Interactive Teachers Guide

Grade Teacher’s Guide for Grade 2
Interactive Radio Instruction (IRI) - TERM 2
Term 2
REVISED 2009
A GOG/IDB Project - BEAMS

MINISTRY OF EDUCATION
INTERACTIVE RADIO INSTRUCTION (IRI)
FOR MATHEMATICS
THE LAND OF NUMBERS—GRADE 2

TEACHER’S GUIDE FOR THE 2nd TERM
BEAMS—A GOG/IDB Project
NOT TO BE SOLD
Available for free download from
www.education.gov.gy
MINISTRY OF EDUCATION
THE LAND OF NUMBERS - GRADE 2
TEACHER’S GUIDE FOR THE 2nd TERM
WRITING TEAM: Louise Perera

Noemi de Carter, IRI Mathematics Specialist
Education Development Center, Inc. (EDC)
ILLUSTRATIONS: Olwyn Chester

Shirley McPherson
COVER DESIGN: Alvaro Cisneros, IRI Consultant EDC

Waleema Abrahime
FORMATIVE
EVALUATION: Joseph McKenzie
EDITING: Hetal Thukral and Jennifer Davis-Kay, EDC
 2007 Ministry of Education, Georgetown, Guyana.

Revised Edition, 2009
Published by the Ministry of Education.
IRI Mathematics Grade 2 i “THE LAND OF NUMBERS”

ACKNOWLEDGEMENTS
The Ministry of Education wishes to acknowledge the critical comments, suggestions, and professional assistance provided by
several individuals and groups in the development of the IRI Programme for Mathematics and this Teachers Guide. Their input
is going to help to improve the quality of education in Mathematics, specifically, for the Grade 2 children of Guyana. We wish to
thank the following groups and individuals.
Participants in the Validation of IRI Mathematics Lessons, During Year 2006
GEORGETOWN
Smith’s Memorial Primary School F.E. Pollard Primary School
Ms. Desryn Richmond (Head Teacher) Ms. Eleatrice Davenport (Head Teacher)
Ms. Michelle Downer Ms. Rene Singh
Ms. Joy Hopkinson
IRI TEAM
Pauline Stanford (Acting Head of DEIU) Carol Bess (Scriptwriter) Krishna Nand Prashad (Editor) Rae Andre Wiltshire
(Actor)
Geoffrey Smith (Implementation Officer) Raymond Coxall (Scriptwriter) Waleema Abrahime (Admin. Assistant) Lavonne George (Actress)
Joseph Mc Kenzie (Formative Evaluator) Melanie Pierre (Scriptwriter) Shirley McPherson (Secretary) Lyndon Jones (Actor)
Claudette Fredericks (Radio Producer) Morris Solomon (Scriptwriter) Peter Callender (Musician) Petal Burnett (Actress)
Nizam Bacchus (Digital Editor) Samatha Joseph (Team Leader) Julian Kattow (Musician) Jennifer Cumberbatch
(Actress)
Noemi de Carter (IRI Mathematics Specialist)
IRI Mathematics Grade 2 ii “THE LAND OF NUMBERS”

TABLE OF CONTENTS
OVERVIEW: TEACHER’S GUIDE FOR “The Land of Numbers,” Grade 2 IRI Mathematics Term 2 ………..…. 1 -15
Lessons 52 to 55 ………………………………………………………………………………………………….………… 17-24
Review of Week 14 ………………………………………………………………………………………………….……... 25-26
Lessons 56 to 59 …………………………………………………………………………………………………….……… 27-34
Review of Week 15 …………………………………………………………………………………………………………. 35-36
Lessons 60 to 63 ………………………………………………………………………………………………………........ 37-44
Review of Week 16 …………………………………………………………………………………………………..……… 45-46
Lessons 64 to 67……………………………………………………………………………………………………..……… 47-54
Review of Week 17 ………………………………………………………………………………………………..………… 55-56
Lessons 68 to 71 …………………………………………………………………………………………………..………… 57-64
Review of Week 18………………………………………………………………………………………………..………… 65-66
Lessons 72 to 75 …………………………………………………………………………………………………..………… 67-74
Review of Week 19 ………………………………………………………………………………………………..………… 75-76
Lessons 76 to 79 …………………………………………………………………………………………………..………… 77-84
Review of Week 20 …………………………………………………………………………………………………………. 85-86
Lessons 80 to 83………………………………………………………………………………………………….…….…… 87-94
Review of Week 21………………………………………………………………………………………………………..… 95-96
Lessons 84 to 87 …………………………………………………………………………………………………..……..... 97-104
Review of Week 22 ……………………………………………………………………………………………………..…. 105-106
Lessons 88 to 91 ……………………………………………………………………………………………………….…. 107-114
Review of Week 23 …………………………………………………………………………………………………….…. 115-116
IRI Mathematics Grade 2 iii “THE LAND OF NUMBERS”
Lessons 92 to 95 …………………………………………………………………………………………………….……117-124
Review of Week 24 ………………………………………………………………………………………………….……125-126
Lessons 96 to 98 ………………………………………………………………………………………………….………127-132
Closing Lesson …………………………………………………………………………………………………………. 133-134
MATHEMATICS TOPICS FOR GRADE 2, TERM 2…………………………………………………………….……. 135-143
IRI SONGS FOR GRADE 2, TERM 2………………………………………………………………………………..…..145-149
Currency—Notes and Coins …………………………………………………………………………………………...151-153
Posters—Shapes Divided Into Parts…………………………………………………………………………………. 155-181
IRI Mathematics Grade 2 iv “THE LAND OF NUMBERS”

OVERVIEW:
TEACHER’S GUIDE FOR “THE LAND OF NUMBERS”
GRADE 2 IRI MATHEMATICS -TERM 2
This is the second part of the Teacher’s Guide for the Grade 2 IRI Mathematics series “The Land of Numbers.” The
purpose of this Guide is to provide you with in-class support for each IRI programme in your Grade 2 Mathematics
classroom, while also drawing from observations and feedback received from the first-term IRI classrooms.
This overview will guide you through various Mathematics activities or learning situations that you may encounter in your
Grade 2 IRI Mathematics classroom during Term 2. In this section, you will find the organization of the IRI lessons for
Term 2, some reflections on the role of a teacher in an IRI classroom, and a list of basic materials you will need for some
of the topics addressed after the Audio Programmes.
Following the overview, you will find individual guides for each of the 47 IRI lessons and the closing lesson in Term 2. This
section is the heart of this guide, as it provides you, the teacher, with continued support in your classroom, before, during,
and after each IRI Audio Programme.
Toward the back of this guide, you will find supplementary materials that will help you in the effective delivery of the IRI
Mathematics lessons: posters with shapes to help teach fractions, a table that lists the Mathematics topics covered in
these 47 lessons and the closing lesson, the lyrics to each song heard in the programmes.
STRUCTURE AND ORGANIZATION OF THE TERM 2 TEACHER’S GUIDE AND AUDIO PROGRAMMES
The structure of this guide is similar to the Term 1 Teacher’s Guide. For this term, you will have 48 IRI lessons and 11
review sessions (see Table 1 below). Again, each Mathematics lesson lasts 50 minutes and is divided into two parts: the
AUDIO Programme (28 min.) and the FACE-TO-FACE interaction between you and your pupils, without audio (22 min.)
Both parts contain guided, engaging activities for teaching and learning Mathematics. At the end of each week, there is a
“review session” that is designed to last 30 minutes. For each review session, the Guide provides activities that can be re-
created by you, the teacher. Alternatively, you may choose to cater the activities during these 30 minutes to the learning
IRI Mathematics Grade 2 1 “THE LAND OF NUMBERS”

needs of the Grade 2 Mathematics pupils. However, you, the teacher, may choose how to use the time during each
review session. The focus of each review is to provide the pupils with an opportunity to develop their mathematical skills
or abilities in the Mathematics topics previously presented. As you use this guide and all other IRI materials, keep in mind
that the main purpose of these 48 IRI lessons and 11 review sessions is to provide the children with opportunities to
develop their abilities in Mathematics up to and beyond the standards for the second term of Grade 2.
Table 1: Distribution of the IRI Lessons for Grade2
Term (T) No. of IRI Lessons No. of No. of CDs for

Review Each Term
Sessions
T1 51 and a closing lesson 12 4 CDs (13
lessons on
each)
lessons on
each)
lessons on
each)
Total: 133 and 3 closing lessons 31 10 CDs (total of
133 lessons
and 3 closing
lessons)
As in the first term, the Audio Programmes will be delivered to Grade 2 teachers and pupils either through broadcast or
on CD (compact disc). In addition to the Audio lesson, each pupil will also receive the chequered-line exercise book for
Term 2, and each teacher will receive a copy of this Teacher’s Guide.

LESSONS LEARNED FROM TERM 1: THE IMPORTANCE OF THE TEACHER’S ROLE, AND THE TOOLS
REQUIRED FOR EFFECTIVE LEARNING
The role of the teacher in a successful IRI Mathematics classroom

As you well know, the Teacher’s continued participation during the entire Audio Programme is the key to a successful
IRI Mathematics lesson. Your participation includes answering questions posed by the “radio teachers” together with the
children, singing along with the pupils, taking part in the physical activities, and providing additional support to those
pupils who may need it. This level of involvement and participation from the teacher is important to a successful IRI
Mathematics lesson. Children see you, their teacher, as the most important person in the classroom, and your
participation will enrich the learning experience for all children for whom IRI is the medium.
Encourage your pupils to answer to “radio teachers” together with the chores; the Audio Programmes for Grade 1
were not designed to have chores, and pupils were used to this kind of design, Grade 2 requires the participation of
children together with the chores, except in segments that deal with stories or word problems and the first segments that
are introductions to the Audio Programmes, in which children should not expect chores.
Tips and tools for learning Mathematics effectively with IRI: radio and CDs, proposed activities or exercises on
the chalkboard, and posters with drawings of shapes, counters and other materials
 Be prepared for the IRI Audio lesson. From Term 1, we learned that teachers, who were prepared with their Audio
Programme before the Mathematics lesson began, were better able to complete all the given activities within the
allotted time. Before the Mathematics lesson is scheduled to begin, tune in to the appropriate channel or insert the
CD and ensure that the Audio Programme is playing, so that you, the teacher, are able to address any technical
difficulties ahead of time and without disrupting the Audio Programme.
 Be prepared by having the exercises or activities on the chalkboard. Throughout Term 1, teachers repeatedly
noted the importance of being prepared with the respective Mathematics exercises or activities on the chalkboard
before the IRI lesson began. Almost all the IRI classes require that you, the teacher, copy a number of exercises on
the chalkboard. You might also need to draw shapes or patterns, make graphs, etc. These tasks can be facilitated if
you, the teacher, have the opportunity to create posters with the mathematics exercises for each IRI lesson, as in the
example below:

G2 Lesson 1
2 5 3 0 9
4 7 11 6 14
10 8 13 19 12
G2 Lesson 12 G2 Lesson 12 (cont.)
3+1+2=
3+5+0=
A 100 200 300 400 2+0+5=
B 500 600 700 800 3+0+7=
C.
D. 32 6 67 9 4 8
+ 56 –2 + 11 –3 + 5 –4
E.
The posters above correspond to Lesson 1 and Lesson 12. They can be written by hand on cardboard or a sheet of
paper. The size of each poster must be calculated according to the number of children in your class, remember that
all of your pupils need to see the exercises to read and/or copy them.

These posters can be covered with plastic to last for some years. This way, the teachers of Grade 2 can use them for
many years and will not need to copy them on the chalkboard every day, which will optimize their precious time. You
will also need to store these posters safely for future use.
 Be prepared with the posters that show shapes divided into parts. During this second term, pupils will learn about
topics related to fractions. For this purpose, you will need to show groups or sets of shapes divided into parts. In most
cases, each part has to be coloured. These posters (14 in total) can be found at the back of this teacher’s guide, and
can be detached. The shapes and colours should not be changed because they are in accordance with their
respective Audio Programmes. The 14 posters with the shapes are as follow:
Poster 1 Poster 2 Poster 3 Poster 4 Poster 5 Poster 6 Poster 7

R B
R B G Y RB Y G Y G RB B Y G R Y G
Poster 8 Poster 9 Poster 10 Poster 11 Poster 12 Poster 13 Poster 14

R G Y Y Bk Y R
Y B R Y G Bk Y R G B R Bk Y R G B Bk B G
Codes: B = Blue; Y = Yellow; G = Green; R = Red; Bk = Black
Each IRI lesson that requires posters with divided shapes is mentioned in the section with the sub-title: Before the
Mathematics Class. Lesson 64, for example, requires that you, the teacher, put posters 1 through 8 in a visible place
for the pupils. The order in which the posters should be showed is very important, and can be found on the first page of
each lesson that deals with fractions. For example, Lesson 64 requires that you, the teacher, select, organize, and
display posters 1- 8 as follows:

Poster 1 Poster 2
Poster 3 Poster 4
Poster 5 Poster 6
Poster 7 Poster 8
The
 Be prepared with the multiplication table. Copy the multiplication table shown below to an appropriate-size piece
of cardboard and post it in a visible place in your classroom. The children can also copy it onto the last page of their
exercise books, as they will use this table many times. As you know, this table is helpful for learning multiplication of
numbers 1 to 10. The children can also find the other ways to present this multiplication table (the 1times through 10
times tables) at the back of their exercise books. The Audio Programmes will refer to both kinds of tables, and it is
important for you to have them ready.

X 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
 Be prepared with other basic materials. Some of the Mathematics topics taught after the Audio Programme
require basic materials that you, the teacher, will already have from the past years or can easily construct, for
example:
a) Clocks and a calendar: One of the concepts that is emphasized as a continuation of Grade 1 and Term 1 is the
concept of time and the way it is measured. For this, you will need the following:

- Digital clock: 1 The tool pictured below can be helpful in using a digital clock to teach time:
This digital clock on the left is showing 15:04 (15 hours and 4 minutes), which can be read as 15 hours, 4.
The clock on the right is showing 04:05 (4 hours and 5 minutes), which can be read as 4 hours, 5. To
construct this digital clock (tool), you’ll need the following:
o A 22 cm x10 cm base of red plastic, with four slots that allow the passage of the four number strips.
o Four white cardboard number strips: one that is 11.5 cm x 2.5 cm, numbered (vertically) from 0 to 2,
one that is 34 cm x 2.5 cm, numbered from 0 to 9, one that is 21 cm x 2.5 cm, numbered from 0 to 5,
and one that is 34 cm x 2.5 cm, numbered from 0 to 9.
With this kind of clock, the children can (1) identify the numbers from 1 to 24 and identify the 24 hours of a
day, (2) read the time in hours, minutes, (3) use it to show the times requested, (4) calculate intervals of
time, showing them in hours and minutes, (5) estimate the time of relevant events and use the clock to
explain their reasoning, and (6) recognize hours and minutes as units for measuring time.
1
This digital clock was designed by the project Educational Material for Basic Education, Bolivia—Ecuador—Peru. You can find it in “Catalogo Pedagogico
Regional,” SECAB-GTZ.

- Analogue clock: Most classrooms already have this kind of clock, in which the hands rotate in such a way
that children can manipulate them easily. The picture below shows a clock with the numbers from 1 to 12
in a large-size font around the border and the numbers 13 to 24 in a smaller font around the outside. These
numbers can aid you in reading the time in hours and minutes.
It is good to use the clock every day at appropriate moments, for example, by saying, “Look at the clock.
It’s 12 o’clock - time for lunch!” As you, the teacher, call attention to the clock, many children will learn to
tell time. However, this is less important than their understanding of the patterns of minutes, hours, days,
weeks, and months.
- Calendar: Besides the activities proposed to facilitate the understanding of days, weeks, and months and
the use of a calendar, you, the teacher, can propose that the children study the months as they pass. In
this way, each month can be related to particular characteristics (such as the kinds of fruits that are
available, rainy time, and so on), an event that is relevant to the children, a holiday, the number of days in
that month, the meaning of “yesterday,” “today,” and “tomorrow,” and other topics related to understanding
how to measure time and the tools we use to measure it.
Sometimes you will need a calendar with the 12 months of a year for the whole class; other times the
children will each need to have their own 12-month calendar or a calendar page of a specific month.

b) Balances, standard units, and objects to use as non-standard units: Children should also have experiences
with weighing objects. Balances help them to understand comparative weights and reinforce the concept of
equality. For example, the children can predict that the two groups of candies weigh the same, then, test their
prediction. Scales permit pupils to assign numerical values to the weight of objects. Pupils in Grade 2 should
relate standard measures, such as kilograms, to the attribute “how heavy.” The following tools can be useful to
have in your classroom:

c) Metre stick and rulers: Some activities of linear measurement are addressed in Term 2, as a continuation of
Term 1. Linear measurements are the main emphasis in this grade. Measurement experiences should include
both direct comparisons and the use of non-standard and standard units. For example, teachers might ask the
children to find objects in the classroom that are about as long as their foot or to measure the length of their desk
with connecting clips, cubes, or counters (corks). Later, they can supply standard measurement tools, such as
rulers, to measure the growth of plants, or metre sticks to measure the length of the classroom and other objects.
You, the teacher, can propose that the children construct their own metre tools (if they did not do this during the
Term 1), using long cords or other materials, on which they can mark each metre. You can also get a carpenter’s
metre rule for the class. Each child should also have a ruler marked in centimetres, as this will allow them to
assign numerical values (cm, dm) to linear measures.
d) Money: The activities proposed during this term will require coins ($1, $5, $10) and bills ($20, $100, $500, and
$1,000). These coins and bills can be made of cardboard (coins) and paper (bills) - a template for you to use in
your classroom of coins and bills can also be found in the back of this guide. Each child can also cut out the
pictures of bills and coins on the worksheets that were used during Grade 1 to use when needed.
e) Shapes: The pupils have already approached the study of basic shapes in Grade 1 and Term 1 of Grade 2.
During this term, pupils will review the concepts of close, open, and boundary and address the concepts of
interior and exterior (inside, outside). Topics related to triangles and quadrilaterals will be reviewed, pentagons
and hexagons will be introduced, and the vocabulary related to these concepts will be highlighted.

For this purpose, a Geo-board (pictured below) can help the children construct the quadrilaterals and recognise
which ones are called square, rectangle, pentagon, and hexagon.
Geo-board 5 x 5 (
Quadrilaterals in a part (3 x 3) of a Geo-board
3D shapes, such as cubes, cuboids, cylinders, and spheres, are introduced. The activities proposed for these
topics are limited; the children simply get an introduction to the shapes’ characteristics and learn the vocabulary
related to them. Within your own classroom, you may find more objects that you can use to further the children’s
understanding of shapes. It is important to make such tools available to pupils in such a way that they can
understand the concepts and manipulate the objects with their hands. So, you may find it useful to have some of
these shapes around the classroom, whether they are actual objects with this shape or something you’ve
constructed.
f) Chequered-line exercise book: The “little squares” of this exercise book, which each child has, will facilitate the
introduction of the concept of area during the Audio lessons. While this concept is often left until later grades, it is
introduced in this term by counting the number of “little squares” in an enclosed surface (interior) of a rectangle or
a square to determine the area. Then this area is related to the concept of multiplication. Each child will need to

use a “little square” as a non-standard unit to measure the area of the particular shape (square or rectangle) and
then relate it to the answer of a particular multiplication problem (see the example below).
Page of a chequered-line exercise book
2 x 4
3 X 2
The “little squares” of the chequered-line book can also be used to calculate the perimeter of some shapes.
(Each “little square” is a non-standard unit.) The boundary of shapes can also be measured using a ruler, or
indirectly measured by using a cord, passing it around the boundary of the particular shape, and then measuring
the length of the cord to find the shape’s perimeter.
Page of a chequered-line exercise book
g) Counters: During and after the Audio Programme, counters are often used to convey specific mathematical
concepts in a tangible way, where pupils are required to manipulate the counters within the time provided. In
order to ensure that all pupils are able to participate in activities requiring counters, each pupil must have his or
her counter prepared before the IRI lesson begins.
TIME MANAGEMENT TO MAXIMIZE “TIME ON TASK”

“Time on task” refers to the time spent by each pupil in completing a task. Maximizing “time on task” is achieved by
ensuring that all pupils are prepared with the necessary tools and are following along with the radio teachers, so that
they can complete each task or activity within the time allotted. From Term 1, we discovered that children learn how to
manage their time in order to complete the given tasks within the allotted time.

During the first term, children learned the importance of paying attention to the radio teacher and following along with the
instructions and activities, so as not to fall behind the rest of the class. While pupils continue to improve their time-
management skills and focus their attention on the given task, the teacher is instrumental in teaching children how to
best use their time. Time management is also enforced through a regular schedule for IRI lessons. Since IRI
Mathematics lessons are scheduled to begin at the same time each day (see the national timetable), this can be a cue
for pupils to have their exercise books, pencils, counters, and other materials ready for the day’s lesson.
ASSESSING YOUR PUPILS

The IRI Mathematics series “The Land of Numbers” is designed to not only teach Mathematics in a fun and enjoyable
way, but also to ensure that pupils are learning the mathematics topics assigned to Grade 2. While pupils learn
Mathematics through games, stories, and engaging activities, it is important to keep in mind that each of these elements
of the IRI programme is based on the Grade 2 Mathematics curriculum for the children of Guyana. Therefore, the IRI
series can serve as a foundation to you, the teacher, when developing assessment tools for your Grade 2 Mathematics
class. Across various resources within the IRI series, you will find a wide range of questions, problems, activities, and
mathematical games that you may wish to refer to when designing assessment tools for your pupils.
One of the resources that you may wish to refer to is the teacher’s guide for IRI (included during and post-broadcast
activities). In this guide you, the teacher, can find suggested activities for the review of each week (on Friday) or
activities for after the Audio Programmes, and re-create some of them for the purpose of assessing your pupils. The IRI
programmes themselves can be a valuable source for designing assessment tools.
As you develop questions and activities to include in your assessment tools, you can accumulate them to develop a
“bank” of items for assessment of Grade 2 Mathematics. Over time, you may also choose to use the items in your “bank”
with other pupils, share them with fellow teachers, or adapt them for use with other pupils and subjects. From year to
year, you and your fellow teachers can use this “bank” of activities to assess your pupils’ learning of the Grade 2
Mathematics content.
MONITORING LEARNING NEEDS AND PROVIDING SUPPORT

Throughout the IRI series, Grade 2 pupils are asked to demonstrate their mathematical abilities in their exercise books—
during activities and games, and through their interactions with the radio characters, other pupils, and you. By closely
monitoring your pupils’ learning needs during these interactions, and when they are doing their Mathematics activities in
their exercises books, you, the teacher, may identify areas or Mathematics topics where specific pupils need additional
support. Based on your observations, you, the teacher, may also choose to adapt your weekly review activities in order
to focus on particular topics that you have found to be problematic for your class, or as a way to assist specific pupils on

specific tasks. In this way, you can help your pupils master a specific concept or strategy, while also continuing to
monitor their learning needs. Teachers in Term 1 found it helpful to use the review activities just as they are given in
some weeks, and at other times, to adapt the activities for their pupils, which allowed them to further monitor their pupils’
learning needs and to spend more time on topics that were difficult and required more time for the pupils.

LESSON 52
1. BEFORE THE MATHEMATICS CLASS
TEACHER: Have a calendar ready showing the months of the year. Copy all the following
exercises, along with the letters and drawings, on the chalkboard.
E
C 34 12
A 549 635
x 2 x 3
- 136 - 321
D 12 43
B 545 649
x 4 x 2
- 231 - 501 F
THE CHILDREN: Copy all the exercises except the one with the kitten
2. PART 1: During the Audio Programme

Column Subtraction Column Multiplication Oral Multiplication
(exercise book) (exercise book) (chalkboard)
A 549 635 C 34 12
- 136 - 321 X 2 x 3 E
3x2
B 545 649 D 12 43
- 231 - 501 x 4 x 2
F
5X3
 Song: “The Canoe Song”

3. PART 2: The After-Audio Programme
TEACHER: Facilitate the following activities 5 min
Relationship between Days, Weeks, and Months
 Show the calendar to the class and ask the children, how many days are in the
week? (7) Ask the children to say the names of the days aloud. (Sunday,
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday)
JANUARY 2008  Show the children a calendar that shows all the months of the year. Ask the children,
Sun Mon Tues Wed Thurs Fri Sat
1 2 3 4 5 how many months are in a year? (12) Ask them to say (or read) the names of the
6 7 8 9 10 11 12 months aloud. (January, February, March, April, May, June, July, August,
13 14 15 16 17 18 19 September, October, November, December)
20 21 22 23 24 25 26
27 28 29 30 31  Ask them such questions as “What day is after/before Tuesday?”, “What month is
after/before March?”
Perimeter
 Ask the children to think of a square and to tell you the properties of a 15 min
square (four straight sides of equal length, four corners, all right
angles). Draw a square on the chalkboard to reinforce these concepts.
 Ask the children to look at their mathematics book. Tell them that they are going to use
the squares in their books to help them draw an exact square, and that each side will be
as long as four little squares on their page.
 Walk around the classroom and check that all pupils are drawing the square correctly.
Draw a 4 by 4 square (4 rows of 4 little squares) on the chalkboard.
 Ask the children to look at the line that is the boarder of the shape. TEACHER: Move
your finger around the boarder of the square. Tell them that this is called the perimeter.
Ask them to count how many squares are across the top (4), the bottom (4), and the
two sides (4 and 4). Label the sides of the square on the chalkboard, and ask the
children to do the same in their books.
 Ask them to add up those numbers (4 + 4 + 4 + 4 = 16). Tell them that the perimeter of
this square measures 16 small (little) squares.
 Ask them to draw another square in their books, but this time each side is 5 squares
long. Ask them to find the measurement of the perimeter of this square. Walk around
the classroom to observe pupil’s work and offer support where needed.
Lesson 52

LESSON 53

TEACHER: Copy the following exercises, along with the letters and drawings, on the chalkboard.
278 372
– 153 – 162
520 857
A.
– 310 – 604
24 21 42 B.
x 2 x 3 x 2
THE CHILDREN: Copy the exercises with the flower.

Oral Column Subtraction Column Multiplication Oral Multiplication
Multiplication (exercise book) (exercise book) (chalkboard)
(oral)
6x2 278 372

24 21 42
– 153 – 162
4x4 x 2 x 3 x 2 A.
5x4 3x3
3x5 520 857 B.
– 310 – 604 2x5
 Song: “The Children’s Song”

TEACHER: Facilitate the following activities
Symmetry
 Draw a triangle on the chalkboard. Ask the children to name the shape 5 min
and to tell you its properties. (a closed shape, 3 straight sides, 3
corners)
 Ask them if they could draw a line that would cut the triangle in half so that both sides
were the same. Choose a child to draw this line.
 Show with a paper triangle how you can fold it along this line so that two sides cover
each other.
 Tell the children that this line is a Line of Symmetry -This line can be replaced with a
mirror.
 Draw other triangles, upside down or on their side, and ask different children to
draw the lines of symmetry.
Perimeter
 Ask the children to think of a rectangle. Ask them what the properties of 15 min
a rectangle are (four straight sides, two pairs of equal length, four
corners all right angles). Draw a rectangle on the chalkboard to reinforce
these concepts. Discuss the difference between a rectangle and a square.
 Ask them to draw a rectangle in their books, using the small squares, that is 6 small
squares.
 Walk around the classroom and check that all are drawing the rectangle correctly. Draw
a 6 by 2 rectangle (2 rows of 6 small squares each) on the chalkboard.
 Ask them to look at the line that is the border of the shape. Can they remember the
special name for the border? (perimeter) Ask them to count how many squares are
across the top (6), the bottom (6), and the two sides (2 and 2), and have them label the
sides of their rectangles. TEACHER: Label the rectangle on the chalkboard.
 Ask the children to add up these numbers (6 + 6 + 2 + 2 = 16). Tell them the perimeter
of this rectangle measures 16 small squares.
 Ask them to draw another rectangle in their books, with two sides that are 5 squares
long and two sides that are 3 squares long. Ask them to find the perimeter of this
rectangle. Walk around the classroom, observe their work, and offer support where
needed.
Lesson 53

LESSON 54

TEACHER: Copy the following exercises, along with the letters and drawings, on the
chalkboard.
13 32
X 2 x 3 A
21 23
x 4 x 1 B
THE CHILDREN: Copy the exercises with the mouse only.

Oral Addition Addition Equation Column Oral Multiplication Oral Multiplication
Problems (oral) Multiplication (chalkboard) Problems
(oral) (exercise book) (oral)
20 + 40 + 6 = 30 + 3 + 6 = 13 32 2x4
x2 x3 A
70 + 0 + 1 = 3x3= 3x5= 3x2
20 + 40 + 9 =
20 + 2 + 2 = 21 23
x4 x1 3x5
80 + 1 + 7 =
B
50 + 1 + 2 = 1x5= 3x1
20 + 4 + 2 =
 Song: “I Would Fly”

 Physical Activity: ”Birds Flying”

Less Than and Greater Than
 Ask a child to name a number under 10, and write that number on the chalkboard.
Ask another child to name a number that is less than that number, and write that
7 > 4
number on the board (leaving a space in the middle). Ask if the first number (e.g., 7)
is less than or greater than the second number (e.g., 4)? (7 is greater than 4)
4 < 7  Tell them that there is a special sign to show “greater than,” and draw the sign >
Use < and > between the two numbers.
 Now reverse the numbers and ask if the first number (e.g., 4) is less than or greater
5 …. 9 than the second number (e.g., 7)? (4 is less than 7)
 Tell the class that there is a special sign to show “less than,” and draw the sign <
8 …. 3
between the two numbers.
7 …. 4  Tell the children that an easy way to remember the two signs is to remember that <
1 …. 2 looks like the letter L, and L is the first letter of less than. Ask the children to copy from
the board, into their books, and fill in the signs < and >.
Perimeter 15 min
 Ask the children to draw a rectangle. Ask one child to remind the class
of the properties of a rectangle. Draw a rectangle on the chalkboard to reinforce
these concepts.
5 cm  Tell them that today we are going to measure the boundary of a rectangle, but we will
use our rulers rather than the squares on the page.
2 cm 2 cm  Ask the children to use their rulers to draw a top and bottom line of 5 cm and two side
lines of 2 cm.
5 cm  Draw the same rectangle on the chalkboard and label the sides.
 Walk around the classroom and check that all pupils are drawing the rectangle correctly.
 Ask them to add up the four lengths (5 + 5 + 2 + 2 = 14). Tell them that the perimeter of
this rectangle measures 14 cm.
 Ask them to draw another rectangle in their books, with two sides that are 4 cm long and
two sides that are 2 cm long. Ask them to find the perimeter of this rectangle.
 Walk around the classroom, observe their work, and offer support where needed.
Lesson 54

LESSON 55
TEACHER: Copy the following exercises, along with the drawing, on the chalkboard.
13 32
x 2 x 3
21 32
x 4 x 1 THE CHILDREN:
Copy the exercise with the boat.

Oral Subtraction Column Multiplication Addition equation Oral Multiplication
Problems (exercise book) (oral) (exercise book)
(oral)
28 – 20 13 32 30 + 1 + 1 =
x 2 x 3
80 + 1 + 1 =
26 – 20
21 32 50 + 2 + 1 = 2x3= 4x4= 3x5=
52 – 50 x 4 x 1
30 + 2 + 5 =
30 + 4 + 5 = 2x2=
80 + 4 + 4 =

 Physical Activity: “Sleeping”

10 min
Symmetry
-------------------------
 Draw an open shape on the board, then draw a dotted line down the open side and tell the
children that this is the line of symmetry. Ask the class what shape they think this is
going to be (square). Ask one child to draw the other side. Remind them that the two sides
must be symmetrical. (the same) Tell them to use their rulers.
 Draw another open shape on the board, again with a dotted line down the open side. Ask the
class what shape they think this is going to be (triangle). Ask one child to draw the other
side.
 Have the children work in pairs. One pupil will draw an open shape with a line of symmetry
and then pass the book to the other pupil, who will draw the other side of the symmetrical
5 min
shape.
< and > “Greater Than” and “Less Than”

 Draw the signs < and > on the board, and ask the children if they can remember
5 ….. 9 what each one means (> Greater than, < Less than). If needed, remind them that
the < is like the letter L, which makes the sound “l” for “less.”
10 ….. 3
 Ask the children to copy these numbers in their books and to use the signs < and >.
14 ….. 4
20 ….. 16 Recognising Even Numbers 5 min
12 ….. 10  Write the numbers 1–10 on the board. Ask the children to say the even numbers.
Circle the even numbers as the children say them.
 Ask the children what pattern they notice. (every other number is circled) Tell them
that the even numbers are all the 2’s and that when we count in twos, we say the even
numbers.
1 2 3 4 5 6 7 8 9 10  Ask the children what the next even number is that comes after 10. (12) If you have a
number line in the room, help them look for the next number.
 Count in twos with the children from 2 to 12.
Lesson 55

REVIEW OF WEEK 14
TEACHER:
Tell the children that today there will not be a radio/CD Mathematics lesson; instead, they are going to think about
the work they have done during the past week.
The main purpose of Review 14 is to recap:

 the audio characters and the main songs
 the months of the year
 the days of the week
There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating
to the areas covered during or after the audio sessions from this week.
The materials needed for - Teacher: ”The Months of the Year” song
List of audio characters

Review activities
Teacher Leila
Teacher Ray Audio Characters
Amar  Ask the children to think of all the audio characters. As they name them list the 10 min
Lana characters on the board.
Wiseman  Allow the children to discuss whether they like or dislike each character. Have them give
Numberseeka the reasons why they feel this way.
Months of the Year 10 min

 Begin by singing the song: ”The Months of the Year.”
March August April  Ask the children to tell you the name of this month. Ask them what month will follow.
June May July September  Ask several children what month their birthday is in, and then ask which month comes
before and after that one.
February October  Write the months of the year on the board in a mixed-up order (see box), and ask the
children to copy them into their books in the correct order.
December January  With the children, review the lyrics of the song: “The Months of the Year.” Sing it
November together.
10 min
Days of the Week
 Ask the children what day of the week it is. Ask them to name the days that
Weekday Weekend
they come to school and the days that are the weekend. TEACHER: Draw
the table shown in the box on the chalkboard.
 Ask the children to look at the table on the chalkboard. Ask them to copy the table into
their exercise books and then to draw a picture of things they most like to do on a
weekday (e.g., come to school, have music) in the column labelled Weekday and to
draw something they most like to do on the weekend (eg., go to market, go to church) in
the column labelled Weekend.
 Tell the children to label each activity they’ve drawn with the day that they do that
activity, e.g., Church – Sunday.
For the next lesson, you will need a 12-month calendar for the current year.
Review 14

LESSON 56
TEACHER: Copy the following exercises, along with the letters and drawing, on the chalkboard.
C 8+3+9= 9+9+7=
A 12 32
x 4 x 3
D 6+2+9= 2+2+6=
B 43 44
X 1 x 2
THE CHILDREN: Copy all the exercises.
Column Multiplication Addition Equation Oral Oral Multiplication
(exercise book) (exercise book) Problems (exercise book)
(oral)
A 12 32 C 8+3+9= 82 – 80
x 4 x 3 9+9+7=
75 – 70 2x5= 4x5=
B 43 44 D 6+2+9= 28 – 20
x 1 x 2 2+2+6=
4x3= 2x8=
 Song: “Numberseeka”

Relationship Between Days, Weeks, and Months

 Show the children the calendar of the months of the year. Invite one of 5 min
the children to point to each of the months while the rest of the class
reads the months aloud.
 Ask the children: “In which month are we?” Chat with the children about this month:
JANUARY 2007
Sun Mon Tues Wed Thurs Fri Sat
- “How many days does this month have?”
1 2 3 4 5 6 - “What day is the beginning of this month?”
7 8 9 10 11 12 13 - “What day is the last day of this month?”
14 15 16 17 18 19 20
21 22 23 24 24 26 27
- “How many weeks does this month have?”
28 29 30 31 - “How many days?”
- “Are there any holidays in this month? Which dates are holidays?”
- “Which date in this month is important for you?”
 Allow the children to talk about which days of this month are the important for them.
 Ask the boys, and then the girls, to chant the months of the year.
Odd and Even Numbers

 Write the numbers 1, 4, 5, 6, 7 on the chalkboard. Ask the children to look
15 min
1 . odd at the numbers and read them aloud. Ask them to copy them into their
exercise books and draw the correct number of dots beside each number
4 (. . ) (. .) even (i.e., one dot for the number 1, four dots for the number 4, and so on - see box).
 Ask them to look at 1 and say if it is odd and even. Ask a child to explain how he or she
knows it is odd. Draw one dot on the board and say that it does not have a pair so
5 (. .) (. .) . odd
therefore the number 1 is odd. Write odd next to it on the board.
 Do the same with 4, grouping the pairs of dots and discussing if the number 4 is odd or
6 (. .) (. .) (. .) even even.
 Ask the children to complete the last three independently. When they have all finished,
7 (. .) (. .) (. .) . odd look at the numbers with pairs of dots that have an odd one left. Reinforce that an odd
dot left means that the number is odd. TEACHER: Ensure that the children understand
that the number is odd and not the dot.
For the next lesson, the children will need the metre tools they made at the end of Term 1.
Lesson 56

LESSON 57
TEACHER: Have the metre tools ready. Copy the following exercises, along with the letters and
drawings, on the chalkboard.
A ________ D 4 4
x 2 x 3
B ________ E 3 2
x 6 x 5
C ________
F 847 951 267
– 31 – 30 – 13
THE CHILDREN: Copy all the exercises.

Counting by Tens and Ones Oral Multiplication and Subtraction
(exercise book) (exercise book)
D 4 4
A _____ x 2 x 3
B _____ E 3 2
x 6 x 5
C _____
F 847 951 267
– 31 – 30 – 13

3 cm Perimeter 10 min
 Ask the children to draw a square in their book; each side is to be 3 cm long.
 Walk around the classroom and check that everyone is drawing the square correctly.
 Ask them to add up the sides to find the perimeter. (3 + 3 + 3 + 3 = 12) Tell them that the
3 cm 3 cm perimeter is 12 cm.
 Ask them to draw another square in their book, but this square will have a perimeter of 8
cm. Ask them how long each side would be if to get a perimeter of 8 cm. (2 cm) Draw this
3 cm square on the board and explain that 2 + 2 + 2 + 2 = 8.
 Ask them to draw this in their books. Walk around the classroom, observe their work, and
offer support where needed.
Less than Greater than Estimation of Length 10 min

1 metre 1 metre  Review how many decimetres and centimetres are in a metre. (10 and 100)
 Tell the children they are going to use the metre tools they made last term to measure
My book Me things in their classroom. They are going to find which things are less than a metre and
My pencil The which are greater than a metre.
chalkboard  Draw the empty chart (see box) on the board. Ask the children to copy it in their exercise
The door books and to fill it in as they measure things (see examples of things to measure in the
The window
box).
For the next lesson you will need: 100 counters and your hundred square.
Lesson 57

LESSON 58
TEACHER: Have 100 counters and the Hundred Square ready for the After-Audio Programme.
Copy the following exercises, along with the letters and drawings, on the chalkboard.
A 124 872 804

+ 3 + 6 + 1 D _____ H
B 12 32 23 E _____
I
+ 2 x 2 +1
F _____
C 136 920 842
– 14 – 420 – 30 G _____
THE CHILDREN: Copy only the exercises with the

chick and the mouse.
Column Addition, Multiplication, and Counting by 100’s, 10’s, and 1’s Oral Multiplication
Subtraction (exercise book) (exercise book) (chalkboard)
A 124 872 804

+ 3 + 6 + 1 D _______
H
E _______
B 12 32 23
+ 2 x 2 +1
F ______
I
C 136 920 842 G ________
– 14 - 420 – 30

Odd and Even Numbers 10 min

1 2 3 4 5 6 7 8 9 10  TEACHER: If you don’t have a hundred square, you will need to write out the
11 12 13 14 15 16 17 18 19 20 numbers 1 to 100 as shown in the box. Group your counters into tens and some loose ones.
21 22 23 24 25 26 27 28 29 30  Tell the class that they are going to count in unison from 2 to 20. Ask one child to point to the
31 32 33 34 35 36 37 38 39 40
numbers as they are said by the class.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60  Ask another child to point to the numbers as the class counts from 22 to 40. Continue to 100.
61 62 63 64 65 66 67 68 69 70  Ask one child to choose a number from the board. Write or circle that number. (e.g., 26) Ask
71 72 73 74 75 76 77 78 79 80 another child to make that number using the counters. (e.g., 2 groups of 10 counters and 6
81 82 83 84 85 86 87 88 89 90 loose counters) Show this representation to the class.
91 92 93 94 95 96 97 98 99 100  Tell the class that you are going to divide these counters (e.g.: 26) between yourself and the
child. Each of you will get one group of 10 and three of the loose ones.
 Ask the class if the counters were shared equally. (yes) Equal shares means that the number
(e.g.: 26) is even. If not, then it is odd. Repeat for several more numbers.
Less than Greater than
< > Estimation of Length
5 min
The length of:  Ask the children to look at the chart they completed yesterday of things that are
My book one metre less than or greater then one metre. TEACHER: Copy the table opposite onto the board.
My pencil one metre
Chalk board one metre  Ask them if they can remember the signs that mean “less than” (<) and “greater than” (>), and
The door one metre write these on the board. Ask the children to look at the first sentence on the board. Read:
The window one metre “The length of my book is ‘less than’ or ‘greater than’ one metre.” Ask one child to draw the
My height one metre sign for “less than” on the line. Repeat with the other sentences.
5 min
Introducing the Terms “Right” and “Left”
 Ask the children to hold up their left hand and wave it in the air. Check that every one has their
- Left hand up left hand up. Now ask them to hold their right hand up in the air and wave it.
- Right hand up  Ask them to turn and look to the left, and then turn and look to the right.
 Continue to reinforce right and left. Ask: “Who is right handed?”, “Who is left
- Turn and look to the left handed?”, “Who is on your left side?”, “Who is on your right?”
- Turn and look to the right
For the next lesson, you will need: A calendar showing the 12 months, a hundred square if you have one.
Lesson 58

LESSON 59
TEACHER: Have the calendar and the “hundred square” ready for the After-Audio Programme.
Copy the following exercises, including the titles, drawings, and letters, on the chalkboard.
Part One Part Two
709 673 6 8 3
– 209 – 71 x 4 x 2 x 5
278 741 5 6 2
– 100 – 30 x 2 x 3 x 9
Part Three Part Four

A _________
D
B _________
C _________ E
THE CHILDREN: Copy Parts One, Two and Three.
Column Subtraction Column Counting by 100’s, 10’s, and 1’s Oral Multiplication
(exercise book) Multiplication (exercise book) (chalkboard)
(exercise book)
709 673 6 8 3 A 636

– 209 – 71 x 4 x2 x5 D 2x4= 2x0=
B 405
278 741 5 6 2
– 100 – 30 x2 x3 x9
C 240 E 3x0= 3x6=
 Physical Activity: “Flying Like Birds”

JANUARY Relationship between Days, Weeks and Months

Sun Mon Tues Wed Thurs Fri Sat  Show the children a month of the calendar, and highlight a section of the 5 min
1 2 3 4 5 6 days. (see box opposite)
7 8 9 10 11 12 13
14 15 16 17 18 19 20  Ask the children: How many days are highlighted? (18) How many weeks
21 22 23 24 24 26 27 are highlighted? (2) How many weeks and days are highlighted? (2 weeks and 4 days)
28 29 30 31  Turn to another month and highlight a different amount of days. Reinforce that there are
seven days in a week.
10 min
Symmetry
 Copy this picture onto the chalkboard, and ask the children what it is. (half a house) Tell
them that they are going to use symmetry to complete the other side of the house. Have
them assist by completing it on the chalkboard.
 Ask them the names of the shapes in this picture. (roof = triangle, house = rectangle,
window = square, door = rectangle) Draw the other side of the house.
10 min
1 2 3 4 5 6 7 8 9 10 Odd and Even Numbers
 TEACHER: Again, you will either need your hundred square or you will need to write out
11 12 13 14 15 16 17 18 19 20
the numbers 1 to 100, as shown in the box opposite.
21 22 23 24 25 26 27 28 29 30  Point to a number on the grid. Ask the class if they can tell you if the number is odd or
31 32 33 34 35 36 37 38 39 40 even without creating it with counters.
 Point to all the even numbers, starting at 2. Ask the children to look at the end number
41 42 43 44 45 46 47 48 49 50
(i.e., in the ones place). Point out that all the even numbers are in the columns that end in
51 52 53 54 55 56 57 58 59 60 2, 4, 6, 8, and 0. Remind them that even numbers always end in 2, 4, 6, 8 and 0.
61 62 63 64 65 66 67 68 69 70  Point to all the odd numbers on the grid, starting at 1. Point out that these are all in the
columns that end in 1, 3, 5, 7, or 9. Remind them that odd numbers always end in 1,
71 72 73 74 75 76 77 78 79 80 3, 5, 7 or 9.
81 82 83 84 85 86 87 88 89 90  Point to different numbers on the grid, and ask the children to identify them as odd or even.
91 92 93 94 95 96 97 98 99 100
Lesson 59

REVIEW OF WEEK 15
TEACHER:
Tell the children that today there will not be a radio/CD Mathematics lesson; instead, they are going to think about the
work they have done during the past week.
The main purpose of Review 15 is to review:
 perimeter
 multiplication of 2 and 5
There are suggested activities on the next page for you to follow OR you can create or re-create activities relating to
the areas covered during and after Audio sessions from this week.
The materials needed for - Children: Exercise books, different-coloured pencils, rulers

Review activities
Multiplication Tables
 Ask all the children to say the 2x table and the 5x table aloud. 15 min
 TEACHER: Write these problems on the board:
a. Mangoes are sold in bags of 5. Peggy buys 3 bags. How many mangoes does
she have? (5 x 3)
b. Each child is given 2 sweets. There are 7 children. How many sweets do they
have in total? (2 x 7)
c. Each pot has 4 flowers growing in it. There are 5 pots. How many flowers are
growing? (4 x 5)
 Ask the children to use their multiplication tables to solve the word problems written on
the board.
 Encourage the children to draw the objects in groups and then count to find the answers.
 TEACHER: Place together any children that have difficulty reading, and you may read
the problem to them for them to solve independently.
 Finish by giving 10 quick-fire multiplication questions to the class. The pupils should just
write down the answer. Repeat each question twice, then move on to the next:
3x5= 4x2= 2x7= 0x5= 8x2= 5x5= 2x6= 0x2= 2x9= 5x2=
Perimeter 15 min
2  Ask the children to think about the work they have done on perimeters.
2 2  Tell them that they are going to draw a square that has a perimeter of 8 small squares
(the “little squares” in their books, not cm).
2  Tell them to draw as many squares as they can with different perimeters. Remind them to
3 label or write the number of “little squares” that each side measures.
1 1  For those that finish early, ask them to use a different-coloured pencil to draw as many
different rectangles as possible with a perimeter of 10 squares (they will need to
3
remember the properties of rectangle).
(8 “little squares”)
Review 15

LESSON 60
TEACHER: Copy Parts One and Two on the chalkboard. Part Two
Part One
A 684 731 C _____ G
+ 14 – 30
D _____
B 683 171
+ 5 – 61 E _____ H
F _____
I
THE CHILDREN: Copy only the exercises in Part One, from A to F.
Column Addition and Counting by 100’s, 10’s, and 1’s to 99 Oral Multiplication
Subtraction (exercise book) (exercise book)
(exercise book)
A 684 731
+ 14 – 30 C _____
G
6x3= 6x0=
B 683 171 D _____
+ 5 – 61
E _____
H
F _____ 4x6= 2x0=
I
2x8= 3x0=
 Physical Activity: “Pretending to Fly Like Birds”

Left and Right
Left Right  Draw the chart on the chalkboard (without the pictures), and ask the children to copy it
into their books. Read the words left and right to the class. Ask the children to raise first
their right hand, then their left.
 Draw the triangle on the board, and ask the children to draw it in the middle column of
their charts.
 Tell them to draw a circle to the right of the triangle.
 Tell them to draw a rectangle in the middle, under the triangle, and to draw a square to
the left of the rectangle.
10 min
Addition
 Write the first addition problem on the chalkboard, and ask the children to read it aloud:
60 plus 5 plus 3. Ask them which two numbers they should add first.
(60 and 5)
 Ask each child to hold up 5 fingers. Ask them what number comes after 60. (61) Tell
60 + 5 + 3 =
them to start counting on their five fingers from that number. (61, 62, 63, 64, 65) Tell
10 + 1 + 7 = them that 60 + 5 = 65.
 Ask them what number they still need to add on. (3) Ask them to hold up 3 fingers. Ask
20 + 6 + 2 = them what number comes after 65. (66) Tell them to count on their three fingers from that
30 + 5 + 4 = number. (66, 67, 68) Tell them that 65 + 3 = 68.
 Repeat this process with the second addition problem.
 Tell the children to copy the next two problems in their books and to complete them
independently. Walk around the classroom, assess their work, and offer help as needed.
Classification of Shapes 5 min

 Draw a triangle on the chalkboard, and ask one child to tell you how many sides this
shape has. (3) Ask another child to tell you the name of this shape. (triangle)
 Draw a different triangle on the board and again ask how many sides it has and the name of
the shape. Continue to do this with a range of triangles. Ensure that the children know that
triangles can look different but will always have three sides.
For the next lesson, you will need 12 cards with a month written on each one.
Lesson 60

LESSON 61

TEACHER: Have the month cards ready for the After-Audio Programme. Copy Part One on the
chalkboard.
Part One
A 20 30 20
x 2 x 2 x 4
B 30 40 50
x 1 x 2 x 1
THE CHILDREN: Copy Part One.

Oral Addition Oral Multiplication Column Multiplication Reading Numerals Oral Division Problems
Problems (oral) (exercise book) (exercise book) (oral)
(oral)
0x2= A 20 30 20 4 ÷2
40 + 4 + 1 = x 2 x 2 x 4 150
2x6= 8÷2
20 + 5 + 3 = 22
0x4= 6÷3
70 + 3 + 2 = B 30 40 50 50
3x0=
x 1 x 2 x 1
3x4= 51
3x2=
201
 Song: “In the Classroom”

Calendar, Months, and Ordinal Numbers 10 min

 Hand out the month cards to different children around the class.
January February March
 Ask the children how many months there are in the year. (12)
 Ask the class to say the FIRST month. (January) The child holding the “January” card should
April May June come to the front. Encourage the class to name the second, third, and fourth month and so on,
up to the twelfth, and have each child with the appropriate card stand in the correct position
July August September after the first child.
 Ask the children: “Can March be the first month of the year?” (no) “Can January go to the place
October November December
of December?” (no) “Which months are allowed to change places?” (none of them)
 Ask other questions related to the months, such as: “What month is before July?”, “…after
September?”
 Write the months on the board in the wrong order, and ask the children to write them in the
correct order in their exercise books. Ensure that they start with January.
10 min
Classification of Shapes
 Draw a range of squares and rectangles on the board. Ask the children to tell you how many
sides these shapes have. (4) Ask them what these shapes are called. (squares and
rectangles)
 Draw a four-sided shape on the board that is not a square or a rectangle. (see the bottom box)
Ask the children how many sides this shape has. (4) Ask them if this shape is a square or a
rectangle. (no) Tell them that all shapes with four sides are called quadrilaterals. Squares and
rectangles are quadrilaterals too. Ask the children to say “quadrilateral.”
 Ask the children to use their pencils and rulers to draw other quadrilaterals in their books.
Walk around to observe their work. Ask some children to come to the front and draw their
quadrilaterals on the board.
Lesson 61

LESSON 62
TEACHER: Copy Parts One and Two on the chalkboard.
Part One Part Two
A 82 62 56 6
+ 46 + 54 + 80 –3
B 4 4 4 9
x 2 x 1 x 0 –5
C 3 3 2 7
x 2 x 0 x 0 –3
THE CHILDREN: Copy Parts One and Two.

Oral Addition Column Addition and Multiplication Oral Subtraction Column Subtraction
(oral) (exercise book) (oral) (exercise book)
900 + 54 = A 82 62 56 700 – 100 = 6

+ 46 + 54 + 80 –3
600 + 88 = 900 – 100 =
800 + 20 + 4 = B 4 4 4 9
x 2 x 1 x 0 300 – 100 =
–5
300 + 9 = 600 – 100 =
C 3 3 2
x 2 x 0 x 0 7
–3
 Song: “In The Classroom”

 Physical Activity: “Pretending to Be Trees and Birds”

Addition
 Write the first addition exercise on the board. Ask the children to look at it
4+8+6= 5 min
and think about how they could change the numbers around to make it
6 + 4 = 10 easier to add up in their heads. Can they use their number bonds to 10?
10 + 8 = 18 (yes, 6 + 4 = 10) Write this on the board.
7+5+3  Ask which number is left. (8) Write 10 + 8 = on the board, and ask what the final answer
is. (18)
2+8+3  Write the other exercises on the board, and solve them the same way.
(7 + 3 = 10, 10 + 5 = 15, and 2 + 8 = 10, 10 + 3 = 13)
Fractions
 Draw the shape at left on the board and ask the children to say its name. 5 min
(rectangle) Ask them to look at the line drawn on the rectangle. Does it cut
the rectangle into two equal parts? (no, one side is larger than the other)
Review with the children that “equal” means that both sides are exactly the same size
and shape. Remind them of the name for two equal parts: halves. Ask if anyone can
remember the symbol used for half? (½).
 Ask them to draw a rectangle in their books that is 4 squares along the top and bottom
and 2 squares at the sides. Walk around to check that these are being drawn accurately.
 Ask the children to use their rulers to draw a straight line down the middle of the
rectangle that divides it into two equal parts.
 Ask the children to count the number of squares on each side of the line. (there should
be 4 squares on either side of the line)
Triangles Quadrilaterals Classification of Shapes

3 sides 4 sides  Draw the table on the board (without filling it in) and ask the children to copy 10 min
it. Review the definitions of a quadrilateral (any closed shape that has four
straight sides) and a triangle (any closed shape that has three straight
sides).
 Draw some triangles and quadrilaterals on the board (not in the table), and ask the
children to copy them into the correct column—triangles or quadrilaterals.
 Ask them to draw some triangles and quadrilaterals of their own in the correct columns.
Lesson 62

LESSON 63
TEACHER: Copy Parts One and Two on the chalkboard.
Part One Part Two
43 56 74 64 46 63 56
+ 92 + 81 + 60 + 64 – 31 – 21 – 30
THE CHILDREN: Copy Part One only.

Column Addition Oral Multiplication Column Subtraction Oral Subtraction
(exercise book) (oral) (exercise book) (exercise book)
2x1=
43 56 10 – 1
2x2= 46
+ 92 + 81
2x3= – 31 10 – 5
2x4= 10 – 8
74 64 63
+ 60 + 64 2x5= – 21
10 – 3
2x6=
2x7= 56 10 – 6
– 30
2x8=
2x9=
 Physical Activity: “Walking On the Spot”

Fractions
 Draw the shapes at left on the board. Ask the children to look at the shapes 10 min
and name them. (squares) Ask them to look at the lines drawn through the
first three squares. Ask if someone can remind the class of the meaning of
equal: that both sides are exactly the same size and shape. (the second and third
squares are divided equally into two parts) Ask one child to write “1/2” under the
squares that are divided in half.
 Ask them to look at the lines drawn through the bottom three squares. Do any of the lines
cut the square into four equal parts? (the first and second squares are divided equally
into four parts)
 Ask them if they can remember the name for each of the four equal parts. (one-fourth)
Ask if anyone can remember how to write the symbol for one-fourth. Ask one child to
write “1/4” under one of the shapes divided into fourths.
Classification of Shapes
 Ask the children to draw one three-sided shape and one four-sided shape in
their books. Walk around the classroom to assess that all are able to do this. 10 min
 Ask the children if they think they could draw a shape that has five sides.
Tell them to work in pairs to investigate drawing shapes that have five sides. Walk around
the classroom, and offer support and encouragement where needed.
 Ask different pairs to draw their five-sided shapes on the board. Encourage the rest of the
class to count the sides to make sure that there are five.
 Tell the children that all five sided shapes are called pentagons. Say the word together
as a class, and encourage them to practice saying it on their own.
Lesson 63

REVIEW OF WEEK 16
TEACHER:
Today there will not be a radio/CD Mathematics lesson; instead, the children are going to think about the work they
have done during and after the Audio Programmes.
The main purpose of Review 16 is to discover:
 the children’s ability to write numbers to 999

 their ability to estimate length
 counting in 100’s
There are suggested activities on the next page for you to follow, OR you can create or re-create activities relating to
the areas covered during or after the audio sessions from the past weeks.
Materials needed: Metre stick with divisions in centimetres

REVIEW ACTIVITIES
5 min
Write the Numbers to 999
 Ask the children to think of the symbols (digits) used to write the number 678. (six,
seven, eight) Tell them to write this number in their exercise books.
100 200 300 400 500  Tell them to do the same with the following numbers: 361, 597, 420, 546, 289, 670, 184,
723, 814.
600 700 800 900 1000
Counting in 100’s
 Tell the children that you are all going to clap, and with every clap, you want 5 min
them to count to 1000 in 100’s. (100, 200, 300 . . . 1000)
Longer Equal to Shorter  Ask the girls to count while the boys gently clap, and then repeat with the boys counting
than a a metre than a and the girls clapping, OR have the children on one side of the room count while the
metre metre other side claps, and then reverse it.
Estimation of Length
 Copy the tables opposite on the chalkboard. Show the children the metre 10 min
Longer Equal to a Shorter stick and point out how it is divided into centimetres. Tell them that 10 cm =
than a decimetre than a 1 dm (decimetre).
decimetre decimetre  Tell the children to think about the work they have done on length, both this term and last
term. Read the headings aloud to the class. Ask the class to tell you the name of
something for each heading. The object in the first box should be something that is longer
than a metre, the next box should be something equal to a metre, and the last box should
Longer Equal to a Shorter
than a centimetre than a be something shorter than a metre.
centimetre centimetre  Teacher, write the correct suggestions under the respective headings.
 Have them do the same with the second and third table but DO NOT review the length of
a decimetre or centimetre.
For the next lesson, you will need: a kilo bag and a ½ kilo bag of flour or sugar (or a substitute), several plastic bags,
stones.
Review 16

LESSON 64
TEACHER: Display posters 1 to 8 (located in the back of this guide) in the same order as shown
in the last column of Part 1. Have the bags of flour or sugar, plastic bags, and
stones ready for after the Audio Programme. Copy Part One on the chalkboard.
Part One
6 57 8 THE CHILDREN: Will copy the exercises during the Audio
– 2 – 42 –0 Programme.

Oral Oral Oral Column Subtraction Concept of Equal Parts
Subtraction Multiplication Subtraction (exercise book) (displayed)
(oral) (oral) (oral)
2x1= Poster 1 Poster 2
200 – 200 = 10 – 3 6
2x2=
600 – 200 = –2
2x3= 10 – 9
700 – 100 = Poster 3 Poster 4
2x4= 10 – 6
200 – 100 = 57
2x5= – 42
10 – 8
8
2x7= 10 – 4 – 0
2x8=
Poster 7 Poster 8
2x9=

 Physical Activity: “Body Movements”

15 min
Fractions
 Draw the first rectangle on the chalkboard, with the lines dividing it
unequally. (see box)
 Ask the children to name the shape drawn on the chalkboard. (rectangle) Ask them to
look at the lines drawn on the rectangle; how many parts does it divide the rectangle
into? (three) Are they equal parts? (no) Review the meaning of “equal.” (all parts are
exactly the same size and shape)
 Draw a second rectangle on the chalkboard and divide it into three equal parts.
 Ask them to draw a rectangle in their exercise books that is 6 squares along the top and
bottom and 2 squares at the sides. Walk around to check that these are being drawn
accurately.
 Ask them to use their rulers to draw two straight lines down the rectangle that will divide it
into three equal parts.
 Ask the children to count the number of squares on each side of the line. (each part
should have 4 squares)
Measurement of Mass/Weight 10 min

 Hold up two bags of flour or sugar: a kilo bag and a ½ kilo bag. Ask the
children which they think is heavier and which they think is lighter. Ask how they can tell.
(some will say the kilo bag is bigger)
 Hold up two plastic bags: one containing many plastic bags and one containing a stone
(the lighter bag must be the largest). Ask them which they think is heavier and which they
think is lighter, and why. Allow the children to come lift the bags, so they understand that
the biggest is not always the heaviest.
 Give each child a stone, and ask them to see if the stone is heavier or lighter than a
pencil, book, and school bag, using both hands as a balance.
 After the children have assessed these objects, ask them to copy the following sentences
in their notebooks as you say them aloud. Ask them to complete each sentence using
“heavier” or “lighter”:
a. the book is ………………………. than the stone
b. the pencil is ……………………… than the stone
c. the bag is ………………………… than the stone
For the next lesson, you will need: stones (one per pair of children)
Lesson 64

LESSON 65
TEACHER: Display Posters 5, 6, 2, 1, 7, 8, 3, and 4, as shown below. Copy Parts One and Two on
the chalkboard. Have the stones for after the Audio Programme ready.
Part One Part Two
5 42 40 65
x 0 x 2 x 2 - 2
46
3 30 40 - 5
THE CHILDREN:
x 0 x 3 x 1
43
- 2 Copy Part One only.

Column Multiplication Column Subtraction Oral Multiplication Concept of Fractions
(exercise book) (exercise book) (oral) (chalkboard)
3 x 1=
5 42 40 65 3x2= Poster 5 Poster 6
x 0 x 2 x 2 – 2 One half
3x3=
46 3x4=
3 30 40
x 0 x 3 x 1 – 5 One half
3x6=
43 1 x 3=
– 2 2x3= Poster 7 Poster 8
One fourth
3x3=
4x3=
One fourth
6x3=
 Physical Activity: “Physical Exercise”

Measurement of Mass/Weight 10 min

 Ask children to work in pairs. Give each pair a stone, and ask them to have
ready a book, a pencil, a counter, and an eraser. Tell them that they are
going to organise these five objects by weight, from the heaviest to the lightest.
 Have children write the name of each object in their exercise books, starting with the
heaviest and ending with the lightest.
 Go around the classroom to support the children, as needed. Ask them how they can use
the information from yesterday to help them organise their objects.
 Close this activity by asking each pair of children the following questions:
Which object is the heaviest?
____ ____ ____ ____ ____ Which object is the lightest?
Which one is in the middle?
Fractions
 Draw the three rectangles on the board (see box). Ask the children to name 10 min
the shapes drawn on the board. (rectangles) Ask them to draw three
rectangles in their books; each one is to be 2 squares across the top and 6
squares along the sides. Walk around the room and ensure that all are drawing the
shapes correctly.
 Tell the class to divide the first rectangle into two equal parts (halves) and to shade one
half with their pencils. Ask them to write the sign for “½” under the first rectangle.
 Ask them to divide the second rectangle into four equal parts (fourths), shade one fourth
with their pencils, and write “¼” under that rectangle.
 Ask them to divide the third rectangle into three equal parts (thirds), shade one third with
their pencils, and write “1/ 3 ” under that rectangle.
 Walk around the room and assess the children’s understanding of equal parts and their
correct identification of ½, ¼ and 1/ 3 .
For the next lesson, you will need: at least one balance for weighing, several stones of similar weight (close to half a
kilo each)
Lesson 65

LESSON 66
TEACHER: Have ready the balance and stones. Display Posters 5, 6, 3, and 4, as shown below.
Copy Parts One and Two on the chalkboard.
Part One Part

Part Two
Two
56 12
12 14
– 24 -– 44 - 8
56 14
– 4 – 8 THE CHILDREN: Do not copy the exercises.

Oral Oral Column Subtraction Concept of Fractions: Column Subtraction
Addition Multiplication (exercise book) Half and Fourth (exercise book)
Problems (oral) (chalkboard)
(oral)
Poster 5 Poster 6 12
200 + 600 3x1
56 –4
100 + 300 3x2 – 24 8
1/2
3x3
3x4 14
Poster 3 Poster 4
56 – 8
3x5
– 4
6
3x6 1/4
(twice)
 Song: “The Fruit Vendor”

 Physical Activity: “Body Movements”

300 + 60 + 9 Oral Addition

700 + 60 + 3  Tell the children that you are going to give them three numbers to add
together. Read the first addition exercise aloud, saying each number 5 min
500 + 30 + 8 slowly: Your first number is 300. Add 60 to it. What do you have? (360)
Now add 9 to that number. What is your total? (369)
900 + 50 + 1
 Take the children through each step of the first addition exercise again, making sure that
they understand each stage.
 Tell the children that you are going to give them another exercise, but this time you’ll read
the whole thing at once; they are to work it out in their head and write the answer in their
books. Read aloud: 700 plus 60 plus 3. Walk around to check their answers. Ask one
child to explain verbally how he or she got the answer.
 Read the final two exercises and have the children work them out in their heads and write
the answers in their books. TEACHER: Use these exercises later for assessment.
Measurement of Weight, Using a Balance

 Show the children the balance. Ask them if they have ever seen anything
15 min
similar to this being used. If so, where, and what was it used for? Allow a
class discussion on how balances are used in the market for weighing
vegetables and any other suggestions the children have.
 Explain that you are going to use stones as weights. Ask one child to feel the weight of a
stone and then to find something in the room that is lighter than the stone. Ask another
child to feel the stone and then to find something that is heavier than the stone. Use the
balance to verify whether the children chose correctly.
 Ask the children to suggest items that they think will weigh the same, be lighter than, or
be heavier than the two stones together.
 Use the balance to verify the children’s thinking.
Lesson 66

LESSON 67
TEACHER: Copy Parts One and Two on the chalkboard. Display Posters 1, 2, 7, and 8, as
shown below.
Part One Part Two
53
132 213 431 – 43
x 2 x 3 x 2
44
– 10
26
– 6
Oral Multiplication Column Multiplication Column Subtraction Concepts of Fractions: Halves
(oral) (exercise book) (exercise book) and Fourths
(chalkboard)
2x1 3x1 132 53 Poster 1 Poster 2

2x2 3x2 x 2 – 43
2x3 3x3
213 One half
2x4 3x4 44
x 3
2x5 3x5 – 10
2x6 3x6 431 Poster 7 Poster 8
2x7 x 2
26
2x8
– 6 One fourth
2x9
 Physical Activity: “Paddle, Paddle the Boat”
700 + 200 =
Addition of 100’s
600 + 200 =  Begin the session by asking the class to count in 100’s to 900. (100, 200, 5 min
300 + 200 = 300, 400, 500, 600, 700, 800, 900)
 Discuss how counting in hundreds is similar to counting in ones: 1, 2, 3, 4, 5, 6, 7, 8, 9.
300 + 600 = Discuss how when we count in hundreds, we say one hundred, two hundred, etc.
 Write the addition exercises shown opposite on the board. Ask the children to read the
400 + 400 = first one: 700 + 200 = ? Ask the children if there are any ones to add up. (no) Ask if there
200 + 400 = are any tens to add up? (no) Tell the children to start at 700 and count two more 100’s.
(800, 900) So, 700 plus two more hundreds is 900. Write “900” on the board.
 Ask the children to copy the rest of the exercises in their books and to complete as many
as possible in the next four minutes. Walk around to assess how they are doing.
Triangles Quadrilaterals Pentagons Classification of Shapes

3 sides 4 sides 5 sides  Draw the table at left on the board but don’t fill it in. Ask the children to 15 min
copy it. Review with the class the properties of triangles and quadrilaterals.
(any closed shape with three or four straight sides, respectively)
 Ask the children if they can remember the name of a five-sided shape. (pentagon)
 Draw some triangles, quadrilaterals, and pentagons outside the empty table (see box for
suggested shapes), and ask the children to copy them in the correct column.
 Ask them to draw some triangles, quadrilaterals, and pentagons of their own in the
correct columns.
For the next lesson, you will need: a set of cardboard symmetrical shapes, for each group of children that match those
on the review sheet.
Lesson 67

-
REVIEW OF WEEK 17
TEACHER:
Today there will not be a radio/CD mathematics lesson.
The main purpose of Review 17 is to assess:
 the children’s ability to distinguish between right and left

 their ability to recognise lines of symmetry and create symmetrical shapes
the areas covered during or after the audio sessions from this week.
Materials needed: • Coloured pencils

• Rulers (one per child)
• Sets of cardboard shapes (one per group)

REVIEW ACTIVITIES
Symmetry
 Draw the shapes (in the box, opposite) on the board (if you have brought 15 min
the cardboard shapes, use those).
 Ask the children to look at the shapes on the board. Tell them that they will
be working in groups and each group will have a set of these shapes. Their task is to
carefully draw around each shape in their books. (TEACHER: Draw the shapes for any
children who have difficulty with this task.)
 Tell the children to use a coloured pencil and ruler to draw one line of symmetry through
each shape. After they have finished, encourage them to look at both sides of the line to
see if the halves are the same (symmetrical). Remind them that the line is like a mirror.
 If they think a shape has more than one line of symmetry, they may draw the other lines,
-----------
-----------
using different colours.

 As children finish, draw two half shapes in their books (as seen in the box, opposite) and
ask them to draw the other symmetrical side.
Movement and Direction—Right and Left

 Draw a square in the middle of the board. Ask the children to look at the 15 min
board and tell you the name of the shape drawn in the middle. (square) Tell
them to draw a square in the middle of a page in their books.
 Tell them that you are going to ask them to draw things around the square, and they must
listen carefully to the instructions regarding where to draw things:
Draw a triangle to the left of the square.
Above the square, draw a face.
To the right of the square, draw a house.
Below the square, draw a circle.
Inside the square, draw a cup.
For the next lesson, you will need: counters
Review 17

LESSON 68
TEACHER: Copy Parts One through Four on the chalkboard. Display Posters 1 and 7.
Part One Part Two
Part Three
36 13
– 20 – 6 A. 4352 9421
B. 7424 1492
Part Four
42 12 1 1
– 12 – 6 2 4
THE CHILDREN: Do not copy the exercises. (They will copy them
during the Audio Programme.)
Column Subtraction Column Subtraction Oral Addition Reading Reading Fractions
(exercise book) (exercise book) Problems Numerals (oral)
(exercise book) (oral)
36 6 4352 9421 Poster 1 Poster 7

– 20 13 +7
– 6
8 7424 1492
12 +5 1 1
42 2 4
– 12 – 6

 Physical Activity: “Pretending to Clean the Classroom”

Subtraction
 Write the subtraction exercises shown opposite on the board. Ask the children to look at
the first exercise. Ask: Which number is to be subtracted from which number? (9 is to be 10 min
subtracted from 12)
 Talk to the children about different strategies they could use to find the answer: (1) Count
12 – 9 =
from 9 to 12 to find the “difference” (3). Subtract 9 from 10 and add 2. (3) Lay out 12 counters and
remove 9. Discuss which strategy would be the most efficient to use in this case. (count the difference)
14 – 5 =  Ask the children to write the second exercise (14 – 5) in their books. Ask them to discuss with a partner
different ways this could be done, and the most efficient way to answer this question. (subtract 4 from
14, which leaves 10; subtract 1, which = 9)
 Discuss with the children how to check their answers by doing addition (i.e., 9 + 3 = 12, 9 + 5 = 14).
Perimeter
4 cm  Ask the children to draw a square in their books with sides that are 4 cm long. Walk 5 min
around the classroom to ensure that they are drawing the squares correctly.
4 cm  Tell them that we need to know what all the sides add up to. Ask if anyone can remember
the special name given to the total measurement of the sides. (perimeter) Ask them to add up the sides
and tell you what the perimeter is. (4 + 4 + 4 + 4 = 16) The perimeter measures 16 cm.
 Ask them to draw another square in their books with a perimeter of 12 cm. Ask: How long will each side
be? (3 cm) Draw this on the board, and explain that 3 + 3 + 3 + 3 = 12. If the first square they drew had
sides of a different length, ask them to draw the correct square in their books. Walk around the
classroom, observe their work, and offer support where needed.
- Left hand
up Right and Left
 Ask the children to hold up their left hand and wave it in the air. Check that all pupils have 5 min
- Right hand
their left hands up. Now ask them to hold their right hand in the air and wave it.
up  Ask them to turn and look to the left, then turn and look to the right.
- Turn and  Continue to reinforce right and left by asking such questions as: Who is sitting to the right of ____ [name
look to the a pupil]? Who is sitting to ____’s left?
left
1
For the next lesson, you will need: a balance, 5 stones close to a kilogram each, 10 counters for each child.
2
Lesson 68

LESSON 69
TEACHER: Have ready the balance, stones, and counters.
Copy Parts One through Three on the chalkboard. Display Posters 5 and 3.
Part Two
Part One
26
– 24
140 120 200
x 2 x 3 x 3
28 Part Three
– 22 1 1
2 4
35
– 30 THE CHILDREN: Copy Part One only.
Oral Column Multiplication Column Subtraction Reading Fractions
Multiplication (exercise book) (exercise book) (exercise book)
(oral)
4x1
4x2 140 120 200 Poster 5 Poster 3
4x3 x 2 x 3 x 3 26
4x4 – 24
1 1
4x5 2 4
4x6 28
4x2 – 22
4x4
4x6
4x1 35
4x5 – 30
4x4

 Physical Activity: “Pretending to Wash Body Parts”
Multiplication Tables
 Determine which multiplication tables the children are weakest on, and ask the children to 5 min
practice saying it. After they have chanted the tables, ask quick-fire questions in a random
order on the tables, along with other multiplications that you think they are confident with.

 Show the children an exercise book. Ask them approximately how many stones they think 10 min
it would take to balance the exercise book. Write the different answers on the board, and
ask the children how they came to those answers.
 Ask different children to use the balance to see how close they were. Discuss how the balance is used to
verify our guesses. Check their answers and highlight those that were closest.
 Ask the children to copy the following sentences into their exercise books and then complete them:
a) One exercise book weighs about the same as ……. stones
b) Two exercise books weigh about the same as ……. stones
c) Three exercise books weigh about the same as ……stones
Ensure that the children see that each sentence is asking for one book more.
0+4 Number Patterns 5 min

 Ask the children to think of different number pairs that add up to 4. Ask the children to use
1+3
their counters to show these pairs. Draw the sums on the board, in the order shown in the box.
2+2  Discuss with the children how the left-hand column increases in number and the right-hand-
column decreases.
3+1  Ask them if they think the same would happen if they made pairs with a total of 6 or 7. Allow them
to explore the different pairs and the way the patterns occur.
For the next lesson, you will need: a balance, 5 large stones and 15 small stones (close to a gram each) per group
Lesson 69

LESSON 70
TEACHER: Have ready the balance and stones. Display Posters 5 and 3 as indicated. Copy
Parts One through Four on the chalkboard, keeping Part Three in a column, as it appears below.
Part One Part Three Part Four
11 16 13 26
– 6 – 7 – 7 – 23 2215 3504 9560
Part Two 47
312 410 – 45
x 2 x 2 Poster 5 Poster 3
51
12 300
– 50 THE CHILDREN: Copy Part
x 4 x 3
One and Part Two.
Column Column Multiplication Column Subtraction Reading Numerals Concept of Fractions
Subtraction (exercise book) (exercise book) (chalkboard) (exercise book)
(exercise book)
11 312 410 26 2215 1 1

– 23 2 4
– 6 x 2 x 2
3 3504
16 12 300 9560
– 7 x 4 x 3 47
– 45
13 2
– 7 51
– 50
1
 Song: “The Instrument Song”
 Physical Activity: “Rumbling Exercise”

Subtraction of Hundreds
900 – 300  Ask the children to look at the subtraction exercises on the board and to read them
aloud. Ask if they need to do column, written subtraction or if they can do the exercises 10 min
900 – 800 in their heads.
 Discuss with the children that although the numbers are in hundreds, there are no tens or ones, and
900 – 400 so we can count in hundreds to find the answer.
900 – 500  Discuss how you are going to use “counting on” to find the answers. Look at the first exercise, and
ask the children what hundred comes after 300. (400) Tell them that we are going to count from 400
900 – 100 to 900. TEACHER: Every time they say a number, hold up one finger. By the time the children count
to 900, you should be holding up six fingers.
 Ask the children to count in hundreds for each finger you are holding up: 100, 200, 300, 400, 500,
600. Tell them that 600 is the solution. (900 – 300 = 600)
 If some children are able to complete the rest of the exercises independently, allow them to do so,
while you reinforce counting on with those who need more support.

 Give each group of children a set of stones. Ask them to pick up one of their exercise 10 min
books and find the number of big and small stones that will balance the exercise book.
Encourage the children to discuss the approximate number of big and small stones that will
be needed.
 After they have determined the number needed, allow each group to use the balance to check their
answer. Discuss how close their guesses were.
 Ask the children to do the same with other items, such as their snack box, their bag, or five exercise
books.
 Write on the board the sentence: My book is as heavy as ….. big stones and …… small stones.
Ensure that they understand the meaning of this sentence.
 Discuss with the class the need for a standard unit, instead of different-size stones.
For the next lesson, you will need: a kilogram weight (as used in the markets), 2 bags of flour (one that weighs 1 kg
and one that weighs less), a balance, and the hundred square.
Lesson 70

LESSON 71
TEACHER: Have ready the kilogram weight, two bags of flour, a balance, and a hundred square
(if you have one). Copy Parts One through Three on the chalkboard. Display Posters 1 and 7.
Part One Part Three
14 10 46
– 5 – 2 – 43
15 13 36
– 9 – 7 – 35 Poster 1 Poster 7
Part Two 59
– 58
2841 3301 1620 6470 THE CHILDREN: Copy Part One only.
Oral Addition Column Reading Column Subtraction Concepts of Oral
Problems Subtraction Numbers (chalkboard and exercise book) Fractions Subtraction
(oral) (exercise book) (chalkboard) (exercise book) (oral)
900 + 30 + 5 = 14 10 2841 46 1
– 43 2 12 – 3 =
– 5 – 2
3301
1 18 – 9 =
400 + 20 + 8 = 15 13 1620 4
36 12 – 8 =
– 9 – 7
6470 – 35 10 – 5 =
13 – 7 =
59
– 58

 Physical Activity: “Body Parts”

Measurement of Mass in Kilograms

 Tell the children that a brother and sister were sent to the market to buy a kilogram of 10 min
flour. The brother bought this bag (hold up a small bag of flour) and the sister bought
this bag (hold up a large bag containing 1 kilogram of flour).
 Ask the children: Do both bags have the same quantity of flour? Does each bag have a kilogram of
flour in it? How can we find out?
 Ask two children to come up and weigh the two bags of flour. Help them use the balance and the
kilogram weight.
 Ask the children to copy the following sentences into their books, choosing the correct phrase in
the brackets:
The small bag weighs (less than 1 kilogram, 1 kilogram, more than 1 kilogram)
The large bag weighs (less than 1 kilogram, 1 kilogram, more than 1 kilogram)
10 + 6 = 16 Number Patterns
 Ask the children to start at 10 and count on in 10’s to 40. Ask one of the children to write 10 min
20 + 6 = 26 the numbers 10, 20, 30, and 40 in a column on the board.
 Ask one child to choose a number less than 10. (e.g., 6) Tell the class that we are going to add 6 to
each of the numbers on the board. Read each exercise, and have the children answer them. As
30 + 6 = 36 each answer is given, have one child write it on the board.
 Ask the children what they notice is happening and what pattern they can see. Ask them what they
40 + 6 = 46 think will happen if we add 6 to 50, or to 90. Can they predict the pattern? Allow them to explore this.
 Ask them if they think this would happen with all numbers. What would happen if we added 8 to the
10’s, or 3? (18, 28, 38, 48; 13, 23, 33, 43) Allow them to explore different numbers to see that the
pattern stays the same.
 If you have a hundred square, use it to demonstrate the pattern.
Lesson 71

REVIEW OF WEEK 18
TEACHER:
Tell the children that today they are going to review the work they have done during the past few weeks.
The main purpose of Review 18 is:
 for the class to review areas or topics that they are weak on.
Using your assessment of the children’s work over the past few weeks (including your observations and notes),
Please assign the children tasks to help reinforce any areas or topics you think they are weak on.
You may ask them to work as a class, or you may divide them into groups based on their needs, asking different
groups to focus on different areas or topics of Mathematics.
Materials needed: A list of activities, according to the needs of your class. Record the activities you propose in
the space provided on the next page.

Activities proposed by the teacher:
For the next lesson, you will need: a standard kilogram weight, a balance, five 1 kilogram stones, objects to weigh.
Review 18

LESSON 72
TEACHER: Have ready the balance, kilogram weight, stones, and objects to weigh.
Copy Parts One through Four on the chalkboard. Part Four
Part One
Part Three A. B.
89 88 39 79
– 84 – 86 – 32 – 71 12 11 14 14
– 8 – 9 – 5 – 6
Part Two
420 677 C. D.
+ 921 + 522
THE CHILDREN: Copy Parts One and Two only.
Less Than, Column Column Addition Column Subtraction Reading Oral Multiplication Multiplication
to 99 Subtraction (exercise book) (exercise book) Numbers (chalkboard) Table
(oral) (exercise book) (exercise book) (oral)
12 1x1=
14 vs. 8 89 88 420 – 8 7565 A. B.
1x2=
– 84 – 86 + 921
50 vs. 44 1x3=
11 1749
71 vs. 77 39 79 677 - 9 1x4=
– 32 – 71 + 522 3578 3 x 20 = 3 x 30 = 1x5=
48 vs. 73
14 1x6=
33 vs. 63 – 5 1x7=
C. D.
1x8=
14
1x9=
–6 2 x 40 = 2 x 30 =

 Physical Activity: “Tidying the Classroom”
Measurment of Weight
10 min
1 <1 >1  Organise the children into five groups. Give each group objects to weigh and
kilogram kilogram kilogram a 1 kilogram stone. Ask them to discuss which objects they think weigh 1 kilogram.
OBJECTS Encourage them to use the kilogram stone and both their hands to estimate the weight
of the different objects.
 Ask them how they could verify their estimates. Invite one group to use the balance and the
kilogram weight to check their estimates.
 Copy the table shown in the box onto the board. Ask the children to copy it, and remind them
of the meaning of the signs < and >. (< means less than, > means greater than) Ask them
to write the objects they weighed in the correct column.
 Close this activity by showing the kilogram weight and explain that the kilogram is recognized
as the standard weight in this country and many other countries, too.
10 min
Number Patterns
 Tell the children that today they are going to look at adding 1 to numbers that end in
9. Write the first column of numbers (see box) on the board. Ask the children to read
them. Point out that the numbers are increasing in 10’s and that each ends in 9.
9 + 1 = 10  Write “+ 1” beside each number and ask the children what they think all the answers will have
in common.
19 + 1 = 20  Complete the first three exercises together. Point out that all the answers are in 10’s. Ask
them what they think the answer to the last exercise will be. (40) Ask them what they think the
29 + 1 = 30 next equation or exercise in the pattern will be. (49 + 1 = 50)
 Ask them to predict what 79 + 1 equals, using this pattern. Ask them to try to explain why this
pattern occurs. (because 9 + 1 = 10, so adding 1 to any number ending in 9 will take it to
39 + 1 = 40 the next whole 10)
(IF YOU HAVE EXTRA TIME) Right and Left
 Ask the children to hold up their right hand and wave it in the air. Check that everyone has
their right hand up. Now ask them to hold their left hand in the air and wave it.
 Ask them to turn and look to the left, and then turn and look to the right.
 Continue to reinforce right and left by asking such questions as: What is to the right of the
board? The window? What is to the left?
For the next lesson, you will need: a balance, stones weighing 1 kilogram, stones weighing 1 gram.
Lesson 72

LESSON 73
TEACHER: Copy Parts One, Two, and Three on the chalkboard. Display Posters 5, 9, 11, 12,
13, and 7, as shown below. Have the balance and the kilogram and gram stones ready.
Part One Part Three
982 23 568 A.
+ 206 + 91 + 731
Part Two
45 99 26
– 41 – 98 – 20
B.
THE CHILDREN: Copy Parts One & Two only.

Column Addition Column Subtraction Oral Multiplication Concepts of Fractions Oral Multiplication
(exercise book) (exercise book) (chalkboard) (oral) (oral)
Poster 5 Poster 9 Poster 11
982 23 568 45 99 26 5x1=
+ 206 + 91 + 731 – 41 – 98 – 20 A.
1 1 5x2=
2 3
5x3=
Poster 12 Poster 13 Poster 7
5x4=
B. 5x5=
1 1
3 4

 Physical Activity: ”Making Bins”

15 min
Objects Weight Measurement of Weight
 Draw the table (opposite) on the chalkboard and ask the children to copy it. Show the
- Exercise children the balance, the kilogram stones, and the gram stones. Ensure that they
book all understand that each large stone is 1 kilogram and each small stone is 1 gram. Allow
- Pencil some children to hold a kilogram and a gram in each of their hands in order to feel the
- School difference.
bag  Invite children up one at a time to weigh an object that is on the list. Help them do this, if
- Textbook needed. Some objects will weigh only a few grams; others will weigh a combination of
kilograms and grams. Every time a child weighs something, have the children write the weight
in their tables (e.g., 1 kilogram and 5 grams). Have the children think of more items they could
weigh that can be added to their list.
5 min
Number Properties
 Ask one child to write a number between 1 and 10 in his or her exercise book. Tell the
child not to tell you the number, as you are going to try to guess what the number could
be by asking questions. Tell the child that he or she can only answer YES or NO.
 Ask yes-or-no questions, such as: Is it an even number? Is it an odd number? Does it come
after 5? Are all the lines straight when you write the number?
 Ask three to five questions before guessing the number.
 Ask another child to tell you a different secret number, and allow the class to ask the child
questions and try to guess the number. Repeat this with other numbers and other children.
Lesson 73

LESSON 74
TEACHER: Display Posters 9, 10, 5, 14, 7, and 12, as shown below.
Copy Parts One through Four on the chalkboard.
Part One Part Three
7836 9367 4311 2329
36 11 18
+ 28 + 54 + 15 Part Four
Part Two A. B. C.
98 29 18
– 95 – 23 – 17

Column Column Whole Oral Oral Concepts of
Addition Subtraction Numbers Subtraction Multiplication Fractions
(exercise book) (exercise book) (chalkboard) (oral) (chalkboard) (oral)
36 11 98 29 7836 537 – 37 = 2 x 40 = 1 x 30 = 3 x 20 = 1 1 1
3 5 2
+ 28 + 54 – 95 – 23 375 – 75 =
9367 A. B. C.
711 – 11 = 1 1 1
18 18 4311 5 4 3
651 – 51 =
+ 15 – 17
2329 397 – 97 =
 Tongue Twister: “Peter Pecker”

Recognising Right Angles 15 min

 Give each child a sheet of paper and tell them to carefully fold it in half. Tell them
that this can now be used to test for straight lines. Show them how to place the folded
paper on the edge of their desk to see if the edge is a straight line. Give them two
minutes to find other straight edges/lines in the classroom.
 Ask them to fold the piece of paper again to create a right-angled corner. Ask them to colour
the corner they have made.
 Tell them that this tool they have made can be used to find square corners. Allow them to use
their tools to find square corners around the room. Encourage them by saying such things as:
Look at the corner of your book—place the measure against the corner and see if it matches.
What about the where the table leg meets the floor? Allow them a few minutes to find more
square corners.
 Introduce the words angle and right angle by saying: Where the two edges of your book
meet at the corner—this is called an angle. If it is a square corner, it is called a right angle.
 Ask them to find other objects with right angles and to record them in their books, either as
drawings or in words. TEACHER: The children’s right-angled corners will be needed in future
sessions.
Number Properties
5 min
 Ask one child to write a number between 1 and 10 in his or her exercise book. Tell
the child not to tell you the number, as you are going to try to guess what the number
could be by asking questions. Tell the child that he or she can only answer YES or NO.
 Ask yes-or-no questions, such as: Is it an even number? Is it an odd number? Does it come
after 5? Are all the lines straight when you write the number?
 Ask three to five questions before guessing the number.
 Ask another child to tell you a different secret number, and allow the class to ask the child
questions and try to guess the number. Repeat this with other numbers and other children.
For the next lesson, you will need: the right-angled measure, several kilogram and 50 or more gram stones, and the
balance.
Lesson 74

LESSON 75

TEACHER: Have ready the right-angled measure, kilogram and gram stones, and balance.
Display Posters 5, 9, and 3. Copy Parts One and Two on the chalkboard.
.
Part One Part Two
24 51 514
+ 39 + 31 – 302
343
– 122
Oral Multiplication Less Than 99 Column Addition Column Subtraction Concept of Fractions
(oral) (oral) (exercise book) (exercise book) (chalkboard, oral)
5x1 Poster 5 Poster 9
93 vs. 13 24 514
8x1 + 39 – 302
79 vs. 30 1 1
2x1
2 3
58 vs. 96 51 343
7x1 + 31 – 122 Poster 3
91 vs. 12
9x1
50 vs. 66
4x1 1
4
 Song: “The Garbage Bin”

Recognising Right Angles
 Ask the children to get out their right-angled measures. Ask them if they can 10 min
remember the name given to a square corner. (right angle) Ask them to tell
you some shapes that have right angles. (squares and rectangle) Ask: What can you see in
Right Not the classroom that has a right angle? Allow a child to use his or her measure to check some of
angles right the objects that are suggested (e.g., table corner, book corner, window frame, door frame).
angles  Ask the children if they can find some objects that are NOT right angles. Show them that if
their right-angle measure is too big or too small to touch both sides of a corner, then that
angle is not a right angle. Offer some examples of angles that are not right angles (e.g., the
joint between two fingers, the angles in some triangles).
 Ask the children to work in pairs for a few minutes to find examples of a right angle and an
angle that is not a right angle. Draw the two columns (see box) on the board, and write the
children’s examples in the appropriate column.
 Discuss the angles that are not right angles. Ask: Which are smaller than a right angle, and
which are larger than a right angle?
Measurement of Weight—Grams and Kilograms

 Ask the children to look around the room and find objects that they think will 10 min
weigh 1 kilogram. They can estimate this by holding the kilogram stone in one
hand and the object in the other.
 After collecting the objects, allow them to use the balance and the standard weight to verify
<1 1 >1
kilogram kilogram kilogram their estimates.
 Ask them to copy the table opposite into their books and to write the objects in the correct
column. Review the signs < and >.
 (If time allows) Divide the children into three groups, and ask each group to find objects of a
different weight:
GROUP 1: objects weighing 2 kilograms
GROUP 2: objects weighing 50 grams
GROUP 3: objects weighing 20 grams
Each group can use the standard weights and balance to verify their estimates. Have them
complete a second table for the objects they weighed as a group.
Lesson 75

REVIEW OF WEEK 19
TEACHER:
The main purpose of Review 19 is to identify the children’s understanding of:
 fractions
 classification of shapes by the number of sides
the areas covered during or after the Audio sessions from this week.
Materials needed: • Coins or counters for drawing circles

• Rulers

REVIEW ACTIVITIES
Fractions
 Copy the shapes shown opposite on the board. Ask the children to look at the 10 min
shapes and name the shapes in the first row. (circles) Ask them to use the
coins/counters on the table to draw two circles in their books.
 Ask them to use their pencils and rulers to divide the first circle into two equal parts. Ask
them to shade in one part. Observe how the children do this.
 Ask them to divide the second circle into four equal parts and to shade one part.
____ _____
 Point to the lines below each circle, and ask the children to write the fraction that they
shaded in the circle above. (1/ 2 and ¼)
 Ask the children to look at the second row of shapes on the board. Ask them “what are
they, and how many are there?” (three rectangles) Ask them to carefully draw three
______ _______ _______ rectangles in their books, each three “little squares” long and one “little square” tall
(height).
 Ask them to use their pencils and rulers to divide the first rectangle into two equal parts.
Ask them to shade in one part. Ask them to divide the second rectangle into three equal
parts and the third rectangle into four equal parts, and have them shade one part in each.
Point to the lines below each rectangle and ask the children to write the fraction that they
shaded in the rectangle above. (1/ 2 , 1/ 3 , and ¼)
Triangles Quadrilaterals Pentagons
3 sides 4 sides 5 sides Classification of Shapes 20 min
 Draw the table opposite on the board (but don’t include the shapes or the
words), and ask the children to copy it. Write the words “Triangles,” “Quadrilaterals,”
and “Pentagons” in the top row.
 Ask the children to write the number of sides that a triangle has in the column below the
word “Triangle” and to do the same for the other two.
 Draw some triangles, quadrilaterals, and pentagons outside the empty table, and ask
the children to copy them into the correct columns.
 Ask them to draw some triangles, quadrilaterals, and pentagons of their own in the
correct columns.
For the next lesson, you will need: an analogue clock (with hands) Review 19

LESSON 76
TEACHER: Have the analogue clock ready. Display Posters 7, 1, 14, and 12, as shown below.
Copy Part One on the chalkboard.
Part One
537
– 214
476
– 273
THE CHILDREN: Do not copy the exercises.

Column Subtraction Concept of Fractions
(exercise book) (oral)
537 1 1
– 214 4 2
1 1
476 5 3
– 273

15 min
Telling Time: Reading the Hour
 Show the class an analogue clock (with hands), with the clock hands set to 04:00 hours. Ask
them to read the time on the clock. Discuss with the class how one hand is long and shows the
minutes, while the other hand is short and shows the hours.
 Slowly rotate the minute hand (the long hand) through one complete turn, while moving the
hour hand (the short hand) to the next hour. The clock will now be at 05:00 hours. Again ask the
class to read the time. Continue this process for 06:00 hours and 07:00 hours. Discuss with the
children the direction that the clock hands turn: always to the right. This is called “clockwise.”
 Draw an empty digital clock on the board (as shown). Tell the children that as well as clocks
with hands, we also have clocks without hands, which are called digital clocks.
:  Ask the children to carefully copy the empty clock into their books. Turn the hands of the
analogue clock to show 02:00 hours. Ask the class to read the time and write it on the digital
clock in their books. Give them some time to do this, and then draw it in the clock on the
chalkboard.
 Ask the children to draw two more empty digital clocks in their books, and give them a selection
Homework of times (between 01:00 and 12:00 hours) to write on their digital clocks.
- What kinds of  HOMEWORK: Ask them to count how many clocks with hands (analogue) and clocks without
balances are people in hands (digital) they can see at home and at school.
the market using?
- Are they using 10 min
kilograms, grams, or
other weights?
Measurement of Weight in Grams and Kilograms (Homework)
- What kinds of things  Tell the children that they are also going to have homework on weight. Tell them that they need
are they weighing? to go to the market with an adult or older sibling and look carefully at the weights and balances
- Draw the balances people use and what they measure before purchasing.
that you have seen  Read aloud the questions in the box, and ask the children to copy them in their exercise books
and some objects that to take home for homework.
people weigh.
For the next lesson, you will need: coins or corks to draw clock faces (one per child)
Lesson 76

LESSON 77

TEACHER: Have the coins or corks ready for after the Audio Programme.
Copy Parts One through Three on the chalkboard.
Part One Part Three
234 348 1 1 1
+ 658 + 239 3 2 5
Part Two 1 1 1
3782 7290 5385 4 3 5
3082 2226 5061 THE CHILDREN: Copy Part One only.

Oral Oral Multiplication Column Addition Reading Numbers Oral Reading Oral
Subtraction (oral) (exercise book) (oral) Subtraction Fractions Multiplication
(oral) (oral) (oral) (oral)
1x1=
800 – 200 4x6= 234 3782 12 – 5 = 1 1 1x2=
3x6= + 658 3 2
500 – 300 7290 12 – 9 = 1x3=
5x3= 1 1 1x4=
500 – 400 348 5385 12 – 7 =
2x8= 5 4 1x5=
+ 239
3x4= 3082 12 – 3 = 1x6=
1 1
3x8= 2226 1x7=
3 5
5061 1x8=
1x9=

5 min
Weight Homework
 Chat with the children about their findings. What kinds of balances were used,
what weights did people use, and what objects did they weigh?
10 min
1 2 : 3 0 Measurement of Time
 Draw five analogue clocks on the board showing these times: 04:20, 11:00,
10:15, 02:10, and 12:30 (see box).
0 2 : 1 0  Tell the children to look at the analogue clocks on the chalkboard and to carefully draw them
in their exercise books. They can use the coin/cork on the table to draw the circle for the
clock face. They should copy the digits around the clock face and draw the hands accurately
0 4 : 2 0 to show the correct time. Walk around to offer assistance as needed.
 Draw the digital clocks showing the times as they appear in the box. Ask the children to
copy these in their books as well.
1 0 : 1 5  Tell them that they need to draw a line from the analogue clock to the digital clock that
shows the same time.
 Once they have done this, ask the children to tell you something that they do at each of
1 1 : 0 0 these times (e.g., sleep, be at school, have lunch).
Reading Numbers to 9999 with 0 in the Hundreds Column 5 min

 Write the opposite numbers on the board. Ask the children to read the first
5062 number aloud. (five thousand sixty-two) Discuss with the class the value of each digit and
4012 how the zero means that there are no hundreds to be said aloud.
 Discuss with the children how the number would change if you didn’t write the zero. (it
7059 would become 562, or five hundred sixty-two)
 Continue like this with the other numbers, stressing the importance of the zero in the
1034 hundreds column. If time allows, ask the children to think of similar numbers with zeros in
2098 the hundreds column.
TEACHER: Read the next lesson in advance, as you may want to draw out the route before the lesson.
For the next lesson, you will need: an analogue clock and sticky tape or chalk.
Lesson 77

LESSON 78
TEACHER: Have an analogue clock ready. Copy Parts One through Three on the chalkboard.
Part One Part Three
267 725 305
+ 603 + 239 + 288
A B C
Part Two
74 89
72 57
71 45
46 6

Oral Subtraction Column Addition Comparing Oral Multiplication Reading
(oral) (exercise book) Numbers (chalkboard) Fractions
(chalkboard) (exercise book)
11 – 5 267 725 305 74 vs. 89 A. 3 x 200 1 1 1

12 – 3 + 603 + 239 + 288 2 3 4
72 vs. 57
12 – 6 B. 2 x 200 1 1 1
11 – 8 71 vs. 45 5 3 5
12 – 4 C. 4 x 200
46 vs. 6 1
12 – 5
2
11 – 9

 Entertainment Activity: “Tongue Twister: Peter Picker”

Telling Time—Reading a Clock 10 min

 Show the class an analogue clock with the clock hands set to 07:00 hours. Ask them
to read the time on the clock.
 Review the difference between the long and the short hands—which shows the hour (short), which
shows the minutes (long), and which rotates all the way around in one hour (long). Discuss the
direction the hands move—always the same way, to the right, which is called “clockwise.”
 Tell the children that an hour is made up of minutes. In each hour, there are 60 minutes. From the 12
to the 1, there are 5 minutes, and so on between each number.
 Ask them to count with you in 5’s as you move the minute (long) hand from 12 to 1, then to 2, and so
on to 12. Do it again, stopping on each number, and have them count by 5’s to 60.
 Place the hands back to 07:00 and ask them to read this time. Slowly rotate the minute hand through
half a turn to 07:30. Tell them that you have stopped halfway between 7 hours and 8 hours. Ask them
how many minutes there are in half an hour—what is half of 60? (30) So, the time showing is 7 hours
plus 30 minutes, or 07:30.
 If time allows, show some more half-hour times, and ask the children to read them.
10 min
Direction and Movement
 TEACHER: This lesson is best conducted on the playground or a large indoor space.
Use sticky tape or chalk and mark out a route on the floor that involves right-angle turns.
 Review left and right and right angles. Show them a right-angled turn on the floor.
 Choose a child to stand at one end of the route; say: This is the start, and the other end is the
finish. Ask the child to walk slowly along the route, stopping at each turn. Ask other children to
say whether each turn is a left or a right turn.
 Discuss how these turns are also right angles.
 Choose another child to stand at the finish and walk slowly from the finish to the start, repeating
the previous process.
For the next lesson, you will need: an analogue clock

Lesson 78

LESSON 79
TEACHER: Have an analogue clock ready. Copy Parts One through Four on the chalkboard.
Part One Part Three Part Four
1 1 2
108 878 42 A B 2 3 3
+ 521 + 105 + 38
1 2 3
4 4 4
Part Two C
4350 1275 7029

THE CHILDREN: Copy
Part One only.
Oral Column Addition Reading Numbers Oral Multiplication Reading
Multiplication (exercise book) (chalkboard) (chalkboard) Fractions
(oral) (chalkboard)
8x3=
108 878 42 4350 1275 7029 A. 2 x 300 1 1 2
3x5= + 521 + 105 + 38 2 3 3
4x3= B. 2 x 400 1 2 3
4 4 4
5x2= C. 3 x 200
6x4=
3x7=
4x4=
 Song: “The Magic Number Two”

 Physical Activity: “Marching On the Spot”

10 min
Telling Time—Reading the Hour and the Half Hour
 Draw five empty digital clocks on the board (see box)
:
 Tell the children to carefully draw these five clocks in their exercise books.
 Tell them that you are going to show them a time on the analogue clock and they will write
: that time on the digital clock.
 Show them 03:30 and ask them to write it in the first empty digital clock. Fill in the first digital
clock on the board, and discuss with the children if their drawings were correct.
:  Complete the others in the same way, showing them 06:00, 07:15, 09:20, and 11:30.
 Ask the children what activities they might be doing at these times (e.g., sleeping, eating
: breakfast, walking to school).
5 min
:
Reading Numbers to 9999 with 0 in the Hundreds Column
 Write the first number at left on the board. Ask the children to read it aloud.
(nine thousand fifty-two) Discuss with the class the value of each digit and how
9052 the zero means that there are no hundreds to be said aloud.
 Discuss how the number would change if you didn’t write the zero. (it would become 952, or
3018 nine hundred fifty-two)
 Continue like this with the other numbers, stressing the importance of the zero in the
2039 hundreds column.
 Ask the children to think of similar numbers with zeros in the hundreds column. Encourage
them to write their numbers on the board, and ask the class to read them.
10 min
Direction
 TEACHER: This activity needs to be completed in an open space, such as the
playground.
 Ask the children to stand somewhere that is not too close to the wall or to another
child, facing you. Tell them that you are going to give them instructions to follow, and
that when you say “Turn,” they are to make a right-angled turn, either to the left or the
right.
 Give the instructions: Walk two paces towards me. Turn right and walk three paces forward.
Turn left and walk four paces forward. Continue to give instructions, ensuring that the
children can make right-angled turns.
Lesson 79

REVIEW OF WEEK 20
TEACHER:
The main purpose of Review 20 is to assess:
 the children’s understanding of right angles

 their understanding of “heavier” and “lighter,” in relation to kilograms
the topics covered during or after the Audio sessions from this week.
Materials needed: kilogram weight

REVIEW ACTIVITIES
<1 1 >1 Measurment of Weight, in Kilograms 15 min

kilogram kilogram kilogram  Draw the table in the box on the board.
 Ask the children to look at the table on the board, and read the headings to them. Ask
them to copy the table onto half a page in their books. Check that they draw a large
table.
 Explain to the children that they will compare the weight of different objects, using a
kilogram. Show them the kilogram.
 Ask them to think of something that weighs less than one kilogram and to draw it in the
first column. Then have them draw a picture of something that weighs exactly one
kilogram in the second column, and something that weighs more than a kilogram in the
last column. Invite them to compare the weight of their chosen objects with the kilogram,
using both hands. Discuss how close their estimates were.
Right Angles Not Right

Angles
15 min
Recognising Right Angles
Copy the table in the box onto the board.
Ask the children to look at the table on the board. Read the headings to them and ask
them to copy the table in their exercise books.
Draw different angles on the board, outside the table (see box). Ask the children to look
at the angles. Tell them that some are right angles and some are not. Ask the children to
draw each angle in the correct column.
For the next lesson, you will need: an analogue clock

Review 20

LESSON 80
TEACHER: Have the analogue clock ready. Copy Parts One through Three on the chalkboard.
Part One
7306 2046 4230 Part Three
8652 9061 5615 624 27 108
Part Two + 370 + 24 + 745
2 2 2 3
3 5 4 5 59 504 57
+ 20 + 429 + 35
2 1 3 4
2 2 3 5
THE CHILDREN: Do not copy the exercises.
Oral Oral Oral Reading Reading Fractions Column Addition
Subtraction Subtraction Multiplication Numbers (chalkboard) (chalkboard)
(oral) (oral) (oral) (chalkboard)
15 – 9 = 7306 2 2 2 3 624 27 108

700 – 300 300 x 2 =
3 5 4 5 + 370 + 24 + 745
12 – 9 = 2046
200 – 100 400 x 1 =
15 – 8 = 4230 2 1 3 4 59 504 57
400 – 300 200 x 3 =
2 2 3 5 + 20 + 429 + 35
16 – 9 = 8652
200 x 4 =
14 – 9 = 9061
300 x 1 =
18 – 9 = 5615
400 x 2 =

Direction, Using Right Angles

 Draw the maze (see box) on the board, ensuring that all turns are right 10 min
angles. Ask the children to identify the starting point. Ask them to give you
instructions to get to the end, using the number of blocks as paces. Model the first
instructions for them: Move two paces forward and turn right. Move forward one pace and
turn left.
 Ask the children to draw a different route in their books. Ensure that all the turns will be
right angles by telling the children to stay on the lines in their exercise books. Tell them
that they can only make five turns, and remind them to label the start and the finish.
 Ask them to swap books with the person next to them and to describe each others
routes, using the number of squares as paces.
Telling Time by Reading a Clock 10 min

 Show the class an analogue clock with the clock hands set to 11:00 hours.
Ask them to read the time on the clock. Review the different hands: which shows the
hour, which shows the minutes, which rotates, and what direction the hands move.
(always the same way, clockwise)
 Ask how many minutes there are in one hour (60) Ask how many minutes there are
between the 12 and the 1. (5) Ask them to count with you in 5’s as you move the minute
hand from 12 to 1 (5), from 1 to 2 (10), and so on to 12 (60).
 Return the hands to 11:00 and ask the class to read this time. Slowly rotate the minute
11:15 hand through a quarter turn to 11:15. Ask them how many minutes you have moved the
hands. (15) As them what the new time is. (11:15)
 Write 11:15 digitally on the board.
 Show other times on the analogue clock that are 15 minutes past the hour. Ask the
children to read these and write them digitally in their exercise books.
For the next lesson, you will need: cubes and cuboids (at least one per group), a balance, 1 kilogram weight, 2 half
kilogram weights, 5 objects weighing one kilogram, 10 objects weighing half of a kilogram.
Lesson 80

LESSON 81
TEACHER: Have ready the cubes, cuboids, balance, weights, and stones.
Copy Parts One and Two on the chalkboard.
Part One
20 x 2 = 40 x 2 = 30 x 1 =
Part Two
8207 6929 1458 THE CHILDREN: Copy Part One only.

5390 3060 6679

Oral Multiplication Oral Subtraction Oral Reading Writing Fractions
(oral) (oral) Multiplication Numbers (exercise book)
(exercise book) (chalkboard)
4x3= 10 – 5 = 30 x 2 = 8207 3 5 2
5 5 4
6x3= 12 – 9 = 20 x 1 = 6929
1 2 1
3x2= 10 – 4 = 30 x 3 = 1458 2 3 4
3x7= 11 – 5 = 20 x 2 = 5390
3x4= 11 – 6 = 40 x 2 = 3060
5x4= 15 – 7 = 30 x 1 = 6679
12 – 4 =

 Physical Activity: “Physical Exercises”

Identifying Solid Shapes: Cube and Cuboid
 Give a cube or cuboid to each group. Ask them to feel it with their hands and to describe
6 sides, all flat what they feel and see.
Cube  Ask one child from each group to say one thing about their shape. Record their
8 corners
All square faces descriptions on the board. Encourage them to talk about the number of sides their shape
has. Are the sides flat or curved? How many edges and corners are there? Do they
Cuboid 6 sides, all flat recognise the shapes of the sides? (square and rectangle)
2 squares
4 rectangles  Hold up a cube and ask: Whose shape is the same as mine? Hold up a cuboid and ask
the same question.
 Write the names of each shape on the board and read them with the children. Allow them
to repeat the names, in order to become familiar with them.
10 min
Measurement of Mass
 Organise the children into groups, and give each group an object weighing 1kilogram and
two other objects weighing ½ kilogram each.
 Ask them to compare the weights by placing:
 a kilogram object in one hand and a ½ kilogram object in the other. Ask them
which is lighter. (the ½ kilogram)
 a ½ kilogram object in one hand and a ½ kilogram object in the other. Ask which is
heavier. (neither - they are the same)
 a kilogram object in one hand and two ½ kilogram objects in the other. Ask which
is heavier. (neither - they are the same)
 Move around the groups and allow the children to verify their findings by using the
balance instead of their hands. At the end of the activity, make sure that the children
understand the following:
 1 kilogram = ½ kilogram + ½ kilogram
 1 kilogram = two ½ kilograms
TEACHER: It is recommended that you read the next lesson well in advance.
For the next lesson, you will need: the children’s right-angled measures, balances (one each for half the class), many
kilogram and ½ kilogram objects, “dollars” and “coins” (from template), sand to weigh.
Lesson 81

LESSON 82
TEACHER: Have ready the right-angled measures, balances, kilogram and ½ kilogram stones,
“dollars” and “coins,” and sand. Copy Parts One and Two on the chalkboard.
Part One Part Two
38 79 28 497 257
+ 6 + 4 + 7 + 230 + 471 THE CHILDREN: Copy Part One
and Part Two.

Oral Column Addition “Greater Than” Column Addition Concept of Fractions
Multiplication (exercise book) (oral) (exercise book) (oral)
Problems
(oral)
30 x 3 = 38 79 28 497 257 Members of the sixths family -

535 vs. 554
+ 6 + 4 + 7 + 230 + 471 Six equal parts
40 x 2 =
238 vs. 248
1 2 3 4 5 6
170 vs. 138
6 6 6 6 6 6
145 vs. 122
424 vs. 427

Right Angles
 Tell the children that they are going to use their right-angled measures to draw 10 min
a group of shapes:
1 2  The first shape must have one right angle
 The second, two right angles
 The third, three right angles
 The fourth, four right angles
3 4  Draw the first shape together. Discuss and demonstrate how to use the right-angled
measure to draw the right angle.
 Ask the children to draw the second shape independently. Walk around to offer guidance
as needed. Before the children move to the third and fourth shapes, demonstrate on the
board some shapes the children drew with two right angles.
Measurement of Weight - “Shopping Day” Exercise

 Divide the class into vendors and buyers. Each vendor needs a balance, a 20 min
kilogram, and many half kilogram stones. The buyers need money (coins
and bills).
 Tell the class that everything in this “market” will be sold by kilograms and/or half
kilograms. Tell them that they will need to ask the price of “a kilogram of sugar,” “a ½
kilogram of flour,” or “1½ kilograms of rice.” The sellers need to weigh the requested
product (sand), using the balance and the correct weights. Agree on the prices of all
items for a kilogram and ½ kilogram.
 Walk around to offer support to the groups as needed.
 After 10 minutes, have the children switch roles. Continue to offer support to the groups
as needed.
For the next lesson, you will need: a cube, a cuboid, the children’s right-angled measures, and scissors
Lesson 82

LESSON 83

TEACHER: Have ready the cube, cuboid, right-angled measures, and scissors. Copy Parts One
through Three on the chalkboard.
Part One
Part Three
68 81 37
+ 15 + 9 + 7 863 – 63 = 825 – 25 =
Part Two 672 – 72 = 397 – 97 =
600 x 1 = 400 x 2 =
THE CHILDREN: Copy Parts One, Two, and Three.
300 x 2 = 300 x 3 =

Concept of Fractions Column Multiplication Equations Subtraction
(oral) Addition (exercise book) Equations
(exercise book) (exercise book)
1 1 1 68 81
600 x 1 = 400 x 2 = 863 – 63 = 825 – 25 =
2 3 4 + 15 + 9
1 1 1
300 x 2 = 300 x 3 = 672 – 72 = 397 – 97 =
5 6 7 37
+ 7

Balance =
Measurement of Weight 10 min
1 kilogram =  Write the words at left on the chalkboard. Tell the children to write these
words in their exercise books and to draw a picture of each one.
½ kilogram =  Discuss with them the concept of proportion, which refers the weight of one object in
relation to another. A kilogram is twice the weight of a ½ kilogram, so it should also be
1 gram = twice as big. There are 1000 grams in a kilogram, so a gram should be very small.
5 min
Identifying Solid Shapes - Cube and Cuboid
 Hold up the cube and cuboid, and ask if anyone can remember the names of
these shapes. (cube and cuboid)
 Ask them to look around the classroom and see if they can find any objects that have the
same shape. If they have trouble, help them identify books, boxes, cupboards, etc.
 Encourage them to say why these objects are similar to the shapes you are holding. (flat
sides, square or rectangular faces, 8 corners, 12 edges)
10 min
Angles That Are Greater Than, Less Than, or Equal to Right Angles
 Ask the children to use their right-angled measures to draw and cut out some
angles that are less than a right angle, and to colour them green. Have them also draw
some angles that are greater than a right angle, and colour them red, and some angles
that are equal to a right angle, and colour them blue.
 Ask the children to cut out their angles. Make a class display of the different angles,
arranging them into the three groups.
Lesson 83

REVIEW OF WEEK 21
TEACHER:
Tell the children that today they are going to concentrate on the work they have done during the past week.
The main purpose of Review 21 is to identify:
 the children’s understanding of column multiplication
 their understanding of direction and movement through left and right turns
the areas covered during or after the Audio sessions from this week.

REVIEW ACTIVITIES
10 min
Column Multiplication
24 31 43  Ask the children to look at the chalkboard and to tell you what kind of exercises
x 2 x 3 x 2 are written there. Show them the “x” sign and make sure that they all recognise it as a
multiplication sign.
 Ask them to copy the multiplication exercises into their books and to complete them,
22 33 42 using any methods they have been taught.
x 3 x 3 x 2  Walk around the room and talk to individual children about the methods they are using to
complete the multiplications. Use this as an assessment to see what methods the
children are comfortable with and what methods seem to confuse them.
 Once the 10 minutes are up, have the children stop working on the exercises. Assess
how many the children were able to complete within the time period.
20 min
Direction, Using Right Angles
 Draw a maze on the board or a large piece of paper, ensuring that all turns
are right angles. Ask the children to identify the starting point and the end. Write key
instruction words on the board: forward, left, right, turn, paces. Tell them that their task
is to write instructions to get to the end from the start and that each set of paces is 3
paces. Model the first two instructions for them: Move three paces forward and turn right.
Move forward three paces and turn left.
 Ask the children to draw a route with five turns in their books, ensuring that all turns are
right angles. Have them label the start and the finish.
 Tell them to write a set of instructions for their route, and check to see that they are
accurate.
For the next lesson, you will need: cylinders and spheres (one per group), coins ($1, $5, and $10) and bills ($20 and
$100) from the template, a balance, the kilogram and half kilogram weights
Review 21

LESSON 84
TEACHER: Have ready the cylinders, spheres, coins, bills, a balance, and the kilogram and half
kilogram weights. Copy Parts One and Two on the chalkboard.
Part One Part Two
34 35 52 287 803 462

+ 54 + 19 + 28 + 452 + 162 + 156
THE CHILDREN: Copy Part One and Part Two.

Oral Oral Oral Column Addition Greater Oral Column Column
Addition Multi- Subtraction (exercise book) Than Multiplication Addition Multiplication
Problems plication (oral) (oral) Problems (exercise book) from Dictation
(oral) (oral) (oral) (exercise book)
446 – 46= 2x7= 16 – 8 = 34 35 52 333 vs. 454 40 x 2 287 803 8 7 8

+ 54 + 19 + 28 + 452 + 162 x3 x 3 x 0
877 – 77= 3x4= 13 – 6 = 115 vs. 335 10 x 4
344 – 44= 5x5= 12 – 8 = 380 vs. 141 30 x 3 3 3 3
x 4 x 1 x6
462
4x5= 14 – 6 = 975 vs. 520
+ 156 6 3 4
2x5= 11 – 3 = x 3 x 3 x 2
6x2= 13 – 7 =
4x4=
2x7=
 Song: “The Kite”

 Physical Activity: “Pretending to be Trees”

Identifying Solid Shapes: Cylinders and Sphere 5 min
 Give a cylinder or sphere to each group. Ask them to feel it with their hands
Cylinder 2 flat sides—circular and to talk about what they feel and see.
1 curved side  Ask one child from each group to say one thing about their shape. Record their
descriptions on the chalkboard. Encourage them to talk about the number of sides their
shape has, whether the sides are flat or curved, the number of edges and corners it has
Sphere No corners or edges
(if there are any corners or edges), and if they recognise what shapes the sides are.
All curved
(circle)
Shaped like a ball
 Hold up the cylinder and ask: Who has the same shape as mine? Hold up the sphere and
ask the same question.
 Tell the children the names of these two shapes. (cylinder and sphere) Allow them to
repeat the names, in order to become familiar with them.
10 min
Measurement of Weight
 Ask a child to choose an object weighing 1 kilogram. Allow the child to weigh
the object in the balance to confirm that it is 1 kilogram.
 Discuss with the children how the “arms” of the scale are horizontal, which means that
they balance—the weight on each side is equal.
 Tell the children to carefully draw the scale in their books, showing the weight in one
scale-pan and the object in the other.
 Continue this with different objects and weights (any combination of a kilogram
and a half kilogram).
Money 5 min
 Show the children coins of $1, $5, and $10. Discuss how they worked with
these in Grade 1. Ask the children questions, such as: How many $1 coins
make a $5 coin? A $10 coin? How many $5 coins make a $10 coin?
 Show them the $20 and $100 bills, and remind them that they worked with these in
Grade 1 also. Ask if they know the value of these two bills. Ask questions, such as: How
many $1, $5, and/or $10 coins make a $20 bill? A $100 bill? How many $20 bills make a
$100 bill?
 Tell them that in the next few weeks they are going to work with these coins and
bills again, and also the $500 and $1,000 bills.
For the next lesson, you will need: a cylinder, a sphere, coins ($1, $5, and $10), bills ($20, $100, $500, and $1,000)
Lesson 84

LESSON 85
TEACHER: Have the cylinder, sphere, bills, and coins ready. Copy Parts One through Three on
the chalkboard.
Part Two
235 756
+ 546 + 162
Part One
255
200 x 4 = 900 x 1 = + 426
400 x 2 = 500 x 1 =
Part Three THE CHILDREN:
730 – 30 = 140 – 40 = Copy Parts One, Two, & Three.
195 – 95 = 531 – 31

Oral Oral Multiplication Multiplication Equations Column Addition Subtraction
Subtraction Problems (exercise book) (exercise book) Equation
(oral) (exercise book) (exercise book)
11 – 4 10 x 4 200 x 4 = 900 x 1 = 235 756

18 – 9 + 546 + 162 730 – 30 =
14 – 6 30 x 2 400 x 2 = 500 x 1 = 140 – 40 =
16 – 7 40 x 2 255
12 – 8 + 426 195 – 95 =
13 – 5 531 – 31 =

 Physical Activity: “Pretending to Be Tidying Up”

Multiplication 5 min
 Write the multiplication exercises (see box) on the board, and ask the children
2 x 100 = 100 + 100 to look at them. Ask them if they can do those exercises in their heads.
3 x 100 =  Ask them to look at the second number of each exercise. What do these numbers have in
common? (each of them is one hundred) Explain that the first question is asking for 2 x
4 x 100 = 100, which is 100 + 100.
5 x 100 =  Tell the children that they can use their counting in 100’s to find these answers.
 Verbally complete the questions with the whole class.
6 x 100 =
5 min
Identifying Solid Shapes—Cylinders and Spheres
 Hold up a cylinder and sphere, and ask the class if anyone can remember the
cylinder sphere name of these shapes. (cylinder and sphere)
 Ask them to look around the classroom and see if they can find any objects that are the
same shape. If they need help, point out a drinking glass, chalk, pencils, pens, balls,
oranges, stones, etc.
 Encourage them to say which of these objects they prefer and why.
Money 10 min
 Briefly review the coins and bills discussed yesterday. Show the children the
$500 and $1000 bills. Ask them if they have ever used these bills and, if so,
what they bought with them. What do they imagine they could buy with them?
 Give each group a $500 and a $1000 bill. Ask them to look carefully at both sides.
Discuss with them what they can see and how they know the value of each bill. Ask them
to carefully draw each side of both bills in their books as a homework.
 Have the children count in 100’s to answer the following questions:
 How many $100’s are in $500?
 How many $100’s are in $1000?
 Write these equations on the board and ask the children to copy them in their books:
 $100 + $100 + $100 + $100 + $100 = $500
 $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 = $1000
For the next lesson, you will need: coins and bills, analogue clock
Lesson 85

LESSON 86
TEACHER: Have the coins, bills, and analogue clock ready. Copy Parts One and Two on the
chalkboard.
Part One Part Two

632 967
689 286 681 162
+ 207 + 180
254 955
189 533 326
+ 206

Oral Subtraction Oral Column Addition Oral Greater Than, Column
Problems Substraction (exercise book) Multiplication to 999 Multiplication
(oral) (oral) Problems (chalkboard) (exercise book)
(oral)
147 – 47 = 13 – 6 689 286 40 x 2 632 vs. 967 2 5 4

+ 207 + 180 x 1 x 3 x2
150 – 50 = 17 – 8 20 x 4 681 vs. 162
2 8
18 – 9 189 30 x 3 254 vs. 955 x 4 x 1
+ 206
17 – 9 533 vs. 326
11 – 5

 Physical Activity: “Flapping Wings like Birds”

Money 10 min
Toy costs $400  Copy the list from the box onto the board, or make your own list of items
costing between $100 and $500. You can also draw the selected items.
Sugar costs $200  Tell the children that today they are going to see what they can buy with $500 and what
Apple costs $150 bills and coins they need to make these different amounts. Hand out a range of coins and
bills to each group.
Ruler costs $250  Ask the children to look at the items on the board and their prices. Read the list aloud
together. Ask the children to copy the list into their books. Beside each item’s price, they
should write what notes or coins they would use to buy each item. (e.g., the toy = four
$100 bills)
 Ask them to work out how much change they would get if they bought each item with a
$500 bill. (e.g., if they bought the toy, they would receive $100 in change, because
$500 – $400 = $100)
Telling Time: Reading a Clock 10 min

 Show the class an analogue clock with the clock hands set to 06:00 hours.
Ask the children to read the time on the clock. Briefly review the different
hands, the direction the hands move (clockwise), and the number of minutes in
an hour (60).
0 6 : 0 0  Tell the children to draw six empty digital clocks in their books. Move the clock hands to
show 06:05. Ask the children to tell you the time. (06:05) Make sure they understand that
this means 5 minutes past 6 hours. Ask them to write this time in one of the digital clocks
they drew. Have them write the following times in their digital clocks: 06:20, 06:15, 06:25,
06:30, 06:10.
For the next lesson, you will need: solid shapes (ones that the class is familiar with), an analogue clock, $100 and
$500 bills (one of each per student)
Lesson 86

LESSON 87
TEACHER: Have ready the $100 and $500 bills and solid shapes.
Copy Parts One through Four on the chalkboard.
Part One Part Three
70 31 52 645 342 303

13 52 24 + 28 + 85 + 89
+ 14 + 4 + 13
Part Four
Part Two
360 554 836
64 42 30
813 450 340
x 2 x 4 x 5
159 527 943

Column Addition Column Multiplication Column Addition Reading Numbers Oral
(exercise book) (exercise book) (exercise book) (chalkboard) Multiplication
(oral)
1x0 7x0
70 31 52 64 42 30 645 342 303 360 554 836 2x0 8x0
13 52 24 x 2 x 4 x 5 + 28 + 85 + 89 3x0 9x0
813 450 340
+ 14 + 4 + 13 4x0
159 527 943 5x0
6x0

5 min
Identifying Solid Shapes
 Place the shapes around the classroom, in view of the children. Tell them
that you are going to play “I’m thinking of a shape.”
 Give children clues, such as the following: I’m thinking of a shape that has 6 flat sides; it
has 12 edges, it has 8 corners, and all its sides are square. What shape am I thinking of?
(cube) I’m thinking of a shape that has no flat sides or edges and will roll in all directions.
What shape am I thinking of? (sphere) As the children guess each shape, ask a child to
find a shape in the room that matches this description.
5 min
Telling Time
 Show the children the analogue clock with the hands showing 02:00 hours.
Show them the long hand. (minute hand) Move the minute hand five minutes
forward, saying each minute as you go: One minute, two minutes, three minutes,
four minutes, five minutes. Remind the children that there are five minutes between
every number on the clock.
 Ask the children how many minutes would pass if the minute hand went all the way
around the clock. (60) Illustrate by slowly rotating the minute hand, counting in fives with
the children: Five minutes, ten minutes . . . thirty minutes. Stop here and show that the
minute hand is halfway around the clock.
 Continue rotating the hands and counting in fives with the children: Thirty-five minutes,
forty minutes . . . sixty minutes. How many minutes are in one hour? (60)
10 min
Money
 Give each child a $100 bill. Show them a $500 bill, and ask if one child
can give you change in hundreds for your $500. (no one child can do this,
as they all only have $100 each)
 Ask how many children will have to get together to change your $500 bill into $100 bills.
(five) Allow them to get together to show that five $100 bills equals $500. Ask the
children to write $100 + $100 + $100 + $100 + $100 = $500 in their exercise books.
 Give each child a $500 bill, and repeat the process, this time looking for change for a
$1000 bill in $100 bills and $500 bills. (options: $500 + $500, $500 + $100 + $100 +
$100 + $100 + $100, $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 +
$100)
Lesson 87

REVIEW OF WEEK 22
Tell the children that today they are going to review the work they have done during the past few weeks.
The main purpose of Review 22 is:
 for the class to review areas or topics that they are weak on.
Using your assessment of the children’s work over the past few weeks (including your observations and notes), please
assign the children tasks to help reinforce any areas or topics that you think they are weak on.
You may ask them to work as a class, or you may divide them into groups, based on their needs, and ask different
groups to focus on different areas or topics in Mathematics.
Materials needed: A list of activities based on the children’s needs, according to your assessments. Record these
activities on the following page.

Activities proposed by you, the teacher:
For the next lesson, you will need: 4 colours of counters (enough for one counter per child, plus several extra of each
colour - the number of counters of each colour should NOT be equal)
Review 22

LESSON 88

TEACHER: Have ready 4 counters (different colours).
Copy Parts One through Three on the chalkboard. Part Three
Part One Part Two
358 570
26 45 53 21 54 12 42 + 26 + 25
12 14 14 x 3 x 2 x 4 x 3
+ 45 + 36 + 27
251 636
+ 9 + 2

Column Addition Oral Multiplication Vertical Multiplication Column Addition
(exercise book) (oral) (exercise book) (exercise book)
5x2=
26 45 5x3= 21 54 12 358 570
12 14 5x4= x 3 x 2 x 4 + 26 + 25
+ 45 + 36 5x5=
4x3= 42 251 636
53 4x4= x 3 + 9 + 2
14 4x5=
+ 27 3x4=
3x5=
2x5=

10 min
Time
:  Ask the children to draw five digital clocks and five analogue clock faces in
their exercise books.
:  Tell the children that you will say a time, and their task is to draw the time on the
analogue clock face and to write the time on the digital clock next to it. Read these times:
: 10:15, 6:10, 02:30, 09:45, 08:20.
 Ask the children what activities they might do at these times.
: 10 min
: Statistics—Classifying Objects According to Attributes, and Recoding Data

 Hand out a coloured counter to each child. Tell the children that you now need
to record how many different-coloured counters there are.
 Write the different colours of counters on the board. Ask the children for different ways to
BLUE llll l (6) record the amounts. Discuss their ideas.
 Show them how to record in tally form. Ask each child to say the colour of his or her
counter, in turn. Put a line beside each colour as it is said. Explain that this line is called a
GREEN llll lll (8) tally mark. When you reach five, don’t add another line; instead, draw a line diagonally
across the first four, making a group of five. Ask the children why they think you did this.
Explain that this makes it easier to count your total in fives, rather than having to count all
RED llll llll llll (14) the ones.
 When you have finished the tally, ask the children to help you count how many of each
colour counters there are in the class.
YELLOW llll l (6)  Collect the counters, change the numbers of each colour, and hand them back out. Clear
the tally numbers off the board, leaving the colour names, and tell the children to copy
them into their books.
 Tell the children that as each child says the colour of his or her counter, they should
record it in tally form. Walk around the room to ensure that they are grouping the tallies in
fives.
 Discuss their findings. Have them record their totals at the end of each tally row.
For the next lesson, you will need: Rulers and coloured pencils.
Lesson 88

LESSON 89

TEACHER: Have rulers and coloured pencils ready. Copy Parts One through Three on the
chalkboard.
Part Three
Part One Part Two
23 47
14 51 32 829 689 34 31
x 2 x 3 x 4 + 36 + 40 + 16 + 19
785 801 30 45
+ 9 + 49 26 21
+ 8 + 9

Oral Multiplication Column Multiplication Column Addition Oral Multiplication Column Addition
(oral) (exercise book) (exercise book) (oral) (exercise book)
1x0 1x1
2x0 14 51 32 829 689 1x2 23 47
3x0 x 2 x 3 x 4 + 36 + 40 1x3 34 31
4x0 1x4 + 16 + 19
5x0 1x5
6x0 785 801 1x6 30 45
7x0 + 9 + 49 1x7 26 21
8x0 1x8 + 8 + 9
9x0 1x9
 Song: “The Children of Guyana”
 Physical Activity: “Monkey Dance”

Time
 Ask the children to draw three digital clocks and three analogue clock faces in their
: exercise books. (They can use a coin or cork to draw the clock faces.)
 Tell the children that you are going to say a time, and their task is to draw the time on the
analogue clock face and write it on the digital clock next to it. Read the following times:
: 06:40, 09:05, 08:45.
 Ask the children what activities they might do at these times: E.g. “What do you do at
: 06:40?”
15 min
Statistics: Block Graphs
 Ask the children to look at their tally charts from yesterday. Tell them that today they are
going to turn their tally charts into block graphs.
 Copy the incomplete graph shown in the box on the chalkboard, and ask the children to
look at it carefully. Tell them that this is a graph. Point out that there is a title at the top,
which explains what the graph is about, and that each line on the graph is labelled.
 Ask them to carefully copy this graph in their books. Ensure that they use their rulers to
help them draw straight lines that follow the lines in their books. Walk around to offer
support where needed.
 Show them the numbers on the vertical line, starting at 0. Reinforce how each number is
evenly spaced along the vertical line. Ask the children to number their vertical lines. Walk
around to offer support where needed.
 Tell them that now they are going to draw one square, for each counter. Review their
totals for each colour of counter and how many squares they need to draw in. Complete
the second column on the chalkboard to ensure they understand that they are creating
columns. Let them draw columns for red and yellow.
 Discuss which colour had the largest number of counters and which had the least,
according to their graphs.
For the next lesson, you will need: a coin or cork for clock for each child, a poster showing 7 different drinks (e.g.,
can, carton, bottle, glass, cup of coffee), 6 fruits, and 5 sandwiches (e.g., burger, different-shaped bread sandwiches,
rolls) NOT organized by type. (optional)
Lesson 89

LESSON 90
TEACHER: Have the clock stamp, stamp pad, and poster ready (if you’re using them).
Part One Part Two Part Three
45 61 32 64 257 212 791 231

14 12 x 3 x 2 + 39 + 50 + 61 + 7
+ 37 + 14
42 26 34 42
12 10 x 2 x 3
+ 3 + 38

Oral Column Addition Column Multiplication Column Addition Oral
Multiplication (exercise book) (exercise book) (exercise book) Multiplication
(oral) (exercise book)
5x3=
45 61 32 64 257 212 791 231 2x4=
4x4= 14 12 x 3 x 2 + 39 + 50 + 61 + 7
3x2=
2x5= + 37 + 14
34 42
4x3= 42 26 x 2 x 3
5x5= 12 10
+ 3 + 38
5x4=

: Telling Time
 Ask the children to draw five digital clocks and five analogue clock faces in 5 min
:
their books (if you have a clock stamp, stamp five clock faces in their books).
:  Tell them that you are going to say a time, and their task is to draw the time onto the
analogue clock face and write it on the digital clock. Read these times: 11:25, 06:40,
: 12:30, 09:55, 10:10.
 Ask the children what activities they might do at each of these times: What do you usually
: do at 11:25?
Statistics: Classifying Objects According to Attributes

 Draw the items shown in the box on the chalkboard or display the poster. 15 min
 Ask the children to look at the various pictures, and ask them how the
different pictures could be classified or grouped together. Come up with three groups:
drinks, fruits, and sandwiches.
 Draw the tally chart on the board, and ask the children to copy it in their books. Tell them
to record each picture on their tally chart, using lines in groups of 5. Check that they all
have the correct totals.
 Draw the beginning of a block graph on the board (with a vertical line numbered to 7),
and ask the children to copy and complete it. Remind them to label their block graph
Drinks columns (Drinks, Fruits, Sandwiches) and give their graph a title. Walk around to offer
Fruit support where needed.
 Ask the children to tell you what the block graph tells them. Ask: Which item was the
Sandwiches
most popular? Which was the least popular?
____________ For the next lesson, you will need: a kilogram and two ½ kilogram weights; a poster
with pictures of birds, dogs, and cats, different amounts of each but no more than
five of each type (or you can draw them on the board); different solid shapes that
the children are familiar with
Lesson 90

LESSON 91
TEACHER: Have the kilogram and ½ kilogram weights, the poster (if you’re using it), and the solid
shapes ready. Copy Parts One and Two on the chalkboard.
Part One Part Two
32 61 42 58 20 28 57 37
x 2 x 3 x 4 x 1 18 21 10 21
+ 41 + 19 + 2 + 4 THE CHILDREN:
Copy Parts One and Two.

Oral Column Multiplication Oral Column Addition Oral Multiplication Oral Multiplication
Multiplication (exercise book) Multiplication (exercise book) (exercise book) (oral)
(oral) (oral)
1x1
1x2 32 61 42 58 2x5= 20 28 57 37 2x4 1x0= 0x1=
1x3 x 2 x 3 x 4 x 1 3x4= 18 21 10 21 6x1 2x0= 0x2=
1x4 3x5= + 41 + 19 + 2 + 4 3x0= 0x3=
1x5 4x3= 4x0= 0x4=
1x6
4x4= 5x0= 0x5=
1x7
1x8 4x5= 6x0= 0x6=
1x9 5x2= 7x0= 0x7=
1x1 5x3= 8x0= 0x8=
2x1 5x4= 9x0= 0x9=
3x1 5x5=
4x1
 Song: “Song for the Number Four”

 Entertainment: “Say the Name of the IRI Song”

Measurement of Weight, Comparison and Equivalance: ½ kg vs. 1 kg, 5 min

2 ½ kgs vs 1 kg
 Hold up a kilogram weight and ask the children if they can remember what it is called.
 Ask a child to come to the front and hold a kilogram weight in one hand. Place a
½ kilogram weight in the other hand, and ask which is heavier. (the kilogram)
Place another ½ kilogram weight in the hand holding a ½ kilogram, and ask if
the two weights are the same. (yes) Repeat the process with some other
children. Explain that two ½ kilograms are the same as 1 kilogram.

 Draw the animals at left on the board or display the poster.
15 min
 Ask the children to look at the animals and to group them into three groups.
Ask what three groups they see. (birds, dogs, and cats)
 Tell the children to design their own block graph to show these groups. Discuss the
labels they will need to use (birds, dogs, cats), the number of blocks needed along the
vertical line (5), and a title they will need for their block graph.
 Allow the more able children to complete this independently, while you focus on those
who have had trouble with this concept in the previous sessions.
Identifying Solid Shapes 5 min

 Place the solid shapes around the classroom in view of the children. Tell them
that they are going to play “I’m thinking of a Shape.”
 Give clues, such as the following: I’m thinking of a shape that has 6 flat sides; it has 12
edges, it has 8 corners, 2 sides are square, and 4 are rectangles. What shape am I
thinking of? (cuboid) I’m thinking of a shape that has two circles at each end, with no
straight edges. It can stand on the table or roll across the table. What shape am I thinking
of? (cylinder)
 As the children guess each shape, ask a child to find a shape in the room that matches
this description.
 Continue with descriptions of different shapes.
Lesson 91

REVIEW OF WEEK 23
TEACHER:
Tell the children that today they are going to concentrate on the work they have done during this week.
The main purpose of Review 23 is to identify:
 the children’s ability to distinguish between different solid shapes
 their understanding of number patterns
the topics covered during or after the Audio sessions from this week.
Materials needed: - A variety of solid shapes in different sizes

- Objects that are the same shapes as the ones you will show the children

REVIEW ACTIVITIES

15 min
Cube Identifying Solid Shapes
 Write the words in the box onto the board. Point to each word, and read it
Cuboid with the children.
 Tell the children that you are going to hold up a shape, and they are to think of the name
Cylinder of that shape and write it in their books. Do this with a selection of shapes - different sizes
Sphere of the same shape, some things that are just shapes, and some that are objects (e.g., a
tin can, a ball, a box).
 Ask the children to try to draw the solid shape beside each word. (TEACHER: These
drawings may not be very good. Simply assess them by seeing if the cube is square, the
cuboid is rectangular, the cylinder is long and a little curved at the top and bottom, and
the sphere is a ball or circle.)
3 6
15 min
0 4 8
Number Patterns
 Ask the children to look at the number patterns on the board. Ask them to copy
5 10 the numbers in their books and to complete the number patterns.
 Tell them to carefully look at the patterns, as some count forward and some count
27 24 21 backwards. Ask children who finish early to continue the patterns beyond the boxes
provided.
50 45 40
For the next lesson, you will need: a balance; 1 kilogram and 2 ½ kilogram weights; two $5 and three $10 coins; five $20,
three $100, two $500, and one $1000 bills
Review 23

LESSON 92
TEACHER: Have ready the balance, weights, coins, and bills.
Copy Parts One and two on the chalkboard.
Part One
258 359 546

+ 476 + 187 + 275
Part Two
63 56 45
– 25 – 27 – 17 THE CHILDREN: Copy Parts One and Two

Oral Subtraction Column Addition Oral Subtraction Column Subtraction
5–1= 258 359 546 13 – 5 = 63 56 45

2–1= + 476 + 187 + 275 – 25 – 27 – 17
16 – 7 =
4–2= 15 – 7 =
9–6=
14 – 7 =
7–4=
13 – 5 =
8–5=
15 – 7 =
8–1=
5–4= 16 – 7 =
3–3= 14 – 7 =
4–0=

Measurement of Weight, Comparison and Equivalance: ½ kg vs. 1 kg, 10 min
2 ½ kgs vs. 1 kg
 Hold up a kilogram weight and ask the children what it is called.
 Ask a child to come to the front and hold a kilogram weight in one hand. Place a ½
kilogram weight in the child’s other hand, and ask which is heavier. (the kilogram) Give
the child another ½ kilogram weight to hold, and ask if the weight in each hand is now the
same. (yes) Explain that two ½ kilograms are the same as 1 kilogram.
 Use the balance to show that two ½ kilograms weigh the same as 1 kilogram.
 Ask the children to draw the balance in their books, showing a kilogram weight on one
side and two ½ kilogram weights on the other. Have them ensure that the balance is level
in their drawing.
 Write on the board: ½ kilogram + ½ kilogram = 1 kilogram. Ask the children to copy this
under the picture they’ve drawn in their books.
Money 10 min
$10, $10, $20 OR $5, $5, $10  Ask the children to get into groups. As they are doing this, write the problems on
the board (see box). Tell them that you are going to show them different amounts
$1,000 OR $500, $500 of money, and each group will discuss which amount is larger.
 Begin by showing them two $10 coins and a $20 bill. Ask them how much money there is
$100, $100, $100 OR $500 in total. ($40) Now show them two $5 coins and one $10 coin, and ask them how much
money there is in total. ($20) Ask which of the two amounts you’ve shown them was
$20, $20, $20, $20, $20 OR $100 larger. (the first, $40)
 Write the two amounts on the board and underline the amount that is larger. Ask the
class to look at the second problem. Show them the bills and ask them which the larger
amount is. Discuss that $500 + $500 = $1000, meaning, the two amounts are equal. Ask
the children to copy this in their books and underline both to show that they are equal.
 Continue with the other problems, showing children the different amounts. Make sure
they understand that some are equal.
For the next lesson, you will need: balances (enough for half the class), kilogram and ½ kilogram stones (enough for
half the class to have one kilogram and several ½ kilogram stones each), sand, labels, coins and bills, clock stamp
and stamp pad (if you have one)
Lesson 92

LESSON 93
TEACHER: Have ready the balances, stones, sand, labels, coins, bills, clock stamp (if you have
one), and stamp pad. Copy Parts One, Two and Three on the chalkboard.
Part One Part Three
279 256 371 7637 6173

+ 146 +107 + 254
2506 879
5974 7333
Part Two
62 45 74 THE CHILDREN: Copy Part One and Part Two.

– 23 – 17 + 59

Oral Subtraction Multiplication Column Addition Column Subtraction Greater Than Oral Subtraction
(oral) Problems (exercise books) (exercise book) (oral) (oral)
(oral)
9–7
13 – 9 = 279 256 62 45 74 7637 6173 9–2
300 x 2 + 146 + 107 – 23 – 17 - 59 7–5
10 – 8 = 2506 879
12 – 7 = 400 x 2 8–8
11 – 3 = 371 5974 7333 6–2
400 x 2 + 254 1–1
15 – 6 =
17 – 9 = 7–3
3–1
0–0
 Song: “Song for the Number Four”

Measurement of Weight, Comparison and Equivalance: “Shopping Day” 20 min

Exercise
 Divide the class into vendors and buyers. Each vendor needs a balance,
a kilogram, and many ½ kilogram stones. The buyers need money (coins and bills).
 Tell the class that everything in this “market” will be sold by kilograms and/or ½
kilograms. Tell them that they will need to ask the price of “a kilogram of sugar,” “½
kilogram of flour,” or “1½ kilograms of rice.” The sellers need to weigh the requested
product (sand), using the balance and the correct weights. Decide on a price for the ½
kilogram and 1 kilogram items, and make labels.
 Walk around to offer support to the groups as needed.
 After ten minutes, have the children switch roles. Continue to offer support to the groups
as needed.
5 min
Telling Time (Homework)
:
 Ask the children to draw five digital clocks and five analogue clock faces in their exercise
books, showing the following times:
:
1). Twelve twenty-five.
: 2). Seven forty- five.
3). Ten twenty-five.
: 4). Six twenty-five.
5). Nine fifteen.
:
For the next lesson, you will need: solid 3D shapes (cubes, cuboids, cylinders)
Lesson 93

LESSON 94

TEACHER: Have the 3D shapes ready. Copy Parts One and Two on the chalkboard.
Part One Part Two
659 151 283 376 47 62 63

+ 173 + 210 + 537 + 145 – 28 – 37 – 47

Oral Subtraction Column Addition Oral Subtraction Column Subtraction
9–5 659 151 15 – 9 47 62 63

+ 173 + 210 – 28 – 37 – 47
4–4 11 – 6
8–2 10 – 5
283 376
0–0 12 – 8
+ 537 + 145
8–7 13 – 8
 Song: “Months of the Year”


Identifying 2D Plain Shapes in the Faces of 3D Solid Shapes
 Hold up a cube, and ask the children to count how many sides it has. (6)
Tell them that there is a special word we use for the sides of a shape: faces. A cube has
six faces.
 Ask the children to look carefully at the faces of the cube. Point out that each face
is the same shape. Can they tell you the name of the flat shape that makes all the
faces of the cube? (square)
 Repeat this process with the cuboid. (the faces are square or rectangle)
 Hold up a cylinder. Ask the children to name this shape and to describe the faces. Point
out that two of the faces are flat, and ask them to name the shape of these faces. (circle)
Tell them that the other face is curved. Ask them what shape they think the curved face
will be if you opened it out and flattened it. (rectangle) Demonstrate this by bringing
together the edges of a sheet of paper.
 Ask the children to think of shapes around them that are cylinders. If they have trouble,
offer examples, such as tubes of sweets, batteries, and cans of food.
 Ask individuals to find solid/3D shapes in the classroom with square or circular faces.
Statistics: Block Graphs 10 min

 Ask the children to think back to the last block graph they designed (in Lesson
Animals Tally Total 91). What was it about? (animals: birds, dogs, cats) Tell them that today and
tomorrow they are going to do a class study on “Animals in Our Homes.” They will
Birds //// //// /// 13
each create a block graph, which will be displayed.
 Ask them to name the animals they have at home. See if any can be grouped together
(e.g., chickens and parrots = birds). Try to end with no more than five groups of animals.
 Ask the children if they can think of a way to record the numbers. Review how to tally and
create bunches of five. Create a tally table on a large piece of paper (see box for an
example). Ask each child to come up and record a tally mark in the appropriate row for
every animal the child has at home.
 When the tally is complete, count the numbers in each row as a class, and write the totals
in the last column. Have the children copy this into their exercise books.
 Tell them that tomorrow they will design their own block graphs for the class display.
For the next lesson, you will need: 3D/solid shapes (cube, cuboid, cylinder), label saying “square face,” today’s final
tally chart, squared paper (can be from an exercise book)
Lesson 94

LESSON 95

TEACHER: Have ready the 3D shapes, the label, yesterday’s final tally chart, and the squared
paper. Copy Parts One and Two on the chalkboard.
Part One Part Two
678 695 417 56 72 61

+ 236 + 31 + 8 – 39 – 14 – 42

Oral Subtraction Column Addition Oral Column Subtraction Oral Multiplication
(exercise book) (exercise book) Subtraction (exercise book) Problems
(oral) (oral)
14 – 5
3–1 678 695 417 56 72 61
+ 236 + 31 + 8 11 – 2 – 39 – 14 – 42
8–4 400 x 2
1–0 16 – 9
9–6 100 x 4
12 – 4
5–5
4–3 15 – 9 200 x 3
7–0
13 – 6
6–5
 Song: “On the Farm”

Identifying 2-Dimensional Plain Shapes in the Faces of 3-Dimensional Solid Shapes

 Arrange the 3D shapes where they can be seen by the children. Place a label
that says “square face” on the table, and ask a child to find a solid/3D shape
that has a square face. Place it next to the label.
 Ask another child to come up and count the number of square faces on the shape, and a
third child to name the shape.
 Give out a selection of 3D shapes to the children. Ask them to feel the edges of the
shapes with their hands and to draw around the faces of that shape in their books. This
will allow them to feel and see the 2D shapes.
 Ask the children to look around the classroom and see which objects have rectangles,
squares, and/or circles for faces.
10 min

 Review the tally chart the children created yesterday, and discuss what is needed
to make a block graph. Reinforce the need to label both lines and to give the graph
____________ a title. Give out squared paper for the children to use to create block graphs that
can be displayed on the wall (the paper can be from an exercise book).
 If there are any children that you believe can work on this independently, allow them to
do so.
 Focus on those who are still having difficulty drawing the lines accurately and are not
spacing the blocks or the numbers correctly along the lines.
 Remind the class that this is for a display, so they must make it their neatest work and
should colour the bocks neatly and brightly so they can be seen.
 Any children who finish early may draw a picture of one of the animals on the survey to
also be displayed.
 Collect the finished work. TEACHER: Over the vacation, mount the graphs on coloured
paper, making sure that all the children’s names can be seen, and display them on the
wall for the new term.
Lesson 95

REVIEW OF WEEK 24
TEACHER:
The main purpose of Review 24 is for the children to evaluate their own progress during IRI Mathematics lessons
(during and after Audio Programmes) and to recognize that they are learning.
A suggestion for this review would be to ask the children to look through their exercise books:
 Allow them to look at their Mathematics books and tell the class what they like about them.
 Allow them to compare their exercise books with a friend or a group of friends.
OR
 Give them a focus area, such as writing numbers, additions, subtractions, patterns, or symmetry.
 Ask them to look and see how they have improved in those topics. You can also ask the children to
tell you what they like about their book and why, since the last time they checked it.
 Ask the children about the songs and the physical activities they have learned, so they realize that
they also have learned the lyrics of the songs, the physical activities, and others things, such as the
names, personalities, etc. of the radio characters and how to keep their classroom clean.
 Encourage the children to make a list of topics they have learned.
Take notes on the children’s opinions of their learning process. You can also take this opportunity to work with
the children you have observed having difficulty; focus on one area of Mathematics, work with them to identify
their particular area of weakness, and help them to understand it more.

Activities proposed by you, the teacher:
Teacher, for the next lesson, you will need: 3D/solid shapes and a bag.
Review 24

LESSON 96

TEACHER: Have the shapes and bag ready. Copy Parts One and Two on the chalkboard.
Part One Part Two
Part One
78 34 384 540 431
– 59 – 18 + 269 + 296 + 252
67 93 735 502
– 49 – 17 + 196 + 314

Oral Subtraction Column Subtraction Column Addition
(oral) (exercise book) (exercise book)
18 – 9
78 34 384 540 431
14 – 8 – 59 – 18 + 269 + 296 + 252
17 – 9
67 93 735 502
13 – 7 – 49 – 17 + 196 + 314
15 – 8
12 – 3

 Physical Activity: “March on the Spot”

Money 10 min
$10, $10 $5, $10  Copy the table at left on the board, and ask the children to look at it. Tell them
that the two columns show different amounts of money. Ask them to copy the table
$100 $500 in their books, leaving the middle column empty.
 Tell them that instead of underlining the larger amount, they are going to use the symbols
$1000 $500, $100
“less than” and “greater than.” Ask the children if they can remember what these signs
$20 $5, $5, $5 look like. (< and >) Ask a child to come up and draw the sign for “less than.” Remind the
class that the sign looks like an L for “less than.” Ask another child to come up and draw
the sign for “greater than.”
Less than <  Ask them to look at the first row. Ask: What is the total of $10 and $10? ($20) What is the
Greater than > total of $5 and $10? ($15) Is $20 less than or greater than $15? (greater than) Draw the
sign for “greater than” in the middle column.
 Continue to complete the other rows in the same way. ($100 < $500, $1000 > $600, $20
> $15)
Oral Multiplication Tables

 Have the children practice saying a multiplication table that you believe they 5 min
are weak on. After chanting the multiplication table twice, ask quick-fire questions
in a random order on that table, alternating with other multiplication tables that
you think they are confident with.
 Ask them to write the answers to the quick-fire questions in their books.
Identifying 2D Shapes in the Faces of 3D Solids

 Place one 3D shape in a bag. Ask a child to reach into the bag and take hold 10 min
of the shape inside the bag.
 Tell the child to feel the shape and describe it to the others, using such phrases as, “Two
faces are flat and one is curved,” and “The two flat faces are circles.” Allow the others to
guess what shape the child is holding.
 Repeat this exercise with different shapes and different children.
For the next class, you will need: balances (enough for half the class), kilogram and ½ kilogram stones (enough for half
the class to have one kilogram and several ½ kilogram stones each), sand, labels, coins and bills, selection of
3D solid shapes
Lesson 96

LESSON 97
TEACHER: Have ready the balances, stones, coins, bills, and sand. Copy Parts One through
Four on the chalkboard.
Part Three
Part One 527 895 154
– 513 – 842 - 123
45 82 79
– 29 – 45 – 23 Part Four
Part Two
A 70 700
254 142 259 B 10 100
361 317 413 C 60 600
+ 172 + 129 + 127 D 30 300
E 80 800
Number Column Column Addition Column Subtraction Reading Numbers
Sequence Subtraction (exercise book) (exercise book) (oral)
(oral) (exercise book)
120 to 129 45 254 142 527 895 A 70 700

– 29 361 317 – 513 – 842
160 to 169 + 172 + 129 B 10 100
82 154 C 60 600
– 45 259 - 123
413 D 30 300
79 + 127 E 80 800
– 23

Measurement of Weight, Comparison and Equivalance: “Shopping Day” Exercise

 Divide the class into vendors and buyers. Each vendor needs a balance, a
kilogram, and many ½ kilogram stones. The buyers need money (coins and 20 min
bills).
 Tell the class that everything in this “market” will be sold by kilograms and/or ½
kilograms. Decide on a price for the ½ kilogram and 1 kilogram items. Tell them that they
will need to ask the price of “a kilogram of sugar,” “½ kilogram of flour,” or “1½ kilograms
of rice.” The sellers need to weigh the requested product (sand), using the balance and
the correct weights.
 Walk around to offer support to the groups, as needed.
 After five minutes, have the children switch roles. Continue to offer support to the groups
as needed.
5 min
Identifying 2D Shapes in the Faces of 3D Solids

 Play “I’m Thinking of a Shape.” Describe a shape without naming it, e.g.,
It has six corners and six faces. Two of the faces are square, and four are rectangles.
(cuboid)
 Allow one child to name the shape and another to identify it from your selection of
shapes.
For the next lesson, you will need: analogue clock, clock stamp (if you have one), and stamp pad.
Lesson 97

LESSON 98
TEACHER: Have the analogue clock, clock stamp (if you have one), and stamp pad ready.
Part One Part Three
127 413 142 A 80 800

352 151 521 B 20 200
+ 264 + 263 + 312
C 50 500
D 90 900
Part Two
E 70 700
56 94 73 F 10 100
- 19 -12 - 24
Oral Subtraction Column Addition Column Subtraction Reading Numbers
(oral) (exercise book) (exercise book) (chalkboard)
16 – 8 127 413 142 56 94 73 A 80 800

13 – 5 352 151 521 – 19 – 12 – 24 B 20 200
15 – 6 + 264 + 263 + 312 C 50 500
12 – 9 D 90 900
17 – 8 E 70 700
11 – 4 F 10 100


10 min
Time
:  Ask the children to draw five digital clocks and five analogue clock faces in their books
(They can use coins or corks to draw the clock faces.)
 Tell the children that you are going to say a time, and their task is to draw the time onto
: the analogue clock face and write it on the digital clock. Read the following times: 12:45,
06:15, 04:35.
 Ask children to give examples of activities they may do at these times of day.
10 min
Money
$10, $10 $5, $10, $10  Draw the table at left on the board, and ask the children to look at it. Tell them that the
$100, $100 $500 two columns show different amounts of money. Ask them to copy the table in their books,
$1000 $500, $100 leaving the middle column empty.
$20, $5 $5, $20, $10  Tell them that they are going to use the signs “less than” and “greater than.” Briefly
review the signs, and ask a child to come up and draw the sign for “less than.” (<)
Remind the class that the sign looks like an L for “less than.” Ask another child to come
Less than <
up and draw the sign for “greater than.” (>)
Greater than >  Ask them to look at the first row. Ask: What is the total of $10 and $10? ($20) What is the
total of $5 and $10 and $10? ($25) Is $20 less than or greater than $25? (less than)
Draw the sign for “less than” in the middle column.
 Ask the children to complete the rest of the table independently. TEACHER: Use the
completed tables for assessment.
Lesson 98

CLOSING LESSON

TEACHER: For the closing lesson, you can prepare a display of the children’s work (tally
charts, block graphs, drawings of 2D shapes and digital clocks, selected parts of their exercise
books, drawings or illustrations of songs, lyrics of songs, drawings related to the end of the
Mathematics class for this term, etc.), OR you can follow the suggested activity for the After-
Audio Programme, OR you can propose other activities.

Song Tongue Story Physical Song
Twister Exercise
The Canoe Song Peter Picker The Garbage Bin Flying Exercise The Instrument Song
and the Holidays

REVIEW
Perimeter New 20 min
Review
shapes  Ask the children to turn to the next clean page in their exercise books.
Tell them that they are going to review Grade 2 IRI Mathematics.
 Brainstorm with the children the things they have learned this term, and write their
Numbers in Right suggestions on the board, for example:
hundreds angles  Perimeter
and  New shapes—pentagon, cylinder, etc.
thousands  Working with numbers in hundreds and thousands
 Right angles
 Kilograms
Kilograms Fractions  Fractions
 Multiplication
 Weight
Multiplication Weight  Tell the children to divide their page into sections (one section for each item
brainstormed) and to label each section with one new thing they have learned this term
(see box). Inside each section, they should draw or write what they have learned (e.g., in
the “new shapes” box, they might draw a pentagon).
Closing Lesson

MATHEMATICS TOPICS FOR GRADE 2, TERM 2
MATHEMATICS Month 4 Month 5 Month 6

CONTENT List of Topics (Lessons: 52 to 70) List of Topics (Lessons: 71 to 86) List of Topics (Lessons: 87 to 98 and the
Closing Lesson for Term 2)
NUMERATION,
COUNTING Counting by 5’s with objects
GREATER  Greater than (>), less than (<), use  Less than, to 99, two written  Greater than, to 999, three written
THAN AND of symbols (after the audio alternatives. E.g.: 74 vs. 89; 57 vs. 72; alternatives.E.g.: 360 vs.554 vs. 836
LESS THAN programme). 46 vs. 6  Greater than, to 999, two written
 Least, to 99, three written alternatives. alternatives. E.g.: 409 vs. 904
E.g.: 78 vs. 76 vs. 71 ; 98 vs.76 vs.99  Least, to 999, three written
 Greater than, abc vs. ade. E.g.: alternatives. E.g.:285 vs. 468 vs. 554
783 vs. 738  Greater than, to 9,999, two
 Greater than, to 999, abc vs. def. written alternatives. E.g.:
E.g.: 456 vs. 731 2506 vs. 879, 5974 vs. 7315
 Greater than, to 999, two written
alternatives. E.g.: 632 vs. 967;
254 vs.955
 Greater than, a00 vs. b00. E.g.:
600 vs. 500, 700 vs. 900
NUMERATION,  Read numbers, ab, drawn answers  Read numbers, abcd, b ≠ 0. E.g.:  Reading numbers abc. E.g.: 689,
WHOLE (ones, tens). 9367, 4311, 7836 708, 400
NUMBERS  Write numbers, abc, drawn  Write numbers, abcd, without zeros.  Writing numbers to 99, word
answers (ones, tens, hundreds). E.g.: 7146, 5384, 1593 “digit.” E.g.: 67 (the ones digit is 7;
 “Numbers, thousands.”  Read numbers with zeros in the the tens digit is 6)
 Read numbers, to 9999, without hundreds place. E.g.: 3082, 5061,  Writing numbers to 9999, with
zeros. E.g.: 4357, 9421, 4418, 7083, 1062 zeros. E.g.: 8007, 7043, 8201, 7000
7424  “Digits” in the thousands.
 Read numbers, abcd, b ≠ 0. E.g.:  Write numbers without zeros.
3504, 9560  Write numbers with zeros.
 Write numbers, to 9999, without  “Numbers, thousands.”

zeros. E.g.: 7565, 1749, 8414
FRACTIONS  Concept of fractions, equal parts,  Write numbers: ½ and ¼.

½, ¼.  Concept of fraction n/m ( n ≤ m, m =
 Concept of fractions, “half” and 2, 3, 4).
“fourth,” with drawings.  Concept of fraction n/m ( n ≤ m, m =
 Read numbers: ½ and ¼. 2, 3, 4, 5).
 Write numbers: ½ and ¼,  Read numbers n/m (n ≤ m; m = 2, 3,
4, 5). E.g.: ½, 1/3, 2/3, ¼, 2/4, ¾, 1/5,
2/5, 3/5, 4/5.
 Write numbers n/m (n ≤ m; m = 2, 3,
4, 5). E.g.: 3/5, 5/5, 2/4, ½, 2/3, ¼.
 Concept of fraction n/m (m ≤ 10, n ≤
m, sixths, sevenths, eighths). E.g.: ½,
1/6, 1/7, 1/5.
OPERATION: ORAL: ORAL: ORAL:
ADDITION  Case: ab + c < 100, oral and with
drawings. E.g.: 56 + 5
 Case: a0 + b + c (b + c ≤ 9), oral
answers. E.g.: 40 +2 + 5
 Cases: a00 + b0 + c, a00 + bc.
E.g.: 400 + 50 + 4, 600 + 43
 Case: a00 + b00 ≤ 900.
E.g.: 600 + 200
HORIZONTAL—Equation: HORIZONTAL—Equation: HORIZONTAL—Equation:

 Cases: a + b + c, (a + b ≤ 9), a + b Case: a + b ≥ 11. E.g.: 8 + 9 = , 6 + 7 =
+ c + d, (a + b + c ≤ 9)
E.g.: 6 + 2 + 7=
5+2+1+6=
 Cases: a + b + c, a0 + b0 + c < 100
E.g.: 6 + 2 + 5, 20 + 40 + 3 =
 Case: a0 + b + c, (b + c ≤ 9)
E.g.: 50 + 2 + 5 =

 Case: a + b + c + d
E.g.: 4 + 1 + 2 + 3
 Case: a00 + b0 + c
E.g.: 600 + 40 + 2
 Case: a00 + b00 ≤ 900 COLUMN: COLUMN:
E.g.: 500 + 200  Case: abc + def, passing and without  Case: ab + cd + e, without carrying.
 Case: a00 + bc. E.g.: 700 + 34 carrying, a + d ≠ 10. E.g.: 70
E.g.: 624 13
COLUMN: + 911 + 4
 Case: a + b ≥ 10. E.g.: 8  Case: ab + cd, with carrying, without  Case: abc + de, abc + d, with
+ 9 passing. E.g.: 67 carrying, without passing.
 Case: abc + de, without + 25 E.g.: 848 679
carrying.  Case: ab + cd, without carrying, + 91 + 3
E.g.: 245 without passing. E.g.: 36  Case: abc + def, without passing,
+ 31 + 28 carrying twice. E.g.: 568
 Case: abc + def = ghi, without  Case: abc + def, with passing, without + 256
carrying. carrying. E.g.: 575  Case: ab + de, carrying and passing.
E.g.: 673 + 821 E.g.: 89
+ 214  Case: ab + c, carrying without + 73
 Case: abc + d. E.g.: 432 passing. E.g: 78  Case: ab + cd + ef, carrying.
+ 5 + 5 E.g.: 45
 Cases:ab + c, abc + de; abc + d,  Case: abc + def, carrying to the tens, 23
without carrying. without passing. + 19
E.g.: 67 756 843 E.g.: 546  Case: ab + cd + ef , ab + cd + e,
+ 2 + 32 + 6 + 137 carrying, without passing.
 Case: ab + cd, without carrying.  Case: abc + def, carrying to the E.g.: 45 19
E.g.: 74 hundreds, once, without passing. 15 38
+ 12 E.g.: 382 + 37 + 2
 Case: ab + cd, passing, without + 271  Case: abc + def + ghi, carrying once
carrying.  Case: abc + def, carrying once and carrying twice.
E.g.: 45 without passing. E.g.: 367 739 E.g.: 345 129
+ 81 + 172 + 212 116 208
 Case: a + b from dictation. E.g.:  Case: abc + de, carrying without + 167 + 310
3 passing.  Case: abc + def + ghi, without
+1 E.g.: 534 631 passing, without carrying.

 Case: abc + def, with passing, + 26 + 92  Case: a + b + c ≥ 20
without carrying, a + d ≠ 10.  Case: abc + de, abc + d, carrying, E.g.: 9
E.g.: 420 without passing. E.g.: 8
+ 921 542 678 + 9
+ 92 + 9
 Case: abc + def, passing, without  Case: ac + def, carry in column 1
carrying, without zeros in the and 2, without passing. E.g.:
hundreds place. 23
E.g.: 783 + 289
+ 915
 Case: ab + cd, ab + c from dictation.
E.g.: 34 72
+ 15 + 5
 Case: ab + cd + ef, ab + cd + e,
without carrying.
SUBTRACTION  Case: 10 – b, oral answer. E.g.:  Cases: 11 – b, 12 – b. E.g.: 11 – 5,  Case: a – b. E.g.: 8 – 6, 6 – 6,
10 – 5 12 – 5 7 – 0.
 Case: a00 – 100. E,g.:400 – 100  Cases: 1a – b, b > a. E.g.: 18 – 9  Cases: 1a – b, b > a. E.g.: 16 – 8
 Case: ab – a0. E.g.: 23 – 20,  Case: abc – bc. E.g.: 245 – 45
67 – 60  Case: a – b. E.g.: 7 – 5, 9 – 4
 Case: a0 – b, b > a. E.g.: 30 – 8

 Case: ab – b. E.g.: 23 – 3 =  Case: a00 – b00. E.g.: 600 – 400 =
 Case: a00 – b00. E.g.:  Case: abc – bc. E.g.: 894 – 94 =
700 – 500 =  Case: 1a – b = c, b > a. E.g.:15–6 =
 Case: ab – a0. E.g.: 69 – 60 =
 Case: 1a – b, b > a. E.g.:15 – 7=
COLUMN: COLUMN:
 Case: abc – de = fgh, without  Case: 1a – b = COLUMN:
borrowing. E.g.: 629 E.g.: 18  Case: ab – cd = ef, with borrowing.
– 15 – 9 E.g.: 67
 Case: ab – cd, without borrowing  Case: ab – ad = e, with drawings. – 39

(with a drawing). E.g.: 78  Case: ab – cd = ef, without
E.g.: 34 – 75 borrowing.
– 24  Case: abc – def, without borrowing, E.g.: 86
 Case: a – b, checking subtraction, using a drawing to check. – 56
without borrowing. E.g.: 6 – 3 E.g.: 456  Case: abc – ade = fg, without
(with a drawing) – 325 borrowing.
 Case: 1a – b, b > a. E.g.: 17  Cases: ab – cd, ab – c, without E.g.: 786
– 8 borrowing, from dictation. – 756
 Case: ab – ad = e, with drawings E.g.: 69 58 30
to check. – 36 – 7  Case: abc – abd = e, without
E.g.: 35 borrowing.
– 32 E.g.: 986
 Case: abc – def = ghi, without – 984
borrowing. E.g.: 784 2
– 461  Case: ab – cd = ef, with borrowing.
 Case: abc – de = fgh, without E.g.: 84
borrowing. – 57
 Case: a – b, from dictation. and ab – cd = ed, without borrowing.
 Case: a – b, ab – cd, without E.g.: 77
borrowing, ab – c, without – 43
borrowing and checking their
work (with drawings),
abc – def, without borrowing
and checking their work.
ADDITION AND ORAL: ORAL: ORAL:
SUBTRACTION  Case: a + b – c, a – b + c, deferred  Case: a + b + c –d; a + b – c – d.
(COMBINATION) oral answers. E.g.: E.g.: 6 + 2 + 5 – 2; 7 + 3 – 5 – 2
6 + 8 – 4; 8 – 5 + 4  Case: a + b, c – d. E.g.: 5 + 2,
 Cases: ab + c – d, ab – c + d, 7 – 6, 1 + 3
ab – c – d, deferred oral answer
and written answers. E.g.:
32 + 6 – 5, 57 +5 – 5, 30 – 4 – 2
MULTIPLICA-  Case: a x b < 20, with matrices.  Case: a x 2, 2 x a. E.g.: 2 x 3, 3 x 2  Case: a x 1, 1 x a. E.g.: 4 x 1, 1 x 4,
TION E.g.: 5 x 3, 2 x 8  Case: a x b ≤ 25. E.g.: 6 x 3, 5 x 5 1 x 5, 7 x 1

 Cases: a x b ≤ 25, a x 0. E.g.:  Cases: a x 0, 0 x a with drawings.  Case: a x 0, 0 x a, with drawings.
3 x 2, 5 x 0 E.g.: 3 x 0, 0 x 5 E.g.: 4 x 0, 6 x 0, 9 x 0, 0 x 9,
 Case: a x 2, 2 x a. E.g.: 6 x 2,  Case: a0 x b. E.g.: 30 x 3, 50 x 2 0x4
2x7  Case: a x 1, 1 x a. E.g.: 4 x 1,  Case: a x b ≤ 81. E.g.: 9 x 9,
 Case: 3 x a, a x 3. E.g.: 3 x 4, 1 x 4, 7 x 1, 1 x 7 5 x 8, 7 x 9
5x3  Case: 3 x a, a x 3; a x 3 ≤ 24. E.g.: 3 x
 Case: a x 4, 4 x a. E.g.: 3 x 4, 8, 7 x 3, 3 x 7
4x5  Case: a0 x b (a x b ≤ 9), with
 Case: Multiplication table, to drawings.E.g.: 20 x 3, 40 x 2
5 x 5.  Case: a x 5, 5 x a. E.g.: 5 x 5, 4x 5, 5
x 3 (to 5 x 5)
 COLUMN  Case: a x 0. E.g.: 7 x 0, 8 x 0
 Case: ab x c, a ≠ 0, b ≠ 0, without  Case: a0 x b, a x b ≤ 9. E.g.:30 x 3, 20
carrying, without passing. x 3, 20 x 4
E.g.: 34  Case: a00 x b with drawings. E.g.:
x 2 800 x 2
 Case: ab x c, without carrying, COLUMN:
without passing. E.g.: 40 32 COLUMN:  Case: ab x c, a x c≤ 25, without
x 2 x 3  Case: abc x d, without passing, carrying.
 Case: ab x c, without carrying, without carrying, without zeros. E.g.: E.g.: 53
without passing, with zeros. 243 x 3
E.g.: 40 30 x 2  Case: ab x c, without carrying,
x 2 x 3  Case: ab x c, without carrying, without passing.
 Case: a x b ≤ 25, a ≠ 0, b ≠ 0. without passing. E.g.: 23
E.g.: 8 E.g.: 12 x 3
x3 x 3
 Case: a x b ≤ 9, with zeros.  Case: a x b ≤ 9, from dictation.
E.g.: 6 0 E.g.: 4
x 0 x 2 x2
 Case: abc x d, without carrying,
without passing, without zeros.
E.g.: 423
x 2
 Case: abc x d, without carrying,
without passing, with zeros.

E.g.: 110 302
x 3 x 2

 Cases: a x 2, 2 x a, a x 3, 3 x a;  Cases: a0 x b ≤ 90. E.g.: 50 x 2 =  a x b ≤ 81. E.g.: 8 x 9 = , 9 x 9 =
axb  Case: a00 x b ≤ 900. E.g.:300 x 3=
DIVISION ORAL:
 Case: a÷ b, b = 2, 3, 4, with objects.
WORD ADDITION: ADDITION: ADDITION:
PROBLEMS  Case: a0 + b0 + c ≤ 100.  Oral problems, a + b ≥ 11.
(Stories) E.g.: 40 + 30 + 5 E.g.: 7 + 8, 6 + 6
 Case: a0 + b + c (b + c ≤ 9)  Oral problems, a + b ≤ 11.
E.g.: 70 + 3 + 2 E.g.: 7 + 1, 6 + 0
 Case: a00 + b00 ≤ 900.  Oral addition problems, a0 + b.
E.g.: 100 + 200 E.g.: 80 + 5, 60 + 4.
 Case: a + b, writing data.  Oral addition problems,
E.g.: 6 + 7, 8 + 5, 8 + 4 a + b + c ≤ 10. E.g.: 2 + 4 + 1 and
a + b+ c + d ≤ 10.
SUBTRACTION: SUBTRACTION: SUBTRACTION:
 Case: ab – a0. E.g.: 52 – 50  Case: a00 – b00. E.g.: 700 – 300
 Case:a – b, writing data.E.g.:9-6  Case: abc – bc. E.g.: 877 – 77
MULTIPLICATION: MULTIPLICATION: MULTIPLICATION:

 Case: a x b ≤ 25. E.g.: 3 x 4,  Case: a0 x b (a x b ≤ 9). E.g.: 40 x 2  Case: a x b ≤ 9. E.g.: 4 x 2, 3 x 2.
2x7  Case: a00 x b (a x b ≤ 9). E.g.: 300 x
2
DIVISION:  Case: a x b ≤ 25. E.g.:5 x 4, 5x 5.
 Case: a ÷ b, b = 2, 3, 4 DIVISION
E.g.: 8 : 2, 6 : 3, 4 : 2  Case: a ÷ b, b = 2, 3, 4
E.g.: 6 : 2, 9 : 3, 4 : 4
ORDINALS  Ordinals and months of a year.
 Estimation of length in relation to  Estimation of weight in relation to a  Estimation of length in different
ESTIMATION cm, dm, m. kilogram. objects.
 Estimation of weight in relation to  Estimation of lengths in relation to a
grams. metre.

 Use of a balance.
 Estimation, groups of objects no more
than 100. Combine with counting by
10’s and 1’s.
 Estimation of a length (verify using an
standard unit)
GEOMETRY  Perimeter of shapes (square,  Angle and right angle (construct a  Solid shapes: Cube, cuboids,
rectangle, etc.) using a non- right angle). spheres, cylinders, cones.
standard unit (“little” squares) and  Movement—direction: Right, left.  Identification of 2D shapes in 3D
cm.  Classification of shapes: Triangles, shapes.
 Symmetry: Line of symmetry quadrilaterals, pentagons, hexagons.
(shapes).  Movement—direction: Right-angle
 Movement—direction: Right, left. turns; right, left.
 Classification of shapes: Triangles,  Directions: Follow directions; use
quadrilaterals, pentagons, right angles.
hexagons.  Solid shapes: Cubes, cuboids.
 Angles compared to a right angle.
 Solid shapes: Cylinders, spheres,
cones.
PATTERNS  Number patterns.  Number patterns.  Number patterns.
 Length: Estimation, “less than a  Length: Comparing (longer, shorter,  Lengths of different objects:
LENGTH metre,” “greater than a metre” same length). Measuring with a cm and a dm as
 Length: Measuring the sides of units.
squares and rectangles.  Decimetres, centimetres, and
 Length: Measuring a length with non- counting by 10’s and 1’s.
standard units.  Decimetre, centimetre, and drawing
 Centimetre (cm): Measure a length lines.
using centimetres.  Standard unit: Metre (using a metre
 Length: Non-standard units and stick).
standard units.  Comparing lengths (longest,
 Height: Measuring and using standard shortest).
units.  Tool: Metre stick (use of it).
 Length: Decimetre.  Lengths of objects in relation to a
 Length: Tool to measure (ruler, metre (longer than a metre, shorter

highlight the scale of cm and dm). than a metre).
 Decimetres in a metre (counting the
decimetres), comparing them.
 The standard unit: METRE.
MASS/WEIGHT  Heavier, lighter, heaviest, lightest.  Kilogram, ½ kilogram, equivalence.  Relations: ½ kg vs. 1 kg; 2 ½ kg vs.
 Measure of weight—use of a  Grams and kilograms. 1 kg.
balance with non-standard units.  Market and use of balances and  “Shopping Day” (use of standard
standard units to measure a units and money).
mass/weight.
 “Shopping Day.”
MONEY  Bills ($20, $100) and coins ($1, $5,  Equivalences: $500, $1000, and
$10), equivalences. $100 bills.
 Bills: $500 and $1000 and counting  Adding groups of money and
by $100’s. comparing them (value).
 Buying and changing the money  “Shopping Day.”
(equivalences).  Relations: ($10 + $10) vs. ($5 +
$10); $100 vs. $500; $1000 vs.
($500 + $100); $20 vs. ($5 + $5 +
$5).
TIME  Days of a week.  Reading the hour: Analogue clock  Hours and minutes, equivalence.
 Months of a year. (with hands) and digital clock—hours.  Reading the hour: Analogue clock
 Relations: Days and weeks and  Reading the hour: Analogue clock (with hands) and digital clock—
months, use of a calendar. (with hands) and digital clock—hours hours and minutes.
and minutes.
 Reading a clock: Clockwise and
counting by 5’s (5 min).
 Hour and half hour.
STATISTICS  Classifying objects according to
attributes—recording date.
 Block graphs—pictograms.

IRI Mathematics Grade 2 144 “THE LAND OF
NUMBERS”
IRI SONGS FOR GRADE 2, TERM 2
Composed by Peter Callender
THE CHILDREN’S SONG
NUMBERSEEKA THE INSTRUMENT SONG
Verse 1
We are the flowers, beautiful and CHORUS CHORUS
bright, He is the “numberseeka” Come on boys and girls,
Whether yellow, red, brown, or He is the “numberseeka” Let’s make music for the world,
white, He is the “numberseeka” Our instruments we will play,
We are so special in our own little He is the “numberseeka.” And make music every day.
way,
Reaching for the stars as we learn Verse 1 Verse 1
and play. The numberseeka, the We will play on the drum,
numberseeka We will play on the trumpet,
CHORUS He’s just like a brother We will play on the piano,
Let’s sing a song for all the children, The numberseeka, the We will play on the sitar.
Let’s lift our voices for the little numberseeka
ones, A friend like no other. Verse 2
With life and laughter to brighten up We will play with the tambourine,
your day, Verse 2 We will play on the flute,
So let’s be joyful in every way, He eats biscuits 1, 2, 3, 4 We will play on the guitar,
Eats so much, still asks for more We will play on the violin.
Singing la, la, la, Likes to count 5, 6, 7, 8.
la, la, la, Always in the classroom he’s not Verse 3
la, la, la, late We will play on the banjo,
la, la, la, la. (repeat) We will play with the shak-shak,
CHORUS We will play on the steel pan,
Verse 2 He is the “numberseeka” We’ll play with the harmonium.
In the morning like the birds we He is the “numberseeka”
sing, He is the “numberseeka”
We add rich music to everything, He is the “numberseeka.”
Even when times are bad
Or you’re feeling sad,
With our happy faces we’ll make
you glad.
IRI Mathematics Grade 2—“THE LAND OF NUMBERS”

145
I WOULD FLY Sheep goes maa, baa (repeat four Verse
times) Sunday for the Horse
Verse Dogs goes arf, woof, arf (repeat four Monday for the Cow
If I had wings like a Kiskadee, times) Tuesday for the Dog
Or I had wings like a Blue sakee, He goes bow, wow, wow.
I would fly, up, up in the sky Verse 2 Wednesday for the Parrot
Like the birds that fly so high. Horse goes neigh (repeat four Thursday for the Hen
times) Friday for the Lion
CHORUS Turkey goes ooooo (repeat four Roaring in the den,
Fly, fly, fly, fly, times) But the spider said I want to play
Way up in the sky. Chicks goes chick, chick (repeat So I will take Saturday.
I would fly, fly, fly, fly, four times)
Way up in the sky We’re thankful for each day of the
Verse 3 week.
Verse Birds go (whistle) (repeat four We’re thankful for each day of the
Two little birds sitting on the wall times) week.
One name Seeta Pig goes oink, oink (repeat four One, two, three, four, five, six,
One name Paul. times) seven.
Donkey goes hee-haw (repeat four Seven days in the week.
Fly away Seeta times)
Fly away Paul Duck goes quack, quack (repeat Sunday, Monday, Tuesday,
Lift your wings and fly above all. four times) Wednesday, Thursday, Friday,
Saturday.
ON THE FARM DAYS OF THE WEEK SONG
CHORUS CHORUS
On the farm with Mr. Joe, There are seven days in the week.
I love how the animals go, Seven days in the week.
On the farm with Mr. Joe, Seven days in the week.
Hear what the animals say. Seven days in the week.
Verse 1 Sunday, Monday, Tuesday,

The cow goes moo, moo, Wednesday, Thursday, Friday and
The cow goes moo, moo, Saturday.
The cow goes moo, moo,
The cow goes moo, moo.

146
THE CHILDREN OF GUYANA THE FRUIT VENDOR I have enough for everyone.
Muskmelons, Cashews, Bilimbees,
Verse CHORUS
Flowers of one garden What do you have in your fruit Pomegrante, Locusts, Whities, and
Beautiful and bright basket? Mamies.
We are special What do you have in your fruit They are good for you and for me.
Yellow, black, or white. basket?
Reaching for the star What do you have in your fruit
We work and play basket?
Happy and joyful What do you have for me? THE CANOE SONG
All through the day.
Verse Verse
CHORUS: Oranges, Dunks, Plums, and Step into my canoe, all you boys
We are the children of Guyana Cherries and girls.
The children of the world Grapefruits, Psydiums, Ripe We’ll row upon the rivers and
We are the children of Guyana Gooseberries, across the falls.
All the boys and girls. (repeat) Genips, Kokerite, Tamarinds, Limes. We’re going to a place so
Fruits, they are good any time. enchanting, you will see,
Verse Mangoes and Bananas, A land of numbers just for you and
We are all different, living in this Pears, Sweet Sapodillas, me.
land, Guavas, Lemons, Papayas,
Learning together, we all are one Jamoons, Grapes, and Awaras. CHORUS
Beautiful, intelligent, precious too We paddle to the left
We will join and sing for you. CHORUS Paddle to the right
What do you have in your fruit A land of numbers so very bright
CHORUS basket? We paddle to the left
We are the children of Guyana What do you have in your fruit Paddle to the right
The children of the world basket? So enchanting, it’s out of sight.
We are the children of Guyana What do you have in your fruit
All the boys and girls. (repeat) basket? Verse
What do you have for me? A land for children is where we will
be.
Verse We’ll talk to the birds and the
Golden Apples, Sugar Apples, Star bumblebee
Apples, Pineapples. Listen to the wisdom of the mora
Passion Fruit, Carambolas, tree.
Tangerines, Sour-sops. Learning with music, playing
merrily.

147
IN THE CLASSROOM Six and two is eight March and April —Phagwah and
Eight and eight is sixteen Easter.
CHORUS May–June rains, it’s time to shelter.
In the classroom I love to be. Three and three is six July–August—our schools’ vacation.
In the classroom you and me. Four and three is seven September, we celebrate our
In the classroom let’s have fun Five and three is eight education.
Fun with the multiplication Eight and eight is sixteen October, November, please
remember
In the classroom I love to stay. Verse The two months before December.
In the classroom every day. Adding your smile
In the classroom let’s have fun Taking away the pain
Fun with multiplication Multiply happiness SONG FOR THE NUMBER FOUR
And divided love.
Verse CHORUS
Two times one is two CHORUS This song is about the number four,
Two times two is four In the classroom I love to be. Sing it, sing it, sing some more.
Two times three is six In the classroom you and me. This song is about the number four,
Two times four is eight In the classroom let’s have fun Sing it, sing it, sing some more.
Fun with the multiplication
Two times five is ten Verse
Two times six is twelve Four hooves has a cow
Two times seven is fourteen THE MONTHS OF THE YEAR Four hooves has a horse
Two times eight is sixteen Four hooves has a cow
CHORUS Four hooves has a horse
CHORUS There are twelve months in the year
In the classroom I love to be. Twelve months in the year Four wheels has a car
In the classroom you and me. Twelve months in the year Four letters spell the word star
In the classroom let’s have fun Let’s sing: Four wheels has a car
Fun with the addition January, February, March, April, Four letters spell the word star
May, June, July, August,
In the classroom I love to stay. September, October, November, CHORUS
In the classroom every day. December. F-O-U-R, FOUR
In the classroom let’s have fun Twelve months in the year. F-O-U-R, FOUR
Fun with addition F-O-U-R, FOUR
Verse F-O-U-R, FOUR
Verse The year begins in January,
Two and two is four February gives us Mashramani,
Four and two is six

148
THE KITE CHORUS
Composed by Julian Kattow Up, up, up, I am flying;
Down, down, down, I am still flying;
Verse With the strong wind I am pulling,
I am made from wood and twine, You’re having fun with me the kite.
To have fun in the sky. Oh my ears they are flapping
Red, yellow, green, and white,
That’s the colour of me the kite.
Verse
CHORUS I am flying high, high, high,
Up, up, up, I am flying; I am having fun in the sky.
Down, down, down, I am still flying; Red, yellow, green and white,
With the strong wind I am pulling, That’s the colour of me the kite.
You’re having fun with me the kite.
CHORUS
Verse Up, up, up, I am flying;
My twine is moving up and down; Down, down, down, I am still flying;
My tail is going round and round; With the strong wind I am pulling,
I am swaying from side to side; You’re having fun with me the kite.
You’re having fun with me the kite.

149
LAND OF NUMBERS GRADE 2
150
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
151
152
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -
153
154
POSTER 1
155
156
157
158
POSTER 3
159
160
POSTER 4
161
162
POSTER 5
163
164
POSTER 6
165
166
167
168
169
170
POSTER 9
171
172
POSTER 10
173
174
POSTER 11
175
176
177
178
179
180
181
182
NOT TO BE SOLD
Available for free download from

www.education.gov.gy

Interactive Teachers Guide

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Interactive Teachers Guide

Uploaded by

Copyright:

Available Formats

Grade Teacher’s Guide for Grade 2

Interactive Radio Instruction (IRI) - TERM 2

A GOG/IDB Project - BEAMS

THE LAND OF NUMBERS—GRADE 2

WRITING TEAM: Louise Perera

ILLUSTRATIONS: Olwyn Chester

COVER DESIGN: Alvaro Cisneros, IRI Consultant EDC

EDITING: Hetal Thukral and Jennifer Davis-Kay, EDC

 2007 Ministry of Education, Georgetown, Guyana.

IRI Mathematics Grade 2 i “THE LAND OF NUMBERS”

thank the following groups and individuals.

Participants in the Validation of IRI Mathematics Lessons, During Year 2006

Smith’s Memorial Primary School F.E. Pollard Primary School

Ms. Michelle Downer Ms. Rene Singh

Ms. Joy Hopkinson

IRI Mathematics Grade 2 ii “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 iv “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 1 “THE LAND OF NUMBERS”

Table 1: Distribution of the IRI Lessons for Grade2

Term (T) No. of IRI Lessons No. of No. of CDs for

IRI Mathematics Grade 2 2 “THE LAND OF NUMBERS”

The role of the teacher in a successful IRI Mathematics classroom

IRI Mathematics Grade 2 3 “THE LAND OF NUMBERS”

G2 Lesson 12 G2 Lesson 12 (cont.)

IRI Mathematics Grade 2 4 “THE LAND OF NUMBERS”

Poster 1 Poster 2 Poster 3 Poster 4 Poster 5 Poster 6 Poster 7

Poster 8 Poster 9 Poster 10 Poster 11 Poster 12 Poster 13 Poster 14

Codes: B = Blue; Y = Yellow; G = Green; R = Red; Bk = Black

IRI Mathematics Grade 2 5 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 6 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 7 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 8 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 9 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 10 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 11 “THE LAND OF NUMBERS”

Quadrilaterals in a part (3 x 3) of a Geo-board

IRI Mathematics Grade 2 12 “THE LAND OF NUMBERS”

Page of a chequered-line exercise book

Page of a chequered-line exercise book

TIME MANAGEMENT TO MAXIMIZE “TIME ON TASK”

IRI Mathematics Grade 2 13 “THE LAND OF NUMBERS”

ASSESSING YOUR PUPILS

MONITORING LEARNING NEEDS AND PROVIDING SUPPORT

IRI Mathematics Grade 2 14 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 15 “THE LAND OF NUMBERS”

2. PART 1: During the Audio Programme

 Song: “The Canoe Song”

IRI Mathematics Grade 2 17 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 18 “THE LAND OF NUMBERS”

1. BEFORE THE MATHEMATICS CLASS

THE CHILDREN: Copy the exercises with the flower.

6x2 278 372

 Song: “The Children’s Song”

IRI Mathematics Grade 2 19 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 20 “THE LAND OF NUMBERS”

1. BEFORE THE MATHEMATICS CLASS

THE CHILDREN: Copy the exercises with the mouse only.

 Song: “I Would Fly”

IRI Mathematics Grade 2 21 “THE LAND OF NUMBERS”

IRI Mathematics Grade 2 22 “THE LAND OF NUMBERS”

2. PART 1: During the Audio Programme

 Song: “The Canoe Song”