Al Watan School

Department Of Education And Knowledge

Stephanie

Grade 2 Term 2

Math’s Weekly Outcomes (x7)

24 / 2 / 19 – 28 / 2 / 19
Students will subtract 100s

Students will mentally subtract 10 or 100s

Students will check their progress

Resources: Math vocab

Student book, Smatboard, Ones, tens, hundreds, add, regroup, digit, place value, difference, subtract
base ten blocks, unifix cubes
for making tens, one hundreds
chart
Bilingual Focus

21st Century Learning Focus: Basic fact focus

Critical thinking Manipulate numbers in the hundreds and tens place

ICT Integration:

Smartboard, use ABCYA to

practice games

Day: Chapter 7 Review Chapter 7 Lesson 3 Chapter 7 Review Chapter 7 Lesson 4 Exam Ch. 6
Topi
MA

MA
TH

AN
Unit

Wee
PL
CS

c: k
TI

Activity:
kly

Chapter 2 Introduce Regrouping in

E

Subtract 100s 3 digits

Al Watan School
Department Of Education And Knowledge
Stephanie
Grade 2 Term 2
WALT: Students will review previous
skills
Students will learn new vocab
WILF: count by 2,5 or 10 to 1000
Starter Activity: Volunteers come to the front of
the class and present what they
know about the term subtract.
Tell students they could write
and solve a subtraction
sentence, draw a picture, or act
out subtraction using
models.
• Browse the lesson with
students. Ask them what they
notice about the exercises
Whole Class 352-353
Model the WILF You will need yellow and red
crayons or colored pencils. Read
the directions that are on the
bottom of the student page.
Explain that you can start at any
number to skip count by fives.
Let’s start at 205. Skip count by
fives and color those numbers
yellow. What is the first number
that you will color yellow? 210
Why? Sample answer: When
you skip count by fives, the
Using 100 or 10 to subtract
mentally
Adding 3 digit numbers
Ask students what 99 + 5
equals.
Discuss how they reached their
answer. Provide 100s charts
and base 10 blocks and paper
pencils.
Second page of the lesson. Have
volunteers point out examples
of how basic facts are used in
solving the three-digit
subtraction examples
Materials: base-ten blocks
Write 539 - 10 horizontally on
the board. Have
students use base-ten blocks to
find the
difference. Discuss that the only
digit that will
change in the difference is the
tens place. Write
245 - 100 horizontally on the
board. Have
students use base-ten blocks to
find the
Students will use number facts
to solve 3 digit subtraction
problems
subtracting 3 digit numbers
Review vocabulary
Brainpop for adding place value
GoNoodle for skip counting
ABCya base 10 block game
Guided Practice on page 364
Regroup
Regroup 3 digit numbers
Write regroup on the board. Ask Review vocabulary
students
when they have used the term
regroup previously. For example,
they
might recall regrouping to add or
subtract.
• Explain that regroup means “to
take apart a number to write it in
a
new way.” For example, you can
show 14 by regrouping 14 ones
to
be 1 ten and 4 ones
Brainpop for place value
Review 2 digit regrouping rules
Introduce 3 digit addition with
manipulatives
Write numbers vertically and line
them up
Regrouping Song/Poem
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

numbers that you count end in 5 difference. Discuss that the only
or 0. digit that will
Explain to students that now we change in the difference is the
will skip count by tens. Have hundreds place.
students begin skip counting Repeat the process by having
starting at 210. Skip count by students subtract
10s and circle those numbers 10 or 100 from different three-
red. What is the first number digit numbers
that you will circle red? 220
Why? Sample answer: When
you skip count by 10s, the
numbers you count end in 0.
How do you count by 100s?
Sample answer: Start with one
hundred.
Skip count by adding 100 more
each time. So, the second
number is 200, then 300, and so
on.
MP2 Reason Quantitatively
What would be the next number
in the chart if you skip counted
by 100s? 400 Why? Sample
answer: When you skip count by
100s, you add 100 more each
time. The last number in the
chart is 300. 300 + 100 = 400

Independent Guide students through the Assign students page432- 437-438 Page 440-441
Activity example on the student page 433 on their own. Those that Guide students through the Guide students through exercise
426-427 can complete it student page. Help them use
independently should. manipulatives while working
provide support for student through the exercise.
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

that cannot complete it Those that can complete it

independently independently should. Provide
support for the students that
Write Math Have students cannot complete it
look at the Write Math. Is it independently
always true, sometimes true,
or never true, that there will
be a number that is greater
than and a number that is
less than when two numbers
are being compared? Sample
answer: It is sometimes true,
that when two numbers are
compared there will be a
greater number and a lesser
number. There will also be
situations when numbers will
be equal.

Differentiated Centers/Guided Math
Groups/Centers/ On My Own. Help them use
Activities: manipulatives while working
through the exercises.
• On Level Complete the
exercises independently.
• Beyond Level Complete
the exercises independently.
Tell students to work with a
partner. Have each student
write a number pattern on
their own write-on/wipe-off
board. Tell students to leave
Centers/Guided Math
On My Own. Help them use
manipulatives while working
through the exercises.
• On Level Complete the
exercises independently.
• Beyond Level Complete
the exercises independently.
Tell students to work with a
Centers/Guided Math Centers/Guided Math Centers/Guided Math
Based on your observations,
you may choose to assign
exercises as noted in the
levels below.
• Approaching Level Guide
students through the
exercises in On My Own.
Help them use
manipulatives.
• On Level Have students
complete the exercises
independently.
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

two blank spaces to
represent missing numbers
in their pattern. Have
student pairs switch boards
and fill in the missing
numbers. Have students
repeat
partner. Give each pair of • Beyond Level Have
students a 1–9 spinner. Have students complete the
each student spin the exercises independently
without manipulatives
spinner 3 times to make a
three-digit number.
Have students compare the
numbers, by writing both
numbers on a piece of paper
and placing the
corresponding symbol
between them.

Have students repeat the

process as time permits.

Plenary: Complete test practice to see
check for student understanding
.Think-Pair-Share Ask students
the following question. How do
you compare 725 with 743
using <, >, or =? 725 < 743; 743
> 725 Have students solve the
problem. Then have students
explain their answer to a friend
before sharing with the whole
class.
Place a set of up to 20 objects,
such as buttons, cubes, or coins,
in a row. Assess students’
knowledge of ordinal numbers
by having them locate objects in
the line.
• Tell students to touch the first
object, shake the tenth object,
on. Be sure not to say the
ordinal numbers in order.
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

WRITE MATH Have students

write about a real-world
situation

Homework: 429-430 435-436 443-444

Assessment Formative assessment on page Student work Review pages Exam results
332 ]it's on the homework page)
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Math’s Weekly Outcomes (x7)

Date: 3/3/19 – 7/3/19

Students will:
• Subtract 3-digit numbers by regrouping/‘borrowing’
• Rewrite 3-digit subtraction from horizontal to vertical by place value
• Use various problem solving strategies
• Further their basic subtraction & mental math skills

Resources: Math Vocabulary

Student book, Smatboard, base Value:

ten blocks, unifix cubes for digit, place value, ones, tens, hundreds
making tens, one hundreds chart Process:
regroup, borrow
Function: Difference, subtract, minus, take away
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Bilingual Focus Spatial awareness:

Vertical, horizontal
Can you explain it to a classmate
in Arabic? (Colloboration &
communication)

21st Century Learning Focus: Basic fact focus

Critical thinking & study skills basic subtraction facts (beyond 10)

mental math
ICT Integration:

SmartBoard, use ABCYA to

practice games, YT videos on
how to

Day:
Sunday Monday Tuesday Wednesday Thursday
Activity:
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

WALT: Chapter 7 LESSON 4 Chapter 7 Lesson 5 Chapter 7 Lesson 6 REVIEW &

M 2 periods/lessons 3 periods/lessons ASSESSMENT
A REGROUP TENS 10s
REGROUP HUNDREDS SUBTRACT 3-Digit numbers
T 3 periods/lessons 100s to Subtract REWRITE
REGROUPING
H p. 445 p. 451
E p. 440 To regroup hundreds To REWRITE 3-digit numbers from horizontal to vertical check my
aligned by place value
M To regroup TENS To BORROW tens and Then progress
hundreds REGROUP/BORROW & solve correctly
A To BORROW a ten from the pages
tens place
T 376 (addition)

I &

C 438 (subtraction)
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

WILF: Students who can effectively Subtracting 3 digit numbers Students who can properly Students who understand What students’ needs are
S do step-by-step regrouping rewrite & align 3-digits by the distinction between
P starting from the ones place. Students who can align their place value.
answers in the same place vertical and horizontal and

L Students who can use the

lesson math vocabulary to
value column and can
subtract 100s based on
Students who know basic
subtraction math facts
place values Based on reflections and
assessments of the week
A describe their work. accurate knowledge of basic by memory. Students who can attempt to student led differentiated
math facts read word problems and groups will be created for
N Students to explain HOW AND Students who can attempt to understand what today and for next week
they solve, the process, Students who can explain regroup/borrow starting in is being asked.
steps, etc. WHY or HOW they solved a the ones place correctly.
U problem. Students who can effectively
nit
use their knowledge of and
: critical thinking skills to solve
W (word) problems.
ee
kl
y
T
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

op Starter Activity: Show 50 AED, ask if it is Show 364 in base ten blocks. Show a student’s name Activate knowledge from Skill review + test taking
possible to borrow 10 AED? As if it is possible to take written horizontally, previous lesson. Does anyone practice review:
ic: recall how we subtract 3
How ? Why or why not ? back 212 precisely, how? vertically, and backwards.
k digits by regrouping? how? How to select, bubble in,
Ask if they are the same
correct /erase properly,
name? What makes them Iterate objective and why it is the silence required and
different? How? explain. a vital math and life skill why, and thinking skills-
explain that we will learn explain objective
elimination of wrong
how to regroup and borrow
answers, for instance
a ten
explain objective
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Whole Class We will now explore
Model the WILF regrouping
(also called "borrowing") in
subtraction.
As a first step, we study
breaking
a ten-pillar into ten little
cubes.
This is called regrouping,
because one ten "changes
groups" from the tens group
into the ones.
Another example: First
we have 5 tens 3 ones. We
"break" one ten-pillar into
10 little cubes. We end up
with
4 tens 13 ones.
Now let's explore
subtraction.
First, show a ten is broken
into 10 ones.
So, 4 tens 5 ones becomes
3 tens 15 ones.
Let’s take away some now !
After that, cross out.
(subtract)
1 ten 7 ones.
Write the problem on the
board:
365 – 174
Give whiteboards and ask
students to solve the
problem using a strategy of
their choice based on what
they recall from yesterday.
Then, ask students to turn to
their table partner to
compare strategies &
differences
Choose a student
to model the next
problem for the
class. Correct and
offer suggestions
throughout the
whole process.
Allow other
students to share
ideas as well.
Explain that the top number
must be greater than the
bottom
Model the process of
regrouping/borrowi
ng a ten from the
tens place and
iterate that
although it appears
Show a picture of base ten blocks such as 712 21st Century Students
drawing flats, longs, & ones
Ask how we can take away 598
Model using expanded form subtraction
Who has good STUDY &
Explain that expanded notation subtraction is a
COMMUNICATION skills?
strategy to subtract larger numbers by expanding the
numbers into their values (e.g., 145 = 100 + 40 + 5),
stacking them on top of one another, subtracting them
one column at a time from right to left, and finally
adding the differences to get the total left over
Model completing the problem using standard algorithm
subtraction. Explain that standard algorithm subtraction is
subtraction where digits in each number are lined up based
on their place value and subtracted one place value at a
time, starting from the right to the left.
Explain that the upper number must be greater than the
lower
Model the process of regrouping/borrowing a ten from
the tens place and iterate that although it
appears as a 1 its value is actually 10
Iterate that one can continue to borrow from the next
place value
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

as a one its value is

actually 10
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Independent All students attempt to break All students attempt the Students begin to work in their book as the teacher will check for
Activity ones from actual base ten problem on their individual understanding/confusion.
block manipulatives. white boards

Differentiated Centers/Guided Math Centers/Guided Math Centers/Guided Math Centers/Guided Math/REMEDIATION/EXTENSION

Groups/Centers/
Activities: Approaching
practice basic one-digit
subtraction skills
On level
practice regrouping tens
Approaching
practice basic one-digit
and/or two-digit (teens)
subtraction skills
On level
Regroup hundreds
Approaching Approaching
practice two-digit (teens) practice two-digit (teens) subtraction skills such as 16-9
subtraction skills such as 18-
7 On level
Rewrite from horizontal to vertical and solve
On level
Rewrite from horizontal to Beyond Level
vertical and solve Subtraction regrouping with zeros

Beyond Level Beyond Level Beyond Level

begin to regroup hundreds Regroup hundreds mentally Subtraction regrouping with
zeros
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Plenary: Sharing Circle
Teachers invite particular
students’ EFFORT not just
achievement. Invite a few
students who applied
themselves and explain HOW
their effort was noticed.
Lesson close- whole class
questions:
What was new for you
today?
What was difficult?
How do we subtract 3-digit
numbers?
Who can explain HOW?
Their step by step process?
Who can SHOW it on the
smartboard?
What was easy/difficult for
you today?
Choose several students to
model effective mental
math. Invite a student who
has mastered basic math
facts to show his/her skills.
Another classmate drills
while he/she answers. Class
celebrates this skilled
success and collaborative
effort!
whole class question: whole class poll:
How and why is math
important while shopping? based on this assessment
what do you feel you need
Teacher tells a real life story to work on? what do you
about her shopping woes. need more practice on ?
Students are invited to share
when they spent money.
Revisit once again HOW to
regroup. Pick a confident
student to display the step by
step process on the
smartboard. Celebrate this
teacher student with a
positive cheer!

Homework: pages 435-436 443-444 449-450 455-456 and any additional incomplete pages from previous lessons

Assessment
Student work & True or False Student work & discussion Student work & True or False Exit ticket Exit ticket
questioning feedback questioning
rewrite & subtract rewrite & subtract
Exit ticket 45-19 =
813-476 = 900-385 =
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme:

Mohammed
take apart hundreds to subtract

Class: 2 Date & Duration:

3 -3-2019 & 45 min

Lesson Outcomes

Students will be able to: take apart hundreds to subtract.

21st Century Skills

Critical Thinking and problem Solving

Key vocabulary

• Apart
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they didn’t respect
because students are going to works in each other and didn’t give chance for other students to share answer. In this way, students will behave positively.
groups to solve math problem.

Resources/equipment needed

1. Math textbook
2. Smart board
3. Group worksheet
4. PowerPoint

TASKS/ACTIVITIES

Time Introduction

Students will: listen to the teacher
while she is explaining to them. Then,
15 min students will solve a problem that will
teacher give them.
Teacher will: tell the students what they will be doing during the lesson. Secondly, teacher will share with
students and explain to them the new strategy that will use to subtract in the lesson and give examples.
In addition, Teacher will ask students to get whiteboard and marker. Teacher will give students some question
about take apart hundreds to subtract. Teacher will provide students with some time to think and try to solve
problem. Then, she will ask them to share their answer. Teacher will address the same problem that been given
for students in the smart board by choosing a student to help her to solve the problem.
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Time Main activities

Students will: use their Mathematics Teacher will: go around to check students answer and giving them feedback.
textbook to complete page 421 & 422.
15 min


Extension: Encourage students who
finish early to start solving their
homework.

Time Plenary/Conclusion

Students will : cooperate with their Teacher will : review with students what they are learn today by giving them question on their group.
team member to solve problem.

7 min

Homework Math textbook pg. 423 & 424

Assessment After students finish their group activity, teacher will give each student a question to solve independently and checking student understanding. ( 8 min)
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Reflection:

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme:

Mohammed
Subtract three-digit numbers

Class: 2 Date & Duration:

7th March 2019 & 45 min

Lesson Outcomes

Students will be able to subtract three-digit numbers.

Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Pervious knowledge:

Student able to regroup ones, tens and hundreds.

21st Century Skills

Critical Thinking and problem Solving

Key vocabulary

• Regrouping

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they didn’t respect
because students are going to works in each other and didn’t give chance for other students to share answer. In this way, students will behave positively.
groups to solve math problem.

Resources/equipment needed

5. Math textbook
6. Smart board
7. PowerPoint
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

TASKS/ACTIVITIES

Time Introduction

Students will: listen to the teacher
while she is explaining to them. Then,
15 min students will solve a problem that will
teacher give them.
Teacher will: tell the students what they will be doing during the lesson. Secondly, teacher will share with
students and explain to them the new idea of subtracting in the lesson and give examples.
In addition, Teacher will ask students to get whiteboard and marker. Teacher will give students some
question about subtract three-digit number. Teacher will provide students with some time to think and try to
solve problem. Then, she will ask them to share their answer. Teacher will address the same problem that
been given for students in the smart board by choosing a student to help her to solve the problem.

Time Main activities

Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students will: use their Mathematics Teacher will: go around to check students answer and giving them feedback.
textbook to complete page 453
20 min


Extension: Encourage students who
finish early to start solving their
homework.

Time Plenary/Conclusion

Students will: try to solve problem and Teacher will: review with students what they are learn today by giving them questions.
get right answer, so they will get point
10 min for each correct answer on their group.

Homework Math textbook pg. 455 & 456

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student ☐ Written work and ☐ Verbal feedback

presentation feedback

Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Math’s Weekly Outcomes (x7)

10/3/19 – 14/3/19

Students will:
- Subtract numbers ending in zero.
- Use data to draw a graphic representation of images
- Analysis of data on image representations
- Graphic representation of columns

Resources: Math vocab

Student book; Smartboard; base Three digit subtraction,minus, take away; difference; regrouping;borrow survey
ten blocks; unifix cubes for Data; bar graph; key; tally
making tens; one hundred chart compare
Bilingual Focus
Can you explain it to a
classmate in Arabic?
(Collaboration and
communication)
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

21st Century Learning Focus: Basic fact focus

Critical thinking Basic subtraction facts

Study skills Mental math
ICT Integration:
Smartboard; use ABCYA to
practice games;

Day: Sunday Monday Tuesday Wednesday Thursday

Activity:

WALT: Chapter 7 Lesson 9 Chapter 8 Lesson 1 Chapter 8: Lesson 2 MY CHAPTER REVIEW

Weekly Topic: k
MATHEMATICS PLAN

p. 469 p.489 p.495

2 periods 2 periods 2 periods

To subtract numbers across
zeros.
WILF: To subtract from numbers
ending in zero.
Starter Activity: Ask students what they know
about subtracting zeros.
Have students in groups of 4-
5. One stud Uses base ten
blocks to model 400. Second
student regroups 1 hundred
Unit:
To Conduct a survey and
organize data using statistics
To be able to conduct a
survey and organize the data
using tally marks
Complete the Am I ready?
Students complete the
exercise. Teacher can
identify whether the
students have the
foundation skills needed to
Use data to draw a graphic
representation of images
To use data to create picture
graphs
How did we show the
number of items in the
previous lesson.
Tally marks
Let a few students show on
the board when you give

as 10 tens. Ask: When you
regroup 1 hundered as tens,
how many tens do you have?
10 tens. How many hundreds
do you have? 3 hundreds.
learn new skills and them an example.
concepts. Review the
Vocabulary:
Compare, graph, tally
Al Watan School
Department Of Education And Knowledge
Stephanie
Grade 2 Term 2
Have the fourth student
show the final amount = 400.
We going to use this fact to
solve problems.
Whole Class Read the instructions at the
Model the WILF bottom of p.469. You need to
find how many of the
animals were not mammals.
How can you do this? Ans:
Find 200-126
Ask: which base ten blocks
are you going to use to show
200? ANS: 2 hundreds.
Subtract ones first. Do you
need to regroup? ANS: Yes.
Why:?
When there are no tens to
regroup, you will need to
regroup 1 hundred = 10 tens.
Now you have tens to
regroup. Regroup 1 ten as
ones. How many are there?
10 ones What is 10 ones – 6
ones? 4 ones Continue
guiding the process through
subtraction the tens and
humdreds places So, how
many animals were not
mammals? 74 animals
ASK: What tools did you use
to solve the problem? Used
base ten blocks
Discuss the Vocabulary cards
on p.483
Explore and Explain
Write the words data,
survey, tally marks on the
board. Ask students what
they know about these
words.
p.489: Discuss with students
they are going to conduct a
survey. Ask 10 students to
name their favourite fruit.
Ask students how they are
going to record the answers
of each choice. Mark a tally
for each choice. Write the
total for each fruit. Which
fruit do most people like?
See and Show
Guide students through the
example at the top of the
page. Discuss vocabulary
terms and their meanings.
Talk about writing and
interpreting tally marks and
the diagonal slash to show
five. Write tally marks on the
board. ASK: Is there an easy
way to count this? Count in
Explore and explain .
We are going to take a
survey and draw pictures to
record your classmates
responses.
Explain to the students the
title of the graph and the
labels on it.
Read the directions on the
bottom of the page. Tell
students when they ask
classmates what is their
favourite lunch food the
choices are sandwiches,
pizza, beefburgers and soup.
Which picture will you draw
in this graph to show the
responses? Explain that each
picture they draw will stand
for one of their classmates
responses. ASK: How many
students picked a sandwich?
How may students picked a
beefburger? How do you
know?
See and Show
Guide students through the
example. Point out the title
Al Watan School
Department Of Education And Knowledge
Stephanie
Grade 2 Term 2
Independent SEE AND SHOW
Activity Guide students through the
steps on p.470
Look at the Show box. Have
students tell you the steps
they used to subtract across
ones.ASK: How is subtracting
from 400 different from435?
You cannot subtract from 0
Differentiated Approaching:
Groups/Centers/ Have students work in pairs.
Activities: Write 100-83 on board.
Students copy and solve on
their white boards, while
other in pair models using
base ten blocks. Switch roles.
On Level
Students work in pairs. One
student spins a spinner.
Partner records number adds
two zeros. Roll the number
cube 3 times to create a 3
digit number. Write the
subtraction sum then solve.
5s then add the other tally
marks.
Guide students through
exercise 1 and 2 together as
a class. How do tally marks
help you organize data. ANS:
Helps to keep track of how
many you have.
On my Own: Guide students
through the exercises.
Complete independently.
Give guidance to students
having difficulty.
Approaching:
Have each student in group
to make a tally mark. Ask 5th
student to make a diagonal
slash through the previous 4.
Work with a partner to find
the total number of tally
marks.
On Level
Have students work in pairs.
Pass out 4 different colour
of the graph and labels on
the graph. Look at See and
Show. What is similar about
tally charts and picture
graphs?
Work through exercise 1
together.
On my Own
Guide students through the
exercise. On level complete
the exercise independently.
What information key show?
It shows that each book
stands for 1 vote.
Approaching
Have students draw a picture
of their favourite kind of pet.
Student collects the cards
and sorts them by type, and
arrange them to make a
picture graph. Discuss the
title and the labels.
On Level
Draw a tally chart on the
board. The students use the
information to create a
picture graph on their
whiteboard.
Beyond Level
Al Watan School
Department Of Education And Knowledge
Stephanie
Grade 2 Term 2
Beyond Level
Give each group a set of
index cards with tow and
three digit numbers. Place
the cards face down. Take
turns flipping them. Let them
write a number add two
zeros. Write a three digit
number sentence with the
number on the card as the
subtraction number. Repeat
until all the cards are used.
Plenary: Ask the students how they
solved their problems.
Homework: p. 473-474
Assessment Questioning
Student work; True and false
questioning
connecting cubes by colour.
Count the cubes using tally
marks to record the number
of cubes.
Beyond Level
Give students a picture with
a number of different
objects. Have pairs write
down five items from the
photo and use tally marks to
record the number of items
in a table.
What was new in the lesson?
Which part did you enjoy?
p.493-494
Student work; Discussion and
feedback
Work in pairs. Tell each
student to make a tally chart.
Have students switch with
their partner and create a
picture graph. Have pairs
then to check each others
work to make sure the
picture graph is accurate.
How to we show a picture
graph?
Do we make tally marks in a
picture graph?
Let a student explain the title
and the labels of a picture
graph?
Which do you find easier to
show- a tally graph or a picture
graph?
p. 499-500
Questioning
Student work; True and false
questioning
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme: Subtract across zeros

Mohammed

Class: 2 Date & Duration: 13 – 3 – 2019 & 45 min

Lesson Focus

To subtract numbers across zeros.

Lesson Outcomes

Students will be able to subtract from numbers ending in zero.

Links to Prior Learning

Subtracting three digits with regrouping

21st Century Skills

• Critical thinking
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Key vocabulary

• Regrouping

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they
because students are going to have a didn’t respect each other and listening for teacher instructions
Competition at the end of the lesson.
Resources/equipment needed

• Smart board
• PowerPoint
• Base ten blocks
• Worksheet
• Online quiz : https://create.kahoot.it/l/#/preview/b2b63263-a04d-4cf5-98e8-d7b661560840

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will be listening to the Teacher will tell the students what they will be doing during the lesson.
teacher and help her to get the
PowerPoint answer.

15 min Secondly, teacher will share with students and explain to them how they can subtract across zero by
using base ten blocks. For example, (704- 438) Eight cannot be subtracted from four so we have to go to
the next-door neighbor to borrow. What happens when the next door neighbor is the number zero?
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

When the next door neighbor is the number zero, you cannot borrow from it. You must continue onto
the next neighbor to see if it is possible to borrow from it. The next neighbor is the number seven. We
are able to borrow from this neighbor. First you borrow from the number seven and make it a six. Then
you can go back to the zero and make it a ten. We no longer have a zero, but we still are not able to
subtract eight from four. We can now go back to the tens place and borrow from our number ten. First,
we borrow from the ten and make it a nine. Then we can change the four to a fourteen.

In addition, Teacher will ask students to get a white board and write the math problem in their board to
try find the answer.

Resources
Main activities
& Time
Students will work independently to Teacher will give each student a worksheet about subtracting across zero. Teacher will be going around,
complete the worksheet. and check students answer to give them feedback.
Worksheet

20 min

Resources
Plenary/Conclusion
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students should get all of the Teacher will review with students what they are learn today by doing quiz online. Teacher will give
question right to get point for their each student blank paper to write their name and put their answer in this paper. After that teacher will
Online quiz group. give them 2 min to solve math problem. Students should get the right answers to get a point.

10 min

Homework Math textbook 471 & 473

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme: Take a survey

Mohammed

Class: 2 C Date & Duration: 14 – 3 – 2019 & 45 min

Trainee Personal Goals

I am working on planning lesson that target students learning effectively (hands- on activities).

Lesson Focus

To conduct a survey and organize data using statistics

Lesson Outcomes

Students will be able to conduct a survey and organize data using tally marks

Links to Prior Learning

This is first lesson for students to learning about take a survey.

21st Century Skills

• Study skills
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Key vocabulary

• Tally: a current score or amount.

• Survey: To gather information and put them in one place.

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they
because students are going to works in didn’t respect each other and didn’t give chance for other students to share answer. In this way, students
groups to share their results. will behave positively.

Resources/equipment needed

• Smart board
• Tally chart
• PowerPoint
• Objects (cubes)
• Online game : https://www.turtlediary.com/game/tally-marks.html

TASKS/ACTIVITIES
Resources
Introduction
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students will participate with Teacher will tell the students what they will be doing during the lesson. Secondly, teacher will share with
teacher to complete tally chart. students and explain to them the new vocabulary that will hear in this lesson. Teacher will teach students
PowerPoint how to count in a tally way by doing an example with them.

15 min

In addition, Teacher will ask students to help her to complete the tally chart (about what is your favorite
food). Teacher will show students how to do tally count and how to count the result that they are getting.

Resources
Main activities
& Time
Students will work independently to Teacher will give each group a box of cubes to sort the colors and count. Teacher will ask each group that
sort and count objects in their group. they need to sort the color of the cubes and count how many are in each color of cubes that they have
Tally chart Students should after they finish (teacher will give each student tally chart to write their answer).
share their results with their group
Cubes
members to make sure all of them
20 min have the same results.

Resources
Plenary/Conclusion
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students should get all of the Teacher will: review with students what they are learn today by playing with them online game. Teacher
question right to get point for their will choose one student from each group to come out and playing the game.
Online game group.

10 min

Homework Math textbook 493 & 494

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Math’s Weekly Outcomes (x7)

17/3/19 – 21/3/19
Analysis of image representations
Graphic representation of columns
Analysis of data on column representations
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students will:
- Subtract numbers ending in zero.
- Use data to draw a graphic representation of images
- Analysis of data on image representations
- Graphic representation of columns

Resources: Math vocab

Student book; Smartboard; base Bar
ten blocks; unifix cubes for Graph
making tens; one hundred chart Tally
Bilingual Focus Favorite
Can you explain it to a Least
classmate in Arabic?
Most
(Collaboration and
communication)

21st Century Learning Focus: Basic fact focus

Critical thinking Interpret data

Study skills
ICT Integration:
Smartboard; use ABCYA to
practice games;
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Day: Sunday Monday Tuesday Wednesday Thursday

Activity:

WALT: Ch. 8 lesson 3 Continue lesson 3 Chapter 8: Lesson 4 Lesson 5- 515-518 Continue lesson 5, review
p.509-512 lessons 3,4,5 and
501-504 regrouping with
Use data to draw a graphic subtraction
representation of images
Weekly Topic: k
MATHEMATICS PLAN

WILF: Analysis of image Graphic representation of Analysis of data on column

representations columns representations

Starter Activity: (2) Lesson 3: Analysis of (3) Lesson 4: Graphic 2) Lesson 5: Analysis of
image representations representation of column representation
columns Ask ss what they have
Ask ss what they learnt in the previous
remember about the lesson.
Quick mental addition 1- previous lesson. Using “Explore and
20 Explain,” page 515 on data
board ask ss, “what is a
Using “Explore and Using “Explore and bar graph?”
Explain,” page 501 on Explain,” page 509 on Compete survey with 10
Unit:

data board explain to data board explain to students filling the bar
students what a picture students why this is graph. Ask ss to complete
graph is and the called a bar graph. the survey as to how
information it gives us. Explain to ss how the bar many ate the different
Explain to ss what is graph is used and the meals stated.
meant by votes using the information the bar
picture graph. Ask ss to graphs gives us.
Complete the bar graph
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

answer the question with the ss and ask ss to

reading the graph. answer the question.

Whole Class ASK: What tools did you use Create a bar graph and .Create a class survey and
Model the WILF to solve the problem? Used interpret, do problem 1 interpret, do problem 1
base ten blocks togehter togehter

Independent SEE AND SHOW On my Own: Guide students On my Own On my Own

Activity Guide students through the through the exercises. Guide students through the Guide students through the
steps Complete independently. exercise. On level complete exercise. On level complete
the exercise independently. the exercise independently.
Give guidance to students
What information key show? What information key show?
having difficulty.

Differentiated Mathematics Student Mathematics Student Mathematics Student

Groups/Centers/ Book Pages 501-504 Book Pages 510-512 Book Pages 516-518
Activities:
HA - Complete pages 502- HA - Complete pages 510- HA - Complete pages 516-
504 with little teacher 512 with little teacher 518 with little teacher
support. support. support.
MA – Complete pages MA – Complete pages MA – Complete pages
502-503 with more 510-511 with more teacher 516-517 with more teacher
teacher support. support. support.
LA – Complete pages 502- LA – Complete pages 510- LA – Complete pages 516-
503 with complete 511 with complete 517 with complete teacher
teacher support. teacher support. support.
Al Watan School
Department Of Education And Knowledge
Stephanie
Grade 2 Term 2
Free Choice Activities:
(Review Addition)
1.Using single number
cards in a pile- ss pair up
and pick 3 cards to write
a three- digits number.
Repeat for another set
three- digits number.
Rewrite the numbers
vertically to add. SS take
turns. SS correct each
other’s work.
(Review Subtraction)
2.Using single number
cards in a pile- ss pair up
and pick 3 cards to write
a three- digits number.
Repeat for another set
three- digist number. Big
number subtract small
number. Rewrite the
numbers vertically to
subtract. SS take turns.
SS correct each other’s
work
Free Choice Activities:
(Review Addition)
1.Using single number
cards in a pile- ss pair up
and pick 3 cards to write
a three- digits number.
Repeat for another set
three- digits number.
Rewrite the numbers
vertically to add. SS take
turns. SS correct each
other’s work.
(Review Subtraction)
2.Using single number
cards in a pile- ss pair up
and pick 3 cards to write
a three- digits number.
Repeat for another set
three- digits number. Big
number subtract small
number. Rewrite the
numbers vertically to
subtract. SS take turns.
SS correct each other’s
work.
Free Choice Activities:
(Review Addition)
1.Using single number
cards in a pile- ss pair up
and pick 3 cards to write a
three- digit number.
Repeat for another set
three- digit number.
Rewrite the numbers
vertically to add. SS take
turns. SS correct each
other’s work.
(Review Subtraction)
2.Using single number
cards in a pile- ss pair up
and pick 3 cards to write a
three- digit number.
Repeat for another set
three- digit number. Big
number subtract small
number. Rewrite the
numbers vertically to
subtract. SS take turns. SS
correct each other’s work
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Plenary: Ask the students how they What was new in the lesson? How to we show a picture
solved their problems. Which part did you enjoy? graph?
Do we make tally marks in a
picture graph?
Let a student explain the title
and the labels of a picture
graph?
Which do you find easier to
show- a tally graph or a picture
graph?
Homework: Ch. 3 Ch.4 Ch. 5

Assessment Questioning Student work; Discussion and Questioning

Student work; True and false feedback Student work; True and false
questioning questioning

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme: Make picture graphs and bar graphs
Mohammed

Class: 2 Date & Duration: 17 – 3 – 2019 & 45 min

Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Lesson Focus

Use data to draw a graphic representation of images.

Lesson Outcomes

Students will be able to use data to create picture graphs.

Links to Prior Learning

Able to conduct a survey and organize the data using tally marks.

21st Century Skills

• Critical thinking
• Study skills
Key vocabulary

• Bar
• Graph
• Most
• Least

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they
because students are going to have a didn’t respect each other and listening for teacher instructions
Competition at the end of the lesson.
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Resources/equipment needed

• Smart board
• PowerPoint
• Worksheet
• Online game: http://www.abcya.com/fuzz_bugs_graphing.htm

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will participate with Teacher will tell the students what they will be doing during the lesson. Secondly, teacher will share with
teacher to complete picture graph students and explain to them the new vocabulary that will hear in this lesson. Teacher will teach students
Smart board and bar graph. how to count in a tally way by doing an example with them. Also, how to apply it in picture graph and bar
graph.
PowerPoint

15 min
In addition, Teacher will ask students to help her to complete the tally chart (about what is your favorite
fruit). Teacher will show students how to do tally count and how to count the result that they are getting
and doing picture graph and bar graph.

Resources
Main activities
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students will work independently to Teacher will give each student a worksheet about favorite drink. Teacher will give students tally chart
complete the worksheet. and students need to complete picture graphs and bar graphs. Teacher will be going around, and check
Worksheet students answer to give them feedback.

20 min

Resources
Plenary/Conclusion
& Time

Students should get all of the Teacher will review with students what they are learn today by playing with them online game. Teacher
question right to get point for their will choose one student from each group to come out and playing the game.
Online game group.

10 min

Homework

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

LESSON PLAN Subject: Math

Trainee: Khulood Topic or Theme: Make line plots

Mohammed

Class: 2 Date & Duration: 19 – 3 – 2019 & 45 min

Trainee Personal Goals

I am working on planning lesson that manage student’s behavior and engage them for participating in the classroom.

Lesson Focus

Use data to make line plots.

Lesson Outcomes

Students will be able to use data to create line plots.

Links to Prior Learning

Students will be able to use data to create picture graphs and bar graphs.

21st Century Skills

• Study skills
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Key vocabulary

• Line plots
• Most
• Least

Possible problems for learners Solutions to possible problems

Negative behavior could be a problem, Students are going to be told that if they behave negatively with each other, they will not get a point if they
because students are going to have a didn’t respect each other and listening for teacher instructions
Competition at the end of the lesson.

Resources/equipment needed

• Smart board
• PowerPoint
• worksheet
• Online game: https://www.mathgames.com/skill/4.20-create-line-plots

TASKS/ACTIVITIES
Resources
Introduction
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students will participate with Teacher will tell the students what they will be doing during the lesson. Secondly, teacher will share with
teacher to complete line plots. students and explain to them the new vocabulary that will hear in this lesson. Teacher will teach students
PowerPoint how to count in a tally way by doing an example with them. Also, how to apply it in line plot.

15 min

In addition, Teacher will ask students to help her to complete the line plot (how many sisters they have).
Teacher will show students how to do tally count and how to count the result that they are getting and
apply it in line plots.

Resources
Main activities
& Time
Students will work independently to Teacher will give each student a worksheet about ice cream flavor. Teacher will give students tally chart
complete the worksheet. sample ready and students need to see the total and doing tally marks (students need to practice more
Worksheet about how doing tally marks). Also, they need to complete line plots. Teacher will be going around, and
line plots check students answer to give them feedback.

20 min

Resources
Plenary/Conclusion
& Time
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2

Students should get all of the Teacher will review with students what they are learn today by playing with them online game. Teacher
question right to get point for their will choose one student from each group to come out and playing the game.
Online game group.

10 min
( Teacher may play the game before students doing the main activities )

Homework Math textbook 531 & 532

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2
Al Watan School
Department Of Education And Knowledge
Stephanie

Grade 2 Term 2