/placeValue), Place Value
Chart ( https://mathsbot.com/tools/placeValue) or Dienes blocks
(https://www.didax.com/apps/base-ten-blocks/).

Problem:
Demario got $158 for his lunch and Paris got $149 and Suzie $195.
Use the manipulative to represent the money Suzie, Demario and Paris got for their lunch.
Who got the most money for his/her lunch?

Use > greater than or < less than symbol to represent your answer.

Explain:
1. A member from each group will be selected to present their number representations used
in the activity above.
2. Each representative is expected to give a solution to their given problem. Another group
will explain why they agree or disagree with the first group's answer. The teacher will
make verbal corrections when needed.

Elaborate:
1. The teacher will then share with students what the Bible says about comparison.

“The Bible is clear on comparison.  God created us in his image. He created each of us
uniquely. We were not made to look the same or be good at the same things. He created
us with a specific purpose and plan. Even though we may be different in body size,
weight or height, we are all equal in God’s eyes.”
 2. The students will be asked to complete an activity about comparing numbers in the
Discovering Mathematics textbook to reinforce the concepts taught.

Evaluate:
1. The students will be given three sets of three-digit numbers to compare based on their
ability. They will use > greater than, < less than symbols to make their comparison.

1. 140, 156, 149

2. 340, 240, 140
3. 956, 487, 748
Expected response

Teacher’s Reflection:

Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent
Effectiveness of
strategies
□ □ □ □
Students’
participation
□ □ □ □
Effectiveness of
instructional
□ □ □ □
materials

Objectives were
met
□ □ □ □
 Time Plan of Action

Late start □ Re-teach □

Started on time □ Reinforce Concept □
Ended early □ Advance to next
topic
□
Went overtime □

COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Subject: Mathematics
Grade:2
Term: 1
Unit:1
Theme: My Body (II)
Focus Question: What do I need to know about my brain, heart and skeleton?
Attainment Target(s): To enable pupils to:
Demonstrate an understanding of numbers, types of numbers, numeration systems; the
relationship among numbers, and apply number theory concepts to compute fluently and solve
problems.
Strand: Number
Objectives: At the end of the lesson pupils should be able to:
1. Interpret a numeral for a 3-digit whole number using hundreds, tens, and ones.
2. Use expanded notation to name 2 and 3-digit numbers.
3. Identify different names for a number.
4. Rename a number showing more than ten ones, e.g., 56 renamed as 40+16
Learning Outcomes: Students will:
Skills: use base-ten blocks, problem-solving
Materials: Base ten materials, problem wheel, card with ‘mental starter’, a chart with story
Vocabulary: rename
Link to other subject areas: Bible Knowledge
Content:
Renaming is necessary when a sum of ten or more is obtained.
Addition is the combination of two or more sets.
DAY 2
Topic: Renaming numbers with addition
Teaching Learning Activities
Engage:
1. The teacher will begin the lesson with a mental starter. The students will be given a strip
of paper with a code to unlock. The students will be asked to solve each addition problem
 and, using the code below, and then write the corresponding letter on the line and decode
the secret message.

2. The students will be asked to tell what the message says.

Explore:
1. Manipulatives will be placed on the desks – longs (one group of ten), and ones while
students work at the mental starter. Each student will be given ten longs and thirty ones.
2. The teacher will review tens and ones using the story below.
Note: The story will either be written on the board before the class begins or on a chart,
so that teacher and students can read it together.

Jack and Jill were on their way to school.

They stopped at a shop, Jack bought 24 marbles and

Jill bought 8.

3. The students will be asked to use manipulatives to show Jack’s marbles and Jill’s
marbles.
Jack’s marbles 24 = 2 tens 4 ones
 4. The students will then be asked the following questions:
– How many groups of ten and ones are in the group of marbles Jack bought?
– How many marbles did they buy altogether?
5. The teacher will give the students time to investigate and use their own strategy to arrive
at the answer.
Explain:
1. The teacher will collect the answers and ask individual students to explain how they
arrived at their answers.
2. The teacher will represent some of these strategies on the board. Select the strategy where
students trade ten ones for one long for further discussion to bring out renaming as shown
below. Through questioning, students will be guided to realize that the problem 24 + 8
can also be written as

The use of the columns will be facilitated to make a connection to what was practically
done.
3. The teacher will the method, “The ones column is first added. If there are ten or more
ones, we trade ten of them for a long.” The teacher will demonstrate while explaining
what is shown below.

The teacher will further explain that the 2 tens are now increased to 3 tens. The remaining
ones, in this case 2 ones, are written under the ones column.
 4. The teacher will then engage the students in a discussion about the need for renaming
when adding two-digit numbers to check for students’ understanding.

Suggested questions include:

 When does it become necessary to rename?

 Can you think of some addition problems where renaming would be necessary (or
not necessary)?
Elaborate:
1. Problem Wheel (prepared prior to lesson)
A wheel was created with eight sectors. Each sector of the wheel will contain a simple
addition story problem. Working in pairs, the students will take turns spinning the wheel.
With the use of flats and longs, they will model and solve the story problem indicated by
the pointer.
2. The students will be given two additional problems to solve independently.
3. The teacher will then share with the students the Bible story of Saul’s conversion when
Saul changed his name to Paul to form a biblical connection to the topic.

BIBLE STORY

Acts 9:1 says that Paul was "breathing out murderous threats against the Lord's disciples." Saul obtained
letters from the high priest, authorizing him to arrest any followers of Jesus in the city of Damascus.

On the Road to Damascus, Saul and his companions were struck down by a blinding light. Saul heard a voice
say, "Saul, Saul, why do you persecute me?" (Acts 9:4, NIV) When Saul asked who was speaking, the voice
replied: "I am Jesus, whom you are persecuting. Now get up and go into the city, and you will be told what you
must do." (Acts 9:5-6, NIV)

Saul was blinded. His companions led him into Damascus to a man named Judas, on Straight Street. For three
days Saul was blind and didn't eat or drink.

Meanwhile, Jesus appeared in a vision to a disciple in Damascus named Ananias and told him to go to Saul.
Ananias was afraid because he knew Saul's reputation as a merciless persecutor of the church.

Jesus repeated his command, explaining that Saul was his chosen instrument to deliver the gospel to the
Gentiles, their kings, and the people of Israel. So, Ananias found Saul at Judas' house, praying for help.
Ananias laid his hands on Saul, telling him Jesus had sent him to restore his sight and that Saul might be filled
with the Holy Spirit.

Something like scales fell from Saul's eyes, and he could see again. He arose and was baptized into the
Christian faith. Saul ate, regained his strength, and stayed with the Damascus disciples three days.

After his conversion, Saul changed his name to Paul.

Evaluate:
1. Each student will be asked to pick a problem from a grab bag and provides a solution
utilizing flats and longs. The students could use blocks to represent solutions in at least
two different ways.

Teacher’s Reflection:

Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent
Effectiveness of
strategies
□ □ □ □
Students’
participation
□ □ □ □
Effectiveness of
instructional
□ □ □ □
materials

Objectives were
met
□ □ □ □

Time Plan of Action

Late start □ Re-teach □

Started on time □ Reinforce Concept □
Ended early □ Advance to next
topic
□
Went overtime □
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Subject: Mathematics
Grade: 2
Term: 1
Unit: 1
Theme: My Body (II)
Focus Question: What do I need to know about my brain, heart and skeleton?
Attainment Target(s): To enable pupils to:
Strand: Measurement
Objectives: At the end of the lesson pupils should be able to:
1. Read calendars to discover how many days are in each month,
2. Say how many days are in a week,
3. Say how many weeks in a month,
4. Write and order dates,
5. Use calendars to answer questions.

Learning Outcomes: Students will: have an understanding of how to read a calendar and know
the purpose of it as well as understand 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).
Skills: sorting, writing, comparing
Materials: Calendar (2019)
Vocabulary: calendar, month, date
Link to other subject areas:
Content:
A calendar is a series of pages or a sheet of paper 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.
DAY 3
Topic: Telling the time using a calendar
Sub-Topic: Days & Weeks
Teaching Learning Activities
Engage:
 1. The teacher will role-play counting down the days before his /her birthday. The teacher
will mention the month and day of his/her birthday.
2. The teacher will then ask, “Do you have a birthday?” Allow the students to share the
month and day they were born. The students will then be asked where think they can find
these dates/what instrument can be used to show these dates (possible answer: “A
calendar”).
3. The teacher will then inform the students that they will be learning about reading a
calendar and then explain what a calendar is.

Explore:
1. The teacher will hand out a ‘2019 calendar’ to each student. The teacher will project a
copy on the board. The students will then be asked to identify the month they were born
on the calendar as well as the date (the teacher will assist the students in locating their
birth date).
2. The teacher will then explain to students that each square represents one day, a group of 7
days in a row is called a week as the teacher highlights a day and then a week on the
calendar.
3. The teacher will also show where the names of the days of the week are shown on a
calendar while explaining that 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 each represent 1
Wednesday.
Explain:
1. The teacher will say “If we are this day” (point to a square with a random date), “1 week
later would be” (point to the square underneath).
2. The student will use beads to place on seven squares after the given date and then tell
what date it is using the sentence structure “One week later will be….”

Elaborate:
1. The teacher will ask individual students a few calendar questions that require answering
orally that relate directly to them like:
“How many days before (or how long until) another sabbath?” or “How many days
before general devotion, club, etc.?”
Evaluate:
1. The students will be asked to complete an activity about reading the calendar that will be
written on the board by the teacher. The students will read, copy the information, and
then write the correct answer for each question item.
Teacher’s Reflection:

Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent
Effectiveness of
strategies
□ □ □ □
Students’
participation
□ □ □ □
Effectiveness of
instructional
□ □ □ □
materials

Objectives were
met
□ □ □ □
 Time Plan of Action

Late start □ Re-teach □

Started on time □ Reinforce Concept □
Ended early □ Advance to next
topic
□
Went overtime □

COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Subject:
Grade:
Term:
Unit:
Theme:
Focus Question:
Attainment Target(s): To enable pupils to:
Strand: Measurement
Objectives: At the end of the lesson pupils should be able to:
1. Say how many days are in a week, a year, and a leap year,
2. Say how many weeks and months are in a year,
3. Identify special days (holidays)
Learning Outcomes: Students will: have an understanding of the order of the months of the year
and also realize that the months go in a continuous cycle (i.e. after December is January again).
Skills: reading calendar, sorting, pasting,
Materials: Calendar, projector, worksheet, folklore song (“Tell me which month the donkey
can’t call”), cartridge paper
Vocabulary: leap year, year, months of the year (January-December)
Link to other subject areas:
Content:
30 or 31 days are grouped into a month. Each year has 12 months.
Order of the months: January to December
After we get to the end of the last month we go into a new year and start the months back from
the beginning.
DAY 4
Topic: The months of the year
Teaching Learning Activities
Engage:
1. The teacher will begin the lesson with a folklore song to captivate the attention of the
students.
 Folklore Song

Tell me which month the donkey can't call,

tell me which month the donkey can't call,
tell me which month the donkey can't call,
tell me which month the donkey can't call
January, February, March, April, May, June, July,
Hew- haw- haw- haw
The donkey can't call August.

2. The students will be asked to sing along with the teacher after the song sang three times
by the teacher. After the song, the teacher will inform the students that they will be
continuing to learn about reading the calendar.

Explore:
1. The students will be asked to create their calendars. Each student will be given 12 pieces
of paper displaying the 12 calendar months and a sheet of cartridge paper (30” cm x 15”
cm). The students will work independently with the guidance of the teacher for the lower-
level group(s).
2. The students will place the months of the year in the correct order and then circle their
birth month and date.
Explain:
1. The teacher will of an open discussion with the students as the students share what they
know about the story of the birth of Jesus. The teacher will then share the Bible story
about the birth of Jesus and then the students will be asked comprehension questions
about the story using the 5W.
Elaborate:
1. The students and teacher will play a ring game entitled “All who born in (a month name
being called starting from January to December) skip around”.
2. The student(s) will be asked to skip and dance in the ring made by the rest of the class
when their birth month is being called. This will continue until the last month of the year
is called.
Evaluate:
1. The students will be given activities in their math textbook (Rediscovering Mathematics)
to answer questions about the calendar as well as identify special holidays that are
celebrated in Jamaica.
Teacher’s Reflection:

Key: 1 2 3 4
Unsatisfactory Satisfactory Good Excellent
Effectiveness of
strategies
□ □ □ □
Students’
participation
□ □ □ □
Effectiveness of
instructional
□ □ □ □
materials

Objectives were
met
□ □ □ □

Time Plan of Action

Late start □ Re-teach □

Started on time □ Reinforce Concept □
Ended early □ Advance to next
topic
□
Went overtime □

COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________