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ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 6
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
TEACHER DO: Point to the 120 Chart.
TEACHER SAY: Last year, you used a 100 Chart, but now that you are older, we have added 20 more numbers—two more rows of 10. We can use this chart to help us count and solve problems up to 120. I am going to count by 2s from 2 to 50 and touch each number as I say it. Listen and watch.
TEACHER DO: As you count aloud by 2s from 2 to 50, point to each number on the 120 Chart.
STUDENTS DO: Watch and listen as the teacher counts by 2s.
TEACHER SAY: Raise your hand if you would like to share something you noticed as I counted. Did anyone see any patterns?
STUDENTS DO: Raise hand to volunteer. Selected students share their observations and thinking.
TEACHER SAY: Good. When we count by 2s, there is a pattern. When we start counting, we say 2, 4, 6, 8, 10. Then we see the 2, 4, 6, 8, and a 10 in the next set of numbers.
TEACHER DO: Point to the 2, 4, 6, 8, and 0 in 12, 14, 16, 18, 20.
TEACHER SAY: We say 2, 4, 6, 8, and a 10 in each group of ten.
TEACHER DO: Point to the 2, 4, 6, 8, and 10 in 22, 24, 26, 28, 30, 32, 34, 36, 38, and 40.
TEACHER SAY: And we skip a number each time we count.
TEACHER DO: Point again to show that you are skipping 1, 3, 5, 7, and 9 each time you count aloud.
2.TEACHER SAY: Now it is your turn. We will skip count together, but we will pause after each number to clap to show that we are skipping a number. I will point to the numbers on the 120 Chart to help us skip count. It will sound like this: 2 (clap), 4 (clap), 6 (clap), 8 (clap), 10 (clap). Ready to count? Follow along.
STUDENTS DO: Count aloud with teacher, alternating counting and clapping as they skip count by 2s from 2 to 50.
3.TEACHER SAY: Great job counting. Skip counting is fun, and the 120 Chart is a good tool to help us see patterns when we skip count. Now let’s look at our new graph. Open your student book to page Lesson 6: Apply.
STUDENTS DO: Open student book to the page for Lesson 6.
TEACHER SAY: Take a minute with your Shoulder Partner to look at this graph and the Favorite Fruit graph from our last lesson. What do you notice? What is the same and what is different between them? I will use Calling Sticks to hear your thinking.
STUDENTS DO: Talk to Shoulder Partner about similarities and differences in the graphs.
TEACHER DO: Give 1 to 2 minutes for partners to discuss the graph. Use Calling Sticks to choose 3 or 4 students to share.
STUDENTS DO: If called on, share observations
TEACHER SAY: Good observations. Today’s graph is also a graph about favorite fruit and it is a bar graph just like our graph yesterday. However, the numbers on the sides of the two graphs are different. In the first Favorite Fruit graph, each line in the graph represented 1 student, but in this graph each line represents 2 students. The numbers up the side are counting by 2s, just as we did at the beginning of class. Why might we need to count by 2s instead of 1s when making a graph? Think for a moment and then share your thinking with your Shoulder Partner. Give me a Thumbs Up when you are ready to share your thinking with the group.
STUDENTS DO: Think quietly about the teacher’s question and then share their thinking with their Shoulder Partner. Give a Thumbs Up when they are ready. Selected students share their thinking.
TEACHER DO: If necessary, explain that we often need to use larger numbers when we are collecting data from a lot of people or collecting a lot of data.
4.TEACHER SAY: I am going to ask a few questions about this fruit graph. Remember that with this graph, each box represents 2 students.
TEACHER DO: Point to the fruit graph.
TEACHER SAY: How many students liked apples best? Talk to your Shoulder Partner and give a Thumbs Up when you have an answer.
STUDENTS DO: Using their graph, talk to Shoulder Partner and find the number of students who like apples best. Give a Thumbs Up when ready.
TEACHER DO: Give 1 minute of Wait Time and then call on a student with Thumbs Up.
TEACHER SAY: Great. 20 students like apples best. I can count each box by 2s, or I can follow the bar over to the scale on the side and see that the bar ends at 20.
TEACHER DO: Model how to count each box by 2 and also how to just use the scale.
STUDENTS DO: Observe as the teacher explains how to use the scale on the bar graph to count data.
TEACHER DO: Display the bar graph questions (on the board or on a large poster). Repeat process asking questions from above, waiting for Shoulder Partners to solve, calling on students, and then modeling to find the answer.
STUDENTS DO: Using graph, continue to work with Shoulder Partner to answer questions and share thinking.
TEACHER SAY: Good work using this graph to answer my questions.
