DQCA & RNITTE

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Mathematics Lesson Planner

The WEEK: 14 DAY/DATE: Monday - Friday
14th to 18th Nov 22
UNIT: 3 TOPIC: GRADE: 2
- Multiplication Table of 5
- Multiplication Table of 10
- Solving Word Problems

OBJECTIVES: METHODOLOGY: RESOURCES Time ASSESSMENT

CRITERIA

DAY 1
SWBAT
multiply single digit numbers (5 minutes)
by five and check that their
answer ends in a five or zero.
WARM-UP:
Introduction
Students will be
 Class set of the 10min assessed by their
Multiply by 5 ability to multiply by 5
Practice
worksheet
 Class set of the
Hundreds Chart
worksheet
 Class set of the
Mystery Number
5 Chart
worksheet
 Show your students the first row of the Mystery Number 5 chart, while covering .
the rest of the chart with a piece of paper.
 Tell students that you want them to give a thumbs up once they think they have
figured out what the mystery number is.
 Display one equation at a time, and read it aloud to your students.
 Call on students to share their answer after most of them are showing a thumbs
up or you have shown the whole list of equations.
  Tell students that the mystery number five is special because lots of things come
in groups of five.
 Ask students to share things that come in fives. For example, there are five
fingers on a hand, five oceans of the Earth, nickels are five cents, quintuplets are
five people, a school week is five days, and clocks have minutes grouped in fives.
 Explain that today they are going to use the strategy of skip-counting by fives to
find the answer to multiplication problems with the number five.

DEVELOPMENT:
Instruction
 Give each student a Hundreds Chart worksheet. 15 min
 Tell them they are going to find and circle numbers that are a multiple of five by
counting repeatedly by five on a hundreds chart.
 Remind your students that multiplication is repeated addition and that multiples
are a series of answers (products) using the same base number multiplied by
different numbers.
 Count aloud together as you circle the first few numbers. Say, "One, two, three,
four, five. Let's circle five. Six, seven, eight, nine, ten. Let's circle ten. Eleven,
twelve, thirteen, fourteen, fifteen. Let's circle fifteen."
 Explain to students that the first number circled, five, represents how many
times the number has been multiplied (5 x 1 = 5). The second number, 10,
represents that five has been multiplied twice (5 x 2 =10). The third number, 15,
represents that five has been multiplied three times (5 x 3 =15).
 Have students complete the Hundreds Chart worksheet on their own.
 Count together by fives up to 100 once students have finished the worksheet.
 Ask students to share any patterns they noticed. If students don’t offer that all
the multiples of five end with a five or zero, point it out.
 Ask students to double check that this is true by looking at the Mystery Number
5 chart worksheet.
 Tell students that another way to find the answer to a multiplication problem
with a five is to skip-count using your fingers.
 Show that if they wanted to multiply five times a number they could count by
fives and put up one finger each time until they have that number of fingers up.
Say, "For 5 x 7 =? Count five, 10, 15, 20, 25, 30, 35. I know 35 is the answer
because I have seven fingers up and my answer, 35, ends with a five or zero."
  This strategy will be practiced as a class or in partners.

WRAP-UP 10min
Have students complete the Multiply by 5 Practice worksheet. Encourage them to do this
worksheet without the hundreds grid in front of them

Students will be
DAY 2 WARM-UP: assessed by their
SWBAT ability to add
 Show students the problem: 5 x 6 = ?
 use addition easily using
 Tell them that two people solved this problem, but they got different
strategies in order to 5min different addition
answers. One got 30 and the other got 31.
fluently add
 Ask them to describe two ways that they could check the answer. (Skip-count manipulatives strategies
and check that the answer has a five or zero in the ones place.)
 Show students the problem: 9 x 5 = ?
 Tell them that two people solved this problem, but they got different
answers. One got 54 and the other got 45.
 Ask them to tell a partner the answer and explain how they know.
 Show students the problem: ? x 5 = 35.
 Ask them to describe to a partner how they can solve this problem.
 Call on a few students to share how they solved this problem. 10min
DEVELOPMENT:
Guided Practice
 Give each student a pencil and a blank piece of paper.
 Give each student four sets of manipulatives to add together.
 Ask students to count the number of manipulatives in each set, and record the
amounts on a piece of paper.
 Ask students to show the addition on the given paper.
 Teacher can give them quick work problems like:
- Tell students the story problem, "My students are great artists. Last year, my
first graders gave me 150 pictures. This year, my first graders have given me
100 more pictures."
- Ask students to help you figure out how many pictures you have in all.
- Tell students to turn and talk to a partner about ways to figure out the total
 number of pictures. 10 min

Later on students will attempt book page # 31

WRAP-UP
Ali bought 30 apples 20 bananas 50 mangoes and 40 cherries. How many does he
have altogether?
Learners will
Day 3
be assessed
SWBAT
WARM-UP: on their ability
Ask the students: to: recognize
- Recognize a vertical
 Up to how many digits you can add numbers? a vertical
addition problem 10min
 After their response, write some addition questions of 2-digit and 3-digit
- Place the sum in the addition
numbers (without carrying) on the board.
correct place in a problem and
 Ask the students, from where do we start adding the numbers, right or left?
vertical addition to record a
 Collect their feedback and call the students one by one to solve the questions on
problem 5min
the board. sum in the
 Ask the remaining students to check the answers. correct place
 Collect their feedback and correct the mistakes if any. in a vertical
addition
DEVELOPMENT: 10min problem

Now write the following question on the board:

7 6
+ 2 2
9 8

 Ask the students: 10min

 Students will be
 Can you add these 3-digit numbers? assessed by
 After their response, tell the students that the procedure of addition of
 2-digit is also applicable to the addition of 4-digit numbers. Adding 2-digit and
 Call any student to solve the question on the board. 3digit numbers
 Check the answer and correct the mistakes if any. with carry.
 Ask the students:

 Have you noticed that we have done addition up to 4-digit numbers
using vertical method?
 Collect their feedback and conclude that this method of addition is called
vertical method of addition.
 Tell the students now let us learn about vertical and horizontal methods
of addition in detail with the help of example.
Later on students will attempt workbook page 36-37
WRAP-UP
Give each child a quick slip, ask them to give one vertical question to their partners swap
and do the sum.

Day 4
WARM-UP:
SWBAT 10min
I will gather the students around my table.  I’ll ask them, 
- Count out 50 objects
reliably, saying the  Has anyone ever given you flowers? 
names in sequence.  Have you ever given anyone flowers?  
- Count by 5s to 20. I give the students time to share their answers.  There will be a lot of excitement, so I 5min
give them an opportunity to turn to a neighbor and share their flower stories. 
I will share a story too, This story is called, Flowers for My Friend. In which students will
help me gather a bunch of 5 bouquets. Each has 5 flowers. They will step by step tell me,
how many flowers are there in the first, second, third, fourth, and fifth bouquets.

DEVELOPMENT:
I will show my students the same anchor chart/slides of flowers (15 charts/slides) but 10min
now the patterns or number sequence has been changed. Students will answer like:

I can tell a friend how many objects are in a group by skip counting by fives.
We then continue with the rest of the slides.
 Slide 2:  I can count these flowers to find out how many there are.  Can you count them
with me?
Slide 3:  What if we have two bundles of flowers?  Is there an easier way to count the
flowers?  If I know that each bundle is 5 could I skip some numbers to count them?
Slide 4:  When I skip count, I skip numbers.  Let's look at the number line.  If I count by
fives, I only say every 5th number.  I skip the others.  I write the numbers down on the
lines. 
Slide 5:  It's kind of like saying some numbers in your head...
I only say 5, 10, 15, 20.
Slide 6:  I know there are five flowers in each bunch of flowers.  Let's use the number line
to help us count these flowers. I invite a student to come up to the Smartboard and
count the flowers. 
Slides 7-10: Continue as above.
Slide 10:  Let's see if you can do it without the numbers circled on the number line. 
Again a student is invited up to fill in the blanks. 
Slides 11-14:  Continue as above.
.

Written task: W/s resource: pg #5

R.A: W/s resource: pg # 45
WRAP-UP
Solve this: what will come next: 6, 8, 10, _?

DAY 5.
WARM-UP:
SWBAT
 Ask two volunteers to come to the front of the classroom.
Add a one-digit number to a
 Give one student a two-digit number. Give the other student a one digit number.
two-digit number with Instruct the students to use base-ten blocks to add their numbers together.
regrouping.  Have the rest of the class use base-ten blocks to model the addition problem at
their desks.
 Ask students to share some information. questions include: 
What is the sum of your addition problem? What strategies did you use to find
the sum?
.  Tell students that today we're going to add two-digit numbers.

DEVELOPMENT:
Teacher will define vocabulary words such as: addition, sum, strategy, digit, and place
value prior to the lesson 10min
 Using the below mentioned picture on the board Ask the learners to count the
beads on the left. if learners count in ones or if they notice groups of ten and
units and then count on from there: e.g. 10, 11, 12.

10min

After this, students will attempt workbook page# 38-41

WRAP-UP

What is 2+10+5?
 15min
LEARNING EVALUATION: TEACHING EVALUATION: