Maths Gr 2 Teacher's Manual Quarter 4 - christelikemedia.org Gr 2 Teacher's... · 6 6 Quarter 4 Theme 10: National emblems Week 1 (31) and the anthem Exercise Book 2: Exercises 44

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Quarter 4

Theme 10: National emblems Week 1 (31)

and the anthem

Exercise Book 2: Exercises 44 – 48

Workbook 2: Worksheets 56 – 62

Vocabulary

Multiples

81 – eighty-one

82 – eighty-two

83 – eighty-three

84 – eighty-four

86 – eighty-six

87 – eighty-seven

88 – eighty-eight

89 – eighty-nine

90 – ninety

seventh, eighth, ninth,

tenth, eleventh, twelth,

thirteenth, fourteenth,

seventeenth,

eighteenth, nineteenth,

twentieth

value, place value, one

whole, halves, thirds,

tenths, more than, less

than

position, symmetry,

days

Sunday, Monday,

Tuesday, Wednesday,

Thursday, Friday,

Saturday

Cost or price

T��

Use a number line up to 200 to use daily for

countong.

A number chart up to 200 can also be used.

Work with 190 counters this week.

Place value indicates the postion of a number:

left – tens, right – units.

Practise drawing numbers on whiteboards –

spaces between numbers should be even.

Write numbers beneath the line. A number line

always starts on the left.

Use apparatus to make groups of 3: ooo ooo

ooo ooo, add and say how many groups of

3 there are. Example: 3 + 3 + 3 + 3 = 12

4 x 3 = 12.

With fractions the emphasis is on one whole

that is divided equally. Two halves make one

whole, four quarters make one whole, two

whole.

The cost of a number of articles is calculated.

Pupils can add or multiply.

Symmetry – two parts can be indicated by

drawing a vertical or horizontal line.

Learn the sequence of days with the help of a

rhyme or song.

Rhyme:

S is for Sunday, we go to church and have to rest.

M is for Monday, time to work and do your best.

T is for Tuesday, something good could happen.

W is for Wednesday, time for clapping.

T is for Thursday, end of the week is near.

F is for Friday, time for fun is here.

S is for Saturday and now you know,

all seven days in a row.

��

Week 1 (31)

1. Numbers, calculations and relationships

Count:

Count up to 190 objects – encourage making groups. 10s and 5s.

Pupils should be able to see how much 190 is, they should handle and move

190 objects.

Count forwards and backwards:

Count back from one given number to another given number. Example: count

Symbols and names of numbers:

Recognise, read and write number symbols or numbers up to 190. Revise the

third quarter’s work.

Write number names from 0 – 85. Read, recognise and match.

Describe, compare and arrange numbers:

Numbers up to 85 – arrange from the smallest to the greatest number and then

from the greatest to the smallest number.

to indicate their position.

Arrange numbers up to 85 on a blank 100 number chart.

Place values:

Numbers up to 85 – break numbers up into tens and units.

Learn the difference between value and place value.

Problem solving:

Use number lines. Pupils should draw number lines on which calculations can

be done + and – calculations.

Addition and subtraction:

Number bonds of numbers 1 – 20, Example: 16 + = 20, 20 - = 12,

8 + = 16, 18 - = 10.

Calculations with answers up to 99. Revise breaking up 2 numbers and 1 number.

Do + and – calculations.

Repetitive addition that leads to multiplication: +, x, =.

Calculations with answers up to 50.

Pupils also count in 3s, work with multiples of 3 and learn the 3x table this quarter.

Example: 3 + 3 = 6 2 groups of 3 2 x 3 = 6.

Making groups that leads to division:

Calculations with numbers up to 90.

Make groups, Example: of tens – with no remainder.

��

Week 1 (31)

Division that leads to fractions:

Dividing equally –

We call two equal parts halves or one whole. Two halves are the same as one

whole.

How many parts are the same as one whole? We call four equal parts quarters.

Four quarters are the same as one whole.

Money:

Work with cents up to 90c and rands up to R90.

Calculate the total cost of a number of articles. Use a table.

hotdogs?

Mental arithmetic:

Work with numbers up to 90.

Revise more and less than 1, 2, 3, 4, 5 and 10.

letter in the alphabet?

2. Patterns, functions and algebra

Geometric patterns:

Observe patterns in nature, in the environment and cultural heritage sites.

Describe patterns – lines, objects and shapes.

Patterns of bricks, tiles, on fabric, cups, saucers, plates, balls, animals and

3. Space and shape – Recognising geometric shapes

Draw a line to indicate symmetry.

4. Measurement

Time:

Days of the week.

Sandwiches 1 2 3 4 5 6 7

Cost R4 R8 R12

��

Week 2 (32)




Count:

Count up to 195 objects. Estimate, group and then count to determine the actual

number.


Count up to 195. Pupils count in fours from 160 up to 188.

Count backwards in fours from 192 to 152.

Count in twos from 172 up to190.

Count backwards in twos from 180 to160.

Symbols and the names of numbers:

Recognise, read and write numbers up to 190. Emphasise 190 up to 195, which

is now included.

Write number names up to 95. Emphasise 91 up to 95.

Read number names, recognise the number and its number name and match

them together.


Numbers up to 95. Determine which numbers are smaller or greater than a given

number.

Learn the abbreviations of ordinal numbers – 1st up to 10th.

Arrange numbers 70 to 95 on a drawn number chart.

Place value:

Numbers up to 95 – break up into tens and units.

Show tens and units on the abacus.

Example: 47 oooooooooo

oooooooooo

oooooooooo

oooooooooo

ooooooo

Show the value of the numbers 40 = 4T or 4U and 7 = 7U.

Problem solving:

Pupils use their own methods to solve word problems. Example: There are 18

sweets and Mom divides them equally between three children. How many sweets

does each child get?


Number bonds of 1 to 20: ____+ 10 = 20, ____ - 7 = 8, ____ + 7 = 15,

____ – 10 = 30.

Use halving to break a number up into tens and units:

69 + 12 = 69 + 6 + 6 = 75 + 6 = 81.

7

Week 2 (32)

Repetitive addition that leads to multiplication:

Pupils see the connection between + and x. Add 3 every time and make groups

of 3. 3 + 3 = 6 2 x 3 = 6 3 x 2 = 6

3 + 3 + 3 = 9 3 x 3 = 9 3 + 3 + 3 + 3 = 12 4 x 3 = 12

Learn the vocabulary: double, times, multiply and make groups.



Divide a quantity among a few boys and girls so that each gets an equal amount.

May include a remainder. Record the remainder.

Example: 47 eggs. How many cartons that contain 6 eggs are needed to pack

the eggs? 47 ÷ 6 = 7 remainder 5.


Recognise fractions in a whole. Emphasise thirds and sixths.

Name the fraction of a whole.

Money:

Work with money up to 95c and R95.

Calculate the change.

Mental arithmetic:


Which number is the most or the least, 21 or 171.

Numbers before, after and between.


Number patterns:


Copy, expand and explain the patterns. Write the following consecutive numbers

66, 76, 86 …….. Copy and complete the pattern 67, 62, 57, …………. 37.

3. Measurement

Time:

Months of the year. Sequence and number of days in each month.

NB: After Week 33 – Assess:

Recording of data.

Interpretation of data (See Theme 7: Wild Animals).

�

Week 3 (33)




Count:

Count up to 195 objects. Estimate, encourage making groups, and then count to

determine the actual amount.

Pupils should see how much 195 is.

Pupils should be able to handle and move195 objects. Here are 195 counters.

Make groups of 10. Count in tens. Can we count in twenties? Would you be able

to count in 25s? Why?

Vocabulary

96 – ninety-six

97 – ninety-seven

98 – ninety-eight

99 – ninety-nine

100 – one hundred

between, equal to,

add, subtract,

compare, double,

times, threes, rows,

dividing equally,

repetitive pattern,

increasing pattern

� ��

Each learner should have 200 counters

to touch, see and group, to have a better

understanding of how much 200 is.

Use a number chart up to 200 to count in 3s –

forwards and backwards.

Use spreadsheets to count to 200.

Use number charts and number name cards to

match the numbers and their names.

Emphasise twenty, thirty, forty up to one

hundred.

Pupils should learn to write a number sentence

when problems are solved.

Pupils should understand that 4 threes are

3 + 3 + 3 + 3 = 12

1 2 3 4

Draw rows with the same number in each row

– indicate + or times.

Divide quantities among boys and girls so

that each has the same amount. Leave the

remainder, it is not enough to divide between

them or to be divided into fractions.

Own pattern could be a repetitive pattern or an

increasing pattern.

��

Week 3 (33)


Count up to 195.

Count in 3s from a given number to another given number.

Pupils already know the multiples of 3 up to 30.

3, 6, 9, 12, 15, 21, 24, 27, 30.

Note the pattern: 33, 36, 39, 42, 45, 48, 51, 54, 57, 60.

Count backwards in 3s. Example: from 190 to 169, 190, 187, 184, 181, 178, 175,

172, 169.


Recognise, read and write numbers up to 200. Emphasise 190 – 200.

Write number names up to 90. Emphasise 86 – 90.

Recognise numbers and number names and match them together.

Example: 71 – seventy-one.


Numbers up to 100 – on a blank number line. Pupils write the numbers in the

correct place.

Which numbers come between? 115 – 117; 187 – 185.

Which numbers come between? 82 and 87; 45 and 50.

Ordinal numbers 11th up to 20th – arrange in a practical manner.

Place value:

Numbers up to 99 – break numbers up into tens and units.

Write the number: 6 T and 3 U ___ 2 T + 5 U ___ 12 T + 8 U ___

or which number is equal to? 6 T, 6 T and 3 U.

or which number is equal to? 6 T, 9 T and 3 U, 5 T and 9 U.

Problem solving:

Addition and subtraction with answers up to 99, Example: I have 25 sweets.

My friend gives me another 18 sweets. How many sweets do I have now?

25 + 18 =

Take away: There are 63 circles, 27 circles are green and the rest are red. How

many red circles are there? 63 – 17 =

Comparison: Nina has 31 sweets. Benjamin has 15 sweets. How many more

sweets does Nina have than Benjamin? 31 – 15 =


Number bonds of 1 up to 20 + = 20 + = 19

Count forwards or backwards: 78 – 69 = . Count from the smallest number

– 69 up to 78.

Identify close doubling:

34 + 35 or 34 + (30 + 4) + 1

= 34 + 34 + 1 = 64 + 4 + 1

= 68 + 1 = 68 + 1

= 69 = 69

��

Week 3 (33)


Pupils learn to answer different questions, Example: 4 threes, double 3,

6 times 3, 2 x 3. There are three counters in a row and there are 4 rows.

How many counters are there?

o o o 1

o o o 2

o o o 3

o o o 4



Dividing equally without a remainder. Example: divide 37 sweets equally between

Number sentence: 37 ÷ 5 = 7. Leave the number (2) that cannot be divided.

(2 is not enough to give another sweet to each friend.)


Name the fraction of a whole.

Mental arithmetic:


Addition and subtraction: 67 + 9 = 69 – 10 =

60 + 14 = 80 – 20 =

If pupils struggle, they can use a 100 number chart.


Make own patterns – pupils make their own patterns. Use lines, pictures or

shapes and create a repetitive pattern or an increasing pattern.

3. Measurement

Time:

Indicate holidays and activities on the calendar.

��

Theme 11: Careers Week 1 (34)



1. Calculations and relationships

Count:

Count at least 200 objects. Example: pencils.

Pupils should decide what the best way will be to count the objects. A learner

should explain his plan. Other pupils decide if it can be done. Execute the plans

and then decide which was the best plan and why.

Vocabulary

Multiples, double,

twice as many,

eleventh – 11th

twelfth– 12th

thirteenth – 13th

fourteenth – 14th

sixteenth – 16th

seventeenth – 17th

eighteenth – 18th

nineteenth – 19th

twentieth – 20th

between, middle, next,

place holder

groups, packets,

bags, halves, thirds,

quarters,

more, less,

cube, cylinder, prism,

sphere (ball)

half hours, quarters of

an hour.

��

Use cheap pencils or ice cream sticks to help

with calculations. Keep groups of 10 together

with elastic bands.

Counting in 2s can be practised in the exercise

book. Count on number lines.

Practise writing numbers and number names

on the whiteboard.

Ordinal numbers eleventh up to twentieth can

be practised in the exercise book, as well as

the names of numbers 90 up to 95.

Pupils should learn that is a place holder in

which the unknown number should be written.

Doubling also means 2 times or double (2x) as

much.

Pupils should be able to write a number

sentence when problems are solved.

Pictures are used to make grouping easier.

Pupils draw their own pictures to divide objects

equally. The number of friends, boys or girls

indicates how the remainder should be divided.

Example: 2 – halves, 3 – thirds, 4 – quarters.

The number 0 indicates nothing or none.

Numbers larger than 10. Example: 11 –

repeats the ones. If the ones are 1 – 4 then

we go back to the previous ten. Example: 16.

If the number is 5 or more, then we go to the

next ten.

��

Week 1 (34)

Count up to 200 and then back again:

Count in 2s from 0 up to 20. Learn the connection between multiples of 2 and

the 2x table’s answers.

2 times or 2x is the same as doubling, Example: when I double 2 it is 4 (2 x 2).

When I double 3 it is (3 x 2). When I double 4 it is (2 x 4).

Count in 2s from a given number up to another given number and up to 200.

Count from 160 up to 200 in 2s or count from 180 backwards in 2s to 142.


Say any number up to 200. Pupils listen and write down the numbers.

55, 62, 87, 23, 90, 104, 134, 180.

Pupils write down the number names 55, 62, 87 and 90.

Recognise, read and write the number names from 91 up to 95.


Ordinal numbers – eleventh up to twentieth. Show, read and write. Learn the

abbreviations. 11th, 12th………..20th.

Place value of numbers:

Breaking numbers up – which number should be in the place holder?

34 = 30 + 78 = 70 + 94 = 90 +

46 = + 6 62 = + 2 85 = + 5

What is the value of, for example: 73, 86, 94, 99.

Problem solving:

Double: I have 15 sweets. My sister has twice as many sweets. How many

sweets does my sister have? Pupils use their own methods to determine the

answers.


How many wheels do 5 cars have? 5 + 5 + 5 + 5 + 5 =

How many eyes do 20 children have?

Tina walks three blocks every day. How far does Tina walk in 5 days?

she plant?

Mary drinks 6 glasses of water every day. How many glasses of water does she

drink in 10 days?


Make groups of a certain number. Calculate how many groups, packets and


Solve problems that include equal division where the remainder should be

divided into fractions. Calculate the wholes and the fractions of the wholes.

��

Week 1 (34)

Money:

Solve problems where totals and change should be calculated.


Change the number to the nearest ten and subtract or add units.

58 + 19 = 74 – 19 =

= 58 + 20 – 1 = 74 – 20 – 1

= 78 – 1 = 54 – 1

= 77 = 53

Pupils learn that if 0 is added or subtracted, the number stays the same.

75 + 0 = 75 or 0 + 75 = 75, 75 = 0 + 75, 75 = 75 + 0, 75 – 0 = 75.

Swop numbers in a number sentence.

Example: 1 + 11 = 12 and 11 + 1 = 12, 12 – 9 = 3 and 12 – 3 = 9

Fractions:

Calculate half of a group of objects.

Example: calculate half of eight.

Use concrete material and place objects in a row of 2.

Example: 8

o o

o o Divide the number of objects in half.

o o

o o


Make own patterns – pupils make their own number patterns.

Use numbers up to 200. Count forwards or backwards – 1s, 2s, 3s, 4s, 5s and tens

(on whiteboards).

3. Space and shapes

Recognise and name 3D objects: prism, cube, cylinder and sphere.

4. Measurement

Time:

12 o’ clock, time in hours, half hours and quarters of an hour. Use watches.

��

Week 2 (35)



1. Calculations and relationships

Count:

Count up to 200 objects. Estimate, encourage pupils to make groups and then

count. Count the tiles in the classroom.

There are 20 tiles in a row. Ten rows of 20 tiles is 200.

Here is a number of counters, Example: 80. If you count in twos and tens, will

the total still be the same? One learner packs 80 counters in 2s and another

Vocabulary

multiples

ninety-six

ninety-seven

ninety-eight

ninety-nine

one hundred

most, least, greatest,

smallest

halve, group,

remainder, quarter,

add, plus, sum of

subtract, minus, take

away, difference

between

slide, roll, round,

straight, edges, sides

calendar

duration – how long,

days, weeks, months,

telling time

!"#

Show the connection between multiples of 5

Examples:

1 x 5 = 10

2 x 5 = 20

3 x 5 = 15

Draw a circle around the numbers on the

200 chart.

29, 43, 71, 94, 55, 102, 125, 149, 165, 182,

190, 200,

Pupils read the numbers back: 29, 102

twenty-nine, one hundred and two,

Halving means to halve.

multiplication. Double means 2 times.

A quarter of a number means you should

divide the number into 4 groups. There are 4

quarters in a whole.

Learn addition vocabulary.

Learn subtraction vocabulary.

Revise the characteristics of the 3D shapes.

A large annual calendar can be used to

calculate time duration.

$%

Week 2 (35)


Count in 5s up to 50 on the number line and show the connection between multiples

1x5 2x5 3x5

pattern that is forming 0, 5, 10, 15, 20 ... 0 and then a 5, and after that a 10, and

then we add a 5 to the 10, etc.


Pupils should look for the numbers that the teacher reads on their number charts

and then draw a circle around them. Pupils then read the numbers back to the

teacher, while indicating them on the large number chart.

Learn the number names from 96 up to 100 and further.

Describe, compare and arrange:

Work with numbers up to 99. Compare the numbers and indicate the number

with the highest or lowest value among the others. Example: 29 37 63 48.

29 is the least or the number with the lowest value.

Place value:

What is the value of these numbers? Example: 22 = 20 + 2 = 2T + 2U

Problem solving:

Solve problems where numbers are halved.

Multiplication:

Pupils react to questions such as:

Revise words: double, times, groups of and x (multiplication).

Work on a number line and show calculations.

7 + = 14 2 groups of 7 =

2 + + + + + + = 14

7 x = 14

Making groups that lead to division:

Work with numbers up to 99. Equal grouping or division with or without a

remainder.


Calculate a quarter of a group of objects. Use concrete material such as counters

or sweets. Example: here are 12 sweets. How much is a quarter of the sweets?

&'

Week 2 (35)


Pupils learn to respond to mathematical instructions.

Add 43 to 9 Subtract 3 from 37

Add 10 to 67 Subtract 40 from 80

11 plus 83 62 minus 42

Add 20 to 50 Take 45 away from 90

80 = 62 + 8 + What is the difference between 38 and 57?

Sum of 56 and 14 56 - = 22 56 – = 32

56 – = 42

Add 12 to 75 What is the difference between 33 and 99

Mental arithmetic:

Mixed calculations

2. Space and shape

Name 3D shapes and compare shapes that can slide or roll with curved (round)

or straight sides.

3. Measurement

Time: Use a calendar to calculate the passage of time in days and weeks.

Assessment: Calculations, telling time

8(

Week 3 (36)



Vocabulary and tips are on page 82.


Count:

Count up to 200 objects, Example: the bricks in the wall of the classroom. Count

rows of 10 up to 200. Is it faster to count in tens than counting them one by one?

Count counters from a bag. Count the counters in 2s. Is it faster to count one by

one or in 2s?


Count in threes up to 30. Show the relation between the multiples of 3 and the

3x table.

0 3 6 9

0 x 3 = 0 1 x 3 = 3 2 x 3 = 6 3 x 3 = 9

Think of tricycles.

Count in threes from a given number up to another given number. Example:

count from 123 up to 150. Also count backwards in threes from 90 to 60.


numbers and then the pupils draw a circle around the numbers on their number

Revise the number names of 10s – ten, twenty up to a hundred and two, seven,

nine, eleven, twelve, seventeen and nineteen.


Before, after, between

The triangle is ______ the circle.

The square is ______ the circle.

The line is between the ______ and the ______ .

Place value:

Which number is equal to, Example: 6T, 9T and 3U

Repetitive + and x (do on whiteboards)

Example: 3 + 3 = 6 2 x 3 = 6

3 + 3 + 3 = 9 3 x 3 = 9

3 + 3 + 3 + 3 = 12 4 x 3 = 12

1 2 3 4

)*

Week 3 (36)

Dividing that leads to division:

Divide a number of objects equally between pupils and leave the remainder.

Example: divide 54 marbles between seven boys so each one has the same

amount.


Calculate three quarters of an amount. Example: what is three quarters of 12

oranges. Draw the oranges in a circle.

Pupils are already familiar with a quarter – there are 3 oranges in each quarter.

How many oranges are in 3 quarters? 3 + 3 + 3 = 9

We also speak of three-quarters.


Pupils react to questions about addition and subtraction.

Addition:

What is 10 more than 80?

Which number should be added to 45 to get 78?

Four tens plus three tens.

Nine tens plus eight units.

45 + 10 = 45 + 20 = 45 + 30 =

Subtraction:

How much is 17 less than 49?

56 – 22 = 56 – 32 = 56 – 42 =

Think of number patterns that differ by 10. Example: 20 – 10 30 – 20.

Mental arithmetic:

1 + = 2 2 + = 4 10 + = 20

2 – 1 = 6 – 3 = 20 – 10 =

2. Measurement

Time:

Write the numbers on a blank calendar. Answer quesions about days and weeks.

3. Data management

teacher, minister, actor.

Pupils choose the career that they like the most.

Draw a chart with the pupils, which indicates their parents’ careers. Use

drawings or pictures to illustrate the number of parents that practise a certain

career on the chart.

Pupils answer questions.

Which career is the most popular in the group?

Which career is least popular?

Are there any two careers that are equally popular? Etc.

+,

Vocabulary

multiples, threes,

two, seven, nine,

eleven, twelve,

seventeen, nineteen,

before, after, between,

equal to, divide equally

three quarters or

three-quarters

more than,add to,

plus, sum of, less than,

take away, give, lose,

difference between,

minus

days, weeks, careers,

vote

names of the days,

names of the months

-./0 123 4519/:40

Pupils count bricks in the wall, inside or

outside the classroom. Show rows.

Let one learner count 1, 2, 3 ... 46 and another

learner count in 2s, 0, 2, 4, ... 46. Compare

the time it took. Which way of counting is the

fastest?

Count in threes – think of a tricycle.

74, 108, 121.

Only revise the number names that pupils still

struggle to write 2, 7, 9, 11, 12, 17, 19.

Show the connection between repetitive + and

x.

Practise equal division on the whiteboards.

Leave the remainder.

are working when they have to calculate three

quarters of an amount. Here we work with

quarters. Pupils already know that there are

four quarters in a whole. We divide a number,

for example, 12 sweets between four friends

so that each one gets the same number

of sweets. 12 ÷ 4 = 3. Each friend gets 3

sweets. Draw a circle or square and then draw

three sweets in each quarter.

To calculate three quarters of 12 sweets, we

should add the sweets of the three friends

together 3 + 3 + 3 = 9.

Three quarters of 12 is 9. We can also say

that 9 is three-quarters of 12.

Pupils should know that when words such as

add to, plus, more than, add together and sum

of are used, they should plus (+).

When they hear or read take away, give away,

less, how much is left, how much do I still

need, lose, spend and what is the difference

between, they should minus (-).

Pupils read the sequence in which months

follow each other.

Learn how to complete a ballot that indicates

the month they like the best.

Votes can be counted and a representation

can be made with magnets.

;<

Theme 12: Planets and stars Week 1 (37)




Count up to 200 objects. Encourage pupils to make groups in order to count

faster. Count in tens and then twenties and show how to count in 25s. Emphasise

that the amount stays the same.


Count in 2s. Show that the pattern is predictable when you count in 2s: 0, 2, 4,

6, 8, 10, 12, 14, 16, 18. The repeated pattern is 0, 2, 4, 6, 8. The tens can

differ, but the units that make the pattern stay the same.

If you count backwards, you will also see a pattern. Example: 18, 16, 14, 12,

10, 8, 6, 4, 2, 0. The pattern is now 8, 6, 4, 2, 0, because you are counting

backwards. The tens can differ, but the units that make the pattern stay the same

– multiples of two.

Pupils answer questions, example: when you count in 2s, will you use the number

20? Is 20 part of the 2x table?

The same happens when you count in 4s. The pattern is now 0, 4, 8, 12, 16

and 20, 24, 28, 32, 36. When you count backwards, it is 36, 32, 28, 24, 20 and

16, 12, 8, 4, 0.


Pupils should now be familiar with numbers up to 200 and number names up to

100. Final practise can now be done, for example, numbers 0 to 9. Tens 10 – 90.

One hundred and two hundred. Show pupils how they can use the knowledge

they already have to recognise, read and write numbers up to 200.

Vocabulary

multiples

smaller, larger,

smallest, largest,

more, less, most least

spreadsheets 4 0 7

multiplication x times,

groups or halves, one

whole

mass, measuring

mass, scale,

kilogram (kg)

=>?@

Learn how to count in multiples. Write the

numbers on the whiteboard so that pupils can

clearly see and follow the pattern.

Revise number names and practise them on

the whiteboard. Pay attention to pupils who are

still struggling.

Use spreadsheets to build numbers and to

indicate place value.

Learn the vocabulary for multiplication: times,

groups of, rows, etc.

Number lines no longer start at 0, but closer to

the area in which they are working.

Display packaging with kg on it, so that pupils

can see and read it.

Use a bathroom scale to determine mass.

AB

Week 1 (37)



Say if numbers are smaller or greater than other numbers.

Say if numbers are more or less than other numbers.

Say if numbers are the most or the least of the given numbers.

Say if numbers are the greatest or the smallest of the given numbers.

Place value:


Pack two-digit numbers on spreadsheets.

Pupils say how many tens and units there are in each number.

Calculations:

Relationship between + and –

If we know that 73 + 17 = 90 then we can say that 90 – 17 = 73

17 + 73 = 90 then we can say that 90 – 73 = 17

Point out that we can build other three-number sentences if we know that

73 + 17 = 90 90 – 17 = 73 17 + 73 = 90 and 90 – 73 = 17

Repetitive addition that lead to multiplication:

Pupils learn how questions are asked in tests: 4 threes, three counters in a row

and there are four rows, 6 times 3, 2 multiplied by 3 and 2 groups of 3.

Adding fractions:

Add halves and quarters together.

Example: 14 half oranges = _____ oranges, 4 quarters = 1 whole.

Problem solving:

Pupils solve problems by using number lines and writing number sentences.

Mental arithmetic:

Calculations + - and x, more, less, most, least, greatest, smallest.


Pupils make own patterns with objects and then describe the patterns.

3. Measurement

Mass:

Read a products’ mass in kg.

Determine the mass of various products.

Read the readings on a bathroom scale. Compare the readings and determine

which mass is the most or the least.

CD

Week 2 (38)




Count:

make groups and count to determine the actual amount.

Count in whole numbers 1, 2, 3 . . .

Count in groups of 3. Compare the time it takes to count in 3s to the time it takes

to count in whole numbers.


Count in 3s and show that the pattern is predictable when we count in 3s.

0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Repeat the 10 multiples. 60, 63, 69, 72, 75,

78, 81, 84, 87, 90.

Pupils already know the pattern of whole numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,

12, 13, 14, 15, 16, 17, 18, 29, 20, etc.

Vocabulary

whole numbers,

threes, the sum of (+)

difference between –

three-thirds, one

whole, six-sixths,

three-sixths, a half

before, after, between

days, months

volume – capacity

EFGH IJK LMINGOLH

Pupils see that it is faster to count in multiples

than in whole numbers.

Multiples of three are written on the whiteboard

so that the pupils can see the pattern that

forms.

Let pupils write out numbers so that numbers

with the same digits are not confused.

sum of, count together, altogether, added to,

etc.

Pay attention to pupils who are still struggling

to write the names of days and months and

who are uncertain of the sequence.

Work practically with thirds.

Use commercial containers to read from, which

can contain litres. Display these containers.

A set of measuring cups.

PQ

Week 2 (38)


Pupils play together in groups of two. One learner closes his eyes and puts his

to and reads the number out loud. Both pupils then write the number on the

whiteboard. The name of the number is written next to the number. Pupils take

turns to do this until they have ten numbers. Then they exchange places with two

other pupils and mark their work.



Work on number lines.

Place value:


Pupils compare the place value of different numbers by drawing the numbers. 12

and 21:

o o o o o o o o o o o o o o o o o

Point out that the same digits are used, but they are not in the same places.

T U T U

1 2 = 1 T + 2 U but 2 1 = 2 T + 1 U

Calculations:

Addition and subtraction are used to solve problems. Pupils work with 3

numbers: What is the sum of the 3 numbers? What is the difference between

the 2 numbers?

Making groups and dividing that leads to division:

Equal division with or without a remainder.

Adding fractions:

Add thirds and sixths together. 6 thirds = ___

Mental arithmetic:

Numbers before, after and between are determined.

The position of days, months and objects are determined.


Pupils complete patterns with shapes.

Pupils draw their own patterns with shapes.

Pupils complete number patterns.

3. Measurement

Volume:

Determine the volume of various bottles or containers.

Read the readings on a measuring jug. Compare the readings and arrange

them from the least to the most.

RS

Week 3 (39)




Count:

Count up to 200 objects. Encourage pupils to make groups and to count on their

Count in 4s and 5s.


Count in 4s and point out the pattern that is repeated.

0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 …… (0, 4, 8, 12, 16).

Count in 5s and point out the pattern that is repeated.

0, 5, 10, 15, 20, 25, 30, 35 … (0 en 5).

Symbols and number names:

Choose10 numbers and 10 number names 0 – 200. Pupils write the names of

the numbers and the right number next to each name.

Vocabulary

multiples, fours and

smallest, greatest

tens T, units U

place holder

total, altogether

number sentence,

double, halve

UVWX

Use whiteboards on which to draw and write

number patterns. Pupils see the patterns that 4

and 5 make.

Tens and units are repeated. Numbers are

added together and broken up.

Pupils work with the place holder in different

parts of the equation.

Pupils learn how to choose from 4 numbers

and then to use only three to add together to

get different totals.

Pupils use three numbers to build three

number sentences. +, – and = are used here.

Revise halving and doubling on the whiteboard

before solving problems.

together to create a whole.

Mental arithmetic can be practised every day

and pupils who still struggle can practise it

further.

YY

Week 3 (39)

Describe, compare and arrange the numbers:


Arrange from the smallest to the greatest number and then from the greatest to

the smallest number.

Place value:


Write the number. 6T and 3U = 63.

Which number is missing in the place holder? 78 = 70 + 34 = + 4.

Calculations:

Pick three numbers: 15, 19, 22, 25 and determine how many different totals

you can get. 15 + 19 + 22 = 19 + 22 + 25 =

Write three number sentences with three numbers. 20, 30, 50 20 + 30 =

Write the answer: 57 – 34 = 23, – 23 = 34, 57 – = 34.

Problem solving that includes doubling, halving and money.

Adding fractions:

Mental arithmetic can be practised every day:

Number bonds of 1 – 20. 1, 2, 3, 4, 5 and 10 more or less.

Calculations + and – up to 99.

Doubling and halving.


Pupils complete number patterns.

Pupils write their own number patterns and then describe the patterns.

3. Measurement

Length:

Measure each learner again and compare their heights with the height that was

measured earlier in the year. Pupils determine whether they have grown or if their

height has stayed the same. What is the difference? Determine the positions

from the shortest learner to the tallest learner in the class.

Pupils compare three given lengths and say which one is the shortest, the same

length and the longest length.

Pupils determine the lengths of various objects that can be added together –

work on whiteboards.

4. Data management

Class discussion about the pupils’ holiday plans and where their families are

going. Make a pictogram – to the sea, to the game reserve, to a holiday resort,

to the farm, staying at home, and visiting grandma and grandpa.

Z[

Week 3 (39)

Answer the following questions:

1. How many pupils are going to the sea?

2. How many pupils are going to the game reserve?

3. How many pupils are going to a holiday resort?

4. How many pupils are going to the farm?

5. How many pupils are staying at home?

6. How many pupils are going to visit grandma and grandpa?

7. Which group is the most?

8. Which group is the least?

9. Are there two groups with the same amount?

10. What is your favourite holiday destination?

\]

Assessment week Week 40

Use calculations, mental arithmetic and problem solving that was used in theme 10,

11 and 12.

Content Topic Criteria

Numbers,

calculations and

relationships

Understanding

numbers

Count pictures or grouped objects up to 200.

Arrange and compare numbers up to 99.

Problem solving Solve word problems in contexts that include making

groups or division, with answers up to 99. These

problems have a remainder. Problems are solved by

making use of one of the following:

apparatus

drawings

building up and breaking down numbers

number lines

doubling and halving

Explain own solutions to problems.

Money Recognise South African coins 5c, 10c, 20c, 50c, R1, R2,

R5 and R10, R20, R50 notes.

Solving money problems with totals and change up to

R99 and cents up to 95c.

Patterns,

functions and

algebra

Number patterns Complete number patterns by counting forwards and

backwards:

in units between 0 and 200;

in tens between 0 and 200, Example: 130; 140; 150;

___; ___; ___; ___; 200.

Space

and shape

(geometry)

2D shapes Recognise and name:

circles;

triangles;

squares;

rectangles.

Sort shapes with straight sides and round sides.

Time Use a watch to determine the passage of time in hours,

half hours and quarters of an hour.

Example of Assessment Task 1

^_


Numbers,

calculations and

relationships

Understanding

numbers

Count forwards and backwards in 2s and 5s up to 200.

Read and write number symbols up to 200.

Calculations Do additions up to 99 by making use of one of the following:

apparatus;

drawings;

building up and breaking down numbers;

number lines;

doubling and halving.

Write a number sentence and use +, =.

Do subtractions from 99 or less by making use of one of the

following:

apparatus

drawings

building up and breaking down numbers

number lines

doubling and halving

Write a number sentence and use –, =.

Patterns,

functions and

algebra

Number patterns Complete number patterns between 0 and 200 by:

counting in twos, Example: 160; 162; ___; 166;

___;170; ___; ___; 176; ___; 180

165; 170; ___; ___; ___; 190; ___; 200

Data

management

Data Answer data on pictographs.

Week 40


`a


Numbers,

calculations and

relationships

Understanding

numbers

Count forwards in 3s and 4s.

Problem solving Solve word problems in context through repetitive addition

that leads to multiplication, with answers up to 50, by

making use of one of the following:

apparatus;

drawings;

building up and breaking down numbers;

number lines;

doubling and halving.

Explain own solutions to problems.

Calculations Can multiply numbers 1 – 10 with 3 by making use of one

of the following:

apparatus;

drawings;

number lines;

doubling.

Write a number sentence and use x, =.

Patterns,

functions and

algebra

Number patterns Complete number patterns between 0 and 180 by:

counting in units;

counting backwards in fours, Example: 48; 44; 40; __;

__; 28; __; __; 16; __; __; __; 0.

counting backwards in threes, Example: 36; 33; 30;

__; __; 21; 18; __; __; 9; __; __; 0.

3D shapes Recognise and name:

ball shapes (spheres);

box shapes (prisms);

cylinders.

Sort objects according to those that slide and those that

roll.

Symmetry Recognise and draw the line of symmetry in 2D geometric

and non-geometric shapes.

Measurement Capacity/volume Everyday products where the capacity is indicated in

litres.

Read volume in litre from pictures or measuring jugs.

Week 40


Documents

Maths Gr 2 Teacher's Manual Quarter 4 - christelikemedia.org Gr 2 Teacher's... · 6 6 Quarter 4 Theme 10: National emblems Week 1 (31) and the anthem Exercise Book 2: Exercises 44