Solving Number Problems

.
LESSON: 1 SOLVING NUMBER PROBLEMS unit 4 Date:

School: NES El-Minya Teacher
name:Mr.Mohamed Hamdi
CLASS: G2
Learning • Explore and solve number problems and puzzles, e.g. logic problems
outcome(s) that • Choose appropriate mental strategies to carry out calculations
this lesson is • Describe and continue patterns; identify simple relationships between numbers
contributing to
Lesson Explore number problems and puzzles, e.g. logic problems
objectives solve number problems and puzzles, e.g. logic problems
• Choose appropriate mental strategies to carry out calculations
Describe simple relationships between numbers
continue patterns
identify simple relationships between numbers
Previous • begin to explore number problems and puzzles
learning • use numbers to represent simple mathematical and real-life problems
• describe and continue simple patterns
• identify simple relationships between numbers, e.g. this number is 5
more than this one • give simple oral explanations of their methods and
reasoning
Plan
Planned Planned activities Resources

timings
Beginning The Teacher Draw this diagram on the board Cards 1-9
And Explain that it shows eight cards
arranged in a
square shape so that each side of the
square has a total of 12. Check each side
with the class.
Middle Activity 1 : The teacher Give each pair two sets of 1–9 digit
cards. Ask them to choose eight cards and arrange them in
a square shape so that each side of the square adds up
to 10. Once they have done so they should record their
solutions and check them by exchanging with their partner.
Repeat, this time asking learners to make
each side of the square sum to 9. One
solution for 9 is shown on the right.
End Teacher will discuss each solution with students and allow
each one of them to express his solution.
Additional information
Differentiation – Assessment – how are you Health and safety check?

how do you plan to planning to check students’
ICT links? Cross-curricular links?
give more support? learning?
How do you plan to Other notes/reminders
challenge the more
able learners?
Teacher can support  I will choose pear assessment so In the beginning of the lesson students
low achievers and that students will assess each will work in small groups, then in the
give extra work for other and share ideas. main activity they will work in pairs of in
low achievers. small groups.
 I will assess their progress throw
some questions in the workbook In the end of the lesson they will work
(if they are working individually) individually.
or in the projector for all the
.
class. Links are mentioned in the recourses.
LESSON: 2 SOLVING NUMBER PROBLEMS 2 unit 4

Date:
School: NES El-Minya Teacher name:Mohamed Hamdi /
Hend Amr
CLASS: G2
Learning + Explain a choice of calculation strategy and show how the answer was worked out
outcome(s) that • Explain methods and reasoning orally, including initial thoughts about possible
this lesson is answers to a problem
contributing to
Lesson Explain a choice of calculation strategy
objectives show how the answer was worked out
Explain methods and reasoning orally, including initial thoughts about possible
answers to a problem
Previous • begin to explore number problems and puzzles
learning • use numbers to represent simple mathematical and real-life problems
• describe and continue simple patterns
• identify simple relationships between numbers, e.g. this number is 5
more than this one • give simple oral explanations of their methods and
reasoning
Plan

timings
Beginning Activity 1 : teacher will Count on in tens from 5 to 95 and

10 mins then back again. Ask learners what patterns they notice. Cards of +5 , -5 , +10 , -10
Show the class four cards, +10, –10, + 5 and –5. Say that Computer
when you hold the
+10 card up you want them to count on in tens from whatever Worksheets
number they have reached. When you hold the –10 card up
they should count back in
tens. They should do likewise for the +5 and –5 cards. Use
the cards to direct learners’ counting forwards and backwards
in tens and fives from different numbers.
Middle Draw a 3 by 3 grid on the board and
15 mins enter 10 and 1 alternately
in each
cell. Draw an arrow
entering the gird
at the top left and an arrow
leaving
the grid on the bottom
right.
Say that LE1 and LE10 are
hidden in each of nine rooms in a house. Ask learners to draw
a route from the entrance to the exit. They may enter each
room only once.
• How much money did you find?
Encourage them to count on in tens and ones to find out.
Challenge them to find a route that enables them to find the
greatest amount
of money but still leave the house. They could also find the
shortest route to the exit and find out how much money they
could collect then.
.
End The teacher generate a rule to add 1s and 10s
25
Differentiation – Assessment – how are Health and safety check?

how do you plan to you planning to check
give more support? students’ learning?
challenge the more
able learners?
Teacher can support  I will choose pear In the beginning of the lesson students will
low achievers and assessment so that work in small groups, then in the main
give extra work for students will assess each activity they will work in pairs of in small
low achievers. other and share ideas. groups.
 I will assess their progress In the end of the lesson they will work
throw some questions in individually.
the workbook (if they are
Links are mentioned in the recourses.
working individually) or in
the projector for all the
class.
Reflection
.
LESSON: 3 SOLVING NUMBER PROBLEMS 3 unit 4

Date:
School: NES El-Minya Teacher name:Mohamed Hamdi
CLASS: G2
Learning Revesion on :
outcome(s) that Explore and solve number problems and puzzles, e.g. logic problems
this lesson is • Choose appropriate mental strategies to carry out calculations
contributing to
• Describe and continue patterns; identify simple relationships between numbers
• Explain a choice of calculation strategy and show how the answer was worked out
• Explain methods and reasoning orally, including initial thoughts about possible
answers to a problem
Lesson Rev. on:previous objectives on lesson 1 and 2 of this unit
objectives
Previous
learning
Plan

timings
Beginning Activity 1 : Teacher will put number cards randomly each card
10 mins has a letter on its back and ask the learners to arrange them Worksheet
from greatest to smallest or vice versa to find out the word by
arranging letters.
Middle Teacher Make a string of cards for learners. First a red one,
15 mins then a blue one. Carry on
threading one red, one blue.teacher will ask
What colour is the sixth bead on your string?
What colour will the tenth bead be? How do you know?
End Teacher will give worksheet to solve in pairs.

20 minutes
Differentiation – Assessment – how are Health and safety check?

how do you plan to you planning to check
give more support? students’ learning?
challenge the more
able learners?
Teacher can support  I will choose pear In the beginning of the lesson students will
low achievers and assessment so that work in small groups, then in the main
give extra work for students will assess each activity they will work in pairs of in small
low achievers. other and share ideas. groups.
 I will assess their progress In the end of the lesson they will work
throw some questions in individually.
the workbook (if they are
Links are mentioned in the recourses.
working individually) or in
the projector for all the
.
class.

Solving Number Problems

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LESSON: 1 SOLVING NUMBER PROBLEMS unit 4 Date:

Planned Planned activities Resources

Differentiation – Assessment – how are you Health and safety check?

LESSON: 2 SOLVING NUMBER PROBLEMS 2 unit 4

Planned Planned activities Resources

Beginning Activity 1 : teacher will Count on in tens from 5 to 95 and

Differentiation – Assessment – how are Health and safety check?

LESSON: 3 SOLVING NUMBER PROBLEMS 3 unit 4

Planned Planned activities Resources

End Teacher will give worksheet to solve in pairs.

Differentiation – Assessment – how are Health and safety check?

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