Yesterday we learned that we can combine smaller banknotes to create the same amount as a larger banknote. In today’s lesson, we practice combining banknotes to create given totals. we are given pictures of items with prices. we use banknotes to create the amounts needed to pay for the items and draw their combinations in Mathematics Student Book.
Math4u grade 2 second term
ماث فور يو جريد 2
math grade 2 second term
math grade 2 second term
شرح دروس ماث جريد 2 الترم الثاني المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 second term lesson 63
Learn (40 minutes)
Directions
Note to the Teacher: This is a decomposition skill that is important for students to learn and use in the real world. Decomposing larger problems into smaller problems is an important computational thinking skill. This learning activity allows students to practice decomposing in a small, manageable way so they can conceptualize the process and apply it to larger problems later.
1. TEACHER SAY: Another word for the amount shown on a banknote is DENOMINATION. Your set of banknotes has several different denominations. Can you say denomination with me?
STUDENTS DO: Say: denomination.
TEACHER SAY: We know another Primary 2 vocabulary word we can use that means to break up a bigger number into a set of smaller numbers. If you remember the word, whisper it to me on three. One, two, three.
STUDENTS DO: Whisper: decompose.
TEACHER SAY: That is right, decompose. When we use money, it is important for us to be able to decompose, or break large amounts into smaller amounts. If an item costs 20 LE, you can still purchase the item even if you do not have a 20 LE note. To know what banknotes you will need, you can decompose the number 20. Talk with your Shoulder Partner about one way you could decompose 20 LE.
STUDENTS DO: Discuss with Shoulder Partner one way to decompose 20 LE.
2. TEACHER SAY: You all did a great job. Unfortunately, when you buy items, they very rarely cost exactly 1, 5, 10, 20, 50, or 100 LE. Today we are going to practice finding a variety of ways to combine banknotes to create a given amount. Let’s try one now.
TEACHER DO: Draw a ball on the board with a price tag of 22 LE on it.
TEACHER SAY: Use your banknotes to find a way to make 22 LE. If you do not need to use your banknotes to find an answer, that is okay too. When you have found a way, give me a Thumbs Up.
STUDENTS DO: Combine banknotes to make 22 LE. Give a Thumbs Up when they have an answer. Selected students share their answers.
TEACHER DO: Allow several students to share their answers. Although most students will create
22 LE using the banknotes they have, some students may identify other combinations, such as twenty-two 1 LE notes. Write students’ answers on the board using the format shown below.
STUDENTS DO: Turn to page Lesson 63: Apply in the student book.
TEACHER SAY: In your book, you will see six different items with prices. Use your banknotes to make amounts equal to each price. Write the combination of notes you used just as I did on the board.
TEACHER DO: Point to the board. Make sure students understand the directions.
STUDENTS DO: Work independently to create amounts equal to the prices shown. Record the combination of banknotes they used.
TEACHER DO: Allow students time to finish. When they are done, use an Attention Getting Signal.
Note to the Teacher: As an extension activity for students who finish early, have them find another way to make each of the amounts.
TEACHER SAY: Share your work with your Shoulder Partner. Remember, you may have different combinations, and that is okay as long as your totals are the same. Check each other’s work.
STUDENTS DO: Trade student book with a Shoulder Partner and check each other’s work.
TEACHER DO: Allow students the remainder of the Learn segment to check their Shoulder Partner’s work. Walk around and offer help as needed.
1. TEACHER SAY: Another word for the amount shown on a banknote is DENOMINATION. Your set of banknotes has several different denominations. Can you say denomination with me?
STUDENTS DO: Say: denomination.
TEACHER SAY: We know another Primary 2 vocabulary word we can use that means to break up a bigger number into a set of smaller numbers. If you remember the word, whisper it to me on three. One, two, three.
STUDENTS DO: Whisper: decompose.
TEACHER SAY: That is right, decompose. When we use money, it is important for us to be able to decompose, or break large amounts into smaller amounts. If an item costs 20 LE, you can still purchase the item even if you do not have a 20 LE note. To know what banknotes you will need, you can decompose the number 20. Talk with your Shoulder Partner about one way you could decompose 20 LE.
STUDENTS DO: Discuss with Shoulder Partner one way to decompose 20 LE.
2. TEACHER SAY: You all did a great job. Unfortunately, when you buy items, they very rarely cost exactly 1, 5, 10, 20, 50, or 100 LE. Today we are going to practice finding a variety of ways to combine banknotes to create a given amount. Let’s try one now.
TEACHER DO: Draw a ball on the board with a price tag of 22 LE on it.
TEACHER SAY: Use your banknotes to find a way to make 22 LE. If you do not need to use your banknotes to find an answer, that is okay too. When you have found a way, give me a Thumbs Up.
STUDENTS DO: Combine banknotes to make 22 LE. Give a Thumbs Up when they have an answer. Selected students share their answers.
TEACHER DO: Allow several students to share their answers. Although most students will create
22 LE using the banknotes they have, some students may identify other combinations, such as twenty-two 1 LE notes. Write students’ answers on the board using the format shown below.
- 22 LE = 10 LE, 10 LE, 1 LE, 1 LE
- 22 LE = 10 LE, 5 LE, 5 LE, 1 LE, 1 LE
- 22 LE = 5 LE, 5 LE, 5 LE, 5 LE, 1 LE, 1 LE
- 22 LE = 20 LE, 1 LE, 1 LE
STUDENTS DO: Turn to page Lesson 63: Apply in the student book.
TEACHER SAY: In your book, you will see six different items with prices. Use your banknotes to make amounts equal to each price. Write the combination of notes you used just as I did on the board.
TEACHER DO: Point to the board. Make sure students understand the directions.
STUDENTS DO: Work independently to create amounts equal to the prices shown. Record the combination of banknotes they used.
TEACHER DO: Allow students time to finish. When they are done, use an Attention Getting Signal.
Note to the Teacher: As an extension activity for students who finish early, have them find another way to make each of the amounts.
TEACHER SAY: Share your work with your Shoulder Partner. Remember, you may have different combinations, and that is okay as long as your totals are the same. Check each other’s work.
STUDENTS DO: Trade student book with a Shoulder Partner and check each other’s work.
TEACHER DO: Allow students the remainder of the Learn segment to check their Shoulder Partner’s work. Walk around and offer help as needed.
Reflect (5 minutes)
Directions
Note to the Teacher: In today’s lesson, students practiced adding different denominations of banknotes together to create a given total. For Reflect, students reflect on their experience with decomposing amounts.
1. TEACHER SAY: Turn to page Lesson 63: Math Journal in your student book.
STUDENTS DO: Turn to page Lesson 63: Math Journal.
TEACHER SAY: For Reflect today, write about or draw your ideas about decomposing numbers. Why is it important for us to know how to decompose larger numbers into smaller numbers as we learn about and use money? Use some Think Time and then write your reflection on your Math Journal page.
STUDENTS DO: Use Think Time to reflect on decomposing. Write or draw their personal reflections.
TEACHER DO: Walk around and ask some students to explain their thinking to you. This is a great way to see if they understand the big picture. The Math Journal is a valuable source of formative assessment data.
TEACHER SAY: Wonderful job today, students. You may put away your book and banknotes.
STUDENTS DO: Put away student book and banknotes.
