Primary 2 Mathematics Lesson Note: First Term, Week 2
Topic: Whole Numbers (101–200)
Class: Primary 2
T: Third term
Age: 6–7 Years
Duration: 40 Minutes per period (5 periods suggested for the week)
Instructional Materials: Counter sticks, Abacus, Place value charts, Flashcards with numbers 101–200, symbols cards (<, >,).
Teacher's Guide: Textbook Selection
Before starting the week, select the school-approved Mathematics textbook (such as MAN Primary Mathematics, Macmillan Brilliant Mathematics, or Evans Primary Mathematics for Primary 2). Turn to the chapter on Numbers up to 200 / Place Value.
Ensure the textbook features:
Clear grids or tables showing numbers from 101 to 200.
Visual representations of Hundreds, Tens, and Units (like blocks or bundles).
Exercise sections dedicated to filling in missing numbers, expanded form, and comparison symbols.
Period 1: Counting, Reading, and Writing Numbers (101–200)
Behavioral Objectives
1. By the end of the lesson, pupils should be able to:
2. Count forward from 101 to 200 orally.
3. Read and write numbers from 101 to 200 in figures.
Presentation Steps
1. Revision/Warm-up: Ask pupils to count from 1 to 100 quickly. Remind them that after 100, we add 1 to make it one hundred and one (101).
2. Introduction: Write the number 100 on the board. Show that adding 1 gives 101. Write out the sequence 101 to 110 on the board, reading them aloud with the class.
Guided Practice:
1. Point to numbers randomly on a 101–200 chart and have the class call them out.
2. Highlight tricky transitions, like moving from 119 to 120, or 199 to 200.
3. Independent Evaluation: Have pupils open their approved textbook to the Week 2 opening exercise and complete the "Fill in the missing numbers" grid from 101 to 200.
Period 2: Identifying Place Values (Hundreds, Tens, and Units)
Behavioral Objectives
1. By the end of the lesson, pupils should be able to:
2. Identify the Hundreds (H), Tens (T), and Units (U) positions in any 3-digit number up to 200.
Presentation Steps
1. Introduction: Explain that 3-digit numbers have three rooms: the Hundreds room, the Tens room, and the Units room.
2. Demonstration: Draw a Place Value Chart on the board. Place a number like 143 inside it.
Hundreds (H) | Tens (T) | Units (U) |
1 | 4 | 3 |
Guided Practice: Use an abacus or bundle diagrams from the textbook to show that 143 means 1 hundred, 4 tens, and 3 units. Repeat this with 105 (1 hundred, 0 tens, 5 units) to show how zero acts as a placeholder.
Independent Evaluation: Write 5 numbers on the board (e.g., 126, 170, 199, 112, 154). Have pupils draw charts in their exercise books and sort the digits into H, T, and U.
Period 3: Writing Numbers in Expanded Form
Behavioral Objectives
1. By the end of the lesson, pupils should be able to:
2. Stretch out or expand 3-digit numbers to show the value of each digit.
Presentation Steps
Introduction: Explain that "expanding" means pulling a number apart to see what it is really made of.
Demonstration:
1. Take the number 165.
2. The 1 is in the Hundreds place, so its value is 100.
3. The 6 is in the Tens place, so its value is 60.
4. The 5 is in the Units place, so its value is 5.
5. Write on the board: $165 = 100 + 60 + 5$
Guided Practice: Do more examples together on the board:
108 = 100 + 0 + 8
192 = 100 + 90 + 2
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Independent Evaluation: Direct pupils to the specific "Expanded Form" page in their approved textbook and have them complete the evaluation exercises.
Period 4: Comparing Numbers Using Symbols
Behavioral Objectives
1. By the end of the lesson, pupils should be able to:
2. Compare two numbers using the words "greater than", "less than", or "equal to".
3. Use the correct symbols (>, <, ) between two numbers.
Presentation Steps
l Introduction: Introduce the comparison crocodile story. The crocodile is very hungry, so its mouth always opens toward the bigger number.
l Open mouth towards the left: > (Greater than)
l Open mouth towards the right: < (Less than)
l Straight lines when numbers are identical: = (Equal to)
Demonstration: Write 145 and 122 on the board. Look at the Tens place since the Hundreds are both 1. 4 tens is greater than 2 tens. So, 145 > 122.
Guided Practice: Write pairs of numbers on the board and let pupils come out to insert the correct symbol card.
115 ___ 151 (Answer: <)
180 ___ 180 (Answer: =)
197 ___ 169 (Answer: >)
Independent Evaluation: Have pupils complete the comparison worksheet in their textbooks for Week 2.
Period 5: Skip Counting in 2s, 3s, and 5s
Behavioral Objectives
By the end of the lesson, pupils should be able to:
Count forward by skipping numbers in patterns of 2, 3, and 5 up to 200.
Presentation Steps
Introduction: Explain that skip counting is like jumping over numbers instead of stepping on every single one.
Demonstration & Practice:
Counting in 2s: Start at 102. Jump over one number to hit the next.
102, 104, 106, 108, 110...
Counting in 3s: Start at 103. Count three steps forward each time.
103, 106, 109, 112, 115...
Counting in 5s: Start at 105. Notice that the numbers always end in 5 or 0.
105, 110, 115, 120, 125...
Class Activity: Call out a pattern starting point (e.g., "Let's count in 5s starting from 150!") and let the class chant it together up to 200.
Independent Evaluation: Write incomplete number paths on the board for them to complete in their notes:
1. 122, 124, 126, ___, ___, ___
2. 130, 135, 140, ___, ___, ___
Teacher's Closing/Homework Assignment
Select the mid-chapter review or weekend assignment section from the approved textbook that covers these exact skills to serve as homework for the pupils.
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