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  1. 1. WHOLE NUMBERS Year 2
  2. 2. <ul><li>Learning Area: Addition with the highest total of 1000 </li></ul><ul><li>Learning Objectives: Pupil’s will be taught to : </li></ul><ul><li>Understand addition as combining two groups of objects </li></ul><ul><li>Use and apply knowledge of addition in real life </li></ul><ul><li>Learning Outcomes: Pupils will be able to: </li></ul><ul><li>Add two numbers with and without regrouping </li></ul><ul><li>Solve problems involving addition in real life </li></ul><ul><li>situation </li></ul><ul><li>Previous knowledge: Pupils already know numbers up to 1000 </li></ul>Home/back Instructions to implement Task synopsis Signs to look out for
  3. 3. ADDITION WITH THE HIGHEST TOTAL OF 1000 Definition
  4. 4. Contents Slide <ul><li>Counting by tens </li></ul><ul><li>Addition below 20 </li></ul><ul><li>Addition below 400 </li></ul><ul><li>Addition below 700 </li></ul><ul><li>Problem solving </li></ul><ul><li>Addition below 1000 </li></ul>5-6 7-9 15-17 10-12 13-14 19-20
  5. 5. The Number Mat Knowing numbers from 10 to 1000 by adding in tens.
  6. 6. 1000 990 980 970 960 950 940 930 920 910 900 890 880 870 860 850 840 830 820 810 800 700 600 500 400 300 200 100 790 690 590 490 390 290 190 90 780 680 580 480 380 280 180 80 370 360 350 340 330 320 310 270 260 250 240 230 220 210 170 160 150 140 130 120 110 70 60 50 40 30 20 10 710 610 510 410 720 620 520 420 770 760 750 740 730 670 660 650 640 630 570 560 550 540 530 470 460 450 440 430
  7. 7. Mia’s Food Stall Add the following and write the answers in numerals.
  8. 8. 7 EXAMPLE 1. 2. 3. 4.
  9. 9. 5. 6. 8. 7.
  10. 10. Toys R’ Us Store Find the answers from the number sentences given.
  11. 11. This is Mia and she is helping the social workers to add the toys in room A and B to be given to the Tsunami victims. Can you help her to finish counting the toys? Stuffed bear 355 + 45 = 400 Rattle 188 + 172 = Truck 53 + 232 = Blocks 139 + 260 = EXAMPLE
  12. 12. Stuffed puppy 169 + 214 = Wagon 79 + 299 = Doll 149 + 37 = Rocking horse 55 + 345 =
  13. 13. Addi-port Do the following sums in standard written method.
  14. 14. EXAMPLE 7 0 0 1. 2. 3. 4. 5. 6. 7. 8.
  15. 15. Think and Solve Me Solve these problems using the number sentences and standard written method.
  16. 16. There are 576 boys in Mia’s school. There are 65 girls more than the boys . How many girls are there in the school? Number sentence Standard form
  17. 17. Number sentence Josh has 237 baloons. Raju has 429 baloons. Ipin has 330 baloons. How many baloons do they have altogether? Standard form
  18. 18. There are 535 roses in a box. Ah Chai puts 14 more roses into the box. How many roses are there altogether? Standard form Number sentence
  19. 19. Fill Me Up Make the sum correct by filling in the circles.
  20. 20. 95 370 256 185 699 549 1000
  21. 22. Definition of Addition of Whole Numbers <ul><li>Is an operation on numbers (1,36,97) </li></ul><ul><li>Is the process of adding two/more quantities (230 + 67) </li></ul><ul><li>The result will always increase (230 + 37 = 600 </li></ul>
  22. 23. The Number Mat <ul><li>Synopsis </li></ul><ul><li>This slide is basically to refresh the pupils mind regarding numbers from 10 up till 1000 so that it will be easier for them to add them in the later stages. It will also reinforce their previous learning in order to ensure that they remember them better. </li></ul><ul><li>Implementation of instructions </li></ul><ul><li>Teacher introduces the topic and elicits responses. </li></ul><ul><li>Teacher reads out the numbers followed by the pupils. </li></ul><ul><li>Pupils read out the numbers as a class or individually. </li></ul><ul><li>Teacher checks for number recognition and also pronunciation. </li></ul>
  23. 24. Mia’s Food Stall <ul><li>Synopsis </li></ul><ul><li>This activity actually enables the pupils to recount on what they had learnt in earlier standards as they will be adding food items with the total sum below 20. They can count the items using the pictures and write their answers in the box provided. This activity will help the weaker pupils as they will have the pictures to assist them while counting while will reduce their anxiety level. Food items are used here to actually attract the pupils attention and also interest towards the lesson. Additionally, the total amount is below 20 as this activity is the first activity and it is used as the warm up activity before the teacher moves on to bigger numbers later on. </li></ul>
  24. 25. <ul><li>Implementation of Instructions </li></ul><ul><li>Teacher distributes the task sheet and asks the pupils to work individually. </li></ul><ul><li>Teacher tells them that the task will be related to their lesson today and also is related to what they had learnt before. </li></ul><ul><li>Teacher also tells them that they can use the pictures given to assist their counting before they write the answers in numeral form in the yellow box provided. </li></ul><ul><li>Teacher goes around and monitors the pupils work to ensure that they are doing well. </li></ul><ul><li>Teacher checks answers with the whole class and corrects them if they had made any mistakes and then moves on the next activity. </li></ul>Mia’s Food Stall
  25. 26. Toys R’ Us Store <ul><li>Synopsis </li></ul><ul><li>This activity actually measures the pupils adding and also calculating skill whereby they have to read the small excerpt regarding the victims of Tsunami and how Mia is going to help them. The children then need to add a particular toys’ amount from room A with room B and then come up with the total amount. The activity here is done in number sentences as it is to develop the children’s cognitive skill as they will learn unconsciously how to add them up using standard written method. Attractive toys are used as the items here as the children will feel more connected and to reduce the thought that mathematics is boring and difficult. </li></ul>
  26. 27. Toys R’ Us Store <ul><li>Implementation of Instructions </li></ul><ul><li>Teacher distributes task sheets and asks a pupil to read out the short excerpt to the whole class to ensure that the rest of them are focussing. </li></ul><ul><li>Teacher then asks the children to work individually to complete the sums. </li></ul><ul><li>Teacher tells them to ask for help from their friends if they are having any problems and if their friends cannot help, they should call for her. </li></ul><ul><li>Teacher goes around to monitor and assist the children to endure that they are on the right track. </li></ul><ul><li>Teacher asks the children to exchange papers with their desk mates so that they could check answers. </li></ul><ul><li>Teacher checks answer with the whole class by doing the calculation on the board so that everyone could see and check. </li></ul><ul><li>Teacher corrects them if they had made any mistakes and clears any doubts related to the number sentence questions that were asked previously. </li></ul>
  27. 28. Addi-port <ul><li>Synopsis </li></ul><ul><li>At this stage which will be the development stage, the pupils will be required to do the additions in standard written method using the group/ungrouping or the carrying forward technique. The example provided for this activity will be very useful as the children can use it as a guidance for the rest of the sums. By completing this activity, they will learn how to put the added and augend in the correct ‘houses’ to be able to calculate correctly. This will be a very crucial task as it will be very useful for them to do other teaching operations later. </li></ul>
  28. 29. Addi-port <ul><li>Implementation of Instructions </li></ul><ul><li>Teacher asks pupils to get into groups of four before moving on to the next task. </li></ul><ul><li>Teacher distributes task sheets to the pupils and asks them to read the questions first before attempting them. </li></ul><ul><li>Teacher asks the pupils to try answering the questions by themselves first before asking others help. </li></ul><ul><li>Teacher advises the better pupils to help the weaker ones within the group so that everyone could learn and benefit from the task. </li></ul><ul><li>Teacher goes around and monitors the pupils work and clear their doubts. </li></ul><ul><li>Teacher checks answers by calling out pupils to finish the sums by writing them on the board. </li></ul>
  29. 30. Think and Solve Me <ul><li>Synopsis </li></ul><ul><li>This is basically the last stage that the pupils need to complete as in this stage they will be dealing with problem solving questions that they need to read, understand, retrieve the needed information and finally write them back. Here they are asked to write the sums in both forms which is in number sentence and also in standard form. They will be able to implement what they had learnt earlier in this stage to assist their cognitive development regarding this particular topic. Pictures are given to assist their understanding but no examples are given because at this stage/activity is to measure their overall understanding related to addition and also whole numbers. </li></ul>
  30. 31. Think and Solve Me <ul><li>Implementation Instructions </li></ul><ul><li>Teacher distributes task sheets and asks pupils to work in the previous groups again to solve the problems. </li></ul><ul><li>Teacher asks the pupils to try out the activities by themselves or by discussing in their groups. </li></ul><ul><li>Teacher monitors the pupils progress and later on checks answers with the whole class by asking some pupils to present their answers in front. </li></ul><ul><li>Teacher corrects them if they make any mistakes. </li></ul>
  31. 32. Fill Me Up <ul><li>Synopsis </li></ul><ul><li>Fill me up activity is basically an activity that tests the pupils calculating skills as they need to subtract besides adding to find the answers. The total amount of all the questions/sums given will be 1000 which is their focal point to learn. This activity can be used as an additional or introduction before the teacher moves on to the next class or skill related to subtraction. The main reason why this activity is included together is to give a choice to either to use or not to use it for the lesson. However, it all depends on the level of the pupils and also the teachers initiative because nowadays most of the children do even know the 12 th multiplication table in standard one itself. </li></ul>
  32. 33. Fill Me Up <ul><li>Implementation Instructions </li></ul><ul><li>Teacher distributes the last task sheet and asks the pupils to try them out in groups or individually. </li></ul><ul><li>Teacher tells them that that task might be a bit difficult as they need to use subtraction operations in order to find the answers. </li></ul><ul><li>Teacher encourages them to give it a try so that they will benefit from it and could also apply what they have learnt previously. </li></ul><ul><li>Teacher tells them that they can take home and do the task and later on they will check the answers when they meet again for the next lesson. </li></ul>

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