TEACHER’S GUIDE

Stage

Hawa Shahbal
Penny Sim
Published by Alston Education Pte Ltd
627A Aljunied Road, #07-03 Biztech Centre, Singapore 389842
enquiry@alstoneducation.com
www.alstoneducation.com

© 2023 Alston Education Pte Ltd

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
permission of the copyright owner.

First published 2023

ISBN 978-981-4437-48-6

Publisher: Sim Wee Chee

Printed in Türkiye
 Contents

Notes to Teachers
• Introduction to Active Maths iv
• Pedagogy v
• How to use this Teacher’s Guide vi
• Manipulative Icons vii
• Learning Process Chart (5E Instructional Model) viii
• Overview of Grade 2 ix
• TWM Skills x
• Legend xi

Chapter 1: Numbers to 100 2

• Chapter Roadmap 2
• Suggested Scheme of Work 4
• Lesson 1: Counting objects 6
• Lesson 2: Counting to 100 11
• Lesson 3: Counting in groups 17
• Lesson 4: Place values 28
• Reflection for Teachers 35
• Printables 36

Chapter 2: Shapes and Solids 42

• Chapter Roadmap 42
• Suggested Scheme of Work 44
• Lesson 1: Shapes 46
• Lesson 2: Circles 58
• Lesson 3: Solids 65
• Lesson 4: Lines of symmetry 82
• Lesson 5: Shape and solid patterns 96
• Reflection for Teachers 104
• Printables 105

Chapter 3: Multiplication 116

• Chapter Roadmap 116
• Suggested Scheme of Work 118
• Lesson 1: Multiplying by repeated addition 120
• Lesson 2: Multiplying by one 135
• Lesson 3: Multiplying by two 138
• Lesson 4: Multiplying by five 143
• Lesson 5: Multiplying by ten 150
• Reflection for Teachers 158
• Printables 159
 Contents

Chapter 4: Division 164

• Chapter Roadmap 164
• Suggested Scheme of Work 166
• Lesson 1: Dividing by repeated subtraction 168
• Lesson 2: Dividing by sharing and grouping 180
• Lesson 3: Remainder 197
• Reflection for Teachers 205
• Printables 206

Chapter 5: Handling Data 210

• Chapter Roadmap 210
• Suggested Scheme of Work 212
• Lesson 1: List and tables 214
• Lesson 2: Tally charts 222
• Lesson 3: Pictograms and block graphs 228
• Lesson 4: Venn and Carroll diagrams 233
• Reflection for Teachers 249
• Printables 250
Active Maths Teacher’s Guide 2

Introduction to Active Maths

The Active Maths primary series is developed to comprehensively cover all the
learning objectives of the latest Cambridge Primary Mathematics (0096) curriculum
framework.

In this new syllabus, the focus still remains on important Mathematical concepts,
which is categorised into three main strands – Numbers, Geometry and
Measurement, Statistics and Probability. Instead of teaching problem-solving skills
separately from these 3 strands, each chapter is written such that problem-solving
skills are integrated and weaved into the content and questions. Learners are
constantly reminded of the importance of Thinking and Working Mathematically
(TWM). These skills are reflected across various sections of our book via TWM
indicators. We recognise that
problem-solving skills is not a strand by itself, rather, it is an essential skill that learners
need to cultivate as they delve into the world of Mathematics.

As learners embark on their Mathematics journey, we hope that they will develop a
love and interest in this subject. This is shown through achievement of mastery, in
aspects such as reasoning, problem-solving, deduction and conceptual skills. By
developing a comprehensive set of resources for learners and teachers, we wish to
nurture every learner to be confident problem-solvers who recognize the importance
and relevance of Mathematics in their everyday lives.

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 Active Maths Teacher’s Guide 2

Pedagogy

This series adopts an Active Learning pedagogy. We believe that at the heart of every
child is an eagerness to learn and process the world around them. To be active
learners means that learners stretch their potential and develop an ability to grasp
concepts on a personal level through exploration, discussion and inquiry.

Active Learning is achieved through a problem-based learning (PBL) approach. Each

chapter is carefully structured such that the problem, which is first introduced at the
start of the chapter, is intricately integrated together with the Mathematical concepts
that learners are expected to understand.

We place a strong emphasis on the themes that run through each chapter and grade,
so that learners make meaningful connections between the Maths content and its
relevance in many aspects of everyday life. Furthermore, having a consistent storyline
sustains learners’ interest and presents them with a structured flow which is easy to
follow. When learners collaborate with their peers to solve the PBL by the end of the
chapter, this solidifies their understanding of the Maths concepts, allowing them to
gain a sense of achievement and mastery.

The series aims to break down the content for learners in a way that is easy for them
to understand. To do this, we have adopted a general Concrete à Pictorial à Abstract
(CPA) structure. Mathematical content can be overwhelming, and this structure helps
learners process information one step at a time, such that they do not leave a lesson
with misconceptions.

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Active Maths Teacher’s Guide 2

How to use this Teacher’s Guide

This Teacher’s Guide is designed to support teachers in conceptualising, developing and

implementing a successful lesson. We believe that teachers should be given the resources to
effectively deliver the learning objectives required to learners in an engaging, exciting and
meaningful manner. As such, this guide serves as a repository of teaching ideas, instructional
techniques and strategies, as well as printables and manipulatives needed to help teachers carry
out a successful and meaningful Maths lesson.

Each chapter of the Teacher’s Guide is structured as such:

à Overview of Grade 2
o Topics, learning indicators, prior knowledge expected, online resources

à Learning Process Chart

o Each lesson delivery plan is structured in the following manner using a 5E Instructional
Model to instill Active Learning in learners: Engage, Explore, Explain, Extend and Evaluate.
This chart includes a write-up of what each of these structures mean, such that teachers
can use it to plan their lessons in an effective way.

à Chapter Roadmap
o Introduces the PBL scenario, themes and storyline that runs through each chapter. It is
organised neatly by lessons, such that teachers have an opportunity to regularly pause at
checkpoints to assess learners’ understanding of the content being taught.

à Scheme of Work (SOW)

o Overview of the learning indicators that are set out in each chapter, as well as a detailed
breakdown of how each lesson is structured and their estimated durations.

à Breakdown of TWM skills

o Writeup of the 8 TWM skills and how often they appear in the textbook by chapter.

à Individual detailed lesson delivery plan

o Contains detailed descriptions of lesson ideas, instructional strategies, differentiated
instruction, questioning techniques and TWM skills that are covered across the chapter.

à Teacher evaluation reflection form

o At the end of each lesson within the chapter, teachers have an opportunity to evaluate
their lessons based on a variety of indicators. Guided questions in the form help teachers
to reflect on different aspects of their lessons, in order to identify strengths and
weaknesses, in order to suggest improvements for future lessons.

à Printables
o Resources for hands-on activities that can be carried out in class. These are provided to
help teachers seamlessly integrate hands-on activities into their lesson delivery without
having to find, create or consolidate the materials by themselves.

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 Active Maths Teacher’s Guide 2

Manipulative Icons

These manipulatives are used to help teachers conduct hands-on activities with their
lessons. Learners can use these manipulatives to help them visualise counting,
arranging, sorting and association.

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Active Maths Teacher’s Guide 2

Learning Process (5E Instructional Model)

Evaluate
Extend
Explain
Explore
Engage

Engage
• Through a PBL approach, learners are presented with the problem scenario in the chapter, as
well as its storyline, theme and learning objectives.

Explore
• Learners have an opportunity to actively investigate and explore Maths concepts that they
will learn about in the chapter.
• By forming their own conclusions, learners can make sense of the content more
meaningfully when they are formally taught about it.

Explain
• Through a systematic, scaffolded process, learners solidify their initial knowledge about the
Maths concepts they explored in the earlier stage.
• Learners make meaning, build on existing concepts, explain and discuss ideas with their
peers, which helps to build on existing concepts and helps to correct any misconceptions
that they might have.

Extend
• Learners have ample opportunities to extend their Mathematical knowledge and skills
through challenging questions and additional activities. This can be in the form of extended
content, hands-on activities, online games, practice questions and worksheets.
• This helps learners to gain a deeper understanding of Maths concepts that have been taught.

Evaluate
• Learners collaborate to solve the problem scenario presented at the start of the chapter.
• Through discussions and sharing of ideas and possible solutions, learners are able to value
add to the Maths concepts they have learnt about.
• They also acquire important skills such as evaluation, critiquing and convincing others of the
solutions they have come up with.

*These learning processes can appear multiple times within a lesson.

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 Active Maths Teacher’s Guide 2

Overview of Grade 2

Chapter Mathematical Strand Learning Indicators

Learners will be able to:

• Estimate numbers up to 100

• Count, read and write numerals and
1 number words from 0 to 100
Numbers to 100 Number • Count on and count back in ones, twos,
fives and tens
• Identify and complete number patterns
• Recognise the value of each digit in 2-
digit numbers

Learners will be able to:

• Identify, describe, sketch and sort

shapes and solids
2 Geometry and • Identify and draw lines of symmetry and
Shapes and Solids Measurement shapes and in patterns
• Sketch shapes in a mirror line
• Describe a circle and its centre
• Complete shape and solid patterns

Learners will be able to:

3 • Multiply by repeated addition

Multiplication Number • Multiply by 1, 2, 5 and 10
• Recite the 1, 2, 5 and 10 times tables

Learners will be able to:

4 • Divide by repeated subtraction

Division Number • Divide by sharing and grouping
• Explain what a remainder is

Learners will be able to:

• Conduct an investigation
5 • Record, organise, represent and
Handling Data Statistics describe data in different ways
• Choose and explain the best
representation to use in a given situation

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Active Maths Teacher’s Guide 2

TWM Skills

TWM 1 2 3 4 5

Conjecturing

Characterising

Generalising

Specialising

Classifying

Convincing

Critiquing

Improving

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 Active Maths Teacher’s Guide 2

Legend

The following icons are used extensively in the comprehensive lesson plans.

: Teachers say

: Teachers or students ask

: Hands-on activity

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 Grade 2 Chapter 1 Numbers to 100

PBL Scenario:

1
The children are preparing for a class party of 40 learners. They
are not sure whether the sweets and snacks that they have
bought are enough to be distributed among all the learners.
They need to learn more about numbers to 100 to find out!

2
Lesson 1:
In order to quickly find out the number of sweets and
snacks they already have, the children will need to learn
how to count objects in different arrangements quickly.

3
Lesson 2:
The children learn to count in ones and tens up to 100 so that
they can check if there are enough sweets and snacks for the
class.

4
Checkpoint:
A conclusion can now be formed on whether the biscuits
Tim is holding and the muffins Cyrus is holding are
enough for the class.

5
Lesson 3:
The children are now helping Vera to count if there are
enough sweets to distribute 2 to each learner in the class.
They learn to estimate and count in twos, fives and tens.

Checkpoint:

6
More conclusions can now be formed on counting in
groups to describe and complete number patterns. A
conclusion can also be formed on whether there are
enough sweets to distribute 2 to each learner in class.

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 Grade 2 Chapter 1 Numbers to 100

Lesson 4:

7
Cyrus and Tim buy more sweets for the class to ensure there
are enough to distribute. They count the number of sweets they
buy and use place values to show the number!

Checkpoint:

8
More conclusions can now be formed on showing a
number using place values. A conclusion can also be
formed on whether there are enough sweets to distribute 2
to each child in class now, after Cyrus and Tim buys more.

Making conclusions: f
The children have learnt many things about numbers to 100.

9
They also learnt many ways of counting and showing numbers
using place values. They want to summarise what they have
learnt in the reflection report to find out how many more snacks
they need to buy. They can also use this knowledge of counting
as they explore their school.

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Grade 2 Chapter 1 Numbers to 100

Scheme of Work (SOW)

Teaching
Lesson Learning Indicators Resources
Duration
Page 3: 1 hour 30
minutes
Quickly count the number of objects
in different arrangements
1

Estimate numbers up to 10

Page 4: 1 hour 30
minutes
Count, read and write numerals and
number words from 0 to 100 Please
Ice-cream sticks allocate
about 30
Rubber bands more
2
minutes to
go through
Count on and count back in ones the
and tens worksheets
in the
workbook.

Pages 7, 8, 9, 10: 2 hours

Estimate numbers up to 100
Big jars of 60 sweets each Please
allocate
about 30
Count on and count back in twos more
3 and fives minutes to
go through
the
Identify and complete number worksheets
in the
patterns
workbook.

Page 11: 1 hour 30

minutes

Please
Page 12: allocate
about 30
Recognise the value of each digit in more
4
2-digit numbers minutes to
go through
the
worksheets
in the
workbook.

Total time: 7 hours 30 minutes

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 Grade 2 Chapter 1 Numbers to 100

Helpful resources:

qrs.ly/vne1tot - Number card online manipulative from 1 to 100

qrs.ly/n4e1toz - Ten-frame online manipulative

qrs.ly/lqe1tp1 - Ten-frame online manipulative

qrs.ly/c6e1tp3 - Place value chart online manipulative

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Grade 2 Chapter 1 Numbers to 100

Lesson 1: Counting objects

Lesson Objectives:

• Quickly count the number of objects in different arrangements

• Estimate numbers up to 10

Success Criteria:

• Learners can quickly count the number of objects in different arrangements

• Learners can estimate numbers up to 10

Keywords for this lesson:

count

Prior Knowledge:

• Recognise and count numbers from 0 to 20

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Engage PBL opener Textbook
Learners play Page 2
an active role The children are buying some sweets and snacks
in identifying for a class party. However, they are unsure
and solving whether they have enough for everyone.
the problem.
Learners will need to identify the problem based
on what they see from the scenario given.

: Let us look at the scenario on Page 2.

Describe what you see.

Give learners 5 minutes to discuss in pairs and

tell each other their observations.

Ask:
• Where are the children at? How do you
know? [Ans: They are at the school
canteen. There is a sign that shows the
school canteen.]
• What do you think the children are doing?
[Ans: The children are each holding on to
some biscuits, muffins and sweets.]
• How do you think the children in the
picture are feeling? [Ans: They look
unsure and puzzled.]
• Why are they holding on to those items?
What do they want to do with them? [Ans:
They want to share the sweets and
snacks with their friends.]
• Why do you think the children look
puzzled and unsure? [Ans: They do not
know whether they have enough to
distribute to their classmates.]

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 Grade 2 Chapter 1 Numbers to 100

• What is the problem you see in this

picture? [Ans: The children are unsure if
they have enough sweets and snacks.]
• Why do you think the children are
confused about whether they have
enough food? [Ans: They are unsure of
how to count the number of sweets,
muffins and biscuits that they have.]
• How can you estimate the number of
sweets in Vera’s jar? [Ans: The jar looks
the same as the jars with the blue and
orange sweets! But Vera’s jar seems to
have less sweets.]
• How many muffins are there in each box
that Cyrus is holding? How can you count
the total number of muffins? [Ans: 5 in
each box. We can count on in fives.]
• How many packs of 10 biscuits is Tim
holding? How can you count the total
number of biscuits? [Ans: 3 packs of 10
biscuits. We can count on in tens.]

Observe the learners’ responses to the questions

above. They should share their answers until they
have a clear understanding of what the problem
in the scenario is.

PBL conclusion

Learners should be able to describe that the

children are confused if they have enough food to
distribute to their classmates, because they are
not sure how they should count numbers above
20.

Learners should also realise that the children will

need to learn to count to 100 before they can find
out the number of classmates. They can then find
out how many sweets, muffins and biscuits they
need in total.

: Let us help the children find out how they

can count the sweets and snacks that they are
holding. They can then find out if they have
enough for the whole class.

Read out the learning indicators in the yellow

sticky note to the learners, so they will have an
understanding of what they will learn in this
chapter.

© 2023 Alston Education Pte Ltd 7

Grade 2 Chapter 1 Numbers to 100

Explore Counting objects Textbook

Learners Page 3
carry out
hands-on
activities to
find out more : Ada, Cyrus, Tim and Vera are learning how
about quickly to count objects in different arrangements quickly.
counting Let us look at their ten-frames and help them!
objects in
different Invite learners to work in pairs. Distribute 20
arrangements counters and ten-frames (Handout 1a) to each Ten-frames
. pair. Each learner chooses 2 mascots. Ask each template
learner to place the counters in the ten-frames as (Handout 1a)
they see in the Textbook to represent their
chosen mascots.

Instruct learners to share with their partners and

describe what they see in the counters.

Observe if learners understand that the counters

refer to the set of counters that Ada, Cyrus, Tim
and Vera have.

Ask:
Conjecturing
• What do you notice about the number of
counters that each of the children have?
[Ans: They each have 3 counters.]
Convincing
• Does it matter if the counters are
arranged differently in the ten-frames?
[Ans: It doesn’t matter as long as there
are 3 counters.]
• Are there any other ways to arrange the
3 counters? Show them to your partner.

Learners have now seen how the same number

of counters can be arranged differently. They will
now form more numbers using different Ten-frames
arrangements of the counters on the ten-frames. template
(Handout 1a)
Activity (Optional): Specialising
Learners are invited to come to the front of the
class with their ten-frames to demonstrate how
they will arrange counters given to them.

1st group of learners to show arrangement of 4

counters.
2nd group of learners to show arrangement of 5
counters.
3rd group of learners to show arrangement of 6
counters.

After each group of learners have demonstrated

how they would arrange the counters given to
them, choose one person in each group to
explain his or her arrangement.

As there are no right or wrong answers, learners

should conclude that there are many ways to
present the counters and should think of different

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 Grade 2 Chapter 1 Numbers to 100

ways to find the number of counters. They should

then evaluate which might be the easiest way to
count the counters quickly.

Activity:
In the same pairs, learners should still have 20
counters and ten-frames (Handout 1a).
Ten-frames
Instruct learners to arrange 7 counters on the ten- template
frames individually. Specialising (Handout 1a)

After learners have arranged their counters, let

them compare with their partners to see if they
are the same. Learners should also be guided to
discuss which arrangement allows them to count
7 counters more easily.

Learners may ask these questions to

their partner:
• How did you decide how to arrange the
counters? [Ans: They could be placed
anywhere on the ten-frame.]
• Why did you arrange the counters in this
particular way? [Ans: There is an empty
slot for the counter to be placed.]
• What is similar about our arrangements?
[Ans: The counters take up 7 squares in
total.]
• What is different about our
arrangements? [Ans: The counters are
placed in different squares of the ten-
frame.]

Next, learners can decide how many counters

they want to place in their ten-frames. Learners
will take turns to challenge their partners to guess
the number of counters quickly.

After getting 3 guesses each, learners should

share with each other their methods of guessing
and why they can correctly and quickly find the
number of counters. Learners should conclude
that the counters may be arranged in unfamiliar
patterns, but they can still use various strategies
to help them.

Learners may ask these questions to

their partner:
• What method do you use to guess
Convincing
quickly? [Ans: I can quickly group the
counters using my eyes into a familiar Improving
pattern for me to count / I am able to
quickly count using my eyes and saying
the number quickly inside my head / I am
able to look quickly at the top and bottom
of the ten-frame and add the numbers
up.]

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Grade 2 Chapter 1 Numbers to 100

• Are these methods faster than using our

fingers to count? [Ans: Using our fingers
can sometimes slow us down. In times
like this, using our eyes to count for small
numbers can work.]
• What is the best way to find out the
number of counters quickly? [Ans: There
is no best way to do it. As long as we can
count mentally, that should be faster than
using our fingers.]

Explain Show learners the counters as shown on Page 3 Textbook

Learners of their textbooks on the visualizer and Page 3
learn key demonstrate the counting method.
concepts
through Demonstrate the counting of the counters quickly
activities, by counting the first row followed by the second
discussions row. So, 2 and 3 make 5 for the first ten-frame. 3 Ten-frames
and teacher’s and 2 make 5 for the next ten-frame on the right. template
explanations. (Handout 1a)

Ask:
• What is the number that was counted?
[Ans: 5.]
• How was the counting done quickly?
[Ans: Count in groups of 2 and 3.]
• Will it be faster to count individually one
counter at a time? [Ans: No, that will be
slower. However, it should still lead us to
the same answer.]

Learners should fill in the answer in their textbook

that there are 5 counters in each ten-frame.

Show learners other arrangements of counters of

6, 7, 8 and 9. Get them to try out their methods
for counting quickly. Then, invite some learners
to show their counting methods with the class.

Differentiated instruction:
For learners who are having difficulties in their
counting, encourage them to use their fingers to
point to the counters as they count and say it out
loud. After they become more familiar, encourage
them to count mentally and in groups of two.

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 Grade 2 Chapter 1 Numbers to 100

Lesson 2: Counting to 100

Lesson Objectives:

• Count, read and write numerals and number words from 0 to 100
• Count on and back in ones and tens

Success Criteria:

• Learners can count, read and write numerals and number words from 0 to 100
• Learners can count on and back in ones and tens

Keywords for this lesson:

ones, tens, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

Prior Knowledge:

• Count from 0 to 20
• Read and write numerals and number words from 0 to 20

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Counting to 100 Textbook
Learners Page 4
carry out
hands-on
activities to
: We are going to do a recap of counting
find out more
numbers to 20, which we have learnt in Grade 1.
about
counting to
Ask learners what they see in the diagram and if
100.
they recall seeing these items.

Hand out 30 counters to learners to help them in

the counting of the jellybeans. Instruct learners to
arrange the counters like the jelly beans.

Ask:
• Why are the jellybeans circled and
placed with a number “10”? [Ans: This
makes it easier to count after 10.]
• How many jellybeans are there outside of
the 10? [Ans: There are 7.]
• What is the numeral? [Ans: 17]
• How can we spell this in words?
[Ans: S-e-v-e-n-t-e-e-n]

Write down the numeral and number word on the

board, so learners can follow and write down their
answers in the blanks.

Explain to learners that similar to making 10 and

counting on, we can also make 20 and count on.
Allow learners 5 minutes to discuss how they can
do so and what numbers they will get when they
count on from 20. Guide them to use the counters

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Grade 2 Chapter 1 Numbers to 100

to show each number to their partners. Learners

should discuss the name of each number they
come up with.

Explain Instruct learners to look at the sticks on Page 4 of Textbook

Learners the textbook. Pages 4 - 5
learn key
concepts
through : We shall now look at how we could count
activities, beyond 20. We saw earlier that we place 10
discussions jellybeans into a set of 10. We shall now use ice
and teacher’s cream sticks to represent that.
explanations. Ice-cream
Together with learners, count aloud the first 10 sticks
ice cream sticks before using the rubber band to (individual
put them together. Explain to learners that 10 ice sticks and
cream sticks make a ten. some pre-
bundled in
Explain to learners that we can continue to bundle groups of
10 ice cream sticks together (pre-bundled in 10s). ten)

Rubber
Ask:
bands
• What do we call 2 sets of 10 ice cream
sticks? [Ans: 2 tens or 20 ice cream
sticks.]
• What will the number be when we have 1
ice cream stick together with the 2
bundles of 10? [Ans: 21.]

Ensure learners understand that 2 tens make 20.

Explain to learners that now that we have 20, we
can count on to get larger numbers.

Take out another 1 individual ice cream stick and

place it next to the 2 bundles of tens.

Guide learners to look at the numbers 22 and 23

on Page 4 of the textbook. At the same time, keep
adding individual ice cream sticks to the 2
bundles of tens.

Get learners to discuss with their partners what

they notice about the numbers. Learners should
conclude that they can count on in ones from 21
to get these numbers.

Guide learners to conclude that there are already

2 bundles of 10 ice cream sticks which represent
20. We can count another one, two and three
sticks to get 21, 22 and 23 sticks respectively.

: In the arrangement of jelly beans, we can

see that 10 and 7 make 17. Look at the number
23. How would you describe it? [Ans: 20 and 3
make 23.]

Continue counting aloud the remaining numbers

on Page 5 of the textbook along with learners.
Add an additional ice cream stick each time.

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 Grade 2 Chapter 1 Numbers to 100

After reaching 30, invite a learner to make

another bundle of 10 ice cream sticks and tie
them up with a rubber band.

For the numbers 21 to 29, invite learners to circle

the 2 bundles of tens on Pages 4 and 5 of the
textbook. Get learners to discuss how this helps
them see the numbers more easily.

Ask:
• What do you notice about the number of
ice cream sticks as you count on? [Ans:
As we count on from one number to the
next, the number of ice cream sticks
increases by 1.]
• Are we able to continue counting on in
tens after 30? How? [Ans: Yes. We can
add another bundle of 10 ice cream
sticks.]
• As we count on in ones, should we
bundle less than 10 sticks together?
Why? [Ans: No. It would make it more
difficult to count if we bundle less than 10
sticks together.]

Remind learners that after the bundles of 10 are

counted, we can start counting in ones until
another bundle of 10 is formed.

Explain to learners that we can also count on by

looking at only the bundles of 10. Show learners
1 bunch of 10 and count “10” together with them.
Add another bunch of 10, and count “20” together
with them. Add another bunch of 10, and count
“30” together with them.

Ask:
• What do you think we are counting on in
by using only the bundles of 10? [Ans:
We are counting on in tens.]
• Can you continue counting on in tens?
What do you think is the next number?
[Yes, we can continue counting on in
tens. The next number is 40.]

Add another bundle of 10 to show learners that

the next number is indeed forty. Inform learners
that we will be looking at that shortly after we
learn to count back.

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Grade 2 Chapter 1 Numbers to 100

Extend
Learners
extend the
key concepts
learnt through : We have used the bundles of 10 ice cream
discussion sticks to help us count on in tens. Let’s see if we
and activities. can count back in tens as well.

Show learners the 3 bundles of 10 ice cream

sticks. Remove 1 bundle. Get learners to discuss
what number is shown now. Then, remove
another bundle and allow learners to discuss
again.

Get learners to write out 30, 20 and 10 on their

mini whiteboards and discuss with their partners
what they notice about the numbers.

Guide learners to conclude that they are counting

back from 3, to 2 and to 1. The ‘0’ in the numbers
remain the same.

Explain Invite 10 learners to the front of the class to take Textbook

Learners 10 ice cream sticks each. Page 6
learn key
concepts Next, invite all 10 learners with their bundles of
through ice cream sticks to stand in one line facing the
activities, class.
discussions
and teacher’s
explanations. : Let us look at our 10 friends in front of the
class and count along to find the total number of
ice cream sticks.

Referring to Page 6, ask 4 learners to hold up

their bundles of 10 and count aloud with the class
together in tens as you point towards each
learner.

Learners should count in this way: ten, twenty,

thirty, forty

As each subsequent bundle of 10 is being

counted, ask the next learner to raise up their
bundle of 10 ice cream sticks until the last set of
10 is reached. At the same time, point to the
numeral and words on page 6 of the textbook to
ensure that learners read out loud.

Ask:
• What do you notice about the digit at the
end of these numbers? [Ans: It is always
a zero.]
• What do you notice about the digits in
front? [Ans: We seem to be counting on
from 1 to 10.]
To count back in tens, get the 10 learners to put
down their bundles one by one as each 10 is

14 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

counted all the way back to 0. Count aloud with

learners. One hundred, ninety, eighty, seventy…
URL 1.1
Play a video in class to consolidate learners’
understanding and for them to gain further
familiarity in counting on and back in tens. (URL
1.1)

Differentiated instruction:
For struggling learners, instruct them to use their
fingers to point to each bundle of 10 on the
textbook as they count on. Encourage them to
practise counting on for every number. E.g.,
• Forty: Ten, twenty, thirty, forty
• Fifty: Ten, twenty, thirty, forty, fifty
• Sixty: Ten, twenty, thirty, forty, fifty, sixty

This allows them the opportunity for more

practice. Do the same for them when counting
back.

Extend Textbook
Learners Page 6
extend the
key concepts Start a class discussion on the Maths @ Work on
learnt through Page 6. Explain to learners that a hundred years
discussion is also known as a century. Allow learners 1
and activities. minute to discuss quickly with their partner where
they have seen and used the word century.

Explain that a person who lives to 100 years old

is a centenarian.

Ask the following guiding questions to help

learners relate to the idea of a hundred.

Ask:
• What are other things that may live to 100
years old? [Ans: Giant turtles, large
trees.]
• What other objects or things around you
can be described using 100? [Ans: The
number of days, examination score etc.] URL 1.2
Give learners 5 minutes to discuss the guiding
questions with their partners. Share the following
site with learners on the longest living animals
that they can find in the world today. (URL 1.2)

Invite a few learners to share their answers with

the class. You may round off this segment of
discussion by sharing several examples of things
that can relate to the use of 100.

URL 1.1: https://qrs.ly/7ie0n0e

URL 1.2: https://qrs.ly/73e0n28

© 2023 Alston Education Pte Ltd 15

Grade 2 Chapter 1 Numbers to 100

Evaluate Textbook
Learners Page 6
make
conclusions
about what
: We are going to practise how to count and
they have
write down the numeral and word in the spaces
learnt so far.
provided for us on page 6 of the textbook.

Ask:
• How many apples are there in 1 basket?
[Ans: 10.]
• How do you think we can quickly count
the total number of apples? [Ans: Count
on in tens first: 10, 20, 30. Then, count on
in ones: 31, 32, 33.]

Model the question by guiding the learners to

count in tens together for the basket of 10 apples
followed by the counting in ones for the 3 apples.

Get learners to write down the answers in the

space provided in the book, 33 and spell out
thirty-three.

For further practice, assign Worksheet 1 in the

workbook to be completed as homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or neutral
face of Coco at the end of each worksheet.

16 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

Lesson 3: Counting in groups

Lesson Objectives:

• Count on and count back in twos, fives and tens

• Complete number patterns

Success Criteria:

• Learners can count on and count back in twos, fives and tens
• Learners can complete number patterns

Keywords for this lesson:

estimate, twos, fives

Prior Knowledge:

• Count from 0 to 100

• Read and write numerals and number words from 0 to 100

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Counting in groups Textbook
Learners Pages 6 - 7
carry out
hands-on
activities to
: Vera has a big jar of sweets. As she is
find out more
about unsure of how to count her sweets, let us find
estimation different ways that we can help her with that!
and counting Big jars of 60
in groups. Get learners to work in pairs. Give each pair a big sweets each
jar of 60 sweets. If there are insufficient sweets,
use counters and cubes to replace the sweets.
Explain to learners that this jar of sweets has the
same number of sweets as the jar of sweets that
Vera is holding.

Get learners to recall what they remember about

what it means to “estimate”. Write on the board
the word “estimate”. Explain to learners that to
estimate is to make a reasonable guess based on
what they see in the jar of sweets.

Guide learners to look at their jars and estimate

the number of sweets as a pair.
Characterising
Ask:
• Can you use the size of your hand to Convincing
make an estimate? How? [Ans: I can
count how many sweets I can grab at one
time in one handful. Based on the
number of sweets my hand can hold, I
can estimate the number of sweets in the
jar.]

© 2023 Alston Education Pte Ltd 17

Grade 2 Chapter 1 Numbers to 100

• How else can you make an estimate?

Can we make use of groups of ten? [Ans:
I might be able to group the sweets
mentally into groups of ten. Then, I can
estimate how many groups of ten there
are.]

Guide learners to look at Vera’s jar of sweets on

Page 2 of the textbook. Characterising

Convincing
Ask:
• What are some things in the school
canteen that can help us estimate the
number of sweets in Vera’s jar? [Ans:
The jar of blue sweets and the jar of
orange sweets. There are 100 sweets in
a full jar.]
• Is Vera’s jar full? Do you think there are
100 sweets in Vera’s jar? [Ans: No.
There is still some space above the
sweets in the jar Vera is holding.]
• What will be a good estimate of the
number of sweets in Vera’s jar? [Ans:
Around 60 to 70 sweets.]

Give learners 5 minutes to discuss these

questions with their partners.

Learners should then write down their individual

estimates on Page 7 of the textbook under “My
estimate”.

Select a few learners to say out their estimates

and ask the rest of the class if they find the
estimate reasonable. [A reasonable estimate will
be about 60 to 70 sweets in Vera’s jar.]

As an estimate is not meant to get an exact

answer, give credit and encouragement to
learners who make an effort to justify their Specialising
estimate even if it is way off.

Activity:
In pairs, ask learners to pour the sweets out of the
jar and practise counting the number of sweets,
by first counting in ones. Take turns between
themselves as one learner counts and the other
observes before switching roles.

Encourage learners to count aloud as they touch

each sweet to count in ones while the partner
observes and ensures that the counting is done
correctly.

Observe the class to see what learners do with

their objects as they are counting and ask
learners to write down their answers for Question
2a.

18 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

After learners are confident to count in ones, get

them ready to count in twos.

Ask:
• How can you arrange the sweets or
counters to count more quickly? [Ans:
Arrange the sweets in groups of 2, 5 or
10.]

: We are going to count the jar of sweets in

twos this time. Are you ready?

Get learners to look at how Vera is counting in

twos on Page 7 of the textbook.

Ask:
• How is Vera arranging the sweets as she
is counting? [Ans: She is placing the
sweets in groups of 2.]
• What do you notice about the numbers
that Vera is saying as she is counting?
[Ans: She is counting in twos. The
numbers are even numbers.]
• Do you think it will be faster to count in
twos compared to counting in ones?
Why? [Ans: It may be faster to count in
twos as there are fewer numbers we
have to say out.]

As learners carry out the counting in twos, get the

partners to listen and observe that the counting in
twos is done correctly. Get learners to write down
their answers for Question 2b after they have
completed the counting.

Explain to learners what they have just done is to

count in groups of two or in twos.

Invite learners to proceed with the same

technique for counting in fives and to write down
their answers for Question 2(c).

Ask:
• How should we arrange the sweets as we
count in fives? [Ans: Place 5 sweets in a
group as we count in fives.]
• What do you say out as you are counting
in fives? [Ans: 5, 10, 15, 20…]
• Do you think it will be faster to count in
fives compared to counting in twos?
[Ans: It may be faster to count in fives
compared to counting in twos as we will
need to say out even fewer numbers.]

Recap with learners on how to count in tens,

which they have done in the previous lesson. Get

© 2023 Alston Education Pte Ltd 19

Grade 2 Chapter 1 Numbers to 100

learners to arrange the sweets in tens to get

ready to count in tens. Invite learners to count in
tens as a class. Then, get learners to write down
their answers for Question 2d.

Ask:
• Which is the best way to count? [Ans:
Group the sweets in twos, fives or tens.
There is no one correct answer.
Learners’ preference may vary,
depending on which way they are most
comfortable with at this Grade.]
• Which way is the fastest? Why? [Ans:
Count in tens as we there are only 3
groups to count. Some learners may find
that counting in twos or fives is faster and
may lead to less errors. Learners may
also find that they are counting in twos to
make ten, before they count in tens.]
• What observations could be observed in
the total number of sweets counted?
[Ans: The total is always the same.]

Give learners 5 minutes to discuss the guiding

questions above. Learners should share with
their partners their thoughts on the counting
exercise.

Lead learners to understand that there are

various ways of counting to arrive at the same
answer. Learners may also discover that they
may be counting in twos or fives to form 10,
before they count on in tens.

Extend
Learners
extend the
key concepts
: While there is no best method of counting,
learnt through
there are many ways to count the number of
discussion
sweets in our jars!
and activities.
Get learners to share with their partners other
possible ways of counting the number of sweets
in the jar.

Select learners to share their thoughts on any

other possibilities that they could think of to count
the number of sweets.

Ask:
• Are there other ways that we could group
the sweets? [Ans: We can group in
threes or fours as well. Learners may
also choose to group some sweets in
tens and some sweets in fives. Other
combinations of groups should also be
accepted, as long as learners can
account for all the sweets.]

20 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

• How can we organize the sweets as we

count? [Ans: We can place the sweets
into smaller boxes as we count. We have
to make sure the groups are clearly
separated.]
• Is there any pattern observed in the
sweets as the counting takes place?
[Ans: We are always counting in groups.]

Help learners to understand that they can count

easily as long as they account for the sweets in
an orderly manner in a consistent pattern.

Explore Get learners to explore more methods of counting Textbook

Learners by first taking out seven sweets. Page 8
carry out
hands-on Big jars of 60
activities to : We shall now take out 7 sweets from the jar sweets each
find out more first. Then, we will continue to count in twos from
about there. Observe what Cyrus is saying as he counts
counting in in twos.
groups. This
time, they
Activity:
start from a
Using the same jar, each pair will take turns to
positive
count and observe before switching roles.
number
instead of 0.
Ask:
• What number should I start counting from Conjecturing
after taking out 7 sweets? [Ans: Start
counting from 7.]
• What is two more than 7? [Ans: 9.]
• Why do you think we need to learn to
count in this way? [Ans: Sometimes, we
may have already counted a certain
number of sweets and we want to count
on to find the total. Instead of starting
again from zero, we can count on from
that number. This will make our counting
faster.]

As learners carry out their counting, go around

and observe that learners have separated the first
7 sweets before continuing to count in twos from
7. Listen out carefully as learners count in twos
from 7. They should only be saying out odd
numbers.

Ask:
• What is 2 more than 7? [Ans: 9.]
• What is 2 more than 9? [Ans: 11.]
• What is 2 more than 57? [Ans: 59.]
• What happens when there are less than
2 sweets remaining to count? [Ans: We
can still count on in ones.]

After each pair of learners have completed their

counting, allow learners to write down the number
of sweets counted for Question 3(a).

© 2023 Alston Education Pte Ltd 21

Grade 2 Chapter 1 Numbers to 100

: We shall now put all the sweets back and

take out 7 sweets again from the jar. Then, we will
count in fives this time.
Generalising
Similarly, as learners carry out their counting, go
around and observe that learners have separated
the first 7 sweets before continuing to count in
fives from 7. Listen out carefully as learners count
in fives.

Ask:
• What is 5 more than 7? [Ans: 12.]
• What is 5 more than 12? [Ans: 17.]
• What is 5 more than 52? [Ans: 57.]
• What happens when there are less than
5 sweets remaining to count? [Ans: We
can still count on in ones.]

After each pair of learners have completed their

counting, allow learners to write down the number
of sweets counted for Question 3(b).

Conjecturing
Ask:
• Does the total number of sweet in the jar
change? [Ans: No.]
Generalising
• Why do you think it is important for us to
know how to count from a number like
seven? [Ans: When we already counted
some sweets at the beginning, we can
continue to count on from that number.
This will make our counting faster! When
we count on from 7, the numbers are
different from when we count on from 0!]
• What are the advantages of knowing
many ways to count? [Ans: By knowing
many ways, we can decide which way is
the fastest to count in that situation.]

Explain Take out some link cubes and place them on the Textbook
Learners table in front of the class for demonstration. Page 8
learn key
concepts
through : We shall first place ten cubes together to
activities, form 10.
discussions
and teacher’s Take 10 cubes and put them together. Invite
explanations learners to count along to ensure that there are
ten cubes in a set of 10.

Without counting again, put another 10 cubes

together and show learners another set of 10.

Ask:
• Without counting again, how do we know
that this is another set of 10? [Ans: The

22 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

second set of 10 cubes has the same

length as the first set.]
• How many sets of tens do we have now?
[Ans: 2 sets of 10.]

Continue by adding now one cube at a time

separately and get learners to count along in
ones from 20. You may wish to stop at 25.

Direct learners to Page 8 of the textbook and

observe what Cyrus and Tim are doing to count
the sweets on the table.

: Cyrus and Tim have some sweets on a

table. Let us find out how we can count the total
number of sweets! Look at how Cyrus and Tim
separate their sweets to count.

Demonstrate using the link cubes by separating

10 cubes before putting one cube at a time to
represent 1 sweet. Get learners to count along in
ones from 10 up to 19.

Ask:
• Instead of counting in ones from 10, can
you think of how else we can count on
from 10? [Ans: We can also count on in
twos and ones. 12, 14, 16, 18, 19!]
• Is there only one way we can count to
19? Which way do you like more? [Ans:
There are many ways to do so! We can
even count on in fives from 10. 10, 15,
16, 17, 18, 19! It is probably faster for me
to count on in twos from 10! Learners
may also explain a way that they like the
most. As long as they can justify that their
way allows them to count faster, they can
be encouraged to use their own way.]

Allow learners 3 minutes to share their answers

with their partners.

Separate the same 19 cubes. Take 5 cubes and

put them together. Invite learners to count along
to ensure that there are five cubes in a set of 5.

Without counting again, put another 5 cubes

together and show learners another set of 5. Get
learners to discuss with their partners how they
know this is a set of 5. Repeat to form 3 sets of
five cubes.

Ask:
• How should we count in fives? [Ans: 5,
10, 15…]
• When do we stop counting in fives? [Ans:
When we cannot form any more fives.]

© 2023 Alston Education Pte Ltd 23

Grade 2 Chapter 1 Numbers to 100

• After we stop counting in fives, what do

we continue counting in? [Ans: Continue
counting in ones/twos.]

Count along with learners the remaining 4 cubes

to make up 19. (e.g., 16, 17, 18, 19)

Evaluate
Learners
make
conclusions For further practice, assign Worksheet 2 in the
about what workbook to be completed as homework.
they have Learners can consolidate this segment of the
learnt so far. discussion as they count in groups.

To help them gauge their understanding, ask

learners to shade either the happy, sad or neutral
face of Coco at the end of each worksheet.

Explain Number patterns Textbook

Learners Pages 9 - 10
learn key
concepts
through Recap with learners what they have learnt in
activities, Grade 1 on number patterns.
discussions
and teacher’s
: Let us recall how we complete number
explanations.
patterns using the drawing of the counters to
guide us.

Place 3 counters on the table to be shown on the

visualizer, according to the arrangement on Page
9 of the textbook.

Invite one learner to the visualizer to place the

counters according to the pattern. Add 2 counters
each time to see how the pattern unfolds.

Ask:
• How many more counters should I add to
get 5? [Ans: 2 more counters.] Conjecturing
• How many more counters should I add to
5 to get the next number? [Ans: 2 more Generalising
counters.]
• How many more counters should I add to
7 to get to the next number? [Ans: 2 more
counters.]
• What is the number of counters in the
missing box? [Ans: 9 counters.]

Get learners to raise up their hand to share their

observations on the spot to check for
understanding.

Learners should draw in the pattern and fill in the

blank in their textbooks.

24 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

: Let us now look at a number line to help us

complete a number pattern!

Instruct learners to pay attention to the numbers

on the number line as well as the arrows that are
used to count on and back.

Draw a number line on the board to help learners

check and verify their counting on and back in
twos on the number line.

Ask learners to observe the red arrows that show

the counting on in twos. Then, count out loud
together with learners and instruct them to use
their fingers to trace along the arrows as the
numbers are being read out.

Get learners to fill in the answers on Page 9 of the

textbook. The answers should read 22, 24, 26,
28, 30.

Ask: What do you notice about the numbers

on the number line? What kind of numbers are
they? [Ans: They are all even numbers! We are
counting on in twos from an even number. So, all
the numbers will be even.]

Invite learners to discuss the above question

posed by Coco. Then, select some learners to
share their answers. They should be able to
identify that since they are counting in twos from
an even number, the numbers will always be
even.

Similarly, for counting back, instruct learners to Generalising

observe the blue arrows and count out loud with
learners as they use their fingers to trace along
the arrows.

Get learners to fill in the answers on Page 10 of

the textbook. The answers should read 36, 34,
32, 30, 28.

Differentiated instruction:
For struggling learners, they can refer to the extra
marking between 2 numbers. They should fill in
the missing numbers on the number line to see
how we are skip counting in twos. Explain to
these learners that when we skip one number
when we count, we are counting in twos.

For confident learners, they can also be

challenged by counting on beyond 36 and
counting back beyond 20. They can choose to
extend the number line to include more numbers.

© 2023 Alston Education Pte Ltd 25

Grade 2 Chapter 1 Numbers to 100

: Now, let us try counting in fives using the

number line. Let us also observe how using the
number line is similar to counting in groups. They
are both number patterns!

Ask learners to observe the red arrows that show

the counting on in fives. Then, count out loud
together with learners and instruct them to use
their fingers to trace along the arrows as the
numbers are being read out. Similarly, for
counting back, ask learners to refer to the blue
arrows as they count back in fives using their
fingers to trace along the arrows while reading out
loud.

Learners should fill in Ada’s speech bubble of

counting in groups of five.

Get learners to also fill in the answers for the

number patterns. The answers should read 50,
55, 60, 65, 70 and 55, 50, 45, 40, 35 respectively.

Differentiated instruction:
Struggling learners should refer to the extra
markings between 2 numbers. They should fill in
the missing numbers on the number line to see
how we are skip counting in fives. Explain to
these learners that when we skip these numbers
when we count, we are counting in fives.

For confident learners, they can also be

challenged by counting on beyond 70 and
counting back beyond 30. They can choose to
extend the number line to include more numbers.

: Using a number line, we can also compare

numbers to see which is the greater and smaller
number!

Ask:
• How can we tell which number is greater
on the number line? [Ans: Numbers on
the right are larger than the numbers on
the left.]
• How can we tell how much larger one
number is compared to another on the
number line? [Ans: Check how far apart
the numbers are from each other. We
can count on or count back to find out!]

Using the guiding questions, ask learners to fill in

the answers to Ada’s questions on the use of
number line for comparison.

Lead learners to conclude that they could use the

number line to count on or count back to make
comparisons. To find out which number is 5 more

26 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

than 55, we can count on in fives from 55. To find

out which number is 5 less than 40, we can count
back in fives from 40.

Then, get learners to fill in Ada’s 2nd speech

bubbles. The answers should read 60 is 5 more URL 1.3
than 55 and 35 is 5 less than 40 respectively.

Play a video (URL 1.3) in class to help learners

familiarise learners with skip counting in twos,
fives and tens.

Evaluate Textbook
Learners Page 10
make
conclusions
about what
: We are going to work out the number pattern
they have
together for the 1st question.
learnt so far.
Guide learners to look at the numbers on the
number line and pay attention to the helping
arrows on the number line.

Ask:
• (Tracing the arrow from 60 to 70) How
many more than 60 is 70? [Ans: 10
more.]
• (Tracing the arrow from 60 to 50) How
many less than 60 is 50? [Ans: 10 less.]
• So, how are we counting in this number
pattern? [Ans: We are counting in groups
of 10.]

Allow learners to fill in the answers to Questions

1(a) and 1(b). Invite learners to share their
answers as they use the number line to help them
get the answers. Learners should share if they
are counting on or counting back in each of the
questions.

Give learners 5 minutes to finish the remaining

questions.

For further practice, assign Worksheet 3 in the

workbook to be completed as homework by the
next lesson.

To help them gauge their understanding, ask

learners to shade either the happy, sad or neutral
face of Coco at the end of each worksheet.

URL 1.3: https://qrs.ly/8ge0sko

© 2023 Alston Education Pte Ltd 27

Grade 2 Chapter 1 Numbers to 100

Lesson 4: Place values

Lesson Objectives:

• Recognise the value of each digit in 2-digit numbers

Success Criteria:

• Learners can recognise the value of each digit in 2-digit numbers

Keywords for this lesson:

place value, digit, tens place, ones place

Prior Knowledge:

• Count from 0 to 100 in ones, twos, fives and tens

• Read and write numerals and number words from 0 to 100

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Place values Textbook
Learners Page 11
carry out
hands-on
activities to
: Cyrus and Tim have decided to buy more
find out more
sweets for their class party as there are not
about place
enough sweets for everyone. Let us find out how
values in 2-
digit numbers. many sweets they bought! Are you ready?

Help learners to think about ways of counting

based on earlier lessons. Lead learners to identify
which method might be the easiest.

: We have already seen how grouping can

help us to count the sweets easily. Let us take a
moment now to look at some of the ways that we
have discussed and compare the methods.

Get learners to share with their partners possible

ways of counting the sweets to see which way is
easier to count and why.

Ask:
• How did we count the number of sweets
in the jar in the previous lesson? [Ans:
Group the sweets before counting.] Conjecturing
• How many sweets could we place in
each group? [Ans: Groups of 2, 5 or 10.]
• How could we group the sweets if they
are spread out? [Ans: Arrange and group

28 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

the sweets or draw circles around the

sweets to be grouped.]
• What makes the method of counting
easier? [Ans: When we can arrange the
sweets in an orderly manner.] Critiquing

Get learners to look at the sweets laid out in the

picture on Page 11 of the textbook and share with
their partners their method of counting the
sweets.

Invite a few learners to share with the rest of their

classmates how they would count the sweets.

: We shall now circle the sweets in the picture

together. Take out your pencils and we will circle
10 sweets. Make sure you check that exactly 10
sweets are circled.

Show on the visualizer by drawing a circle around

10 sweets in the picture. Count together with
learners to ensure that exactly 10 sweets are
grouped.

Ask:
• By circling 10 sweets, what are we doing
to count the sweets? [Ans: Counting in
groups of 10.] Conjecturing
• How many groups of 10 can we circle?
[Ans: 1 more group of 10. Then, we will
no longer have enough sweets to form
another group of 10.]
• Now that we have 2 groups of 10, how
can we count the remaining sweets?
[Ans: Count on in ones/twos.]
• How many sweets did the children buy?
[Ans: 25.]

Distribute link cubes and a place value chart

(Handout 1b) to learners. Get learners to use Place value
each cube to represent a sweet. Then, they chart
should discuss with their partners how they would (Handout
place them into the place value chart. 1b)

Ask:
• What do you see in the chart? [Ans: A
table labelled tens and ones.]
• How many ones form a ten? [Ans: 10
ones.]
• How many sets of 10 cubes can we form
here? [Ans: 2 sets of 10.]
• Where do you think these 2 sets of 10
cubes should be placed in the chart?
[Ans: In the tens column.]
• How many cubes are remaining? [Ans: 5 Convincing
cubes.]

© 2023 Alston Education Pte Ltd 29

Grade 2 Chapter 1 Numbers to 100

• Where do you think these 5 cubes should

be placed in the chart? [Ans: In the ones
column.]

Invite learners to use the link cubes to help them

see that every time 10 cubes are being grouped
together, they can combine them together and
put them into the tens place.

They should be able to see that a total of 2 sets

of 10 sweets and 5 individual sweets can be
formed.

Help learners to understand that they could make

their counting easier when the groups are clear
and easily recognized. In addition, if there are
fewer groups formed, it also reduces the amount
of counting required.

Next, help learners map the idea of the circling of

sweets to the place value chart on Page 11.

Get learners to look at the circles drawn to count

the sweets again.

Ask:
• How many circles do you see in the
picture? [Ans: There are 2 circles.]
• How many sweets are not in a circle?
[Ans: 5 sweets.]

Guide learners to see that the 2 circles represent

the 2 tens and the 5 sweets that are not circled
represent the ones in the place value chart.

Ask learners to draw the squares in the chart to

indicate the number of tens and ones as
discussed. The squares they draw should match
the link cubes they have placed in their place
value charts.

Learners should then conclude that Cyrus has 25

sweets.

Explain Textbook
Learners : We have now seen that we could count the Page 12
learn key sweets by using groups of tens very easily.
concepts
through Demonstrate on the visualizer by showing Place value
activities, learners the cubes and the place value chart this chart
discussions time. Explain to learners that this chart is called (Handout
and teacher’s the “Place value chart”, as it is a chart that tells us 1b)
explanations. the value of each digit in the number. Each digit
also has its own place in the number.

Add 1 cube at a time to the ones place of the

place value chart. When 10 cubes are counted,
move the cubes to the tens place. Add the 5
remaining individual cubes to the ones place.

30 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

Explain to learners that the 2 groups of tens form

the tens in the place value chart, while the 5
cubes that are placed separately in ones form the
ones in the place value chart.

Ask:
• What do you see under the “Tens”
column? [Ans: There are 2 groups of 10
cubes.]
• What do you see under the “Ones”
column? [Ans: There are 5 cubes.]
• What is the number written below the
“Tens” column? [Ans: 2.]
• What is the number written below the
“Ones” column? [Ans: 5.]

: A place value chart helps us to organize the

number into tens and ones which makes it easier
for us to count the number.

Get learners to say along with you that 2 tens and

5 ones make 25.

Activity:
Get learners to work in pairs. Distribute some
counters and number cards (Handout 1c) to each
pair. Number
cards
(Handout
: Let us start by forming a group of 10 1c)
counters first. Then, add 1 counter separately.

Ask:
• How many groups of 10 have we
formed? [Ans: 1 group of 10.]
• How many ones are there? [Ans: 1.]
• So, how many tens and ones are there?
[Ans: 1 ten and 1 one.]

Using the number cards, take out the number

card 10 and 1, and place them side by side. Show
them to the entire class on the board. Next, place
the “1” card over the “0” of the “10” card such that
it reads “11”.

: We see that when we put a 10 and a 1

together, we form 11.

In their pairs, learners should take turns showing

numbers using counters and forming the
numbers using the number cards. Learners
should practice covering the “0” with the single
digit card. Give learners 5 minutes to try.

© 2023 Alston Education Pte Ltd 31

Grade 2 Chapter 1 Numbers to 100

Get some pairs to present their understanding of

the method of forming the number using tens and
ones.

Explain to learners that the counters counted in

ones represent the ones place. The counters that
are grouped in tens represent the tens place.

Referring learners to the place value chart on

Page 12 of the textbook, emphasise to learners
that the digit 2 is in the tens place. So, 2 tens
stand for 20. The digit 5 is in the ones place. So,
5 ones stand for 5.

Write the number 25 on the whiteboard. Explain

to learners that 25 is a 2-digit number, with the
digits 2 and 5. Learners should be clear that the
position of each digit is important. Ask learners if
the number 52 will be the same as the number
25. Learners should conclude that the digits are
in different positions and so they will have
different place values.

Differentiated instruction:
For learners who struggle with the understanding
of the place values, they should write down the
values before writing the digits. For example, they
should write out “20” and “5”, before writing the
digits “2” and “5”. Get them to practise saying out
the number several times for familiarity with the
place values.

Activity (optional):
Ask learners to take out their mini whiteboards
and draw out the place value chart with the
columns “Tens” and “Ones”.
Mini
Show the cube links on the visualiser to display whiteboards
the number of tens and the number of ones for
learners to fill in on their individual mini-
whiteboards.

Learners will then raise up their mini whiteboards

for you to verify if the answers written are correct.

Alternatively, you may choose to give out the

cube link sets to learners to work on the activity
with their partners.

Evaluate Textbook
Learners Page 13
make
conclusions
: We are going to practise writing the digits in
about what
the place value chart.
they have
learnt so far.
Guide learners to count along in tens and ones to
fill in the numbers in the place value chart with 7
tens and 8 ones.

32 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Numbers to 100

Instruct learners to attempt the remaining

questions on Page 13 individually.

You may wish to go around to check and assist

learners who are having difficulties answering.

Differentiated instruction:
For question 2, encourage struggling learners to
draw out the place value chart and use squares
to represent the number. You may also wish to
provide a place value chart (Handout 1b) to them
to show the number. They can then make use of
the place value chart to answer the questions.

For further practice, assign Worksheet 4 in the

workbook to be completed in class. Go through
the answers when learners are done.

To help them gauge their understanding, ask

learners to shade either the happy, sad or neutral
face of Coco at the end of each worksheet.

Evaluate To recap with learners what they have learnt in Textbook

Learners this chapter, go through the Word Wall on Page Page 14
make 14 with them.
conclusions
about what
they have : In this chapter, we have learnt how to
learnt so far. identify, read, write numbers and their number
words from 0 to 100. We have also learnt how to
count on and count back in groups of twos, fives
and tens. Finally, we have learnt how to use the
place values chart to show 2-digit numbers. Let
us see how much we understood from this
chapter! Are you ready?

Give learners some time to individually look at the

questions on the reflection page.

You may ask these guiding questions to help

learners make their conclusions about Question
1:
• What is the number of apples in each bag on
the table?
• How many apples are not in the bag?
• How many tens are there?
• How many ones are there?
• Can you write the number on a place value
chart? Draw squares to show.
• Did Cyrus and Vera write the same numbers?
What is similar and different about them?

You may ask these guiding questions to help

learners make their conclusions about Question
2:

© 2023 Alston Education Pte Ltd 33

Grade 2 Chapter 1 Numbers to 100

• How many muffins are there in each box that

Cyrus is holding?
• How should we count on to find the total
number of muffins?
• How many biscuits are there in each box that
Tim is holding?
• How should we count on to find the total
number of biscuits?
• How many children are there in the class?
Are there enough muffins and biscuits?
• Can you count on or count back to find out
how many more muffins and biscuits are
needed? You may wish to use a number line
to help you.

Evaluate Workbook
Learners Pages 9 - 12
make
conclusions Assign learners Consolidation worksheet and
about what You have a mission! to be done in class or at
they have home.
learnt so far.

34 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Printables

Reflection for teachers

Answer the questions below to reflect on your lesson.

What did the learners learn today?

Were the learning objectives and success criteria realistic?
Were there any misconceptions?

What was the learning atmosphere like? Circle.

Learners love the Learners are Learners find the Learners are Learners are
lesson interested lesson boring confused struggling with
the concepts

What two things went really well? What two things would have improved the
lesson?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What will I teach next based on the learners’ understanding of this lesson?

© 2023 Alston Education Pte Ltd 35

Grade 2 Chapter 1 Printables

Handout 1a: Ten-frames templates

36 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Printables

Handout 1b: Place value chart

Tens Ones

© 2023 Alston Education Pte Ltd 37

Grade 2 Chapter 1 Printables

Handout 1c: Number cards

1

3
2

6
5
4

9
8
7

20
10

30

38 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 1 Printables

40

50

60
70

80

90
100

© 2023 Alston Education Pte Ltd 39

Grade 2 Chapter 1 Printables

Handout 1d: Exit ticket templates

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

40 © 2023 Alston Education Pte Ltd

BLANK
 Grade 2 Chapter 2 Shapes and Solis

PBL Scenario:
The children are making art pieces during art class. Their teacher

1
will only display art pieces that are balanced on both sides, where
two halves will match when folded in the middle. The children are
unsure on how to complete their art pieces to get them displayed.
They will need to learn more about shapes and solids to find out!

Lesson 1:

2
As the children are using shape cut-outs to create their art
pieces, they need to learn about the properties and
characteristics of different polygons. This will help them
decide which polygons to use to complete their art pieces.

Lesson 2:

3
A circle is also one of the shape cut-outs that the children
need to complete their art pieces. They will need to learn
some special features of the circle to help them decide where
to place the circle cut-outs.

Checkpoint:

4
A conclusion can now be formed on the properties and
characteristics of different shapes. This will help them
better understand and find the missing shapes in their art
pieces.

Lesson 3:

5
The children are required to recognize the different shapes
that are present in solids. To do that, they need to identify
the shapes that they’ve previously learned about which are
present in different solids.

Checkpoint:

6 A conclusion can now be formed about the different

shapes that are present in solids as flat faces. This will
help them identify the different faces that form the
solids that they need.

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 Grade 2 Chapter 2 Shapes and Solids

Lesson 4:

7
In order to form a balanced art piece, the children need to learn
about the line of symmetry. This will help them find the shape
cut-outs to use to complete the art piece, so that its two halves
match when folded in the middle.

Checkpoint:

8
More conclusions can now be formed about the line of
symmetry in the children’s art pieces. They will now be
able to find the missing shapes that will balance their art
pieces, so that they will be displayed.

9
Lesson 5:
In this final lesson, the children wrap up their learning by
understanding how the shapes and solids could be used to
form patterns to make their lesson more interesting.

Checkpoint:

10
More conclusions can be formed about the shapes and
solid patterns to enhance their lesson experience in class.
They can now form beautiful patterns that comprise of
shapes and solids in different orientations.

0
Making conclusions:

11
The children have learnt more about the properties of shapes
and solids. They want to summarise what they have learnt in
the reflection report, as this will help them build their spatial
visualisation skills as they progress to learn more about
shapes and solids.

© 2023 Alston Education Pte Ltd 43

Grade 2 Chapter 2 Shapes and Solids

Scheme of Work (SOW)

Teaching
Lesson Learning Indicators Resources
Duration
Page 16, 17: 2 hours

Please
allocate an
additional
Identify, describe, sketch and sort Mini whiteboards 30 minutes
1
shapes to go
through the
worksheets
in the
workbook.

Page 20: 1 hour 30

mins
Mini whiteboards string,
scissors, pencil, thumbtack, Please
a piece of paper, square tile allocate an
additional
2 Describe a circle and its centre 30 minutes
to go
through the
worksheets
in the
workbook.

Page 22: 3 hours

Solid blocks, stick notes, Please

marker, Mini whiteboards allocate an
additional
Identify, describe, sketch and sort 30 minutes
3
solids to go
through the
worksheets
in the
workbook.

44 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Shapes and Solids

Teaching
Lesson Learning Indicators Resources
Duration
Page 28: 2 hours 30
mins

Please
allocate an
Identify and draw lines of symmetry additional
4 on shapes and in patternsSketch 30 minutes
shapes in a mirror line to go
through the
worksheets
in the
workbook.

Page 32: 1 hour 30

mins

Please
allocate an
Mini whiteboards additional
5 Complete shape and solid patterns 30 minutes
to go
through the
worksheets
in the
workbook.

Total Time: 13 hours 0 minutes

Helpful resources:

qrs.ly/eceffs6 - Online resource: Identifying various 3D polygon names and properties

qrs.ly/7weffsf – Online resource: Naming and distinguishing between 2D and 3D shapes
qrs.ly/95effsk - Online resource: Game to identify and name shapes
qrs.ly/i3effsm - Sorting shapes using a Carroll Diagram

© 2023 Alston Education Pte Ltd 45

Grade 2 Chapter 2 Shapes and Solids

Lesson 1: Shapes

Lesson Objectives:

• Identify, describe, sketch and sort shapes

Success Criteria:

• Learners can identify, describe, sketch and sort shapes

Keywords for this lesson:

polygons, vertex, vertices, opposite sides, heptagon, octagon

Prior Knowledge:

• Name, describe and sort shapes by their sides and corners

• Describe how shapes look like when they are rotated
• Tell the difference between shapes and solids

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Engage PBL opener Textbook
Learners Direct learners’ attention to the scenario on Page 15
play an page 15 of the textbook and elicit responses
active role in on what the children might be engaged in.
identifying
and solving Learners are encouraged to make sense of
the problem. what the children are saying as they try to
find suitable shape cut-outs to complete
their art pieces. The children have to ensure
that their art pieces are balanced on both
sides.

: Let us observe the scenario given to us

on page 15. Describe what you see.

Give learners 10 minutes to discuss in pairs

and tell each other their observations.

Ask:
• Where are the children at? How do
you know? [Ans: They are in the
classroom at art class. There are

46 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Shapes and Solids

tables and chairs and the children are

creating art pieces.]
• What is happening in the picture?
[Ans: They are making art pieces in
their art class.]
• How do you think the children are
generally feeling? [Ans: Vera looks a
little lost and Cyrus is trying to
explain what they need to do. Ada
looks quite worried and quite
suspicious of whether Tim’s
suggestion is going to work. Tim
looks quite confident that his
suggestion will work.]
• Why might they be feeling that way?
[Ans: They are feeling unsure and
lost.]
• What are some of your observations
about their artwork based on the
diagram in the textbook? [Ans: They
are constructing artwork based on
cut-out shapes.]
• What are some possible problems
that the children might be facing?
[Ans: They are unsure about how
exactly to go about completing their
work.]
• What does it mean to have both sides
to match each other? [Ans: The two
sides of the shapes must look exactly
the same when folded.]
• What are the shapes that you can
identify in the picture? [Ans:
Triangles, circle, rectangle, squares.]
• Do you agree with Tim, why or why
not? [Ans: No. He is holding a yellow
circle which is not found on either
side of the figure. So, it will not result
in a shape with two sides looking the
same when folded.]
• What shapes do Vera and Cyrus need
to finish their art piece? [Ans: They
need triangles of different colours to
make the figure symmetric.]

© 2023 Alston Education Pte Ltd 47

Grade 2 Chapter 2 Shapes and Solids

Observe learner’s responses to the above

questions. They should share their answers
until they have a clear understanding of what
the problem in the scenario is.

PBL conclusion

Learners should be able to identify that the

children are worried if their art work fits the
requirements of being balanced on both
sides. They will need to learn and find out
more about how to make their artwork
balanced. They should address the
following:
1) What the children are doing.
2) What the children need to do.
3) Understand and explain the feelings
of the children
4) Identify that the children want their
art pieces displayed.
5) To meet the requirements set by the
teacher.

: Let us now help the children to find out

how to complete their art pieces so that they
can be displayed by the teacher.

Read out the learning indicators in the yellow

sticky note to the learners, so they will have
an understanding of what they will learn in
this chapter.

Explore Shapes Textbook

Learners Pages 15 -
carry 16
out hands-on
activities to Direct learners to the 4 shape cut-outs and
find out guide them along to count the number of
more sides of each figure. After they have counted
about the number of sides, go through the corners
the of each shape and count along with them.
properties of
different Learners should count the following number
shapes. of sides and corners for the 4 shapes:
1) A Triangle has 3 sides and 3 corners
2) A Square has 4 sides and 4 corners

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 Grade 2 Chapter 2 Shapes and Solids

3) A Rectangle has 4 sides and 4

corners
4) A Circle has one side and no corners.

Conjecturing
: We are going to help Vera establish
some of the shapes that she has cut out with
Cyrus.

Direct learners’ attention to Shapes a – j that

Vera is looking at on page 16 and write out
the word “polygons” on the board.

Get learners to discuss with their partners if

they could recall the features of polygons as
per what Vera is asking and what was used
to describe the different polygons.

Ask:
• What do you notice about the number
of sides the shapes have? What are
their names? Specialising
[Ans:
o The polygons have a
minimum of 3 sides.
o A 3-sided shape is known as
a triangle.
o 4-sided figures are known as
quadrilaterals.
o 5-sided figures are known as
pentagons.
o 6-sided figures are known as
hexagons.
o 7-sided figures are known as
heptagons.
o 8-sided figures are known as
octagons.
o 9-sided figures are known as
nonagon, 10-sided figures are
known as decagon.]
• What can you also say about the
corners the shapes have? [Ans: The
number of sides are the same as the
number of corners of the polygon.]

© 2023 Alston Education Pte Ltd 49

Grade 2 Chapter 2 Shapes and Solids

Sing along the polygon song (URL 2.1) with URL 2.1
learners to help with the recap as well as to
identify the main key features of some
polygons.

Invite some learners to share what they have

identified about polygons. Then, explain to Convincing
learners that polygons are named based on
the number of sides the shape has and does
not include shapes with curves.

Activity:
: Let us now try to sort the shapes shown
on page 16. Shape cut-
outs
Divide learners into pairs. Distribute a set of (Handout
shape cut-outs (Handout 2a) consisting of 2a)
the different polygons shown on page 16.
Then, ask them to sort the polygons into the
table.

Ask:
• What is similar about D and J? [Ans:
They are both triangles/ have 3
sides.]
• What is similar about C and H? [Ans:
They are both rectangles/have 4
sides.]
• Using the features of the shapes
identified, how can we sort out the
remaining shapes? [Ans: We can sort
the remaining shapes based on the
number of sides of the figure.]

Using the guiding questions above, ask

learners to work with their partners to sort
the remaining shapes and give headings for
each sorted group.

As learners sort out the shapes given, go

round to check on their discussion and to see
if they are sorting the polygons by the
number of sides.

URL 2.1: qrs.ly/8kegbjb

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 Grade 2 Chapter 2 Shapes and Solids

Invite some pairs of learners to share with

the class their answers. Learners should
share the headings that they have written to
sort the polygons.

Learners should sort the polygons according

to the following:
a) Triangle/3 sides: D, J
b) Rectangle/4 sides: C, H
c) Pentagon/5 sides: A, F, I
d) Hexagon/6 sides: B
e) Octagon/8 sides: E, G

: We shall also find out what the missing

polygon is.

Get learners to check on the heading that

they have already set in their sorting of the
polygons.

Ask:
• Counting on from 3, can we find out
what is the number of sides that is
missing from the table? [Ans: 7
sides.]
• What are the characteristics of a 7-
sided polygon? [Ans: There are also 7
corners.]

Ask learners to draw the 7-sided polygon into

the space provided as well and describe it to
their partners.

Conclude this part of the investigation by

asking learners to share what they already
have learned about polygons. Ask them to
use everyday examples around them that
consist of the shapes they saw in the activity.

© 2023 Alston Education Pte Ltd 51

Grade 2 Chapter 2 Shapes and Solids

Explain Textbook
Learners : We shall now find out more about the Pages 17 -
learn key features and characteristics of different 18
concepts polygons.
through
activities, In the same pairs, get learners to take out the Shape cut-
discussions triangular cut-out (Handout 2a) and follow outs
and along with the teacher as the demonstration (Handout
teacher’s is taking place. 2a)
explanations
. Show the main features of the triangle by
asking learners to feel the side using their
finger. Next, demonstrate using fingers to
feel the corners of the triangle.

Ask:
• Describe of the side of the triangle
using the fingers? [Ans: It is smooth.]
• How many sides on the triangle are
smooth? [Ans: 3 sides.]
• How does it feel at the pointed part of
the triangle? [Ans: Pointed and
sharp.]
• How many pointed parts are there on
the triangle? [Ans: 3.]

Explain to learners that the smooth side is

also the straight side, while the point where
the two sides meet is known as the vertex. If
there are more than 1 vertex present in a
shape, they can be referred to as vertices.

Learners should then identify that there are 3

vertices in a triangle.

: Let us check out the 2 shapes A and B

to find some features that are the same and
some features which are different.

In pairs, get learners to identify the

similarities and differences they notice.

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 Grade 2 Chapter 2 Shapes and Solids

Ask:
• How many sides and vertices do they Characterising
have? [Ans: 3 each.]
• How about the colours of the 2
shapes? [Ans: A is yellow while B is
grey.]
• What shapes are Shape A and B?
[Ans: Triangle.]
• What does this tell you about
properties of a shape [Ans: The
properties of a shape remains the
same, regardless of its orientation.]

Get learners to discuss with their partners on

the above questions to identify some of the
characteristics of triangles that they could
describe. Then, share their answers with the
class.

: Having seen the properties of a triangle,

we will proceed to other polygons! Generalising

Have learners retrieve rectangular and

square shape cut-outs and feel the sides and
corners with their fingers. Show them that
opposite sides are the same by running
fingers along the top and bottom and both
sides. Have learners use their fingers to do
the same with their shape cut-outs.
Ask:
• What can you say about the sides?
[Ans: The sides are straight.]
• How many straight sides and vertices
do they have? [Ans: 4 straight sides
and 4 vertices.]
• What do you notice about the lengths
of each pair of opposite sides? [Ans:
They are the same.]
• Are all the 4 sides of the rectangle the
same? [Ans: No.]
• Are all the 4 sides of the square the
same? [Ans: Yes.]

Explain to learners that the opposite sides in

these polygons have the same length.
However, only the square has all 4 sides of

© 2023 Alston Education Pte Ltd 53

Grade 2 Chapter 2 Shapes and Solids

the same length, while the rectangle has 2

pairs of opposite sides with the same length.

Learners should conclude that there are 4

vertices in both square and rectangle. In
addition, the square has 4 sides that are of
the same length. The rectangle has 2 pairs of
opposite sides of the same length.

: We are now going to look at more

polygons that have sides of the same length.

Direct learners’ attention to the polygons as

shown on page 18. Then, invite learners to
count along with you the number of sides
each of the shapes has.

Moving from left to right, get learners to trace

with their fingers each side and count the
total number of sides identified. Work with
learners for the first 3 shapes and allow them
to work with their partners for the remaining
shapes.

Ask:
• What do we call a part of a shape
when two sides meet? [Ans: Two
sides meet at a vertex.]
• What do you notice about the number
of sides and the number of vertices?
[Ans: The number of sides are same
as the number of vertices.]
• Why is a circle not included as a
polygon? [Ans: It does not have any
straight sides.]

Give learners some time to use their fingers

to try out the tracing of all the remaining
shapes. Then, share with their partners what
they have found out and identified about the
sides and vertices as well.

Then, get learners to complete the table as

shown on page 18.

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 Grade 2 Chapter 2 Shapes and Solids

Differentiated instruction:
For struggling learners, allow them to
continue to feel the sides and corners of the
remaining polygons with their fingers.

For advanced learners, they may sketch their

own polygons. Then, allow them to exchange
with their fellow advanced learners to name
the polygons.

Go through the answers for the blanks with

learners to ensure that they have filled in the
answers correctly with understanding.

a) Name of polygon: Rectangle

Number of vertices: 4
b) Name of polygon: Pentagon
Number of straight sides: 5
c) Name of polygon: Hexagon
Number of straight sides: 6
d) Name of polygon: Heptagon
Number of vertices: 7
e) Name of polygon: Octagon
Number of straight sides: 8
Number of vertices: 8

Teacher may ask learners to try out the URL 2.2

polygon quiz (URL 2.2) .

Activity (Optional):
Engage learners in a memory card game
where learners place the cards face down.
Taking turns, each partner will flip over two
cards at a time. If the card has a shape card Shape
and a description card that matches it the cards and
learner can take the cards. Otherwise, close description
back the cards and the partner continues (Handout
flipping over another two cards. 2b)

URL 2.2: qrs.ly/yzegbjc

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Grade 2 Chapter 2 Shapes and Solids

Evaluate Textbook
Learners Page 19
make
conclusions
about what : Let us now practice an exercise on
they have counting and sketching shapes that we have
learnt so far. covered so far in this lesson.

Model out the answering of Question 1 to

identify the shapes and allow learners to
answer Questions 2a and 2b on their own.

Get learners to count the number of sides for

each of the shapes and write them in the
shape for easy identification.

Ask:
• How many sides does the triangle
have? [Ans: 3.]
• Based on the number of sides, which
of the shapes are not named in the
table yet? [Ans: Rectangle, Heptagon,
Octagon.]

Differentiated instruction:
For struggling learners, hand out the shape
cut-outs (Handout 2a) to them to feel and
Shape cut-
touch so that they can better link the features
outs
of the shapes to the diagrams of the shapes.
(Handout
Then, they could make use of the tiles to
2a)
sketch more accurately as well.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

1) Number of triangles: 2
Number of squares:3
Number of pentagon: 1
Number of hexagon: 2
Number of heptagon: 1
Number of octagon: 3
Number of circles: 2
Number of rectangles: 1
2) a) Sketch an Octagon

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 Grade 2 Chapter 2 Shapes and Solids

b) Sketch a rectangle

For further practice, get learners to attempt

Worksheet 1 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

© 2023 Alston Education Pte Ltd 57

Grade 2 Chapter 2 Shapes and Solids

Lesson 2: Circles

Lesson Objectives:

• Describe a circle and its centre

Success Criteria:

• Learners can describe a circle and its centre

Keywords for this lesson:

circle, centre

Prior Knowledge:

• Name and describe a circle as a shape with 1 curved side

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Circles Textbook
Learners Page 20
play an
active role in
identifying
and solving : Let us try to help Cyrus draw a certain URL 2.3
the problem. shape in our activity today.

Show the video (URL 2.3) of the drawing of a

circle using several ways. Then, in pairs, elicit
responses from learners on what they
observe from the video.

Ask:
• What did you notice about the way
that the shape is drawn? [Ans: It
starts/originates from a fixed point.]
• Did you notice anything about the two Conjecturing
ends of the object that is used to
draw the shape? [Ans: One end stays

URL 2.3: qrs.ly/lregbjj

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 Grade 2 Chapter 2 Shapes and Solids

in its position while the other end

goes round in a circle.]

Invite some learners to share what they have

observed. Learners should conclude from Generalising
the video that the shape is round and one
point must always be fixed as the other point
is drawn.

Activity:
Have learners gather necessary materials:
String
string, scissors, pencil, thumbtack, and a
piece of paper. Caution them to handle sharp
Scissors
objects carefully. Have learners follow steps
carefully:
Pencil
1) tie one end of the string to the pencil,
2) use a thumbtack to pin the other end of
Thumbtack
the string to the middle of paper,
3) use a pencil tied to string to draw an arc,
Paper
pulling the string tight as they do so. Assist
those who need help.

Differentiated instruction:
For advanced learners, give them different
length of string and get them to discuss with
each other what will happen to the circle that
they draw.

Ask:
• How is the drawing that you have just
done similar to what you saw in the
video? [Ans: They both begin from a
fixed point.]
• What is the shape known as? [Ans: A
circle.]

Learners should fill in the name of the shape

that they have drawn on page 20 of the
textbook.

Get learners to share their drawings with the

learner next to them and compare the shape
that they have drawn. Invite learners to share
what they observe about the shapes drawn.

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Grade 2 Chapter 2 Shapes and Solids

Learners may ask each other these

guiding questions:

• Are the shapes drawn the same? Characterising

[Ans: Yes. Both are circles.]
• Are the sizes of your circles the
same? [Ans: No.]
• Why do you think the size of the
circles are not the same? [Ans: The
length of the string used are not the
same.]

: We shall next move on to find out more

about the shape that you have drawn! Do we
all agree that we have drawn a circle?

Instruct learners working in pairs to label the

fixed position of the thumbtack as Point A
and tie a string to the thumbtack. Then, pull
one end of the string to the edge of the circle
and cut the string where it touches the edge
of the circle. Learners may help each other to
cut at the required point.

Ask learners to do a peer check with their

partners that they have cut the string
correctly. Teacher checks that learners have
made the cut correctly and helps those who
are having difficulties with the cutting.

Get learners to use their piece of string to

measure the lengths from Point A to another
3 points on the edge of the shape.

Ask:
• What do you notice about the
measurements of the 3 points using
the string? [Ans: They all measure the
same in length.]
• What can we say about the length
from point A to the 3 different points
of the circle? [Ans: The lengths from
Point A to the 3 different points of the
circle are all the same.]

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 Grade 2 Chapter 2 Shapes and Solids

• What do you think point A is? [Ans: It

is in the middle/centre of the circle.]
• How does your shape compare with
your friend’s shape drawn? [Ans: The
size of our circle might not be the
same, but we have drawn the same
shape.]

Allow learners some time to discuss and

share their answers to the questions with
their partners. Select some learners to share
their answers with the class.

Learners should conclude and write on page

20 that the length from the centre of the
circle to any point on its edge is the same.

Conclude this part of the investigation by

asking learners to share what they already
know about the shape drawn. Ask them to
use examples around them to show their
knowledge of circular objects.

Explain Direct learners’ attention to the circle on Textbook

Learners page 21 and compare with the circle that Page 21
learn key they have drawn in the activity in Let’s
concepts Investigate.
through
activities,
: Let us compare the circle that we have
discussions String
drawn with Cyrus’ circle.
and Scissors
teacher’s
Using the leftover string from the
explanations
investigative activity, take one end of the
.
string and place it Point A and cut out the
other part that touches the edge of the
circle. Learners may work together in pairs
to carry out the cutting.

Ask:
• What do you notice about the length
of the string as measured from point
A? [Ans: The length of the string from
A to any edge of the circle is the
same.]
• What can we say about the distance
between the point A and the edge of
the circle? [Ans: The distance

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Grade 2 Chapter 2 Shapes and Solids

between A and any edge of the circle

is the same.]

After the cut on the string is done, ask

learners to discuss with each other what is
unique about Point A in the circle.

Conclude with learners that the shape that

they have investigate is a circle. Point A is
the centre of the circle and the length drawn
from the centre of a circle to any point on its
edge is always the same.

Extend Textbook
Learners Page 21
extend the
key : We have learnt that the length from the
concepts centre of a circle to any point on its edge is
learnt the same. Let us see if Cyrus’ statement on a
through square is correct.
discussion
and
activities. Activity:
Hand out square shape tiles to learners
individually. Then, ask them to draw diagonal
lines from one corner of the square to the
opposite corner, creating 2 diagonals in a “X”
shape.
Square tile
In pairs, give students squares and triangles
cutouts with the centres marked (Handout Generalising 1 piece of
2c). paper

Ask:
Centre of
• What do you notice about the lengths
triangles
of the lines from the point in the
and
middle to different points on the
squares
edge? [Ans: The lines are not of the
(Handout
same length.]
2c)
• Which is the longest length from the
point in the middle to a point on the
edge of the square? [Ans: The length
Characterising
from the point in the middle to the
vertex of the square.]
• How about the length of the line
drawn from the point in the middle of
the triangle to the different points on

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 Grade 2 Chapter 2 Shapes and Solids

the edge? [Ans: The lines drawn are

not of the same length.]
• Which is the longest line drawn from
the point in the middle of the triangle
to the edge? [Ans: The line that is
drawn from the point in the middle to
the vertex of the triangle.]

Get learners to share their observations with

their partners based on their findings. Then,
select some learners to share their
observations with the class.

Learners should be able to conclude that the

circle is the only shape that has the same Convincing
length when a line is drawn from the centre
to any point on the edge. Even though the
square may have sides of the same length,
the length drawn from the centre to the
square’s edges do not have the same length.

Evaluate Textbook
Learners Page 21
make
conclusions
about what : Let us now look at a question that
they have involves a circle.
learnt so far.
Elicit some responses from learners for
Question (a) by giving the following clue.

Ask:
• How can we verify the centre of a
circle? [Ans: Check that the length
measured from the centre to any
point on the edge is always the
same.]
• Allow learners 3 minutes to quickly
answer the questions.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

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Grade 2 Chapter 2 Shapes and Solids

The following shall be the answers required

a) B
b) R

For further practice, get learners to attempt

Worksheet 2 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

64 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Shapes and Solids

Lesson 3: Solids

Lesson Objectives:

• Identify, describe, sketch and sort solids

Success Criteria:

• Learners can identify, describe, sketch and sort solids

Keywords for this lesson:

base, rectangular pyramid, triangular pyramid

Prior Knowledge:

• Describe and sort solids

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Solids Textbook
Learners Page 22
carry
out hands-on
activities to State the names of the 6 solids shown in the
find out diagram. For each of the six solids shown,
more work with learners to find out the number of
about the faces, corners and edges by first doing a
problem recap of the properties to be found.

Remind students that the faces refer to the

entire continuous exposed side of the solid.
The corners refer to the vertices which is the
point where two lines meet. Finally, the edge
is the line where two faces meet.

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Grade 2 Chapter 2 Shapes and Solids

After going through the properties, get Solid

learners to count each of the faces, vertices blocks of 1
and edges of each solid. They should arrive cuboid, 1
at the following answer: cube, 1
cone, 1
1. Cuboid: 6 faces, 8 vertices, 12 edges cylinder, 1
2. Cube: 6 faces, 8 vertices, 12 edges sphere, 1
3. Cone: 2 faces, 1 vertex, 1 edge pyramid
4. Cylinder: 3 faces, 2 edges
5. Sphere: 1 face Sticky
6. Pyramid: 5 faces, 5 vertices, 8 edges notes
marker

: The children found the shapes from the

art pieces very interesting and would like to
further enhance their artwork by learning
more about using solids in their artwork.

Activity:
Divide learners into groups of 4. Distribute
solid blocks A to D to each group, together
with sticky notes and a marker. Each learner
will hold on to a solid.

Starting with solid A, get learners to feel the

surface of the solid. Then, they feel the
surface of the table top.

Ask:
• What is the difference between the
surface of Solid A and the table top Conjecturing
when you feel them? [Ans: Solid A
only has curved surface, while the
tabletop is made of a flat face.]

Get learners to pass Solid A around the group

until every member in the group has felt the Specialising
curved surface of Solid A.

After each learner in the group has gotten a

chance to examine and feel Solid A, identify
the solid and stick a sticky note on each of
the surfaces identified.

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 Grade 2 Chapter 2 Shapes and Solids

Then, write the name of the shape of the face

on the stick note if it is a flat face. Otherwise,
write down as “curved surface”.

: Let us next check out the number of

faces the solid has.

Ask the learner in the group with Solid A to

rotate the shape to identify how many faces
that are separated by edges. Reference a
Characterising
tissue box to remind learners about flat
surface by naming it “Cuboid” and writing “6
flat faces, 0 curved surfaces” on a sticky
note.

Ask:
• How many flat faces can be found on
Solid A? [Ans: None.]
• How many curved surfaces do you
feel on Solid A? [Ans: 1.]
• How many faces are there on Solid A
in total? [Ans: 1.]
• What is the name of Solid A? [Ans:
Sphere.]

Get each member of the group to verify and

confirm that the sticky note correctly reflects
the shape of the face or a curved surface.

Repeat the same procedure for the

remaining 3 solids by identifying the number
of flat or curved surfaces that are present.
Then, write down the name of the solid on a
sticky note attached to the solid.

: Now that we have examined the solids

and identified them, let us complete the
table!

Get learners to fill in the table on page 22

individually first. Then, share their answers
with their group members to verify and check
that they have a common understanding
within their group first.
Classifying

© 2023 Alston Education Pte Ltd 67

Grade 2 Chapter 2 Shapes and Solids

Learners should get the answers shown

below:

Select some learners to share their findings

and answers with the rest of the class.

Ask:
• How many faces does each of solid
C and D have? [Ans: Solid C has 4
faces while solid D has 5 faces.]
• Why is a pyramid known as such?
[Ans: The lines drawn from the base
meet at a common point.]

Conclude this part of the investigation by

asking learners to share what they already
know about the solids. Ask them to use
examples around them to show their
knowledge of the solids they may have come
across in their daily activities and lives.

Explain Textbook
Learners Page 23 -
learn key 24
Direct learners to Maths Talk between Ada
concepts
and Cyrus on page 23.
through
activities,
discussions : How do you think we should determine
and if Ada or Cyrus is correct?
teacher’s
explanations Divide learners into pairs and give each pair Cuboid
. a solid cuboid with a square face and a solid with square
cuboid without a square face. If cuboids are faces
not available, use boxes of tissue. Have
learners examine the solids, determining the Cuboid
number of faces, corners, and edges by without
looking at different views and counting. rectangular
Demonstrate holding and turning the solid to faces
see different views.

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 Grade 2 Chapter 2 Shapes and Solids

Ask:
• How many faces can be found on
both solids? [Ans: 6 faces.]
• Among the 6 faces, what are the
shapes that can be seen for both
solids? [Ans: squares and
rectangles.]
• Can we say that both the solids are
cuboids? Why or why not? [Ans: Yes.
Both solids have 6 flat faces, 12 Convincing
edges and 8 corners.] Critiquing
• So, is Ada or Cyrus correct? Why?
[Ans: Both are correct as solids that
they are describing are possible
cuboids.]

Conclude that both Ada and Cyrus are

actually correct. Their descriptions of the
different cuboids are accurate.

: We shall next be identifying the key

features of the next few solids together.

Write key features (face, vertex, edge) on the

board. Hold up the cuboid in front of the
class and turn it, counting the faces with
learners. Verify the shape of each face as it
is counted and note what Momo is pointing
to (the face of the cuboid)

Ask:
• How many flat faces are there
altogether? [Ans: 6 flat faces.]
• Are there any curved surfaces? [Ans:
No.]

Count the vertices and edges of the cuboid

with learners. There are 12 edges and 8
vertices. Refer to Coco, who is pointing to the
vertex and edge of the cuboids.

Differentiated instruction:
Give struggling learners solid blocks to
identify properties of cuboids. Confirm that a
cuboid has 6 rectangular faces, or 4
rectangular and 2 square faces. Note that

© 2023 Alston Education Pte Ltd 69

Grade 2 Chapter 2 Shapes and Solids

"corners" and "vertices" refer to the same

thing: the point where two sides meet.

: We shall now check out on the cube,

cone and pyramid to find out the faces,
edges and vertices.

Continue with the demonstration by holding

up each of the remaining solids and counting
along with learners for each of the 3
properties.

Similar to what was done for the cuboid,

count with learners the faces, edge and the
vertices while pointing to each of those
features.

Ask:
• What can we say about the 6 faces of
the cube? [Ans: They are flat
surfaces.]
• How many edges have we counted
for the cube? [Ans: There are 12
edges.]
• How many vertices are there in the
cube? [Ans: There are 8 vertices.]

Get learners to fill in the blanks for the

properties of the cube. They should fill in the
following:
It has 6 flat faces, 12 edges and 8 vertices.

Take the opportunity at this point to check

with learners since they have just examined
both the cube and cuboid.

: We shall make a comparison between

the cube and cuboid.

Hold up both the cube and cuboid to

learners.

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 Grade 2 Chapter 2 Shapes and Solids

Ask:
• How many flat faces are there in each
of the solids? [Ans: Both have 6
faces.]
• How many vertices and edges do
both solids have? [Ans: Both have 12
edges and 8 vertices.]
• What are the shapes of the faces in
each of the solids? [Ans: Cuboids
have either 6 rectangular faces or 4
rectangular and 2 square faces.
However, cubes have 6 square
faces.]

Show learners by holding up the cone to

observe the demonstration that follows next.

: Let’s examine the cone together. Are

you ready?

Hold up a cone and count its surfaces, edges,

and vertices with learners by touching them.
Start with the base on the table. Then, tip the
cone to each side to continue counting
surfaces, edges and vertices.

Ask:
• When the solid is placed on its base,
can it move? Why? [Ans: No. The
base is flat.]
• Why does the cone roll when it is
tipped to its side? [Ans: the side is a
curved surface which rolls when
sitting on the side.]

Conclude with learners that the cone has 1

flat face, which is in the shape of a circle. It
also has a curved surface, 1 vertex and 1
edge.

: Finally, let us look at pyramids. We have

learnt about pyramids in Grade 1. However,
there are different types of pyramids. Let us
look at how to tell the difference between
different pyramids.

© 2023 Alston Education Pte Ltd 71

Grade 2 Chapter 2 Shapes and Solids

Hold up a rectangular based pyramid and

count its faces, starting with the base and
moving on to the triangular faces.

Count the vertices and edges according to

the diagram, touching each part of the solid.
Explain that the shape of the base
determines the name of the pyramid
(rectangular pyramid in this case).

Count the number of edges and vertices with

learners to complete the characteristics.

Ask:
• Describe the two types of faces
observed for the pyramid? [Ans:
There are triangle and rectangle
faces.]
• Are there any curved surfaces for this
pyramid? [Ans: No.]

Conclude with learners that there are 5 flat

faces in total. There are 1 rectangular flat
face and 4 triangular shaped flat faces. A
rectangular pyramid also has 8 edges and 5
vertices.

: Let us look at another type of pyramid.

Remember that the type of pyramid is
determined by the shape of its base!

Show learners the green triangular based

pyramid on page 24 and demonstrate the
different shapes of the faces by turning the
solid. Point to the base (a triangle) and
explain that the name of the pyramid is the
triangular pyramid.

Ask:
• What are the shapes of the faces of
the solid? Are they all the same? [Ans:
Triangle shaped faces only.]
• Are there any curved surfaces for this
pyramid? [Ans: No.]

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 Grade 2 Chapter 2 Shapes and Solids

Hold up a triangular pyramid and count its 3

properties (faces, edges, vertices) with
learners. Have learners verify the
characteristics with their partners and fill in
the answer. Confirm that the solid has 4 flat
triangular faces, 6 edges, and 4 vertices.

Learners can try out the different games on URL 2.4

shapes and solids available on this site (URL
2.4) .

Extend Textbook
Learners Page 24
extend the
key : Let us observe the base of this pyramid
concepts on page 24.
learnt Ask learners to observe as usual the shape
through as well as the sides of the shape as seen.
discussion
and Ask:
activities. • What is the shape of the base as seen
on the diagram? [Ans: It is a square.]
• How many sides does the square
have? [Ans: 4 sides.]
• How are the other pyramids named?
[Ans: They are named after the base
of the pyramid.]
• So, how do you think this pyramid
should be named? [Ans: Square
pyramid.]

Show learners that a square base means the Generalising

pyramid is a square pyramid. Confirm that it
has the same characteristics as a
rectangular based pyramid, except for the
square faced base. Have learners discuss
with their partners how many faces, edges,
and vertices a square pyramid has. Hold up
the solid and count these characteristics Characterising
with learners, touching each part of the solid.

Get learners to take a quick check on the

difference between the rectangular based

URL 2.4: qrs.ly/ubegbjs

© 2023 Alston Education Pte Ltd 73

Grade 2 Chapter 2 Shapes and Solids

and triangular based pyramids.

: We shall look at the characteristics of

the rectangular and triangular pyramids that
you have identified earlier.

Ask:
• What is the number of faces for both
pyramids? [Ans: Rectangular pyramid
has 5 faces, while triangular based
pyramid only has 4 faces.]
• What is the shape of the base of the
rectangular and the triangular
pyramid? [Ans: They are rectangle
and triangle respectively.]

What is the number of edges and vertices for

both rectangular and triangular pyramid?
[Ans: The rectangular pyramid has 8 edges
and 5 vertices, while the triangular pyramid
has 6 edges and 4 vertices.]
Allow learners to discuss amongst
themselves with their partners on where they
could find pyramid shaped objects apart
from the Egyptian pyramids.

Ask:
• Can you name any items that are
pyramid in shape? [Ans: Dumplings
which is wrapped in the shape of a
triangular pyramid.]

Conclude the segment of the extended

learning with learners by inviting learners to
share with their partners the comparison of
the characteristics of the pyramids and any
examples of pyramids around them.
Characteris
Activity 1(Optional): tics of
Give out to learners the characteristics of solids
solids Handout 2d to fill in. Get learners to (Handout
discuss in pairs and fill in the table on the 2d)
handout.

As learners carry out the filling in of the

characteristics, go round and check that

74 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Shapes and Solids

learners are correctly filling out the testing of

the characteristics.

Activity 2(Optional):
Learners may engage in a memory game Solid cards
where they are required to take turns to flip and
two cards over. Once a characteristic is characteris
matched to the respective solid, the learner tics
may claim the cards. Otherwise, close back (Handout
the cards and the other learner will then turn 2e)
over another pair of cards until a match is
obtained.

Evaluate Textbook
Learners Page 25
make
conclusions
about what : We are now going to complete the
they have questions on page 25 together.
learnt so far.
Ask learners to look at each of the objects in
the question.

Show learners an array of the solid Solid

selections in front of the class and invite blocks of
learners to raise up their hands to identify sphere,
each of the objects (a) to (f) that resemble cylinder,
the solids. cone,
triangular
Model question (a) and (b) with learners and pyramid,
allow them to try the remaining solids on cube,
their own. cuboid

Ask:
• Which solid block does the football
resemble? [Ans: A sphere.]
• Does the ball have a rounded or
straight surface? [Ans: Rounded
surface.]
• How about the battery? Which solid
most closely resembles it? [Ans: The
cylinder.]
• What is the shape of the face at the
bottom? What do we call the face at
the bottom of a solid? [Ans: Circular
shape/Circle. It is called the base.]

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Grade 2 Chapter 2 Shapes and Solids

Leave the remaining solids on the table for

reference to help learners in the
visualisation.

Differentiated instruction:
For struggling learners, pass another extra
set of solid blocks for them to hold with their
hands to get the feel of the corresponding
solids. This can allow them to have a clearer
and more concrete understanding of the
various characteristics of the solid.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the solutions to the

questions
a) Sphere
b) Cylinder, Circle
c) Cone, Circle
d) Triangular pyramid, Triangle
e) Cube, Square
f) Cuboid, Rectangle

For further practice, get learners to attempt

Worksheet 3 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

76 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Shapes and Solids

Explain Sorting solids Textbook

Learners Page 26
learn key
Activity:
concepts Set of solid
Call upon 5 learners to come to the front of
through blocks
the class. Each student will hold one solid
activities, made up of
block from the set provided. The rest of the
discussions cylinder,
class will arrange the students based on the
and cube,
objects labeled A to E in the textbook. The
teacher’s square
class will then brainstorm ways to sort the
explanations pyramid,
objects based on their appearance.
. cone and
cuboid.
: Let us now identify the solids that match
objects A to E first.

Get learners to discuss with their partners

which objects matches best with the solid
blocks given.

While learners are discussing the selection

of the corresponding blocks to use, get the 5
learners at the front of the class to rotate the
solids to show the class.

Ask:
• How many faces do you see on each
of the solid held by your classmates
in front? [Ans: A has 2 flat and 1
curved surface, B and E has 6 flat
surfaces, C has 5 flat surfaces and D
has 1 flat and 1 curved surface.]

• What is the base of each of the

objects shown in the diagram? [Ans:
Object A and D has a circle face, B
and C and E has a 4-sided face.]

Get learners to discuss with their partners

based on the observations of the 5 solids
held by their classmates and think about how
they may want to sort the objects.

Invite some learners to share those

observations with the rest of the class.

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Grade 2 Chapter 2 Shapes and Solids

: We shall now find out how has Ada

sorted her objects by looking at the objects
in her circles.

Ask learners to identify the characteristic or

quality that the object has which is the
property by discussing with their partners.

Ask:
• What is the number of faces of each
of the objects in the two circles? [Ans:
Objects B, C and E has 6, 5 and 6
faces respectively, while objects A
and D have 3 and 2 faces
respectively.]
• What is the shape of the face of each
of the objects in the two circles? [Ans:
Object B has only square faces, C has
square and triangle faces while E has
rectangular faces. A has circular and
curve surface while D has circular
and curve surface.]
• How many vertices does each of
those objects have? [Ans: B and E has
8 vertices, C has 5 vertices, A has no
vertices while D has 1 vertex.]
• Which objects have curved surfaces?
[Ans: B, C and E has no curved
surfaces, while A and D has curved
surfaces.]
• Which objects only have flat faces?
[Ans: B, C and E only has flat
surfaces.]

Invite some pairs to identify and share their

findings of the common characteristics that
Ada used to sort the objects.

Conclude with learners after the sharing that

the objects B, C and E in the first group do not
have a round base, while the objects A and D
have a round base. Some learners may also
realise that objects B, C and E do not have
curved surfaces while objects A and D have
curved surfaces.

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 Grade 2 Chapter 2 Shapes and Solids

Extend Textbook
Learners Page 26
extend the
key : Let’s check out another way that Ada
concepts used to sort her objects!
learnt
through Ask learners to look at the 2nd way which she Set of solid
discussion has grouped the objects. This time she has blocks
and grouped B and C together, followed by A, D
activities. and E together.

Call upon the same 5 learners earlier to come

to the front of the class. Then, hand a set of
solid blocks as indicated in the resources to
the group of 5 learners where each of them
will hold one of the solids.

Then, arrange the 5 learners according to the

objects B and C in the first group and A, D and Characterising
E in the second group. Then, allow the class
to discuss with their partners based on what
property did Ada use to sort her objects.

Ask:
• What do solid objects B and C have in
common that is not found in A, D and
E? [Ans: B and C have a square face Classifying
which the other objects do not have.]

Get learners to discuss among themselves

further to see if there are other properties (A
characteristic or quality that an object has) Convincing
that they can discover. Learners may get
creative in the way the sort the objects, but
the way they classify the solids must be
correct.

Invite some learners to share with the class

if there are any further exceptional findings.

Some possible methods of sorting include

the following:
1. By presence and number of vertices:
A has no vertices, while B, C, D and E
has vertices.

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Grade 2 Chapter 2 Shapes and Solids

2. By presence and number of edges: B

and E has more than 10 edges, while
A, C and D has fewer than 10 edges.

Evaluate Textbook
Learners Page 27
make
conclusions : We are going to practice what we have
about what learnt and help Cyrus and Vera sort the
they have solids. Are you ready?
learnt so far.
Model answering questions 1a and 1b with
learners. Then, get learners to refer to the
diagram of the solids on page 27 for the
discussion on the properties with learners.

Ask:
• Which of the solids have square or
Conjecturing
rectangular faces? [Ans: C, E and F.]
Characterising
• Which solids have triangular faces? [Ans:
Classifying
D and E only.]
• Does the sphere have a circular face?
Why or why not? [Ans: No. It does not
have a flat face. It only has 1 curved
surface.]
• Does the cone have a triangular face?
Why? [Ans: No. The triangular shape is
not a flat face. The cone only has a
circular flat face and a curved surface.]

Allow learners 5 minutes to complete the

rest of the questions.

Differentiated instruction:
Solid
For struggling learners, remind them to use
blocks of
them palms or fingers to feel the surface
the cone,
again to verify the faces as seen in the
sphere,
diagrams.
cuboid,
triangular
Go through the answers with the learners in
pyramid,
class. Ask them to mark their work by putting
rectangular
a tick or cross as you go through each
pyramid,
question part.
cuboid and
cylinder.
a) Have square or rectangular face: C, E,
F
Have circular faces: A, G

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 Grade 2 Chapter 2 Shapes and Solids

b) Vera is not correct because the cone

does not have a flat triangular face.
c) Sort by the total number of
faces/Present of curved surfaces/
Number of vertices etc.
Suggested answer:

For further practice, get learners to attempt

Worksheet 4 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

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Grade 2 Chapter 2 Shapes and Solids

Lesson 4: Lines of symmetry

Lesson Objectives:

• Identify and draw lines of symmetry on shapes and in patterns

• Sketch shapes in a mirror line

Success Criteria:

• Learners can identify and draw lines of symmetry on shapes and in patterns
• Learners can sketch shapes in a mirror line

Keywords for this lesson:

mirror line, symmetrical, line of symmetry, symmetrical pattern

Prior Knowledge:

• Name, describe and sketch shapes

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Lines of symmetry Textbook
Learners Page 28
carry
out hands-on
activities to : Before working on their art pieces, the
find out children are learning more about the use of a
more mirror to sketch shapes. This will help them
about the in finding out how to make their art pieces
problem balanced on both sides.

: We are going to draw the shapes on

page 28 as they appear in a mirror.

Activity:
Divide learners into pairs. Then, hand a mirror
to learners.

Direct learners to part (a) of the diagram,

which has an example drawn to guide Characterising
learners to the actual drawing. Before
learners try in their pairs, model how it is
done to them. Conjecturing

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 Grade 2 Chapter 2 Shapes and Solids

In the first step, ask learners to place the

mirror on the dotted line holding it straight
up. Go around to check that learners have
placed the mirror correctly along the mirror
line and held it upright.

Ask learners to remove the mirror before

sketching exactly what is seen on the mirror Mirror
in the exact position using a pencil.

Ask:
• What do you see exactly in the mirror?
[Ans: The same image of the shape can
be seen in the mirror.]

Give learners 5 minutes to sketch out the

drawings of (b), (c) and (d) in pairs. Remind
learners to repeat the steps of checking back
by removing the mirror to ensure that the
image drawn on the other side of the mirror
line is the same as what is seen in the mirror.

Go round to check on learners’ drawing and

guide them along if they are facing
difficulties in the drawing.

Select some learners’ work to be shared with

the class to check the mirror images drawn.

Ask:
• What do you notice about the shapes
that you have drawn? [Ans: The
shapes are of the same size and
same distance away from the mirror.]
• Is the picture balanced on both sides
of the mirror line? How do you know? Convincing
[Ans: Yes, the two sides will match
exactly when we fold along the mirror
line.]
• Does it matter if the shape is on the
mirror line in (b) and when the shape
is not touching the mirror line in (c)
and (d)? Why? [Ans: No. It doesn’t
matter because the shapes still have
to be at the same distance away from
the mirror line.]

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Grade 2 Chapter 2 Shapes and Solids

Learners should sketch the following:

(b)

(c)

(d)

Conclude this part of the investigation by

directing learners to Coco’s speech bubble
and asking learners to select some objects
next to the mirror in their hands and observe
carefully. Then, get some of the learners to
describe in as much detail as possible to the
class what they see in the mirror.

Ask:
• What can you describe about what is
observed in the mirror? [Ans: The
exact same object is observed in the
mirror.]

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 Grade 2 Chapter 2 Shapes and Solids

• How can you describe what is

observed in the mirror and the
distance the object is away from the
mirror? [Ans: Both the image and the
object are at the same distance away
from the mirror.]

Explore Textbook
Learners Page 29
carry
out hands-on : We have seen how the mirror helps us
activities to to make a diagram balanced on both sides of
find out the mirror line. Let us help Vera’s team
more complete their art piece! Are you ready?
about
the lines of Get learners to check out Vera’s art piece on
symmetry. page 29 resembling a butterfly. Conjecturing
Elicit responses from learners by asking
learners working in pairs to discuss what
they notice about some features of the art
piece.

Ask:
• Are there any repeated shapes that
could be seen in the art piece? [Ans:
The green hexagon, purple square,
and orange square.]
• Where could a mirror line be drawn to
separate the repeated shapes? [Ans:
It can be drawn in the middle where
the entire shape is separated into two
equal halves that are mirror image of
each other.]
• Are the colours of the shapes
matching? How do you know? [Ans:
Yes. We can see from the diagram
drawn that the shapes on both sides
of the line of symmetry have
matching colours.]
• What happens to the art piece when
we fold it along the mirror line now?
[Ans: Some of the shapes will match
up, but there will be some missing
shapes.]

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Grade 2 Chapter 2 Shapes and Solids

Using the follow up questions, get learners to

look at the art piece in more detail to help the
children complete the art piece. Then, Specialising
discuss with their partners before you select
some learners to share with the class.

Following the sharing by learners, ask

learners to go through the shape cut-outs
that Cyrus and Vera has found. The cut-outs
can be found on page 29.

: We are now going to select the cut-outs

that are needed to help Cyrus and Vera
complete their art piece.

Instruct learners to draw the mirror line as

discussed from the previous activity. Remind
learners to check that the mirror line has Characterising
separated the art piece into two parts that
are of the same size and are balanced.

Hand out a mirror to each pair again and ask

Mirror
them to place it where they want the mirror
line to be to test if the conditions are met.

Ask:
• How can we find out if the size of the
shape on the other side of the mirror
line is the same? [Ans: We can
measure them using a ruler to be
accurate or observe the shapes to
see if they have the same size.]
• Do you think the colours of the shape
on the other side of the mirror line the
same? Why are they the same? [Ans:
Yes. What is seen in this mirror is
exactly what is reflected from the
original object.]
• Are the shapes tested the same
distance away from the mirror line?
How do we know? [Ans: Yes. We can
measure using an object such as a
ruler or observe carefully to see how
far each point or side of the shape is
away from the mirror.]

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 Grade 2 Chapter 2 Shapes and Solids

Working in pairs, learners could continue the

activity by identifying the required cut-outs to
balance both sides of the mirror line.

Ask:
• Which triangles do not have a
matching shape on the other side of
the line of symmetry? [Ans: 1 blue
triangle on the left and 1 blue triangle
on the right. Followed by 1 pink
triangle on the left, 1 yellow triangle
on the left and 1 beige triangle on the
right is missing.]
• How can we tell if the green hexagon
is symmetrical? [Ans: We can check if
they are both at the same distance
away from the line of symmetry. If
they are, then they are symmetrical.]
• Similarly, are the squares in the figure
symmetrical? How can we tell? [Ans:
Find the distance that the squares are
away from the line of symmetry
again. If they are at the same
distance away from the line of
symmetry, then they are
symmetrical.]

Give learners 5 minutes to discuss and select

the shapes and the colours to match up the
required parts.

Select some learners to share their final

answers for the art piece that they have
formed. You may encourage learners to try
drawing and colouring the shapes on the art
piece to complete it.

Learners should select the following shapes

to complete the art piece:

: We will also need to help Tim and Ada

to complete their art piece as well!

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Grade 2 Chapter 2 Shapes and Solids

Direct learners to the art piece found on page

29 with the mirror line already drawn.

Similarly, get each pair to take a mirror and

place it on the mirror line to check where the
missing parts are needed to be placed.

Direct learners to Tim’s speech bubble to

address what he is asking.

Ask:
• From the circles on the left and the
right of the line of symmetry, which
circles are missing? [Ans: There is a
blue circle missing on the right, and a
brown circle missing on the left.]
• Which is the other shape that does
not balance on both sides of the line
of symmetry? [Ans: There is a
missing green triangle that is
supposed to be on the left.]
• Can Tim use the cut-out in light of the
missing shapes? Why? [Ans: No.
Since there are missing pieces, the
cut-out is not symmetrical and
cannot be used directly.]

Give learners another 5 minutes to the art

piece by selecting from the shape cut-outs
around the classroom on page 29. Select
some learners to share their answers with
the class.

Learners should arrive as the following

answer:

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 Grade 2 Chapter 2 Shapes and Solids

Conclude this part of the investigation by

getting learners to put the mirror again to
check that the drawing matches what they
see in the mirror. Learners should then
conclude that the art pieces are now
balanced on both sides such that when
folded along the mirror line, the halves will
match exactly.

Explain Textbook
Learners : Let us now find out more about the Page 30
learn key mirror line that helps us separate a figure into
concepts two parts that match when folded.
through
activities, Refer learners to the page 30 of the textbook
discussions and look at the pictures of the objects with a
and line in the middle.
teacher’s
explanations. Ask:
• What can we say about the dotted
line that is drawn? [Ans: The 2 sides
separated by the dotted line match
when folded.]
• What happens when we fold each
picture along the dotted lines? [Ans:
The 2 parts will match exactly.]

Direct learners to Coco’s speech and hand to

each pair of learners a mirror to be placed on
the dotted lines to check. Learners should
observe that both sides of the mirror will
result in halves that match each other.

Activity:
Divide learners into pairs. Hand out to each
pair a tracing paper and some colour pencils. Tracing
Ask them to fold the tracing paper into 2 paper
equal parts that match exactly.
Colour
Next, ask learners to draw some shapes and pencils
make sure that it is clearly visible on both
sides of the tracing paper.

After learners are done, ask them to open up

their tracing paper and share their
observations with each other.

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Grade 2 Chapter 2 Shapes and Solids

Ask:
• What do you notice about the shading
of the shapes on both sides of the
folded line? [Ans: They match each
other when folded.]

Explain to learners that the line that

separates the two sides equally is known as
a line of symmetry. Therefore, the object can
be said to be symmetrical about the line of
symmetry. When a shape or object is
symmetrical, it has two halves that match.
The line of symmetry is a mirror line where a
shape or object can be cut into halves.

Show the following video (URL 2.5) here to

get learners to view some examples of how
URL 2.5
shapes could be balanced on both sides of a
line.

Ask:
• How are the shapes balanced on both
sides in the video? [Ans: They can be
folded into 2 matching parts along a line.]
• Which are the shapes that can be
balanced on both sides? [Ans: All shapes
and sizes are possible.]

Ask learners to share with their partners to

discuss some of the questions above to help
them in their visualization of the mirror
concept.

Activity (Optional):
Get learners to work on the activity in
Handout 2f to identify and draw the lines of Identifying
symmetry in the questions given. After the line of
lines of symmetry have been drawn, they symmetry
should check if both sides of the line of (Handout
symmetry of the picture match each other. 2f)

: We have learnt that shapes and objects

around us can be symmetrical. Let us now

URL 2.5: qrs.ly/8aegbjx

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 Grade 2 Chapter 2 Shapes and Solids

look at symmetrical patterns. Similarly, we

are looking at patterns which will have 2
halves that match when folded along the line
of symmetry.

Direct learners to the two squares A and B

and get learners to share with their partners
their observations about the symmetry of the
squares.

Ask:
• How can we tell if the two sides of the
line of symmetry match each other?
[Ans: We can measure if the distance
of each point from the line of
symmetry is the same for both sides.]
• What do we check for to find out if the
shaded squares are symmetrical to
each other? [Ans: We can check the
colours of the squares that are
shaded and make sure that they
correspond to the other square on the
other side of the line of symmetry.]

Using the guiding questions, ask learners to

check whether the dotted line in each square
can be considered as a line of symmetry.
Then, get learners to find out if square A or
square B has a symmetrical pattern.

Invite some learners to share their

observations with the class and explain
which square has a symmetrical pattern.

Conclude with learners that square A has a

horizontal line of symmetry as the top half
and bottom half match perfectly when folded
along the dotted line. In addition, the
coloured squares are equidistant away from
the line of symmetry.

Direct learners’ attention to the beware card

followed by Tim’s corresponding speech.

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Grade 2 Chapter 2 Shapes and Solids

Ask:
• What is the definition of symmetry?
[Ans: Shapes or objects that have two
halves that match exactly.]
• Are the two blue squares in Square B
symmetrical? Why? [Ans: They are
not symmetrical because when the
shapes are folded along the line of
symmetry, the blue squares do not
meet each other.]
• Is the 3rd green square from the top
and the 4th green square from the
bottom symmetrical? Why? [Ans: No.
They are also not symmetrical
because when the figure is folded
along the dotted line, the 2 green
squares do not meet exactly.]

Activity (Optional):

Have students engage in the shading activity

on symmetrical patterns using worksheet 4g.
They can create symmetrical patterns by Symmetrical
coloring their selected squares and patterns
challenge their friends to complete the colouring
pattern correctly. Remind them that in order (Handout
to form symmetrical patterns, the shapes 2g)
and colors must be the same distance away
from the mirror line or line of symmetry, such
that the figure can be folded along the line
and the two halves match exactly.

Extend Textbook
Learners Page 30 - 31
extend the
Get learners to have a walk around the
key concepts
school compound to look for other
learnt
symmetrical patterns. Ask learners to
through
observe closely for symmetrical patterns.
discussion
When they spot one, learners should discuss
and
with one another where the line of symmetry
activities.
is. Learners can look out for tiles on the floor
and wall.

Before learners set off on their journey,

remind learners to be careful with school

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 Grade 2 Chapter 2 Shapes and Solids

property and only make observations and not

do any drawings on the objects that they find.

Invite learners to share their findings once

they are back in class with their snapshots
and descriptions.

In this activity, each learner will be given a

piece of paper to fold according to the
Paper
instructions.

Step 1: Fold the paper into 2 equal halves.

Step 2: Draw a picture that they like on one
side only.
Step 3: Cut along the lines drawn.
Step 4: Unfold the paper.

Conjecturing
If learners are unsure of what to draw, they
may follow the drawing on the textbook to
draw an arrow.

Ask learners to exchange their picture with

their partners and share their observations
with each other on the pictures that they Convincing
have made.

Ask:
• Can you find where the line of
symmetry is? [Ans: It is the line where
the paper is folded.]
• What do you notice about the line on
the picture itself? [Ans: The picture is
symmetrical about the line.]

Select some learners to share their pictures

and pin up some selected ones on the notice
board.

Evaluate Textbook
Learners Page 31
make
conclusions : We have now approached the end of the
about what lesson. Let’s complete some short exercises
they have here together!
learnt so far.

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Grade 2 Chapter 2 Shapes and Solids

Direct learners to the drawing of the crab and

fish and elicit responses from learners where
they think the line of symmetry is.

Ask:
• How can we tell, using the crab’s
claws, to determine if the line of
symmetry drawn is correct? [Ans:
Using the claws, we can measure
how far away exactly is each claw
from the line of symmetry. The claws
must be at the same distance away
from the line of symmetry in order for
the crab to be symmetrical about the
line drawn.]
• What other ways could we test if the
line of symmetry has been correctly
drawn? [Ans: We can fold the figure
along the line of symmetry and make
sure that the two sides match
exactly. Otherwise, the figure will not
be symmetrical.]

Differentiated instruction: Mirror

For struggling learners, give them a mirror to
use as a guide. They should observe where
to place the mirror to see the other half of the
picture.

Encourage them to confirm the accuracy of

their line of symmetry using the mirror. Give
the learners 5 minutes to finish the rest of the
questions.

Then, go through the answers with the class,

asking them to mark their work with a tick or
cross.

Learners should arrive at the following

answers:
1)

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 Grade 2 Chapter 2 Shapes and Solids

2)

For further practice, get learners to attempt

Worksheet 5 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

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Grade 2 Chapter 2 Shapes and Solids

Lesson 5: Shape and solid patterns

Lesson Objectives:

• Complete shape and solid patterns

Success Criteria:

• Learners can complete shape and solid patterns

Keywords for this lesson:

tessellation

Prior Knowledge:

• Name, describe, sketch and sort shapes and solids.

Structure Description / Teaching ideas TWM Skills Resources

(5E Model)
Explore Shape and solid patterns
Learners
carry
: We shall check out how patterns can be
out hands-
identified.
on
activities to
Show learners the following video (URL 2.6 )
find out URL 2.6
on patterns as a recap.
more
about the Simple
Hand out Handout 2h to learners working in
problem patterns
pairs to look through the patterns presented.
(Handout 2h)
Help learners unlock the patterns by using the
prompts below.

Ask:
• What are the shapes you see in the 1st
set of shapes? [Ans: Squares and
circles.]
• What comes after the square? [Ans:
Circle.]
• How do we know what is going to
come next? [Ans: The same shapes
appear again.]

URL 2.6: qrs.ly/5vegbk5

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 Grade 2 Chapter 2 Shapes and Solids

• What are the group of shapes that

repeats? [Ans: Square and circle.]

Lead the students in identifying repeating

groups of shapes in patterns. Have them
share their observations and predictions with
partners. Have some students share their
findings with the class. Explain that repeating
groups of shapes are called patterns, which
can appear in both shapes and solids.

Conclude the investigation by asking

students to share what they know about
patterns, using examples from their
surroundings such as the cycle of day and
night.

Explain Textbook
Learners : Let us now look at different shape and Page 32
learn key solid patterns to identify the missing object.
concepts
through Direct learners’ attention to the shapes as
activities, shown on page 32 of the textbook.
discussions
and Ask:
teacher’s • What are the four shapes circled by
explanations Momo? [Ans: Octagons and circles.]
. • What comes after the orange
octagon? [Ans: Green circle.]
• What comes after the green circle?
[Ans: Purple octagon.]
• What comes after the purple
octagon? [Ans: Green circle.]
• What is the group of shapes being
repeated? [Ans: Orange octagon,
green circle, purple octagon, green
circle.]
• What should come after the green
circle? [Ans: Orange octagon again.]

Ask learners to use the guiding questions and Mini

work with their partners to draw out the whiteboards
pattern on their mini whiteboards. Then,
check with their partners to see if they have
considered the pattern correctly.

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Grade 2 Chapter 2 Shapes and Solids

Learners should fill in the blanks with these

shapes:

: Let us next check out the pattern of

solids that Cyrus is thinking about.

Direct learners’ attention to the pattern of

solid blocks that are shown on textbook page
32.

Ask:
• What comes after the cylinder? [Ans:
Cone.]
• What do you notice about the cone
that comes after the cuboid? [Ans:
The vertex of the cone is facing left.]
• What pattern can you see? [Ans:
Cylinder, cone, cuboid, cone facing
left, cylinder, cone…….]
• What is the group of solids that
repeats? [Ans: Cylinder, cone, cuboid,
cone facing left.]

Ask learners to check out on the solids shown

and discuss with their partners and try to find
the repeated pattern. Learners should circle
the group of solids that repeats. Then, invite
some learners to share what they have found
from their discussions.

Learners should fill in the blanks with these

solids:

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 Grade 2 Chapter 2 Shapes and Solids

Shape cards
Activity: (Handout
Get learners to play a game in groups of 4 to 2b) and solid
form patterns using shape cards (Handout cards
2b) and solid cards (Handout 2e). (Handout 2e)

Learners should use the cards to represent

the figures that they will need. Within their
groups of 4, they may work in pairs such that
each team of 2 form the patterns while the
other 2 partners will guess. Then, they may
switch rules thereafter to complete the
pattern.

In this activity, each learner will be given a

piece of paper to make repeated patterns.
URL 2.7
Before starting, let learners watch a video
(URL 2.7 ) about this type of patterns first
known as tessellation.

After watching the video, let learners discuss

with their partners what the patterns are that
they saw from the video.

Ask:
• How do we know if the shapes used
can tessellate? [Ans: We need to
establish the unit pattern that is being
repeated first.]
• What is the rule for shapes to
tessellate? [Ans: There must not be
any gaps in between the shapes.]

Invite some learners to share the patterns \

saw in the video and the observations made.

Share with learners what they saw in the

video is known as tessellation where the
shapes are placed together without gaps and
overlaps allowed.

: We are going to try and create a

tessellation on our own now using shape cut-
outs.

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Grade 2 Chapter 2 Shapes and Solids

Step 1: Decide on a single shape to use. Shape cut-

Step 2: Draw that same shape repeatedly outs
Step 3: Ensure that they are placed repeatedly (Handout 2a)
without any gaps.

Teacher may replay the video again to show

the steps to draw and form a tessellation.
Then, show another video (URL 2.8 ) of the URL 2.8
making of a tessellation to give learners more
options to draw.

Ask learners to share with their partner what

they have drawn and select some learners to
share with the class their tessellations.

Activity (Optional):
Provide learners with the shape cut-outs in
Handout 2a. Allow learners to pick a shape of
their choice and create a tessellation.

After learners have constructed their figures,

they may then discuss with each other which
of their figures formed can tessellate and
which do not.

Evaluate
Learners Textbook
make Page 33
conclusions
about what : We are going to practice by finding the
they have missing shapes and solids in different
learnt so far. patterns. Are you ready?

Model Questions 1a and 1b with learners.

Ask:
• What is the sequence of the shapes in
1a? [Ans: medium square, hexagon,
triangle, small square, medium
square.]
• How many shapes are there in the
group that repeats? What are they?

URL 2.7: qrs.ly/mmegbk8

URL 2.8: qrs.ly/kdegbkc

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 Grade 2 Chapter 2 Shapes and Solids

[Ans: 4. Medium square, hexagon,

triangle, small square.]
• For 1b, can we count and identify the
shapes that make up the group of
shapes that repeats? [Ans: 5 shapes
made up of pentagon, rectangle,
square, yellow triangle and green
triangle.]

By reiterating the clues, get learners to find

the group of shapes or solids that repeats
and put a circle around it.

Allow learners 5 minutes to complete the

remaining questions on their own.

Differentiated instruction:
For struggling learners, have them circle the
repeating groups of shapes or solids in the
pattern to make it easier to identify the
missing shapes. Then, go through the
answers with the class, asking them to mark
their work with a tick or cross.

Learners should arrive at the following

answers:
1)

2a)

2b)

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Grade 2 Chapter 2 Shapes and Solids

For further practice, get learners to attempt

Worksheet 6 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

Evaluate To recap with the learners what they have Textbook

Learners learnt in this chapter, go through the Word Page 34
check their Wall on Page 34 with them.
understandi
ng by
: In this chapter, we have learnt how to
applying the
identify, describe sketch and sort shapes and
key
solids, including circles. We have also learnt
concepts
about the line of symmetry in shapes and
learnt to
objects, as well as symmetrical patterns.
answer
Finally, we checked on patterns related to
questions.
shapes and solids. Let us see how much we
understood from this chapter! Are you ready?

Give learners some time to individually look

at the questions on the reflection page.

You may ask these guiding questions to

help Ada find an object in the school to be
sketched.
• What are some of the names of the Specialising
shapes that we have learnt in this
chapter?
• For the object that you have chosen,
can you see any of those shapes that
were discussed?
• How many faces are there in the
object selected?
Characterising
• What are the shapes of the faces?
What are the other properties of the
object such as the number of edges
and vertices?

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 Grade 2 Chapter 2 Shapes and Solids

Instruct learners to follow the instructions as

given for the first part of the reflection.
1) Look for a solid within the school
compound but do not remove it.
2) Examine the solid and look at the
different faces before sketching it out.

You may ask these guiding questions to

help students form the 3 sentences describe
their objects:
• How many faces does the object have?
• How many flat or curved faces are there?
• Are the faces made of polygons?
• Are there any lines of symmetry for the
object?
• How many edges and vertices are there?

Get them to write down 3 sentences after

they have examined the characteristics of the
solid that they have chosen.

You may also distribute exit tickets (Handout

2i) to the learners for them to fill up to wrap
up the chapter and assess learners’
understanding of the chapter.

Evaluate Workbook
Learners Pages 25 –
check their 29
understandi
ng by Assign learners Consolidation worksheet and
applying the You
key have a mission! to be done in class or at
concepts home.
learnt to
answer
questions.

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Grade 2 Chapter 2 Printables

Reflection for teachers

Answer the questions below to reflect on your lesson.

What did the learners learn today?

Were the learning objectives and success criteria realistic?
Were there any misconceptions?

What was the learning atmosphere like? Circle.

Learners love the Learners are Learners find the Learners are Learners are
lesson interested lesson boring confused struggling with
the concepts

What two things went really well? What two things would have improved the
lesson?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What will I teach next based on the learners’ understanding of this lesson?

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 Grade 2 Chapter 2 Printables

Handout 2a: Shape cut-outs

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Grade 2 Chapter 2 Printables

Handout 2b: Shape cards and description

No vertices

4
6 sides 7
vertices
corners

3 8 sides 5
corners corners

4 sides

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 Grade 2 Chapter 2 Printables

Handout 2c: Centre of triangles and squares

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Grade 2 Chapter 2 Printables

Handout 2d: Characteristics of solids

Number of flat Number of Number of Number of

surfaces curved vertices edges
surfaces

Cube

Cuboid

Rectangular
pyramid

Triangular
pyramid

Cone

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 Grade 2 Chapter 2 Printables

Handout 2e: Solid cards and descriptions

8 vertices

1 curved 4 faces 5 faces

surface

12 edges

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Grade 2 Chapter 2 Printables

Handout 2f: Symmetrical pictures

110 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Printables

Credits

LoboStudioHamburg/Pixabay.com (Building and clouds), Pexels/Pixabay.com (Stairs and

handrails), jplenio/Pixabay.com (Industry power pole)

© 2023 Alston Education Pte Ltd 111

Grade 2 Chapter 2 Printables

Handout 2g: Symmetrical patterns colouring

112 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 2 Printables

Handout 2h: Simple patterns (Using draw functions)

Q1.

Q2.

Q3.

Q4.

Q5.

Q6.

© 2023 Alston Education Pte Ltd 113

Grade 2 Chapter 2 Printables

Handout 2i: Exit Ticket Templates

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

2 things I remember are: 1 thing I want to practice more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

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BLANK
 Grade 2 Chapter 3 Multiplication

PBL Scenario:

1
The teacher is trying to gather enough people to start a 3-legged
race at a sports meet. To help their teacher find out how many
more people are needed, the children need to learn about
grouping and multiplication.

Lesson 1:

2
As every team needs to have the same number of children,
the children will need to first learn about sorting into equal
groups and how to find the total number in several equal
groups.

Checkpoint:
A conclusion can now be formed on how to find the
total number of children in equal groups using repeated
addition or multiplication.
3

Lesson 2:

4
Each team can only occupy 1 lane on the running track.
By using the multiplication table of 1, this helps the
teacher to quickly find out the number of teams
required to join the race.

Checkpoint
A conclusion can now be formed on how the number
of lanes needed for the race can be counted using the
one times table.
5

Lesson 3

6
To take part in the 3-legged race, the team requires 2
children to tie their legs together. By learning how to
multiply by 2, the teacher can find out how many
children are required to start the race.

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 Grade 2 Chapter 3 Multiplication

7
Checkpoint:
A conclusion can now be formed on the use of the two times
tables to find the total number of pairs needed for the race. From
this, the teacher can find out how many more children are needed.

Lesson 4:

8
The cheerleaders on the field are practising their routine.
Their formation must always be kept in rows of 5.
Therefore, by knowing the multiples of 5, they will be able to
form up quickly and orderly.

Checkpoint:

9
A conclusion can be formed on how to organise the
cheerleader’s formation in rows of 5. They are now able
to determine how they should form up and start their
cheerleading routine.

Lesson 5:

10
Vera is keen to use what she has learnt about equal
groups and multiplication to find out how many jelly
beans she bought and how many she will have left
after eating some.

Checkpoint

11
A conclusion can be formed on how Vera can use
the ten times table to easily count the number of
jelly beans she has and the number of jelly beans
she has remaining.

Making conclusions:

12
The children have learnt many things about repeated
addition and multiplication tables of 1, 2, 5 and 10. They
want to summarise what they have learnt in the reflection
report, because this information will come in handy as
they progress to learn more about multiplication by other
numbers.

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Grade 2 Chapter 3 Multiplication

Scheme of Work (SOW)

Teaching
Lesson Learning Indicators Resources
Duration
Page 39: 2 hours 30
minutes

Please
Array worksheet (Handout 3a)
allocate
about an
additional
1 Multiply by repeated addition
30 minutes
to go
through the
worksheets
in the
workbook

Page 40: 1 hour

Multiply by 1 Please
allocate
about an
additional
2 30 minutes
to go
through the
Recite the 1 times table worksheets
in the
workbook

Page 41: 1 hour 30

minutes
paper plates
Multiply by 2
Please
allocate
about an
3 additional
30 minutes
to go
Recite the 2 times table through the
worksheets
in the
workbook

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 Grade 2 Chapter 3 Multiplication

Teaching
Lesson Learning Indicators Resources
Duration
Page 43: 1 hour 30
minutes
Multiply by 5
Please
Page 44:
allocate
about an
5 times table song QR Code
additional
4
30 minutes
to go
through the
Recite the 5 times table
worksheets
in the
workbook

Page 46: 1 hour 30

minutes
10 times table song QR Code
Multiply by 10
Multiplication practice Please
worksheet (Handout 3b) allocate
about an
additional
5
30 minutes
to go
through the
Recite the 10 times table
worksheets
in the
workbook

Total Time: 8 hours 0 minutes

Helpful resources:

qrs.ly/lmej8ca - Online interactive games to practice the times tables. At this level, do remind
learners to only attempt games involving multiplication tables of 1, 2, 5 and 10.
qrs.ly/xsej8cd - 44 resources and ideas for teachers to conduct games in class to teach
multiplication.
qrs.ly/8fej8cn - Online worksheets. Get learners to only attempt times tables for 1, 2, 5 and 10.

© 2023 Alston Education Pte Ltd 119

Grade 2 Chapter 3 Multiplication

Lesson 1: Multiplying by repeated addition

Lesson Objectives:

• Multiply by repeated addition

Success Criteria:

• Learners can multiply by repeated addition

Keywords for this lesson:

groups, repeated addition, multiply, multiplication sentence, array

Prior Knowledge:

• Addition of numbers up to 20

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Engage PBL opener Textbook
Learners Direct learners’ attention to the scenario on Page 35
play an page 35. Have them study and observe what
active role in is happening with the different groups of
identifying people in the picture. Then, elicit some
and solving responses from learners on what they
the problem. observe.

Learners should be encouraged to describe

all the different groups of people and the
types of activities taking place in the
scenario.

: Let us look at the scenario on page 35.

Describe what you see. Look at what the
children are doing.

Give learners 5 minutes to discuss their

observations in pairs.

Ask:
• What does the scenario remind you
of? [Ans: School Sports Day]
• What are some of the activities that
are going on in the scenario? [Ans:

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 Grade 2 Chapter 3 Multiplication

There are some cheerleaders on the

field, 2 children are playing with a ball,
2 children are getting ready to start a
race, the teacher is making an
announcement and other children are
hanging around talking or watching
these activities.]
• What do you see happening on Lane
1 of the running track? [Ans: Ada and
Tim are tying their legs together with
a piece of cloth. They are waiting to
start the 3-legged race.]
• Why has the race not started? [Ans:
More teams are needed to join the
race.]
• Are there other lanes with cloth
placed on the running track? How
many are there? [Ans: Yes, there are 7
other lanes.]
• What is the teacher with the
loudspeaker trying to do? [Ans: He is
calling for other children to
participate in the 3-legged race.]
• How many more teams do you think
he needs to fill up all the lanes? [Ans:
He needs 7 more teams to fill up all
the lanes.]
• How many more children will he need
for the race? How can we find out?
[Ans: Each team has 2 children. As 7
more teams are needed, we need to
find how many children there are in 7
teams of 2.]

Observe learners’ responses to the guiding

questions above. They should share their
answers until they have a clear
understanding of what the problem in the
scenario is.

PBL conclusion
Learners should be able to recognise that in
order for the race to start, they need to get 7
more teams or groups of 2 children to take
part in the race. In order to do so, they will
need to learn how to find the number of
children there will be in 7 groups of 2.

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Grade 2 Chapter 3 Multiplication

: Let us now see how we can quickly

count how many children there will be in 7
groups of 2.

Read out the learning indicators in the yellow

sticky note to the learners, so they will have
an understanding of what they will learn in
this chapter.

Explore Multiplying by repeated addition Textbook

Learners Pages 36 -
carry out 37
hands-on
activities to Direct learners to the first part of the
find out investigation on page 36 showing the picture
more about of the beads that Ada dropped on the floor.
the problem.
: Ada has dropped all her beads on the
floor. Let us try to help her quickly count the
total number of beads there are on the floor.

Have learners look at the beads on Textbook

page 36 and make a quick estimate of how
many beads there are.

Ask:
• Is it easy to estimate or see very
quickly how many beads there are on
the floor? [Ans: No]
• How long did it take you to estimate
the number of beads? [Ans: Accept
various responses from learners.]

Invite learners to think of ways to count the

total number of beads more quickly. Ask
these guiding questions to help them.

Ask:
• How many beads of each colour are
there? [Ans: There are 5 beads of
each colour.]
• Can we sort the beads into groups to
help us count faster? How can we do
this? [Ans: Yes, we can sort them by Classifying
their colour.]
• If we sort the beads by their colour,

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 Grade 2 Chapter 3 Multiplication

how many groups will we have? How

many beads will there be in each
group? [We will have 4 groups of
beads, with each group containing 5
beads.]
• Will the number of beads in each
group be the same? [Ans: Yes. There
will be 5 beads in each group.]

Draw the 4 groups of beads on the board

using different coloured markers to
represent the different coloured beads.
Highlight to learners that since the number of
beads in each group are the same, we say
that they are equal groups.

Get learners observe the equal groups of

beads and lead them to see how grouping in
such a way can help them count the total
quickly.

Ask:
• Do you recall how to count on in 5s?
[Ans: Yes, 5, 10, 15, …]
• Look at the groups of beads on the
board now. Is it easy to count the
total number of beads quickly? How
can we count them? [Ans: As they are
Conjecturing
in equal groups of 5, we can count on
in 5s to get the total. 5,10,15, 20.
There are 20 beads.]
• Must there be the same number of
beads in each group to count in this
way? Why? [Ans: Yes, there must be
the same number of beads in each
group so that they can be added
repeatedly and quickly.]
• Is there only 1 way of putting the
beads into equal groups? [Ans: No.
We can also get equal groups using
all the beads if we put 2, 4 or 10
beads in each group.]

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Grade 2 Chapter 3 Multiplication

Get learners to discuss with their partners

the different ways that the beads could be
grouped to quickly count the total number of
beads, emphasising that there should be an
equal number of beads in each group.

Invite some learners to share how they think

the beads can be grouped with the rest of the
class. Then, ask them to draw the beads that
are grouped in the spaces provided, before
writing out the number of groups of beads
and the corresponding number sentence to
sum up to the total number of beads in the
blanks provided.

The following are some possible answers:

There are 4 groups of 5 beads each.

5 + 5 + 5 + 5 = 20

There are 5 groups of 4 beads each.

4 + 4 + 4 + 4 + 4 = 20

There are 10 groups of 2 beads each.

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 20

There are 2 groups of 10 beads each.

10 + 10 = 20

: Let us move on to the second part of the

investigation by looking at the picture of the
cheerleaders.

Invite learners to think of ways to group the

cheerleaders.

Ask:
• How are the cheerleaders arranged?
[Ans: There is an equal number of Characterising
cheerleaders in each column and
row.]
• How can we put them into smaller
equal groups? [Ans: We can circle 3
cheerleaders in each column or 5
cheerleaders in each row.] Specialising
• What will the number sentence
representing what has been circled

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 Grade 2 Chapter 3 Multiplication

be? [Ans: 3 + 3 + 3 + 3 + 3 = 15 or 5 +
5 + 5 = 15.]

Get learners to fill in the blanks to describe

the arrangement of the cheerleaders and
count the total number of cheerleaders. The
following are some possible answers that
they could fill in:

The cheerleaders are arranged in equal rows:

3 + 3 + 3 + 3 + 3 = 15
There are 15 cheerleaders in total.

Select some learners to share their answers

with the rest of the class.

Explain Direct learners to the picture on page 37 of Textbook

Learners the textbook. Page 37
learn key
concepts
: Tim and Ada share some apples as
through
seen in the picture.
activities,
discussions
Invite learners to observe and share what
and
they can describe about the arrangement of
teacher’s
the apples.
explanations
.
Ask:
• How many plates are there in the
picture? [Ans: There are 2 plates.]
• How many apples are there on each
plate? [Ans: There are 2 apples on
each plate.]
• What is a number sentence that can
be written to represent the total
number of apples? [Ans: 2 + 2 = 4]

Get learners to observe what Tim is saying

about how the apples can be grouped. Guide
them to see that the apples are placed in
groups with the same number of apples in
each group. Therefore, the total number of
apples can be found by carrying out repeated
addition.

Lead learners to see that as there are 2

apples in each group, we can find the total by
repeatedly adding 2 (the number of apples)

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Grade 2 Chapter 3 Multiplication

by the number of times as there are groups.

So as there are 2 groups, we add the number
of apples in each group twice. So, 2 + 2 = 4.
Therefore, there are 4 apples altogether.

: Let us next look at the flowers that Vera

grows in her garden.

Get learners to count the number of yellow

flowers.

Ask:
• How many yellow flowers are there in
each vase? [Ans: There are 5 yellow
flowers in each vase.]
• How many vases of flowers are there
altogether? [Ans: There are 4 vases of
flowers altogether.]
• What will be the addition sentence
that represents the total number of
flowers? [Ans: As there are 4 groups
of 5 flowers, we can find the total in
this way: 5 + 5 + 5 + 5 = 20]

Here again, lead learners to see that as there

are 5 flowers in each group, we can find the
total by repeatedly adding 5 (the number of
flowers) by the number of times as there are
groups. As there are 4 groups, we add the
number of flowers in each group 4 times. So,
4 groups of 5 = 20 can be written as 5 + 5 +
5 + 5 = 20. Therefore, there are 20 flowers
altogether.

Introduce the concept of multiplication and

the symbol at this Grade.

: We have seen that repeated addition is

the process of adding equal groups multiple
times. So, when we are carrying out repeated
addition, we are actually multiplying. Instead
of writing an addition sentence, we can write
a multiplication sentence to represent the
total.

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 Grade 2 Chapter 3 Multiplication

Highlight and reference Vera’s explanation

on the multiplication sign “x” to mean
“groups of.”

: We can write 4 groups of 5 = 20 as 4 x

5 = 20.

Point out that ‘4 x 5 = 20’ is a multiplication

sentence that can be read as ‘4 times 5
equals 20’.

Evaluate Textbook
Learners Page 38
make
conclusions : Let us now practise how to find the total
about what number of objects in equal groups by using
they have repeated addition and multiplication.
learnt so far.
Model the question with learners before
getting them to fill in the blanks to the
answers.

Ask:
• How many bracelets are there
altogether? [Ans: There are 5
bracelets.]
• How many beads are there on each
bracelet? [Ans: There are 6 beads on
each bracelet.]
• What is the repeated addition
sentence that represents the total
number of beads? [Ans: 6 + 6 + 6 + 6
+ 6 = 30.]
• What is the multiplication sentence
that represents the total number of
beads? [Ans: 5 x 6 = 30.]

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the answers to the

question:

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Grade 2 Chapter 3 Multiplication

There are 5 bracelets. Each bracelet has 6

beads.
6 + 6 + 6 + 6 + 6 = 30
5 x 6 = 30
There are 30 beads altogether.

Explain Move on with learners to the next example Textbook

Learners and show how the same number of items Pages 38 -
learn key may be grouped differently. 39
concepts
through
: We shall look at the picture which
activities,
shows the marbles that Ada has bought.
discussions
and
Guide learners to look at what Coco and
teacher’s
Momo did to group Ada’s marbles by
explanations
drawing circles around them.
.

Ask:
• How did Coco group the marbles?
[Ans: Coco placed 2 marbles into
each group.]
• How many groups of marbles did
Coco get? [Ans: 3]
• What is the number sentence that
shows how Coco has grouped the
marbles? Why? [Ans: 3 x 2 = 6. There
are 3 groups of 2 marbles.]
• How did Momo group the marbles?
[Ans: Momo placed 3 marbles into
each group.]
• How many groups of marbles did
Momo get? [Ans: 2]
• What is the number sentence that
shows how Momo has grouped the
marbles? Why? [Ans: 2 x 3 = 6. There
are 2 groups of 3 marbles.]
• What do you notice about the total
number of marbles that Coco and
Momo were playing with? [Ans: They
were both playing with the same total
of 6 marbles each.]

Guide learners to observe the grouping of the

marbles and explain to them using Ada’s
speech that a set of objects arranged neatly
in order are known as arrays. Then, conclude
with learners that there are 6 marbles in total.

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 Grade 2 Chapter 3 Multiplication

: We shall now see how we can use

arrays to help us count quickly.

Have learners observe the first array on page

39 that shows 5 marbles in one row. Get
learners to circle the 5 marbles into 1 group,
to show that 1 group of 5 marbles can be
obtained from the array.

Get learners to discuss how the same 5

marbles can be grouped in another way.

Ask:
• What is another way of grouping the
same 5 marbles? [Ans: We can
instead look at each column as one
Specialising
group and now place circles around
the columns]
• What do the circles represent? [Ans:
Each circle around the marble
represents 1 group each, for a total of
Conjecturing
5 groups.]
• What do you notice about the number
of marbles in each group? [Ans:
There must be the same number of
marbles in each group. Grouping in
this way, we get 1 marble in each
group]
• Besides getting 1 group of 5 marbles
or 5 groups of 1 marble, is there any
other way to group these 5 marbles
such that there is an equal number of
marbles in all the groups? [Ans: No]

Conclude with learners here that the marbles

are arranged in an array which allows for
equal grouping by looking at the rows or
columns.

: Let us try to arrange and group marbles

in another array.

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Grade 2 Chapter 3 Multiplication

Direct learners’ attention to the next array

with a different arrangement and quantity of
marbles.

Ask:
• How can we group the marbles in this
array? [Ans: We can look at the
columns and place a circle around 2
marbles each time.]
• If we arrange the marbles into groups
of 2, how many groups of 2 marbles
will there be? [Ans: As there are 4
columns and hence 4 circles, there
will be 4 groups of two marbles
each.]
• What will be the repeated addition
sentence that shows the 4 groups of
2 marbles? [Ans: 2 + 2 + 2 + 2 = 8]

Get learners to circle the marbles showing 2

marbles in each group before writing out the
numbers into the spaces shown.

The following are the answers to be written

into the blanks:

2+2+2+2=8

Reinforce that since there are 4 groups of 2,

we can also write this as a multiplication
sentence using 4 x 2 = 8.

Activity (Optional):
Engage learners by handing them 20
counters. Get learners to form different
arrays using the counters with the
instructions given in the Array worksheet Array
(Handout 3a). Then, get learners to draw out worksheet
the arrays as instructed in the worksheet. (Handout
3a)
With reference to the arrays, guide learners
to visualise how to create different number
sentences that incorporate repeated
addition and multiplication.

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 Grade 2 Chapter 3 Multiplication

Extend Textbook
Learners Page 39
extend the Direct learners to the picture of the cupcakes
key shown on page 39 of the textbook.
concepts
learnt Ask learners to share with their partners why
through they think it is useful to arrange the cakes in
discussion the manner as seen. Then, get them to
and describe the array.
activities.
Learners should describe that there are 5
rows of 9 cupcakes each.

Conclude with learners that by arranging the

cupcakes neatly, it easier for shopkeepers to
count and for customers to choose what
they want to buy.

Share with learners the following video (URL URL 3.1

3.1 ) on arrays in real life.

After watching the video, invite learners to

share other real life arrays that they can
recall.

Evaluate Textbook
Learners Page 39
make
conclusions : Let us now practise writing addition and
about what multiplication sentences by looking at
they have pictures of arrays.
learnt so far.
Model the question with learners before
getting them to answer the remainder of the
question on their own.

Ask:
• How many cups are there in each
column? [Ans: There are 2 cups in
each column.]
• How many columns are there
altogether? [Ans: There are 6
columns of cups.]
• How should we indicate the number
of groups in the picture? [Ans: Each

URL 3.1: qrs.ly/bgej8hf

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Grade 2 Chapter 3 Multiplication

circle placed around the cups

represent a group.]

Differentiated instruction:
For struggling learners, remind them to count
with their fingers to ensure that they have
counted the right number of cups before
circling. Each group of cups in a circle
represents a group.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the answers to the

question:

There are 6 groups of 2 cups.

2 + 2 + 2 + 2 + 2 + 2 = 12
6 x 2 = 12
There are 12 cups altogether.

For further practice, get learners to attempt

Worksheet 1 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of the
worksheet.

Extend Textbook
Learners Page 40
extend the Get learners to observe the erasers on page
key 40 of the textbook.
concepts
learnt
through : There are so many erasers. They are
discussion placed in one large array! Let us find the total
and number of erasers.
activities.

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 Grade 2 Chapter 3 Multiplication

Ask:
• What is an array made up of? [Ans:
Each array is made up of rows and
columns of items.]
• How many rows of erasers are there
in this large array? [Ans: There are 3
rows of erasers.]
• Can you count how many erasers
there are in each row? [Ans: 10
erasers]
• What would be the repeated addition
number sentence that shows the
total number of erasers? [Ans: 3 + 3 +
3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 30 or 10
+ 10 + 10 = 30]

Have learners look at what Cyrus is saying.

Lead learners to see with the guiding
questions below that the array can be broken
into smaller arrays to get the total in another
way.

Ask:
• How can we break this large 10 by 3
array into a smaller array? [Possible
Ans: We can draw a vertical line in the
centre and break the large array into
two smaller 5 by 3 arrays.]
• How many erasers are there now in
each smaller array? [Ans: 3 rows of 5
or 3 x 5 = 15]
• When all the erasers in all the smaller
arrays are added together, what do
you notice about the total? [Ans: The
total number of erasers in the smaller
arrays is the same as the total
number of erasers in the large array.]

Get learners to work with their partners to

identify and circle some other possible ways
of breaking down the large 10 by 3 array into
smaller arrays. Then, get learners to share
how they broke down the large array into
smaller arrays with the rest of the class.

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Grade 2 Chapter 3 Multiplication

Conclude that there are 30 erasers

altogether, regardless of how one chooses to
arrange the array as the total number of
erasers does not change.

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 Grade 2 Chapter 3 Multiplication

Lesson 2: Multiplying by one

Lesson Objectives:

• Multiply by 1
• Recite the 1 times table

Success Criteria:

• Learners can multiply by 1

• Learners can recite the 1 times table

Keywords for this lesson:

times table, multiples

Prior Knowledge:

• Repeated addition of 1

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explain Textbook
Multiplying by one
Learners Page 40
learn key
concepts
through
activities, Have learners observe the number of dots in
discussions each pattern and count the total, then write
and the answers in the boxes provided below
teacher’s each pattern. To do this, they need to count
explanations on by 1s.
.
: Each pattern shown here has 1 group of
dots. Let us find the number of dots there are
altogether in each pattern.

1st pattern: 1 group of 3 dots has altogether

3 dots.
2nd pattern: 1 group of 6 dots has altogether
6 dots.
3rd pattern: 1 group of 7 dots has altogether
7 dots.

The answers are 3, 6 and 7 respectively.

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Grade 2 Chapter 3 Multiplication

: Notice that 1 group of a number gives

you that number exactly. Now, let us look at
the 1 times table together.

With Momo’s speech bubble as an example,

explain to learners how to read aloud the
multiplication sentence of 1 x 1 = 1.

Continue reading along with learners for the

rest of the multiplication sentences up to 1 x
10 = 10.

Ask:
• What do you notice about the first
number in the multiplication
sentences listed? [Ans: They all start
with 1.]
• What do you notice about the second
number in the multiplication
sentences? [Ans: They are the
numbers when we count on by 1s
from 1 to 10.]
• What do you notice about the
answers? [Ans: They are the same as
the second number and they are also
the numbers when we count on by
1s.]

: This list of multiplication sentences is

part of the 1 times table, or the multiplication
table of 1. The 1 times table shows what
happens when we multiply a number by 1.
The answers obtained when we multiply 1 to
another number are known as the multiples
of 1.

Activity (Optional):
Encourage learners to use counters to
represent the number sentences according
to the first ten multiples of 1.
Have them also sing along the song in the
following video (URL 3.2 ) to understand the URL 3.2
pattern for multiples of 1.

URL 3.2: qrs.ly/daf0sm1

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 Grade 2 Chapter 3 Multiplication

Evaluate Differentiated instruction: Textbook

Learners For advanced learners, invite them to write Page 40
make out more examples which involve larger
conclusions multiples of 1 up to 100. Ask learners to
about what observe the product and the multiplicand.
they have
learnt so far. They should also observe that the
multiplicand in the multiplication sentences
for the multiples of 1 will always be the same
as the product. i.e., 1 x 60 = 60, 1 x 84 = 84.

For further practice, get learners to attempt

Worksheet 2 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

© 2023 Alston Education Pte Ltd 137

Grade 2 Chapter 3 Multiplication

Lesson 3: Multiplying by two

Lesson Objectives:

• Multiply by 2
• Recite the 2 times table

Success Criteria:

• Learners can multiply by 2

• Learners can recite the 2 times table

Keywords for this lesson:

number line

Prior Knowledge:

• Repeated addition of 2

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Multiplying by two
Learners Pages 41 -
carry out 42
hands-on
activities to
: Let us now find out how we can find
find out
multiples of 2.
more about
the problem.
Activity:
Invite learners to work in pairs. Hand out 4 Paper
paper plates and 20 counters to each pair. plates
Then, get them to place 2 counters on each
plate and find the total number of counters.

Ask:
• How did you count the number of
counters? [Ans: We can count in twos
until all the counters on the plates
have been counted.] Conjecturing
• What is the repeated addition
sentence to find the number of
counters? [Ans: 2 + 2 + 2 + 2 = 8]

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 Grade 2 Chapter 3 Multiplication

• What is the corresponding

multiplication sentence to describe
the arrangement? [Ans: 4 x 2 = 8]

Give out more paper plates to learners and

allow them to vary the number of paper
plates, with 2 counters on each plate. Then,
invite some learners to share what they have
found by varying the number of paper plates
used.

: Let us next refer to the picture on page

41 of the textbook which was based on the
PBL on page 35 of the textbook.

Direct learners to the first lane that shows

Ada and Tim tying their legs together. Then
refer them to lane numbers 1 through 8 and
go through the scenario with them with the
help of the following questions.

Ask:
• How many pieces of cloth do you see
in total? [Ans: There are 8 pieces.]
• Therefore, how many groups of
children are needed to start the race?
[Ans: 8 groups of children.]
• How many children are there in each Characterising
group? [Ans: 2 children]
• How many children are needed
altogether for the race? [Ans 16
children will be needed to start the
race.]
• What is the multiplication sentence
that shows the number of children
needed for the race? [Ans: 8 x 2 = 16]
• Excluding Ada and Tim, how many
more groups are needed to start the
race? [Ans: 7 more groups are
needed.]
• What is the multiplication sentence
that shows the number of children
needed to start the race? [Ans: 7 x 2
= 14]

Get learners to make use of the counters

given to them to represent children to

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Grade 2 Chapter 3 Multiplication

confirm their observations above. Then, ask

them to answer the questions in part 2 of the
investigative activity to be filled into the Convincing
blanks given.

The following are the answers to the blanks

for part 2:

There are 8 pieces of cloth altogether.

8 groups of children are needed.
16 children are needed for the race.
The multiplication sentence would therefore
be 8 x 2 = 16.
7 more groups of children are needed to take
part in the race.
14 more children are needed.

Conclude with learners that for each piece of

cloth on the ground with no children, one
group is missed and so they will need to
identify and circle two children from the
picture. Since 7 more groups are needed, a
total of 14 children in the picture should be
circled.

Explain Direct learners to the number line on page 42 Textbook

Learners of the textbook, which will help learners to Page 42
learn key visualise the concept of multiplication by 2s
concepts more easily.
through
activities,
: We are going to use the number line to
discussions
multiply by 2.
and
teacher’s
Using the number line, read along with
explanations
learners using the visualiser by counting
.
from 0 to 2, 4, 6, 8 and 10. Show learners by
using your fingers to move along the red
arrows as you count.

Ask:
• By how much are we counting on?
[Ans: We are counting on in twos.]
• What does the “+ 2” above the red
arrow refer to? [Ans: We are adding 2
to the number where the red arrow
begins to get the next number where
it ends.]

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 Grade 2 Chapter 3 Multiplication

• How many counts of twos are there

from 0 to 10? [Ans: There are 5
counts of twos.]

: Let us next look at the 2 times table

together.

Go through all ten multiplication sentences

in the 2 times table with the learners.

Ask:
• What do you notice about the first
number in these multiplication
sentences? [Ans: They all start with
number 2.]
• What do you notice about the second
number in these multiplication
sentences? [Ans: They are increasing
in value, beginning at 1 and ending at
10.]
• What is another way to name the
answers obtained when we count on
by twos? [Ans: They are also known
as the multiples of 2.]
• Are multiples of 2 always even
numbers? How do you know? [Ans:
Yes, since all multiples of 2 end with
an even number. Therefore, multiples
of 2 are always even numbers.]

Summarise to learners what they have learnt

about the 2 times table.

: This list of multiplication sentences is

part of the 2 times table, or the multiplication
table of 2. The 2 times table shows what
happens when we multiply a number by 2.
The answers obtained when we multiply 2 to
another number are known as the multiples
of 2.

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Grade 2 Chapter 3 Multiplication

Evaluate Textbook
Learners Page 42
make Get learners to circle the sweets in equal
conclusions groups of twos in the picture shown on the
about what page. Then, get them to check with their
they have partners if they have grouped the sweets in
learnt so far. the same manner.

Ask:
• How many groups of 2 sweets did
you circle? [Ans: 9 groups of 2
sweets]
• What is the multiplication sentence
that shows the number of sweets?
[Ans: 9 x 2 = 18]

Differentiated instruction:
For struggling learners, ask them to draw out
a number line as a practice to further guide
to help them in the counting in twos until they
arrive at the answer.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the answers to the

question:

9 x 2 = 18
There are 18 sweets altogether.

For further practice, get learners to attempt

Worksheet 3 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

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 Grade 2 Chapter 3 Multiplication

Lesson 4: Multiplying by five

Lesson Objectives:

• Multiply by 5
• Recite the 5 times table

Success Criteria:

• Learners can multiply by 5

• Learners can recite the 5 times table

Keywords for this lesson:

Nil

Prior Knowledge:

• Repeated addition of 5

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explain Textbook
Multiplying by five
Learners Page 43
learn key
concepts
through
activities, Recap with learners on repeated addition by
discussions directing their attention to the cheerleaders
and on page 43.
teacher’s
explanations : Observe how the cheerleaders are
. arranged here in an array.

Invite learners to identify how they can group

the cheerleaders into 3 groups and count the
total number of cheerleaders.

Ask:
• How can the cheerleaders be
arranged into 3 groups? [Ans: The
cheerleaders can be arranged to
stand in 3 rows like in the picture.]
• How many cheerleaders will there be
in each group? [Ans: There will be 5
cheerleaders in each group/per row.]

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Grade 2 Chapter 3 Multiplication

Get learners to write out a number sentence

using repeated addition to express the total
number of cheerleaders. They should get the
following number sentence:

5 + 5 + 5 = 15
There are 15 cheerleaders in total.

: Let us next look at how we can write out

the same total in a multiplication sentence.

Invite learners to draw a circle around each

group of 5 cheerleaders.

Ask:
• How many groups are there
altogether? [Ans: There are 3 groups.]
• How many cheerleaders are there in
each group? [Ans: There are 5
cheerleaders in each group.]

: There are 3 groups of 5 cheerleaders.

We can replace ‘groups of’ with ‘x’ to write a
multiplication sentence.

Ask learners to complete the multiplication

sentence that shows the total number of
cheerleaders which is represented by 3 x 5 =
15.

Extend Textbook
Learners Page 43
extend the
Hand each pair of learners 20 counters.
key
Then, invite them to use some of the
concepts
counters to form an array that represents 3
learnt
groups of 5.
through
discussion
and : We are now going to add one more
activities. group of 5 cheerleaders to the team.

Ask learners to use the remaining counters

on hand to add a group of 5 cheerleaders to
the current array. Then, get them to observe
the arrangement of the array.

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 Grade 2 Chapter 3 Multiplication

Ask:
• How can we find how many
cheerleaders there will be in the new
array? [We can find this answer by
Conjecturing
using repeated addition or
multiplication.]
• Describe the new array after the
addition of one new group of
cheerleaders? [Ans: The array now
Characterising
has 4 groups or 4 rows of 5
cheerleaders.]

Explain to learners that each time a new

group of 5 cheerleaders is added, we add 5
to the addition sentence to find the total.
Specialising
2 groups: 5 + 5 = 10
3 groups: 5 + 5 + 5 = 15
4 groups: 5 + 5 + 5 + 5 = 20

Ask:
• What would be a suitable number
sentence that involves repeated
addition for this new array? [Ans: 5 +
5 + 5 + 5 = 20]
• What would be a suitable
multiplication sentence that
represents this new array? [Ans: 4 x 5
= 20]
• What is the total number of
cheerleaders? [Ans: There are now 20
cheerleaders.]

Invite learners to share their observations as

a result of the inclusion of a new group of 5
cheerleaders to the team.

Conclude with learners that as a result of the

inclusion of a new group of 5 cheerleaders,
there is now 4 groups of 5 cheerleaders or 4
x 5 = 20.

© 2023 Alston Education Pte Ltd 145

Grade 2 Chapter 3 Multiplication

Explain Direct learners to Tim’s boxes of chocolates Textbook

Learners on page 43 of the textbook. Pages 43 -
learn key 44
concepts
: We are going to find out the number of
through
chocolates Tim has!
activities,
discussions
Get learners to observe each box of
and
chocolates and count the number of
teacher’s
chocolates in each box.
explanations
.
Ask:
• How many pieces of chocolates are
there in each box? [Ans: There are 5
pieces of chocolates in each box.]
• How many boxes of chocolates are
there altogether? [Ans: There are 8
boxes of chocolates altogether.]
• How can we represent the total
number of pieces of chocolates
using a multiplication sentence?
[Ans: 8 x 5 = 40]
• What is the total number of pieces of
chocolate? [Ans: There are 40
chocolates in total.]

Get learners to observe that there are 8

groups of 5 which will give a product of 40
chocolates.

: Let us next observe how Ada’s

chocolates are arranged.

Direct learners to the boxes of chocolates

belonging to Ada on page 44 of the textbook.

Ask:
• How many boxes of chocolates does
Ada have? [Ans: She has 5 boxes of
chocolates.]
• How many chocolates are there in
each box? [Ans: There are 8
chocolates in each box.]
• How can we represent the total
number of pieces of chocolates in a
multiplication sentence? [Ans: 5 x 8 =
40]

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 Grade 2 Chapter 3 Multiplication

• How does Ada’s number of

chocolates compare with Tim’s
number of chocolates? [Ans: They
have the same number of
chocolates.]
• What do you notice about the number
sentences representing the number
of chocolates that they have? [Ans:
Tim’s total is 8 x 5 = 40, while Ada’s
total is 5 x 8 = 40. The product
remains the same even when the
numbers in the multiplication
sentence are swapped.]

Get learners to observe that both Tim and

Ada have the same number of chocolates
even though their arrangement of their
chocolates is different.

Conclude with learners that 8 x 5 is the same

as 5 x 8 which is equals to 40.

Get learners to fill in the answers into the

blanks and they should get the following:
5 x 8 = 40
She has 40 chocolates altogether.

: Let us next look at the 5 times table

together.

Read out the 5 times table, stating that these

are the multiples of 5.

Ask:
• What do you notice about the first
number in the multiplication
sentences? [Ans: They all begin with
the number 5.]
• What do you notice about the second
number (the multiplicand) in the
multiplication sentences? [Ans: They
are increasing by 1.]
• What is another way to name the
answers obtained when we counting
on by fives? [Ans: They are also
known as the multiples of 5.]

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Grade 2 Chapter 3 Multiplication

Explain to learners that the list of the number

sentences that they have just read is the 5
times table or the multiplication table of 5,
which shows what happens when we
multiply 5 by other numbers. In addition, the
answers obtained when we multiply 5 to
another number are known as the multiples
of 5.

Direct learners’ attention to the multiples of

5 which are circled in the boxes.

Ask:
• What digits do all the multiples of 5
end with? [Ans: They all end with
either the digit 0 or 5.]
• What are other examples of multiples
of 5 besides those given in the list?
[Ans: E.g., 55, 100 etc….] Generalising

Count along in fives with learners and guide

them to see that the multiples of 5 always
result in the digit 0 or 5 in the ones place.

Conclude the discussion on multiplying by

five with learners by singing along with them 5 times
the 5 times table song using the QR code link table song
on page 44. QR Code

Evaluate Textbook
Learners page 44
make
Model the question regarding Vera’s plate
conclusions
with learners and let learners attempt the
about what
question regarding Tim’s plate on their own.
they have
learnt so far.
Ask:
• How many plates does Vera have?
[Ans: Vera has 5 plates.]
• How many jellies are placed on each
of her plate? [Ans: 6 jellies]

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 Grade 2 Chapter 3 Multiplication

• How many plates of 6 jellies will Vera

have? [Ans: She will have 5 plates of
6 jellies.]
• How many jellies will Vera have in
total? [Ans: 5 x 6 = 30. So, she will
have 30 jellies.]

Differentiated instruction:
For struggling learners, they may find the
total using a repeated addition number
statement or using counters to represent the
jellies on plates to help them visualise.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the answers to the

question:

Vera has 30 jellies.

Tim has 30 jellies.
Both Vera and Tim have the same number of
jellies.

For further practice, get learners to attempt

Worksheet 4 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

© 2023 Alston Education Pte Ltd 149

Grade 2 Chapter 3 Multiplication

Lesson 5: Multiplying by ten

Lesson Objectives:

• Multiply by 10
• Recite the 10 times table

Success Criteria:

• Learners can multiply by 10

• Learners can recite the 10 times table

Keywords for this lesson:

Nil

Prior Knowledge:

• Repeated addition of 10

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Multiplying by ten
Learners Page 45
carry out
hands-on
activities to Direct learners to the picture of the box of
find out jelly beans which Vera bought.
more about
the problem.
: We are going to find out more about
how Vera’s box of jelly beans can be equally
distributed.

Get learners to observe the information given

in the picture in detail.

Ask:
• How many flavours are there in the
box of jelly beans? [Ans: There are 10
flavours.]
• How many plates did Vera prepare? Characterising
[Ans: She prepared 10 plates.]
• How many jelly beans did Vera place
on the plate for ‘Mango beans’? [Ans:

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 Grade 2 Chapter 3 Multiplication

She placed 5 mango-flavoured jelly

beans on that plate.]
• What did Vera say about the number
of jelly beans of each flavour? [Ans:
She says that there is an equal
number of jelly beans of each
flavour.]
• What does this mean? [Ans: This
means that there will be an equal
number of jelly beans on each plate
as each plate represents a different
flavour.]
• How can we find the total number of
jelly beans? [Ans: We could multiply
the number of plates by the number
of jelly beans on each plate.]
• What is the multiplication sentence
that represents the number of plates Conjecturing
of jelly beans Vera has? [Ans: 10 x 5
= 50]

Invite learners to share with their partners

how a multiplication sentence can be used to
show the total number of jelly beans in the
box using the number of plates and number
of jelly beans on one plate as shown in the
picture. Then, get them to write out their
statements in the textbook and compare
their answers with their partners.

Learners should write out the multiplication

sentence as 10 x 5 = 50.

: Vera also wants to taste the flavour of

each jelly bean. So, let us find out how many
jelly beans she will have left.

Get learners to cross out one of the mango

beans on the picture.

Ask:
• If she tastes 1 jelly bean of each
flavour, how many jelly beans will she
need to cross out on each plate?
[Ans: 1 jelly bean.]
• How many jelly beans will be crossed
out in total? [Ans: 10 jelly beans, as 1

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Grade 2 Chapter 3 Multiplication

jelly bean for every plate is crossed

out.]
• What is the multiplication sentence
that represents the number of jelly Generalising
beans that are crossed out? [Ans: 10
x 1 = 10]
• After crossing out one jelly bean on a
plate, how many jelly beans are
remaining on each plate? [Ans: There
are 4 jelly beans remaining.]
• What is the multiplication sentence Conjecturing
that represents the number of jelly
beans remaining? [Ans: 10 x 4 = 40]

Invite learners to answer Momo’s question.

Learners should then find the total number of
jelly beans left using the number of plates
and number of jelly beans left on each plate.

Learners should conclude and write out that

there are 10 x 4 = 40 jelly beans left.

Explain Textbook
Learners Page 46
learn key
concepts Recap with learners on how to count on in
through tens by inviting learners to recite together as
activities, a class in tens from zero to 100.
discussions
and
teacher’s : Let us count on in tens from 0 to 100
explanations while I write out the words on the board.
.
As learners say out the count in tens, write
out the numerals on the board.

: Let us next look at the 10 times table

together.

Go through and read with the learners all ten

multiplication sentences in the list.

Ask:
• What do you notice about the first
number in the multiplication
sentences? [Ans: They increase by 1.]

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 Grade 2 Chapter 3 Multiplication

• What do you notice about the second

number in the multiplication
sentences? [Ans: They are all 10.]
• What is another way to name the
counting on of tens? [Ans: They are
also known as the multiples of 10.]
• What do you notice about the digit
that the multiples of 10 always end
with? [Ans: They all end with a digit 0.]

Explain to learners that the list of the number

sentences that they have just read is the 10
times table or the multiplication table of 10,
which shows what happens when we
multiply 10 by other numbers. In addition, the
answers obtained when we multiply 10 to
another number are known as the multiples
of 10.

Go through the 10 times table with the

learners again by singing along with them the
10 times table song using the QR code link
on page 46.

10 times
: We shall move on to one final example
table song
on the multiplication of 10.
QR Code
Direct learners to the picture shown on page
46 showing the number of coloured pencils
that Tim has. Then, get them to highlight key
information in the word problem that
describes the number of coloured pencils
that Tim has.

Ask:
• How many boxes of coloured pencils
are there? [Ans: There are 10 boxes
of coloured pencils.]
• How many coloured pencils are there
in each box? [Ans: There are 8
coloured pencils in each box.]
• How can we write a multiplication
sentence to obtain the total number
of coloured pencils? [Ans: 10 x 8 = 80]

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Grade 2 Chapter 3 Multiplication

Get learners to highlight key terms like “10

boxes” and “each box has 8 coloured
pencils”. Then, explain to learners that there
are 10 groups of 8 coloured pencils
accordingly, and the multiplication sentence
will be 10 x 8 = 80, representing 80 coloured
pencils in total.

Invite learners to think about what happens if

the red-coloured pencil from each box is
removed.

Ask:
• If there is 1 red coloured pencil in
each box, how many coloured pencils
will be remaining in each box after
removing the red-coloured pencil?
[Ans: There will be 7 coloured pencils
remaining in each box.]
• How can we find the total number of
coloured pencils left? [Ans: We can
find this total by multiplying the
number of boxes with the new
number of coloured pencils in each
box.]
• How do we calculate the total
number of coloured pencils
remaining? [Ans: There will be 10 x 7
= 70 coloured pencils remaining.]

Have learners discuss with their partners

how the multiplication sentence describes
the number of coloured pencils remaining.
As there will now be 10 boxes of 7, get Conjecturing
learners to check their answers by counting
on in tens 7 times.

Conclude with learners that there is an equal

number of 7 coloured pencils in each box Specialising
remaining. So, to find the number of
remaining coloured pencils, the
multiplication sentence that describes the
total number of remaining coloured pencils
can be described as 10 x 7 = 70.

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 Grade 2 Chapter 3 Multiplication

Multiplicati
Activity (Optional): Convincing on practice
Get learners to complete the additional worksheet
practice worksheet (Handout 3b) for (Handout
mastery. 3b)

Evaluate Textbook
Learners Page 46
make Model the question on the shop selling
conclusions keychains in packets of 9.
about what
they have
learnt so far. Ask:
• How many packets of keychains is
Cyrus buying? [Ans: He is buying 10
packets.]
• How many keychains are there in
each packet? [Ans: There are 9
keychains in each packet.]
• How do we find the total number of
keychains purchased by Cyrus? [Ans:
We can multiply the number of
packets by the number of keychains
in each packet by taking 10 x 9 = 90.]

Differentiated instruction:
For struggling learners, encourage them to
also count on in tens by stating the multiples
of 10 until they arrive at the 9th multiple of 10.

Struggling learners may benefit from

counting on using their fingers, or stating
“One times ten is ten”, “Two times ten is
twenty”, and so on.

For advanced learners, they may consider

that while 10 groups of 9 and 9 groups of 10
both make 90, the way each can expressed
pictorially or in a number statement differs.
Get them to discuss and suggest responses
as to why this is so.

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

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Grade 2 Chapter 3 Multiplication

The following are the answers to the

question:

10 x 9 = 90
He buys 90 keychains altogether.

For further practice, get learners to attempt

Worksheet 5 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

Evaluate To recap with the learners what they have Textbook

Learners learnt in this chapter, go through the Word Page 47
check their Wall on page 47 with them.
understandi
ng by
: In this chapter, we have learnt how to
applying the
carry out multiplication using repeated
key
addition, as well as being introduced to the
concepts
multiplication tables of 1, 2, 5 and 10. Let us
learnt to
see how much we understood from this
answer
chapter! Are you ready?
questions.

Give learners some time to individually look

at the questions on the reflection page.

You may ask these guiding questions to

help learners make conclusions about
Question 1:
• What are Cyrus and Tim comparing with
each other? [Ans: They are comparing
the number of sweets they have.] Specialising
• How do we find the total number of
sweets each of them has? [Ans: We need
to multiply the number of bags by the
number of sweets in each bag.]
• Can you write out the multiplication
sentence that represents the number of
sweets each of them has? [Ans: 2 x 5 =
10 and 5 x 2 = 10.]

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 Grade 2 Chapter 3 Multiplication

• What is the total number of sweets each Convincing

of them has? [Ans: They both have the
same number of 10 sweets.]

You may ask these guiding questions to

help learners make conclusions about
Question 2:
• What is the number of points they will
receive for having 2 stones in hand? [Ans:
Conjecturing
2 x 1 = 2]
• What is the number of points they will
receive for having 3 stones in hand? [Ans:
3 x 2 = 6]
• What is the number of points they will
Characterising
receive for having 4 stones in hand? [Ans:
4 x 5 = 20]
• What is the number of points they will
receive for having 5 stones in hand? [Ans:
5 x 10 = 50]

Remind learners that they can write or draw

Specialising
in the answer boxes to help them answer the
question.

Exit Ticket
You may also distribute exit tickets (Handout
Templates
3c) to the learners for them to fill up to wrap
(Handout
up the chapter and assess learners’
3c)
understanding of the chapter.

Evaluate Workbook
Learners Pages 38 –
check their 41
understandi
ng by Assign learners Consolidation worksheet and
applying the You have a mission! to be done in class or at
key home.
concepts
learnt to
answer
questions.

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Grade 2 Chapter 3 Printables

Reflection for teachers

Answer the questions below to reflect on your lesson.

What did the learners learn today?

Were the learning objectives and success criteria realistic?
Were there any misconceptions?

What was the learning atmosphere like? Circle.

Learners love the Learners are Learners find the Learners are Learners are
lesson interested lesson boring confused struggling with
the concepts

What two things went really well? What two things would have improved the
lesson?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What will I teach next based on the learners’ understanding of this lesson?

158 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 3 Printables

Handout 3a: Array worksheet

Using the given counters for each question, carry out the following:
a) Form a different array in each of the spaces provided.
b) Write out the repeated addition of the counters.
c) Write out the multiplication sentence that represents each array.

1. 12 counters

Array 1 Array 2

2. 15 counters Array 2

Array 1

Array 2

3. 16 counters

Array 1

© 2023 Alston Education Pte Ltd 159

Grade 2 Chapter 3 Printables

Handout 3b: Multiplication practice worksheet

1. 1 × 8 =

2. 2 × 9 =

3. 7 × 5 =

160 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 3 Printables

4. 8 × 10 =

© 2023 Alston Education Pte Ltd 161

Grade 2 Chapter 3 Printables

Credits

Candy (kreatikar/Pixabay), Coloured Squares (Clker-Free-Vector-Images/ Pixabay), Cookies

(raedselman/Pixabay); Bowling Pins (OpenClipart-Vectors/Pixabay)

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 Grade 2 Chapter 3 Printables

Handout 3c: Exit Ticket Templates

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

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 Grade 2 Chapter 4 Division

PBL Scenario:
The children are doing project work in the computer room.
They need to divide themselves into equal groups. In order to
do so, the children will have to learn the concept of division.
1

Lesson 1:

2 In order to find ways to divide themselves, the children first

try to distribute items by taking them away one at a time
and placing them into groups.

Checkpoint:
A conclusion can now be formed about how the
children can use repeated subtraction to divide a
number of items equally among themselves.
3

Lesson 2:

4
The children in the class need to get into their groups
to work on their project. So, the teacher needs to divide
them into equal groups based on the limited number of
tables available.

Checkpoint
A conclusion can now be formed on how the children
in the class could be divided into groups with an equal
number of children in each group, based on the total
5
number of children and number of tables.

Lesson 3:

6
In their project groups, Tim and Cyrus are trying to
share some marbles equally among themselves but
find that there are marbles left over that cannot be split
amongst themselves.

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 Grade 2 Chapter 4 Division

Checkpoint:

7
A conclusion can be made about how Tim and
Cyrus can use division to find how many
marbles will be left over after sharing an equal
number of marbles among themselves.

Making Conclusions:
The children have learnt how a number can be divided or

8
shared equally into groups using several methods that
include repeated subtraction, sharing and grouping. They
also see that a remainder can sometimes be obtained
after division.

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Grade 2 Chapter 4 Division

Scheme of Work (SOW)

Teaching
Lesson Learning Indicators Resources
Duration
Pg 49: 2 hours

A box of marbles Please

allocate
Pg 50: about an
additional
1 Divide by repeated subtraction 30 minutes
to go
through the
Pg 51 (optional):
worksheets
in the
Division by Repeated
workbook
Subtraction (Handout 4a)

Pg 52: 3 hours 30
minutes

Please
allocate
Pg 54 (optional):
about an
additional
30 minutes
paper plates to go
through the
Pg 55: worksheets
in the
2 Divide by sharing and grouping workbook

Pg 57:

1 egg carton (with 10

pockets), 50 beads, scissors

Pg 57 (optional):

Division by Sharing and

Grouping (Handout 4b)

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 Grade 2 Chapter 4 Division

Teaching
Lesson Learning Indicators Resources
Duration
1 hour 30
minutes

Please
allocate
about an
additional
3 Explain what a remainder is
30 minutes
to go
through the
worksheets
in the
workbook

Total Time: 7 hours

Helpful resources:

qrs.ly/5zej8x9 - Pictorial and conceptual explanation of division for learners new to the topic.
qrs.ly/uhej943 - Pictorial quiz about division by grouping to test learner’s understanding of
division concepts.
qrs.ly/79ej944 - Online lesson ideas and supplementary resources that can be used to aid in
teaching of division to learners.

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Grade 2 Chapter 4 Division

Lesson 1: Dividing by repeated subtraction

Lesson Objectives:

• Divide by repeated subtraction

Success Criteria:

• Learners can divide by using repeated subtraction

Keywords for this lesson:

repeated subtraction, divide, division sentence

Prior Knowledge:

• Subtraction of numbers up to 20

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Engage PBL opener Textbook
Learners Direct learners’ attention to the scenario on Page 48
play an page 48 and elicit some responses from
active role in learners on what they observe.
identifying
and solving
: Let us look at the scenario on page 48.
the problem.
Describe what you see. Look at what the
teacher and the children are doing.

Give learners 5 minutes to discuss in pairs

and share their observations.

Ask:
• What is the teacher asking the
children to do? [Ans: She is asking
the children to get into equal groups
at each table.]
• How many tables are there in the
computer room? [Ans: There are 5
tables in the computer room.]
• How many children are there in
total? [Ans: There are 20 children
altogether.]
• Do you think there are enough tables
if 3 children sat at each table? How

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 Grade 2 Chapter 4 Division

do you know? [Ans: No. We can use

multiplication to see that 5 x 3 = 15.
5 children will be left over.]
• Should there be more than 3 or less
than 3 children at each table? [Ans:
More than 3]
• How can the remaining children be
divided at the 5 tables equally? [Ans:
We can take away 1 child at a time
and place him or her at a table, and
then continue doing so for the rest
using a different table each time.]

Observe the learners’ responses to the

questions above. They should share their
answers until they have a clear
understanding of what the problem in the
scenario is.

PBL conclusion
Conclude with learners that they will be
learning some methods to split a total into
smaller equal groups.

Read out the learning indicators in the

yellow sticky note to the learners, so they
will understand what they will learn in this
chapter.

Explore Textbook
Dividing by repeated subtraction
Learners Page 49
carry out
hands-on
activities to
find out : Let us try to put some marbles equally
into groups.
more about
the problem.
Get learners to work in groups of five. Hand
A box of
each group a box of 20 marbles. First, get marbles
them to count the total number of marbles.
Instruct all groups that each member
should have the same number of marbles.
Next, have one learner take some number of
marbles of their choice. The rest of the
group will then take turns to take the same
number of marbles. If there are no marbles
left and every member does not have the
same number of marbles, get them to try

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Grade 2 Chapter 4 Division

again. The activity ends when every

member has the same number of marbles.

Ask:
• How many marbles are there
altogether? [Ans: There are 20
marbles.]
• How many marbles did the first
member take?
• Did each member manage to take
the same number of marbles? If not,
why?
• How many marbles were left over, if
any?

Get learners to discuss their observations

based on the marbles that they have taken.
Then, invite the groups to share their
observations with the rest of the class.

Lead learners to identify in the first part that

they will observe different results
Specialising
depending on how many marbles the first
person took. There could be leftover
marbles, no leftover marbles, or even the
possibility that members were not able to
share the marbles equally among
themselves.

: Let us now use another method to

distribute the marbles.

Have each learner in each group take away

1 marble per round of distribution, Conjecturing
continuing until all the marbles have been
distributed

Ask:
• How many members are there in the
group? [Ans: There are 5 members in
the group.] Characterising
• How many marbles did each
member manage to take? [Ans: Each
member takes 4 marbles.]

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 Grade 2 Chapter 4 Division

• How many marbles were taken away

at each round? [Ans: 5 marbles were
taken away at each round.]
• How many rounds went by for all
marbles to be equally given out?
[Ans: 4 rounds in total]

Guide learners to see that if the total

number of marbles can be shared equally,
each member will receive the same number
of marbles and there will be no marbles
remaining.

: Let us use a number line to see how we

distributed the marbles at each round.

Draw a number line on the board to

represent counting back of the marbles or
repeated subtraction in counts of 5 as each
round happens. Using the following guiding
questions, get learners to attempt question
4 on page 49 and also get them to share
with the class what they have found.

Ask:
• How many marbles were taken away
at each round? [Ans: As each
member took 1 marble at each
round, 5 marbles were taken away
as there are 5 members.]
• If we started with 20 marbles, how
many marbles are there left after the
first round? [Ans: 15]
• How should the arrow be drawn for
the first round? [Ans: The arrow
should start from 20 and move back
to 15.]
• How should the subsequent arrows
for the next few rounds be drawn? Convincing
[Ans: The next arrows will continue
from 15 and move back in counts of
5 until there are 0 marbles left to
distribute.]
• How many arrows did you draw?
[Ans: 4 arrows]

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Grade 2 Chapter 4 Division

• What do the number of arrows

represent in this case? [Ans: The
number of rounds]
• What is the number sentence that
represents the process that just
happened? [Ans: 20 – 5 – 5 – 5 – 5
= 0]

Lead learners to realise that when there

were 20 marbles, it took 4 rounds of
learners taking 1 marble at each round
before all the marbles were taken. So, this
means that each learner got 4 marbles.

Finally, invite learners to repeat parts 3 and

4 of the investigation but now starting with
25, 30 or 35 marbles. Then, get learners to
share what they notice about the number of
rounds they took when trying to share these
marbles among themselves by each taking
turns to take 1 marble. Have them share
how many marbles each person got in each
case and what the number sentences
looked like.

Explain Direct learners’ attention to the diagram on Textbook

Learners page 50 that shows Cyrus trying to group Page 50
learn key his 8 biscuits.
concepts
through
: Let see how many plates Cyrus would
activities,
need if he places 2 biscuits on each plate.
discussions
and
Ask learners to observe how the biscuits are
teacher’s
being grouped.
explanations.

Ask:
• How many biscuits are there in
total? [Ans: There are 8 biscuits.]
• How many biscuits are there on
each plate? [Ans: There are 2
biscuits on each plate.]
• How many groups of biscuits are
there if we put 2 in each group? [Ans:
There are 4 groups of 2 biscuits.]

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 Grade 2 Chapter 4 Division

: Let us now use counters to see how we

could distribute the biscuits to the plates.

Hand out to learners working in pairs, 8

counters to represent the 8 biscuits. Then,
get them to take away 2 counters in each
instance repetitively until there are no
counters remaining.

As learners remove 2 counters each time,

get them to count the number of times that
they took away 2 counters until there are no
longer any counters left to take away.

Ask:
• How many rounds did it take to
remove all the 8 counters? [Ans: 4
rounds]
• What is the number statement that
represents the counters as they are
taken away? [Ans: 8 – 2 – 2 – 2 – 2
= 0]
• How many plates will Cyrus need?
[As it took 4 rounds, he will need 4
plates.]

Lead learners to see how the division of 8

counters could be carried out by repeatedly
subtracting the same number of counters in
each instance until there are no counters
remaining. The number of repeated
subtractions that we can carry out
represents the number of groups of 2 we
obtain.

Extend Textbook
Learners Page 50
extend the Go through the next scenario on page 50
key concepts with the learners.
learnt
through
discussion : Let us try to find out how many plates
and Cyrus will need to place his 8 biscuits if he
activities. wants 4 biscuits on each plate.

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Grade 2 Chapter 4 Division

Ask learners to draw circles in the empty

space provided to represent the 8 biscuits.

Ask:
• How can we show the grouping of 4
Conjecturing
biscuits together? [Ans: We could
draw a box around 4 of the circles.]
• What does each group represent?
Characterising
[Ans: Each group represents a plate
of biscuits.]
• How many groups of 4 will we get?
[Ans: We will get 2 groups of 4.]
• What is the subtraction sentence
that represents the biscuits Cyrus
places on the plates? [Ans: 8 – 4 – 4
= 0]
• How many plates will Cyrus need?
[Ans: As there are 2 rounds of
Generalising
subtraction, he will need 2 plates.]

Invite learners to share what they have

drawn with their partners to see how they
have grouped Cyrus’ 8 biscuits.

The following is an example of a possible

drawing:

Lead learners to the understanding that

each group of 4 biscuits that they have
circled represents a plate. So, there are 2
groups of 4 and the subtraction sentence
that shows how the 8 biscuits can be
equally placed on each plate is 8 – 4 – 4 =
0.

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 Grade 2 Chapter 4 Division

Explain Direct learners to the diagram of the 30 Textbook

Learners chocolates on page 51. Page 51
learn key
concepts
through : Let us try to find out the number of
activities, children present by using the total number
discussions, of chocolates and number of chocolates
and each child takes.
teacher’s
explanations. Read along with learners and ask them to
annotate key terms. They should highlight
key terms like “30 chocolates”, “each child
takes 10 chocolates” and “there are none
left.”

Ask:
• How many chocolates are there in
total? [Ans: There are 30
chocolates.]
• Do we know the total number of
children present? [Ans: No.]
• How many chocolates does each
child take? [Ans: Each child takes 10
chocolates.]
• How do we use repeated
subtraction to find the number of
children sharing the chocolates?
[Ans: We can repeatedly subtract 10
from 30 until we arrive at 0. The
number of times we can subtract 10
from 30 represents the number of
children present.]

Invite learners to refer to the diagram of the

chocolates. Get them to group the
chocolates by circling each group of 10.
Explain that each circle in this case
represents one child.

: Let us observe how the information

above can be represented using a number
line.

Get learners to count along backwards in

tens with you starting from 30. Then,
highlight to learners that this process
known as a repeated subtraction.

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Grade 2 Chapter 4 Division

Write down on the board the subtraction

sentence that represents the sharing of the
30 chocolates: 30 – 10 – 10 – 10 = 0.

: We have divided the 30 chocolates into

3 groups of 10. We can write this as a
division sentence.

Write the division sentence, 30 ÷ 10 = 3, on

the board.

Introduce the division symbol and point out

to them that this symbol (÷) also means to
share equally. Therefore, the sharing of 30
chocolates, where each child receives 10
chocolates, is represented by the division
sentence of 30 ÷ 10 = 3. From this division
sentence, we can see that there are 3
children sharing the chocolates.

: Let us look at another example to

further discuss the concept of division.

Get learners to focus their attention on the

array of stickers and go through Ada’s
guiding questions in the speech bubble on
page 51.

Ask:
• How many stickers are there
altogether? [Ans: There are 25
stickers in all.]
• How many children will be sharing
those stickers? [Ans: 5 children are
sharing those stickers equally.]
• If each child takes turns taking 1
sticker until there is none left, how
many rounds will it take? [Ans: 5
rounds]
• At the end of the 5 rounds, how
many stickers will each child have?
[Ans: 5 stickers each.]
• Can you form a subtraction
sentence that represents the
sharing of the 25 stickers and

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 Grade 2 Chapter 4 Division

explain what it represents? [Ans: 25

– 5 – 5 – 5 – 5 – 5 = 0. It means that
5 stickers are taken by the children
every round from the total of 25
stickers until there are none left.]
• What is the corresponding division
sentence that shows the division of
25 stickers equally among the 5
children? [Ans: 25 ÷ 5 = 5]

Ask learners to discuss with their partners

how they could use one of the methods
(repeated subtraction or division) to show
how the stickers can be shared. Then, invite
learners to share with their partners how
they can work out the number of stickers
that each child will be getting.

Learners could use Ada’s method where

each child takes turns taking 1 sticker until
there are none left.

Alternatively, they could also group the

stickers into groups of 5 and then count the
number of stickers in each group.

Conclude with learners that each child will

get a total of 5 stickers.

Activity (Optional): Division by

Hand out the word problems worksheet Repeated
(Handout 4a) to help learners reinforce their Subtraction
concepts on the use of repeated (Handout
subtraction to carry out division. 4a)

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Grade 2 Chapter 4 Division

Evaluate Textbook
Learners Page 52
make
conclusions : We are going to practise how to divide
about what using repeated subtraction.
they have
learnt so far. Go through question 1 together with
learners and get them to try the remaining
question on their own.

Ask:
• How many times can you subtract 7
cherries from the total? [Ans: You
can subtract 7 cherries two times
from the total of 14.]
• What is the subtraction sentence
that shows how the cherries are
equally shared? [Ans: 14 – 7 – 7 = 0]
• What is the division sentence that
shows the equal grouping of the 14
cherries? [Ans: 14 ÷ 7 = 2]

Differentiated instruction:
For struggling learners, you may hand out
some counters for them to visualise 14 ÷ 7
= 2 OR the repeated subtraction of 7 from
14 until there is no remainder.

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

1) 14 – 7 – 7 = 0
14 ÷ 7 = 2
There are 2 children sharing the
cherries.

2) 35 – 5 – 5 – 5 – 5 – 5 – 5 – 5 = 0
35 ÷ 5 = 7
There are 7 benches altogether.

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 Grade 2 Chapter 4 Division

For further practice, get learners to attempt

Worksheet 1 in the workbook. This can
either be done in class or assigned to
learners as homework.

To help them gauge their understanding,

ask learners to shade either the happy, sad
or neutral face of Coco at the end of each
worksheet.

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Grade 2 Chapter 4 Division

Lesson 2: Dividing by sharing and grouping

Lesson Objectives:

• Divide by sharing and grouping

Success Criteria:

• Learners can divide by sharing and grouping

Keywords for this lesson:

equal groups, sharing, grouping

Prior Knowledge:

• Know the 1, 2, 5 and 10 times tables.

• Division by repeated subtraction

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Dividing by sharing and grouping
Learners Pages 52 -
carry out 53
hands-on
activities to Hand each pair of a set of 20 counters. Then,
find out get them to arrange the counters neatly in a
more about single row as shown on page 52 before
the problem. counting them.

: Let us count and find the total number

of counters together and see how we can
put them into 5 equal groups.

Guide learners on how to group the counters

into 5 equal groups and find how many
counters there are in each group. Here are
Conjecturing
some methods that learners can use to
group the counters.

1. Get them to assign a number from 1

to 5 for each counter until all the
counters have been assigned a
number. Then, group the counters
with the same assigned number
together.

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 Grade 2 Chapter 4 Division

2. Mark out 5 empty spaces and place

a counter in each empty space one
at a time until there are no more
counters remaining to be placed.

Ask:
• How many counters are there? [Ans:
20 counters]
• How can we group the counters into
5 equal groups? [Ans: Learners
should describe one of the methods
listed above.]
• How many counters are there in
each group? [Ans: There are 4 Specialising
counters in each group.]

The following array is an example of how

learners can group the counters.

Get a few learners to share with the class

how they have grouped the 20 counters.
Conclude with learners that by dividing the
Characterising
20 counters into 5 groups, there will be 4
counters in each group.

In the next part of the investigation, direct

learners back to the scenario on page 48 of
the textbook.

: Let us help the children to form groups!

Invite learners to count the number of

children and tables in the picture again.

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Grade 2 Chapter 4 Division

Ask:

• How many children are there? [Ans:

There are 20 children.]
• How many tables are there? How
many groups will there be? [Ans:
There are 5 tables. There will be 5
groups of children.]
• Recall how we grouped the 20
counters earlier. How many children
should there be in each group? [Ans: Convincing
There should be 4 children in each
group.]
• What is the subtraction sentence
that represents the grouping of 20
children into 5 groups of 4? [Ans: 20
– 4 – 4 – 4 – 4 – 4 = 0]
• What is the division sentence that
describes the groups of children to
be formed? [Ans: 20 ÷ 5 = 4]

Get learners to circle in the picture above the

same number of children in each group.
Then, get them to fill in the answers into the
blanks given.

The following are the answers to be filled

into the blanks for part 2 of the investigation:

20 children
5 tables
4 children in each group.
There should be 5 groups of 4 children each.

a) 20 – 4 – 4 – 4 – 4 – 4 = 0
b) 20 ÷ 5 = 4

Explain Dividing by one Textbook

Learners Direct learners’ attention to the 4 toy boats Page 54
learn key that Tim is placing into the yellow box.
concepts
through
: Let us observe how we can divide by 1.
activities,
discussions,
Ask learners to highlight the key terms in the
and
question such as “4 toy boats” and “into a
teacher’s
box” to visualise the problem.
explanations.

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 Grade 2 Chapter 4 Division

Ask:
• How many toy boats are there? [Ans:
There are 4 toy boats.]
• How many boxes did Tim place the 4
boats into? [Ans: He placed the 4
boats into only 1 box.]
• How are we sharing the toy boats
here? [Ans: As there is only 1 box, all
the boats will go into that box. So,
there will only be 1 group.]
• What do you notice about the total
number of toy boats, and the number
of toy boats in each box? [Ans: They
are the same.]

Lead learners to see that in this context, we

are forming 1 group. Hence to find the
number of toy boats in a group, we divide by
1.

Get learners to write out the division

statement for the problem, by dividing the
number of toy boats by the number of boxes
that the toy boats are placed into. 4 ÷ 1 = 4.

Lead learners to observe that a number

divided by 1 is equal to itself.

Activity (Optional):
Get learners into pairs and distribute 4
counters and 4 paper plates to each pair.
Tell them that the counters represent the toy
boats and the paper plates represent the
boxes. Instead of putting all the toy boats in
1 box now, we will place 1 toy boat in each
box. Get them to do this by putting 1 counter paper plates
on each paper plate. Have learners observe
how many boxes (or paper plates) they will
need in this scenario.

Lead them to see that we can write use 4 ÷

1 = 4 too to represent the division in this
scenario. Here, we are dividing the number
of toy boats by the number of boats in each
box to find the number of boxes.

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Grade 2 Chapter 4 Division

Evaluate Textbook
Learners Page 54
make
Go through question parts (a) and (b) with
conclusions
learners and get them to try the remaining
about what
questions on their own.
they have
learnt so far.
Ask:
• What do we get when 2 is divided by
1? [Ans: We will still get 2.]
• When a number is divided by 1, what
do we get? [Ans: It will be equal to
itself.]

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:
a) 2
b) 1
c) 6
d) 1
e) 5
f) 1
g) 10
h) 2

For further practice, get learners to attempt

Worksheet 2 in the workbook. This can
either be done in class or assigned to
learners as homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

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 Grade 2 Chapter 4 Division

Explain Dividing by two Textbook

Learners Direct learners’ attention to the biscuits that Page 54
learn key Cyrus wants to divide equally on the 2
concepts plates.
through
activities,
discussions, : Let us observe the division of items into
and 2 groups.
teacher’s
explanations. Ask learners to highlight key terms like “18
biscuits” and “equally onto 2 plates.”

Ask:
• How many biscuits does Cyrus
have? [Ans: He has 18 biscuits.]
• How many plates are there? [Ans:
There are 2 plates.]
• What is the division sentence that
represents the division of the
biscuits? [Ans: 18 ÷ 2 = 9]

Get learners to read Cyrus’ speech and

explain to them that the dividing of objects
into equal groups is known as division by
sharing.

Ask learners to fill in the blanks. The

following are the answers:

18 ÷ 2 = 9
Cyrus should place 9 biscuits on each plate.

Recap the use of the 2 times table with

learners. Encourage them to recite the 2
times table.

Ask:
• How many counts of 2 are there in
18? [Ans: There are 9 counts of 2 in
18.]
• What is the multiplication sentence
that represents 9 counts of 2? [Ans:
9 x 2 = 18]

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Grade 2 Chapter 4 Division

Get learners to write down the multiplication

sentence showing 9 x 2 = 18. From there,
explain to learners that division is the
opposite of multiplication and highlight to
learners that this will be further discussed
in-depth in a later section.

Evaluate Textbook
Learners Page 55
make
Go through question 1 with learners and get
conclusions
them to try the remaining questions on their
about what
own.
they have
learnt so far.
Ask:
• What is the number of skirts as
shown in the diagram? [Ans: There
are 6 skirts.]
• How many dolls does Vera have?
[Ans: She has 2 dolls.]
• What will be the division number
statement that describes how the 6
skirts are to be shared between the 2
dolls? [Ans: 6 ÷ 2 = 3]

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

1) 6 ÷ 2 = 3
Each doll will have 3 skirts.

2) 14 ÷ 2 = 7
There are 7 groups of toy cars.

For further practice, get learners to attempt

Worksheet 3 in the workbook. This can
either be done in class or assigned to
learners as homework.

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 Grade 2 Chapter 4 Division

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

Explain Dividing by five Textbook

Learners Direct learners’ attention to the candles that Page 55
learn key Tim is going to place on his 5 cakes.
concepts
through
: Let us observe how we can find the
activities,
number of items in each group by dividing
discussions,
items into 5 groups.
and
teacher’s
Ask learners to highlight key terms like “15
explanations.
candles and 5 cakes” and “same number of
candles on each cake” to help learners
visualise the problem.

Ask:
• How many candles does Tim have?
[Ans: He has 15 candles.]
• How many cakes does Tim have?
[Ans: Tim has 5 cakes.]
• What is the division sentence that
represents the number of candles on
each cake? [Ans: 15 ÷ 5 = 3]

Get learners to read Coco’s speech and

explain to them that the question highlights
the sharing of 15 candles equally among 5
cakes.

Ask learners to fill in the blanks. The

following are the answers:

15 ÷ 5 = 3
He should put 3 candles on each cake.

Ask learners to think about and discuss how

the answer would change if Tim has only 3
cakes instead of 5 cakes.

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Grade 2 Chapter 4 Division

Hand out 15 counters to each pair and get

learners to discuss with their partners how
the 15 candles will be distributed to only 3
cakes.

Afterwards, show learners that the 15

counters can be divided into 5 groups of 3,
and 3 groups of 5. Then, help learners to
observe that both groups will still result in
the same total of 15.

Ask: Conjecturing
• How do we find out the number of
candles to be placed on each cake?
[Ans: We could carry out division Convincing
again, dividing by 3 instead of 5.]
• What is the division sentence that
represents the sharing of 15 candles
between 3 cakes? [Ans: 15 ÷ 3 = 5.]
• What do you notice about the
division sentence when the 15
candles are divided by 3 instead of
5? [Ans: In the division sentence, the
position of the 3 and 5 has been
exchanged.]
Generalising
Discuss with learners how the statements
15 ÷ 3 = 5 and 15 ÷ 5 = 3 are related to each
other. Conclude that though the total
number of candles remains the same,
changing the number of groups (number of
cakes in this example) will also change the
number of candles in each group when
carrying out division by sharing.

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 Grade 2 Chapter 4 Division

Evaluate Textbook
Learners Page 56
make
Go through questions 1 and 2 with learners
conclusions
and get them to try the remaining questions
about what
on their own.
they have
learnt so far.
Ask:
• What division sentence will
represent the sharing of 30
marshmallows so that there will be 5
marshmallows on each stick? [Ans:
30 ÷ 5 = 6]
• What does the answer of 6 represent
in this example? [Ans: It will
represent the number of sticks.]
• How can we share 20 candles
between 5 cakes? [Ans: We can
place 4 candles on each cake.]
• What is the corresponding
multiplication sentence that
represents sharing 20 candles
equally between 5 cakes? [Ans: 20 ÷
5=4]

Get learners to also fill in the blanks in Cyrus’

speech bubble to show that 4 x 5 = 20 and 4
groups of 5 make 20.

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

1) 30 ÷ 5 = 6
She will need 6 sticks.

2) 20 ÷ 5 = 4
Tim should put 4 candles on each
cake.

3) 25 ÷ 5 = 5
Each person will get 5 pies.

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Grade 2 Chapter 4 Division

4) 40 ÷ 5 = 8
He uses 8 baskets.

For further practice, get learners to attempt

Worksheet 4 in the workbook. This can
either be done in class or assigned to
learners as homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

Extend Textbook
Learners Page 56
extend the
Discuss the relationship between
key concepts
multiplication and division with the learners.
learnt
through
discussion : Let us discuss how the use of
and multiplication can help us find the answers
activities. to a division problem.

Invite learners to write down some

multiplication sentences and discuss with
their partners how they are related to a
division problem.

Some examples that learners could come

up with for the multiplication examples are
the following: 3 x 5 = 15 and 4 x 6 = 24.

Ask:
• Do 3 groups of 5 have the same total
as 5 groups of 3? [Ans: Yes. 3 x 5 =
Characterising
15 and 5 x 3 = 15.]
• What is the division sentence that
relates to both multiplication
sentences of 3 x 5 = 15 and 5 x 3 =
Specialising
15? [Ans: 15 ÷ 5 = 3 and 15 ÷ 3 = 5]

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 Grade 2 Chapter 4 Division

To conclude, learners should understand

how division is the opposite of
multiplication. In multiplication, we try to
find a total number by adding groups with
equal numbers together. In division, we
instead take a total number and share it
equally between group. Therefore, if either a
multiplication or division statement is
known, learners can find the opposite
mathematical statement by working
backwards.

Explain Dividing by ten Textbook

Learners Page 57
learn key
concepts
through Get learners to work in pairs using the 1 egg
activities, following items: 1 egg carton (with 10 carton
discussions, pockets), 50 beads and a pair of scissors. (with 10
and pockets),
teacher’s In the first step, learners will need to sort the 50 beads,
explanations. 50 beads equally into the 10 pockets of the scissors
carton. Then, they will need to write down Conjecturing
the division sentence that represents how
the beads have been equally divided. 50 ÷ 10
= 5.

In the second step, learners will use the pair

of scissors and cut the carton in half as
shown on page 57. Then, using half of the
egg carton, learners are to sort all 50 beads
equally into the 5 pockets before writing out
the corresponding division sentence 50 ÷ 5
= 10.

Ask:
• How many pockets are there in the
original egg carton? [Ans: There are
10 pockets.]
• How will the 50 beads be shared Specialising
equally among the 10 pockets? [Ans:
There will be 5 beads placed in each
pocket.]
• What is the division sentence that
represents this division of the 50
beads? [Ans: 50 ÷ 10 = 5]

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Grade 2 Chapter 4 Division

• How many pockets are there in one

half of the egg carton? [Ans: There
are only 5 pockets.]
• How will the 50 beads be shared
equally among the 5 pockets this
time? [Ans: There will be 10 beads in
each pocket this time.]
• What is the division sentence
representing the number of beads in
each of the 5 pockets this time?
[Ans: 50 ÷ 10 = 5]

Ask learners to make a comparison between

the two division sentences and discuss with
their partners the similarities and
differences found.

Conclude with learners that in both division

sentences, the total number of 50 remains
constant, but the numbers of 10 and 5 have
swapped places according to how many
groups and how many beads are in each
group.

Direct learners’ attention to the 20 smiley

face stickers that is shown at the bottom of
page 57.

: Let us observe in this example how 20

objects can be divided or shared equally into
10 groups.

Ask learners to highlight the key terms that

includes “20 stickers” and “equally onto 10
cards” to help them visualise the problem.

Ask:
• How many smiley stickers does Tim
have? [Ans: He has 20 smiley
stickers.]
• How many cards does Tim want to
paste the stickers on? [Ans: There
are 10 cards.]
• If the stickers are shared equally
between the 10 cards, what is the
division sentence that represents
the number of smiley stickers on

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 Grade 2 Chapter 4 Division

each card? [Ans: 20 ÷ 10 = 2]

Get learners to read Tim’s speech and

explain to them that the 20 stickers are
placed into 10 groups. So, the multiplication
sentence to find the total number of
stickers, if there are 10 groups of 2, can be
read as 2 x 10 = 20.

Ask learners to fill in the answers into the

blanks. The following are the answers:

20 ÷ 10 = 2
He pastes 2 stickers onto each card.

Lead them to see that in this scenario, the

division involved the sharing of some items
into a given number of groups and the
answer requires us to find how many items
there are in each group. This is the concept
of sharing.

: We shall explore another type of

example on dividing by 10.

Ask learners to go through the scenario

which highlights what Ada is doing with her
20 stickers.

Ask:
• How many stickers does Ada have in
total? [Ans: She has 20 stickers.]
• How many stickers does she want to
paste onto each card? [Ans: She
wants to paste 10 stickers onto each
card.]
• How can we show repeated
subtraction using a number line to
represent the grouping of the 20
stickers here? [Ans: We can subtract
10 stickers each time from 20 until
we arrive at 0.]
• What will be the division sentence
for this scenario? [Ans: 20 ÷ 10 = 2]

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Grade 2 Chapter 4 Division

The following are the answers:

20 ÷ 10 = 2
Ada will need 2 cards.

Lead learners to see that in this scenario, the

division involved the grouping of some
items into a given number of items per
group and the answer requires us to find
how many groups there are. This is the
concept of grouping.

Conclude with learners that even though the

division sentences for the last two examples
are the same, they represent two different
scenarios, where the first example finds the
number of items in each group, while the
second finds the number of groups.

In the example of Tim’s stickers, 20 stickers

are divided into 10 groups of 2 stickers on
each card. So, when 20 is divided by 10 in
this example, we find the number of stickers
on each card. However, in Ada’s example,
her 20 stickers are divided into 2 groups of
10 stickers in each group. So, when 20 is
divided by 10 in this second example, we are
instead finding the number of cards. Division by
Sharing
Activity (Optional): and
Invite learners to work on the worksheet Grouping
(Handout 4b) for further practice and (Handout
mastery of the concepts they have learnt. 4b)

Evaluate Textbook
Learners Page 58
make
Go through question 1 with learners and get
conclusions
them to try the remaining questions on their
about what
own.
they have
learnt so far.
Ask:
• How many paperclips does Lina
have? [Ans: She has 100 paperclips.]
• How many friends is Luna sharing
her paperclips with? [Ans: Lina is

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 Grade 2 Chapter 4 Division

sharing her paperclips with 10

friends.]
• How can we use a number line to
show how the 100 paperclips can be
shared with her 10 friends? [Ans: We
can use the repeated subtraction of
10 from 100 until we arrive at 0.]

Get learners to first draw arrows on the

number line in intervals of 10 to show the
repeated subtraction from 100 to 0, where
each arrow represents 1 round of
distribution where every friend gets 1
paperclip. The 10 arrows will represent the
fact that there are 10 rounds and hence
each friend gets 10 paperclips. Learners can
then fill in the blanks with the answers.

In this section, get learners to formulate and

figure out the missing number in the given
multiplication sentence of 10 x 10 = 1000.

Learners should understand that the given

multiplication sentence of 10 x 10 = 100
represents the multiplication of the number
of friends by the number of paperclips each
friend receives to find the total number of
paperclips. Learners, upon understanding
that multiplication is the opposite of
division, can use this multiplication
sentence to check if their answers for
question 1 are correct.

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

1) 100 ÷ 10 = 10
Each friend will get 10 paperclips.

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Grade 2 Chapter 4 Division

2) 60 ÷ 10 = 6
He has 6 packets of buttons.
Double check: 6 x 10 = 60

For further practice, get learners to attempt

Worksheet 5 in the workbook. This can
either be done in class or assigned to
learners as homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

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 Grade 2 Chapter 4 Division

Lesson 3: Remainder

Lesson Objectives:

• To understand and explain what a remainder is

Success Criteria:

• Learners can explain what a remainder is

Keywords for this lesson:

remainder

Prior Knowledge:

• Division by repeated subtraction

• Division by sharing and grouping

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Remainder
Learners carry Page 59
out hands-on
activities to
find out more Highlight to learners the scenario where
about the Tim and Cyrus would like to share the given
problem. marbles equally.

: We shall find out in our investigation

how Tim and Cyrus can share the marbles
as shown.

Invite learners to discuss if the 7 marbles

could be shared equally among Tim and
Cyrus and get learners to fill in the blanks.

Ask:
• How many marbles are there? [Ans:
There are 7 marbles.]
• Can the marbles be shared equally?
[Ans: No. 7 is an odd number which
cannot be evenly divided into two Characterising
groups.]

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Grade 2 Chapter 4 Division

• If the two boys were to ensure that

they took the same number of Conjecturing
marbles, how many marbles would
they have, and would there be
marbles left over? [Ans: Each of Specialising
them would have 3 marbles, and 1
marble would be left over.]

Get learners to draw rings around the

marbles to show how many marbles Tim
and Cyrus should each receive. Then, ask Convincing
them to share with their partners their
methods of sharing the 7 marbles.

The following is a possible way they could

group the marbles:

The following are the answers for the

blanks:

7 marbles in total.
3 marbles each.
1 marble left over.

Have learners share what they observe

after the marbles have been shared equally.
Lead them to realise that they are unable to
share all 7 marbles equally between Tim
and Cyrus, and there will be leftover
marbles if Tim and Cyrus were to ensure
that they took the same number of marbles.
Conclude with learners that if there are
leftovers after the use of division by
sharing, the leftovers can be called the
“remainder.”

Explain Read together with learners the next Textbook

Learners learn problem sum. Pages 59 -
key concepts 60
through
: Let us now find out how Vera and Ada
activities,
could share 5 flowers.
discussions,
and teacher’s
Direct learners to the diagram showing the
explanations.
5 flowers as well as Vera’s and Coco’s
comments.

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 Grade 2 Chapter 4 Division

Ask:
• How many flowers are Vera and Ada
each taking? [Ans: They are taking 2
flowers each.]
• How do we show on the number line
the sharing of the 5 flowers between
Vera and Ada? [Ans: We can draw an
arrow starting from 5 and
subtracting 2 each time until there is
not enough to subtract 2 any
further.]
• What will the repeated subtraction
for the division be? [Ans: 5 – 2 – 2 =
1]
• Will the arrows reach 0 on the
number line in this scenario? [Ans:
No]

Go through with learners the number line on

the board. Show them that the arrow moves
from 5 by 2 steps to the left to 3, followed
by another 2 steps to the left to end at 1.

Since there is only 1 flower remaining, no

more flowers could be shared equally
between Vera and Ada. Therefore, the last
arrow ending at 1 indicates that there is 1
flower remaining. Highlight to learners that
they could also say that the remainder is 1.

Ask learners to fill in the blank that there is

only 1 flower left.

: Let us look at another example where

we get a remainder after dividing.

Get learners to read the scenario of the 4

children trying to share 14 cans of soda.
Then, ask them to highlight key words like
“4 children” and “share 14 cans of soda
equally.”

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Grade 2 Chapter 4 Division

Ask:
• How many cans of soda are the 4
children sharing? [Ans: They are
sharing 14 cans of soda.]
• How do we show on the number line
the sharing of the 14 cans between
the 4 children? [Ans: We can draw
an arrow starting from 14 and
subtract 4 each time until there is
not enough to subtract 4 any
further.]
• How many arrows are drawn to
show the sharing of the cans? [Ans:
3 arrows are drawn.]
• What does each arrow represent?
[Ans: Each arrow represents 1 round
of sharing, with each child taking 1
can each. So, 3 arrows means that
each child (total 4 children) received
3 soda cans each.]
• What will the repeated subtraction
for the division be? [Ans: 14 – 4 – 4
– 4 = 2]
• What does the final number landed
on represent? [Ans: It represents the
remaining cans that cannot be
shared equally among 4 children. It
is the remainder.]

Get learners to share with their partners on

how repeated subtraction can be shown on
a number line to represent the sharing of
the 14 cans of soda. Then, learners should
conclude that when they arrive at 2 on the
number line, there are not enough soda
cans to be shared any further among the 4
children. Therefore, there is a remainder of URL 4.1
2 soda cans.

The following are the answers to be filled

into the blanks:

Each child will get 3 cans. There will be 2

cans left.

You may make use of the following online

resource ( URL10.1) and get learners to

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 Grade 2 Chapter 4 Division

volunteer to answer the questions to allow

them to practice on the usage of remainder.
You should only attempt division by 2, 5 and
10 with the learners for now.

Evaluate Textbook
Learners Page 60
make
Go through question 1 with learners and get
conclusions
them to try the remaining questions on their
about what
own.
they have
learnt so far.
Ask:
• How many times can 2 be
repeatedly subtracted from 9? [Ans:
We can subtract 2 repeatedly from 9
4 times.]
• How many groups of pupils will
there be in total? [Ans: There will be
4 groups formed in total.]
• What is the remainder after
subtracting 2 4 times? [Ans: The
remainder is 1.]
• What does the remainder of 1
represent? [Ans: There is 1 pupil
without a group.]

Differentiated instruction:
For struggling learners, ask them to draw
out a number line to work out division
through repeated subtraction. Then, ask
them to identify the remainder when no
more subtraction can be carried out.

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

1) 9 – 2 – 2 – 2 – 2 = 1
There are 4 groups.
1 pupil will not have a group.

URL 4.1: qrs.ly/fnej9a8

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Grade 2 Chapter 4 Division

2) 17 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 =
1
Each of them will get 8 sweets.
There will be 1 sweet left.

3) 19 – 5 – 5 – 5 = 4
Each boy will get 3 tennis balls.
There will be 4 tennis balls left.

For further practice, get learners to attempt

Worksheet 6 in the workbook. This can
either be done in class or assigned to
learners as homework.

To help them gauge their understanding,

ask learners to shade either the happy, sad,
or neutral face of Coco at the end of each
worksheet.

Evaluate To recap with the learners what they have Textbook

Learners learnt in this chapter, go through the Word Page 61
check their Wall on page 61 with them.
understanding
by applying
: In this chapter, we have learnt how to
the key
carry out division using repeated
concepts
subtraction. We have also learnt that
learnt to
division involves sharing or grouping items
answer
equally. Let us see how much we
questions.
understood from this chapter! Are you
ready?

Give learners some time to individually look

at the questions on the reflection page.

You may ask these guiding questions

to help learners make their conclusions
about Question 1:
• What is the repeated subtraction that
represents how Vera could place the 10
apples onto the 5 plates? [Ans: 10 – 5 –
5 = 0]
• How many times does Vera need to
subtract 5 from 10 to reach 0? [Ans: She

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 Grade 2 Chapter 4 Division

needs to subtract 5 two times.]

• What is the division sentence for Vera’s
arrangement? [Ans: 10 ÷ 5 = 2]
• What does the division sentence tell us Specialising
about Vera’s arrangement of her
apples? [Ans: She should place 2 apples
on each plate.]
• What is the division sentence for Tim’s
arrangement? [Ans: 10 ÷ 2 = 5]
• What does the division sentence tell us
about Tim’s arrangement of his apples?
[Ans: He will need a total of 5 plates if
he wants to place only 2 apples on each
plate.]
• Are Vera and Tim carrying out division
by sharing or grouping? [Ans: Vera is
doing division by sharing, while Tim is
doing division by grouping] Conjecturing

You may ask these guiding questions

to help learners make their conclusions
about Question 2:
• How do we represent the equal sharing
of 11 apples onto 5 plates on a number
line? [Ans: We can start from 11 and
Characterising
count back by 5 two times until we
arrive at 1.]
• When the arrow arrives at 1, can we
count back any further? Why? [Ans:
After arriving at 1 on the number line, we
cannot count back by 5.]
• What does 1 mean when we arrive at
that number? [Ans: There is a remainder
of 1 apple which cannot be placed on
any plate to be shared equally.]
• In Tim’s case, if he puts 2 apples on
each plate, would he be able to use all
the 11 apples? How many will be left
over? [Ans: No. 1 will be left over.]

Remind learners that they can write or draw

in the answer boxes to show their
understanding of the concepts that have
been taught.

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Grade 2 Chapter 4 Division

You may also distribute exit tickets Exit Ticket

(Handout 4c) to the learners for them to fill Templates
up to wrap up the chapter and assess (Handout
learners’ understanding of the chapter. 4c)

Evaluate Workbook
Learners Pages 50 –
check their 53
understanding
Assign learners Consolidation worksheet
by applying
and You have a mission! to be done in class
the key
or at home.
concepts
learnt to
answer
questions.

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 Grade 2 Chapter 4 Printables

Reflection for teachers

Answer the questions below to reflect on your lesson.

What did the learners learn today? Were the learning objectives and success criteria realistic? Were
there any misconceptions?

What was the learning atmosphere like? Circle.

Learners love the Learners are Learners find the Learners are Learners are
lesson interested lesson boring confused struggling with
the concepts

What two things went really well? What two things would have improved the
lesson?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What will I teach next based on the learners’ understanding of this lesson?

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Grade 2 Chapter 4 Printables

Handout 4a: Division by Repeated Subtraction

1. Kelvin would like to share his 18 erasers with his 3 friends. Use repeated subtraction
to show the number of erasers each friend will receive and draw a number line to
represent the repeated subtraction.

2. Miss Linda has 24 story books that she would like to give her 6 pupils. Use repeated
subtraction to show how many story books each pupil will receive and draw a number
line to represent the repeated subtraction.

3. A shopkeeper sold a total of 28 strawberries to 4 customers equally. Using a division

sentence, show the number of strawberries each customer receives.

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 Grade 2 Chapter 4 Printables

Handout 4b: Division by Sharing and Grouping

Fill in the blanks with the correct answers first. Then, share with your class some number
stories that involve sharing or grouping for each of these division sentences.

1. ____ ÷ 5 = 9

2. 24 ÷ ____ = 12

3. ____ ÷ 10 = 3

4. 25 ÷ 5 = ____

5. 9 ÷ ____ = 9

6. 80 ÷ 10 = ____

7. 40 ÷ ____ = 4

8. ____ ÷ 2 = 16

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Grade 2 Chapter 4 Printables

Handout 4c: Exit Ticket Templates

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

2 things I remember are: 1 thing I want to practice more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

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BLANK
 Grade 2 Chapter 5 Handling Data

PBL Scenario:

1
Tim and Cyrus want to present data on the most popular
instrument in their class. They need to learn ways to collect
data and identify a suitable method of data representation so
that their teacher can easily understand the data.

2
Lesson 1:
Tim and Cyrus first need to collect and record the data
they need. They will learn to do these using surveys and
making simple lists and tables.

Checkpoint:

3
A conclusion can now be formed about how a set of
data could be organised by using lists and tables.
Further analysis can then be made using the recorded
information.

Lesson 2:

4
Cyrus found that it was difficult to quickly and
neatly present the data in the table as they collect it.
To solve this, they learn to use tally marks to
represent each data point.

Checkpoint

5
The children have learnt how to record and present
data more efficiently using tally charts which groups
data into sets of 5 using tally marks for easier
counting and analysis.

Lesson 3:

6
Tim wants to find more ways to present the data to
make it easier to make comparisons. He is
considering how pictograms and block graphs could
be used to visually represent and compare the data.

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 Grade 2 Chapter 5 Handling Data

Checkpoint:

7
A conclusion can now be formed on how pictograms and
block graphs can be used to present data visually and
clearly. In addition, the children have learnt that block
graphs are also useful tools for the comparing of data.

Lesson 4:

8
Vera and Ada would like to group the collected data
according to shared characteristics. They will learn
that they can present their data in such a way using
Venn and Carroll diagrams.

Checkpoint:

9
The children have learnt how Venn and Carroll
diagrams allow us to present and highlight shared
characteristics between different groups of data, as
well as see relationships between the data sets.

Making Conclusions:

10
The children have learnt that data can be gathered and
presented in a variety of ways. We should choose a method
of presenting data depending on the amount of information
and what we would want to observe from the data.

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Grade 2 Chapter 5 Handling Data

Scheme of Work (SOW)

Teaching
Lesson Learning Indicators Resources
Duration
Pg 63: 2 hours 30
minutes
Conduct an investigation to obtain sticky notes
data Please
allocate
about an
additional
1
30 minutes
to go
Record, organise and represent through the
data using lists and tables worksheets
in the
workbook

Pg 65: 2 hours 30
minutes
Record, organise and represent ice-cream sticks, rubber
data using tally charts bands Please
allocate
about an
additional
2
30 minutes
to go
Describe data presented using tally through the
charts worksheets
in the
workbook

Pg 68: 2 hours 30
minutes
Record, organise and represent
sticky notes
data using pictograms and block
Please
graphs
allocate
about an
additional
3
30 minutes
to go
Describe data presented using through the
pictograms and block graphs worksheets
in the
workbook

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 Grade 2 Chapter 5 Handling Data

Teaching
Lesson Learning Indicators Resources
Duration
Pg 71: 3 hours 30
Record, organise and represent minutes
data using Venn and Carroll
diagrams Please
allocate
pieces of paper about an
additional
Pg 75: 30 minutes
to go
4 through the
worksheets
Number cards (Handout 5a)
Describe data presented using Venn in the
and Carroll diagrams workbook
Pg 76 (optional):

Carroll Diagram Activity

(Handout 5b)

Total Time: 11 hours 0 minutes

Helpful resources:

qrs.ly/9rekbk0 – Possible activities to carry out in class to learn about data (Only first 2
activities are appropriate for Grade 2 learners)
qrs.ly/27ekbk5 – Online resource explaining the pros and cons of using Tally Charts
qrs.ly/46ekbk7 – Online resources on Venn and Carroll Diagrams for instruction and
assessment of learner’s understanding

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Grade 2 Chapter 5 Handling Data

Lesson 1: List and tables

Lesson Objectives:

• Conduct an investigation to obtain data

• Record, organise and represent data using lists and tables

Success Criteria:

• Learners can conduct an investigation to obtain data

• Learners can record, organise and represent data using lists and tables

Keywords for this lesson:

investigate, data points, row, column

Prior Knowledge:

• Describe data using familiar language including references to more, less, most, or least.
• Know how to record information in lists and tables.

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Engage PBL opener Textbook
Learners Direct learners’ attention to the scenario on Page 62
play an page 62.
active role in
identifying
: Let us look at the scenario on page 62.
and solving
Look at what the children are doing and
the problem.
describe what you see in the classroom.

Give learners 5 minutes to discuss in pairs

and tell each other their observations. Then
elicit some responses from pupils on what
they observe.

Ask:
• What are Tim and Cyrus doing? [Ans:
They are trying to collect data on the
most popular instrument among
their classmates and present this
data to their teacher.]
• Can you count the number of sticky
notes on the board? [Ans: There are
13 sticky notes on the board.]

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 Grade 2 Chapter 5 Handling Data

• What do you think each sticky note

pasted on the board represents?
[Ans: Each sticky note represents
one pupil.]
• How many pupils have they gathered
the data from? [Ans: 13]
• Do they still need to collect more
data? [Ans: Yes, as there are 30
pupils in the class.]
• What do the sticky notes on the
whiteboard tell us about their
classmates’ preferences? [Ans:
There are 10 pupils who like the
guitar and 3 who like the piano, while
nobody so far that likes the drum or
harmonica.]
• What do you think each mark on
Cyrus’ paper represents? [Ans: Each
mark on his paper represents a pupil
who likes that instrument.]
• What do you think each shaded
square on Tim’s paper represents?
[Ans: Each shaded square on Tim’s
paper represents a pupil who likes
that instrument.]
• What are Tim and Cyrus disagreeing
on? [Ans: They want to present the
data in different ways.]

Observe the learners’ responses to the

questions above. They should share their
answers until they have a clear
understanding of what the problem in the
scenario is.

PBL conclusion
Conclude with learners that the class is
investigating the most popular musical
instrument among the pupils in the class. To
do so, they will be learning the different ways
in which the data could be presented to help
them understand the findings.

Read out the learning indicators in the yellow

sticky note to the learners, so they will
understand what they will learn in this
chapter.

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Grade 2 Chapter 5 Handling Data

Explore Textbook
Lists and tables
Learners page 63
carry out
hands-on
activities to
find out : Like Tim and Cyrus, let us investigate
what the most popular musical instrument in
more about
our class is.
the problem.

Investigate with learners what the most

popular musical instrument in the class is.

(Optional) Check first with learners if they

are familiar with the given instruments. If
there are learners who are unfamiliar with
any of 4 instruments listed, you may play the
following video ( URL 5.1) for learners to URL 5.1
hear and familiarise themselves with the
sounds of the instruments. These are the
timestamps for the 4 instruments in the
video:
2:27 – Guitar
3:09 – Piano
2:43 – Drum
1:08 – Harmonica

Recap with learners that they can use lists

and tables like on page 63 as a method of
data representation, for them to record and
organise the data they have collected in an
investigation.

Ask:
• What are these methods of data
representation on page 63 called?
[Ans: The one on the left is a list and
the one on the right is a table.]
• What is the benefit of using lists and
tables to represent data? [Ans: They
are quick ways of arranging and Specialising
presenting the data in an orderly
manner. They are also easy to read
and understand.]

URL 5.1: qrs.ly/anekbkf

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 Grade 2 Chapter 5 Handling Data

: Let us now collect the data from this

class by using sticky notes. Conjecturing
sticky
Carry out the investigation with learners notes
using the following steps:

Step 1: Write the names of the 4 musical

instruments on the board in separate wide Classifying
columns.

Step 2: Give each learner one sticky note and

get them to take turns to paste the sticky
note next to the musical instrument they like
the most on the whiteboard.

Step 3: Count along with learners the number

of sticky notes found under each instrument
and write down the total on the board.

Step 4: Have learners record the information

in the table on page 63.

Ask:

• Are the total number of sticky notes

collected the same as the number of
pupils in this class? [Ans: Lead
learners to see that they should be Convincing
the same, and if not, someone has
been missed out.]

Invite some learners to share what they have

found out from the results of the
investigation and conclude which is the
most popular musical instrument in the
class.

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Grade 2 Chapter 5 Handling Data

Explain Direct learners to Cyrus’ conversation with Textbook

Learners Vera, Ada and Tim and ask the following Pages 63 -
learn key guiding questions. 64
concepts
through
: Let us work with Cyrus to see how he
activities,
can find out the grades of all 30 pupils in his
discussions,
class after their Maths test.
and
teacher’s
explanations. Ask:
• How many pupils are there in Cyrus’
class? [Ans: There are 30 pupils in
the class.]
• How many pupil’s grades does Cyrus
know? [Ans: 4. He knows his own
grades, as well as Vera’s, Ada’s and
Tim’s grades.]
• How many more of his classmate’s
grades does he need to know, if he
wants to know the grades of
everyone in his class? [Ans: Since 30
– 4 = 26, he will need find out the
grades of another 26 of his
classmates.]

Point out to student that each data collected

is known as a data point. Highlight that
Cyrus knows 4 data points and needs to
collect another 26 data points.

Get learners to investigate what is the most

popular book genre in the class.

: Let us find out together what genre of

books is the most popular in this class.

(Optional) Explain to learners that genre

refers to the category of books, if they are
not familiar with the word. List some
examples that include fantasy, mystery,
science fiction, etc. Then, ask them to think
about more details using the following set of
guiding questions.

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 Grade 2 Chapter 5 Handling Data

Ask:
• What are some titles or authors that
you often read?
• What are some characters or objects
that you can find in your favourite
book?

Invite learners to consider what genre they

think their favourite book belongs to by
considering the guiding questions above.

Write down at least 5 different genres on the

board and get learners to choose which is
their favourite by pasting a sticky note like
the previous activity on musical instruments.

Consolidate the results and get learners to

discuss what they have found out from the
data collected. Have them observe that the
number of data points collected for this
investigation will be the same as the number
for the previous investigation as we are
gathering the data from the same class.

Extend Textbook
Learners Page 64
extend the Explain to learners that there are many
key concepts computer programs like Microsoft Excel that
learnt can be used to create tables to represent
through data points.
discussion
and
activities. : I am going to demonstrate how useful
computer programs like Microsoft Excel can
help us create tables and represent data.

Demonstrate to learners how Excel can be

used to represent data, by creating a simple
table using the data from page 63 (Let’s
Investigate) like the one below.

Musical instrument Number of pupils

Guitar
Piano
Drum
Harmonica

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Grade 2 Chapter 5 Handling Data

Remind learners that rows are arrangements

from left to right, while columns are
arrangements from top to bottom. Highlight
to learners that Excel is a useful tool to
represent data as it can easily organise and
represent many data points in both rows and
columns.

Conclude by discussing with learners why

arranging data or even objects into rows and
columns is useful by asking the following
guiding questions.

Ask:
• What are some other examples of
rows and columns around us? [Ans:
The arrangement of tables and
chairs in a classroom, the
arrangement of eggs in an egg tray,
etc.]
• Why is arranging data or objects in
rows and columns useful? [Ans:
Arranging data in rows and columns
helps us to more easily understand
the data we have collected.
Arranging objects like this also helps
us to more easily count and group
objects.]

Evaluate Textbook
Page 64
Learners
make
conclusions : Let us practise reading and
about what understanding the data presented in a table.
they have
learnt so far. Go through (a) and (b) with learners and get
them to try the remaining questions on their
own.

Ask:
• Which type of object does Vera’s
schoolmates collect the most? [Ans:
Game cards]

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 Grade 2 Chapter 5 Handling Data

• How many different types of objects

are shown in the table? [Ans: There
are 5 different objects in total.]

Go through the answers with the learners in

class. Ask them to mark their work by
putting a tick or cross as you go through
each question part.

The following are the answers to the

questions:

a) Game cards
b) 5
c) 100
d) Coins
e) 12

For further practice, get learners to attempt

Worksheet 1 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

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Grade 2 Chapter 5 Handling Data

Lesson 2: Tally charts

Lesson Objectives:

• Record, organise and represent data using tally charts

• Describe data presented using tally charts

Success Criteria:

• Learners can record, organise and represent data using tally charts
• Learners can describe data presented using tally charts

Keywords for this lesson:

tally chart, tally mark

Prior Knowledge:

• Record, organise and represent data using lists and tables.

• Describe data using familiar language including references to more, less, most or least.

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Tally charts
Learners Page 65
carry out
hands-on
activities to
find out : Let us find out how else we can
more about represent the data to show the most popular
the problem. musical instrument in class.

Hand to each pair of learners the following: ice-cream

40 ice-cream sticks and 8 rubber bands.
sticks,
rubber
Direct learners to the results of the
bands
investigation carried out on page 63 of the
textbook. Then, get them to lay out the
correct number of ice-cream sticks for each
musical instrument in different rows.

Ask:
• How many ice-cream sticks are there
altogether? Characterising
• What is the number of pupils in the
class?

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 Grade 2 Chapter 5 Handling Data

• Do we have enough ice-cream sticks

to represent every data point? Classifying

Get learners to identify that each ice-cream

stick represents a pupil that has selected
their favourite instrument.

: We are now going to bundle up the ice-

cream sticks in groups of 5 using the rubber
bands.

Get learners to secure 5 ice-cream sticks in

a group using a rubber band.

Ask:
• Why should we group the ice-cream
sticks in fives? [Ans: We can count
the number of ice-cream sticks easily Conjecturing
in groups of 5 using multiplication or
repeated addition.]
• How will the ice-cream sticks be
counted if there is a group that has
less than 5? [Ans: We add them on by
1s only after the other groups of 5 Generalising
rubber bands have been counted.]

Ask learners to arrange the bundles of ice-

cream sticks and any loose ones together in
a row. Then, get them to draw the
arrangement of ice-cream sticks in the
spaces provided on page 65.

Invite learners to compare the two methods

of data representation: One from the table in
the investigation on lesson 1 where we used
sticky notes and counted them individually
to get the total, and another from the
bundling of the ice-cream sticks method in
the investigation of lesson 2 where we
counted on in 5s to get the total. Get them to
share in which activity was the counting of
the number of pupils easier.

Conclude the investigation with learners that

they should consider different methods of
data collection and representation
depending on the amount of data collected,

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Grade 2 Chapter 5 Handling Data

as well as the purpose of collecting data.

Highlight to learners that other than tables
and lists, they will be learning several other
methods of data representation in this
chapter.

Explain Direct learners’ attention to the data Textbook

Learners represented by sticky notes from the Page 66
learn key investigation referenced on page 66 of the
concepts textbook.
through
activities,
: Let us find out how we could use a tally
discussions
chart to record and count the gathered data
and
more easily.
teacher’s
explanations.
Explain to learners that they will be
comparing how the data is collected
between the two methods of data
representation on page 66. Do highlight to
learners that both methods on this page
represent the same number of pupils.

Ask:
• How many of Tim’s classmates
voted for each instrument as their
favourite? [Ans: 10 for Guitar, 3 for
Piano, 9 for Drum and 8 for
Harmonica]
• What does each tally mark in the
table represent? [Ans: Each tally
mark represents 1 pupil who has
selected their favourite instrument.]
• What do you notice about how the
tally marks have been arranged?
[Ans: The tally marks have been
grouped into groups of 5 for each set
of 5 tally marks.]
• Which method of data representation
helps you to count the total number
of pupils more easily, and why? [Ans:
Tally chart, as the tally marks can be
organised into groups of 5 for easier
counting using repeated
addition/multiplication.]

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 Grade 2 Chapter 5 Handling Data

Explain to learners the use of the tally chart

and tally marks. Highlight that 1 tally mark on
tally chart represents 1 sticky note on the
board. Do also refer to Coco’s speech on
how tally marks are grouped into fives.
Emphasise that when bundling 5 tally marks,
the fifth tally mark is instead drawn through
the other 4 tally marks, as shown by Coco.

Extend Textbook
Learners Page 66
extend the Direct learners to the application of tally
key concepts charts in the example shown on page 66.
learnt
through : We shall refer to the score board for the
discussion three teams red, blue, and green.
and
activities. Explain to learners that a win is recorded
with a tally mark as shown on the score
board for each of the teams.

Ask:
• How many tally marks are there for
team red? [Ans: There are 3 tally
marks, indicating 3 wins for them.]
• What do you notice about the score
for team blue? [Ans: They have a
bundle of five tallies and another 4
tallies which gives a total of 9 tallies
or 9 wins.]
• How about the score that team green
obtained? [Ans: Their score is
marked using a bundle of 5 tallies
and another 1 tally mark, so they
have 6 wins.]

Invite learners to identify and write down the

scores of each of the three teams in their
books. Reinforce that it is easier and faster
to count on in 5s using the grouped tally
marks and then count on the rest in 1s, rather
than having to count a string of individual
tally marks or sticky notes.

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Grade 2 Chapter 5 Handling Data

Conclude with learners that tally charts are a

useful method of data representation when
one needs to count and add up data points,
as one can make use of repeated addition or
multiplication to sum up bundles of tally
marks.

Evaluate Textbook
Learners Page 67
make
conclusions
about what : Let us practise drawing tally marks in a
they have tally chart and interpreting the data.
learnt so far.
Go through the question with learners and
guide them to complete the tally chart. After
that, get them to try answering the questions
(a), (b) and (c) on their own.

Ask:
• How many different colours are
recorded? [Ans: There are 4 different
colours: blue, green, red and yellow.]
• How do we use the tally chart to
record the data for each colour? [Ans:
Every time we read a colour in the list,
we can draw a tally mark for that
colour in the tally chart. We can then
strike out the data point from that list
so that we do not accidentally record
it twice. ]
• What do we need to do when marking
a fifth tally mark for one colour? [Ans:
We need to draw a horizontal line
across the four tally marks when
marking out the fifth tally mark.]

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

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 Grade 2 Chapter 5 Handling Data

The following are the answers to the

questions:

Colour Tally

Blue

Green

Red

Yellow

a) Green
b) Yellow, 4
c) Blue, red

For further practice, get learners to attempt

Worksheet 2 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

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Grade 2 Chapter 5 Handling Data

Lesson 3: Pictograms and block graphs

Lesson Objectives:

• Record, organise and represent data using pictograms and block graphs
• Describe data presented using pictograms and block graphs

Success Criteria:

• Learners can record, organise and represent data using pictograms and block graphs
• Learners can describe data presented using pictograms and block graphs

Keywords for this lesson:

pictogram, block graph, block chart

Prior Knowledge:

• Draw and interpret simple pictograms and block graphs where one object or drawing
represents one data value.
• Describe data using familiar language including references to more, less, most or least.

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Pictograms and block graphs
Learners Page 68
carry out
hands-on
activities to
find out : Let us learn how to represent the data
more about we have collected on page 63 using pictures.
the problem.
Paste sticky notes on the board again next
to each musical instrument label to remind
students of the data collected on page 63. sticky
notes
Instruct learners to draw pictures on their
textbook page to represent the number of
pupils for each musical instrument in the
table given on page 68, using the following
as guiding questions for this activity.

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 Grade 2 Chapter 5 Handling Data

Ask:

• What pictures can we draw to

represent our classmates who chose
a particular instrument as their
favourite? [Ans: We can draw a
guitar, a piano, a drum, or a
harmonica in the table]
• What does each picture represent?
[Ans: Each picture represents one
classmate who chose that Conjecturing
instrument as their favourite.]

: We are also going to sort and represent

the data we have collected from our
classmates into columns.

Get learners to refer to the 4 columns on Specialising

page 68 representing each of the 4
instruments. Then, colour the same number
of boxes for each column (each representing
an instrument) according to the number of
classmates who chose that instrument as
their favourite.

Ask:

• What do the coloured boxes in each

column shown on the graph tell us? Classifying
[Ans: The number of coloured boxes
on the graph shows the number of
each instrument selected.]
• Which method, using pictures or
using the graph, allows us to
compare the data more clearly? [Ans:
The graph allows the comparison of
the numbers more clearly as the
columns are side by side and the
numbers are indicated. We can also
look at the heights of the different
columns to see which is more and
which is less.]

Invite learners to share what they have Generalising

observed in the two methods of representing
the data. Then, get them to share with their

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Grade 2 Chapter 5 Handling Data

partners which method they would prefer to

use to represent the data if they need to
make comparisons between the data.

Explain Textbook
Learners : Let us explore how Tim represented the Pages 69 -
learn key data he collected and presented using a tally 70
concepts chart on page 66 in a pictogram now.
through
activities, Recap with learners on the use of a tally
discussions chart as shown on page 69.
and
teacher’s Explain to learners that a pictogram can be
explanations. formed by changing the tally marks into
pictures of the representative item. They are
similar, where data is marked out using tally
marks on tally charts and various pictures
representing the different data points are
used in pictograms.

Ask:
• What do you notice about the
number of tally marks and the
number of pictures in the pictogram?
[Ans: The number of tally marks is
the same as the number of pictures.]
• Is the tally chart or the pictogram
easier to count? [Ans: The tally chart
is easier to count as the tally marks
are grouped in fives, while the
pictures in the pictogram are not
grouped.]

Conclude with learners that the pictogram is

an alternative method to represent the data.
However, when counting the number of data
points, they will need to count them carefully
as the pictures are not grouped clearly unlike
the tally marks.

: Tim also represents the data he

collected using a block graph. Let us explore
this presentation.

Explain to learners that the block graph,

which is also known as the block chart, is a

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 Grade 2 Chapter 5 Handling Data

representation of data where each column

represents each of the objects.

Ask:
• Which instrument has the highest
column? [Ans: The guitar has the
highest column with 10 blocks.]
• Which instrument has the lowest
column? [Ans: The piano has the
lowest column with only 3 blocks.]
• How do the drums and harmonica
columns compare to each other?
[Ans: The drums have one more
block than the harmonica.]

With the help of the guiding questions, lead

learners to see that the columns in the block
graph allows for easy comparison of the
different instruments’ popularity.

Get learners to fill in the answers into the

blanks. The following are the answers.

The guitar has the highest column. The

guitar is the most popular.
The piano has the lowest column. The piano
is the least popular.
The fourth column is shorter than the third
column.
1 more pupil likes the drums than the
harmonica.

Extend Textbook
Learners Page 70
extend the Direct learners to the activity at the bottom
key concepts of page 70 which features both Cyrus and
learnt Tim comparing their respective
through representations of the data.
discussion
and
activities. : Consider whether you would use a
pictogram, block graph or a tally chart if
there are 60 data points.

Get learners to think which of the 3 methods

of data representation they would choose

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Grade 2 Chapter 5 Handling Data

between the pictogram, tally chart and the

block graph, if there are 60 data points.

Ask:
• Which method can more easily show
Conjecturing
60 data points? Why? [Ans: The block
chart. It is easier to draw columns as
compared to drawing a large quantity
of pictures or tally marks.]
• Which method allows for easier
Specialising
comparison? [Ans: It is easier to
make comparisons using block
charts. The columns are side-by-side,
making it easy to compare the
relative heights of the columns.]
• When might it be easier to use the
tally chart for comparison? [Ans:
When the number of data points is
smaller, which makes it easier to
counting on in fives.]

Get learners to discuss and share with their

Critiquing
partners which representation of data is
better and why that is so.

Conclude with learners that Tim’s data

Convincing
representation using the block chart is better
because of the clarity and the ease of
comparison between the different objects.

For further practice, get learners to attempt

Worksheet 3 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad, or
neutral face of Coco at the end of each
worksheet.

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 Grade 2 Chapter 5 Handling Data

Lesson 4: Venn and Carroll diagrams

Lesson Objectives:

• Record, organise and represent data using Venn and Carroll diagrams
• Describe data presented using Venn and Carroll diagrams

Success Criteria:

• Learners can record, organise and represent data using Venn and Carroll diagrams
• Learners can describe data presented using Venn and Carroll diagrams

Keywords for this lesson:

Venn diagram, Carroll diagram

Prior Knowledge:

• Draw and interpret Venn and Carroll diagrams with one criterion.
• Describe data using familiar language including references to more, less, most or least.

Structure
Description / Teaching ideas TWM Skills Resources
(5E Model)
Explore Textbook
Venn and Carroll diagrams
Learners Page 71
carry
out hands-on
activities to Get learners into pairs. Hand each pair of
find out learners some shapes manipulatives as
more pieces of
shown on page 71 and a few pieces of paper.
about the paper
problem.
: Vera and Ada are trying to sort these
shapes. Let us help them sort the shapes
based on what they want.

Get learners to sort out the manipulatives Classifying

based on the shapes and colour, since Vera
wants to collect all the rectangles, while Ada
wants to collect all the red shapes.

Ask:
• How many pieces of shapes are
there? [Ans: There are 18 pieces.]
• What are all the different types of
shapes you can identify in the pieces

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Grade 2 Chapter 5 Handling Data

given? [Ans: Squares, rectangles, and

triangles] Characterising
• Can you name all the colours you can
see in these shapes? [Ans: There are
red, yellow, and blue shapes.]

Recap with learners what they have learnt

about Venn diagrams in the previous year.

: Let us first see using what we have

learnt last year how we can help to sort the
shapes and give the rectangles to Vera.

Highlight to learners that Vera wants to

collect all the rectangles. Have each pair of
learners draw a large circle on a piece of
paper. Then, get them to discuss and
consider how they can use the circle to sort
the shape manipulatives and separate the
rectangles from the rest

Ask:
• What are the characteristics of a
rectangle? [Ans: It has 4 sides, and
the opposite sides are equal in
length.]
• Besides rectangles, what are the
other shapes you see? [Ans: There
are also squares and triangles.]
• How many headings should there be
on the piece of paper drawn with a
circle? [Ans: There should be a
heading inside the circle, and another
heading outside the circle.]
• What should we label the headings
inside and outside the circle? [Ans:
We can write the heading ‘Rectangle’
inside the circle, and the heading
‘Other shapes’ outside the circle.]

Invite learners to discuss with their partners

what they should write as the headings
inside and outside the circle, as well as how
they should sort the shape manipulatives.

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 Grade 2 Chapter 5 Handling Data

Lead learners to understand that they should Conjecturing

label the heading inside the circle
“Rectangles”, while the outside of the circle
should be labelled “Non-rectangles’ or ‘Other
shapes’, as the aim is to separate the
rectangles from the other shapes.

Ask learners to count the number of

rectangles before filling in the blank provided
at the bottom of page 71. The following are
the answers:
Convincing
There are 18 in total.

There are 7 rectangles.

: Let us next help Ada to sort out the red

shapes.

Get each pair of learners to first draw the

same circle again on another piece of paper.
Then, learners will draw another circle that
overlaps with the first circle as seen on page
72. Afterwards, get learners to write the
headings “Rectangle” and “Red”, and also
shade the overlap between the two circles.

Ask:
• How many rectangles are there?
[Ans: There are 7 of them.]
• How many red shapes are there?
[Ans: There are 6 red shapes.]
• What do you think the overlapping
portion shaded in yellow represents?
[Ans: The shaded portion represents
shapes that are both red and
rectangles.]

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Grade 2 Chapter 5 Handling Data

• How many of the shapes are both red

and rectangular? [Ans: There are 2
red rectangles.]

Get learners to identify the manipulatives

and sort them into the headings in the Venn
diagram that they have just drawn. Then, get
them to draw out the shapes and colour
them in the diagram given.

The following are the answers: Classifying

There are 6 red shapes.

: Let us find other ways to represent the

manipulatives by using different headers.

Refer learners to Coco’s speech and tell

them that there are many other ways that the
shapes can be sorted. Get each pair of
learners to draw another Venn diagram with
2 circles on another piece of paper. Using
another 2 possible headings for each of the
circles, get the pairs to share with each other
and sort the manipulatives using the Venn
diagram, using the following as guiding
questions.

Ask:
• Can you name other characteristics
besides the shape and the colour?
[Ans: E.g.: The number of sides of a
shape]

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 Grade 2 Chapter 5 Handling Data

• What are some other possible pairs

of headings? [Ans: Shapes with 3
sides and Blue, shapes with 4 sides
and Yellow, etc.]

Invite pairs to share with the class the

different ways that they have sorted the
manipulatives.

Conclude with learners on how a Venn

diagram with 2 circles can be used to sort a
set of objects into different categories, and
remind them what the overlapping part of a
Venn diagram represents.

Explain Venn Diagrams Textbook

Learners Page 73
learn key Direct learners’ attention to the milk
concepts containers that Cyrus wants to sort on page
through 73.
activities,
discussions,
: Let us find out how we can use a Venn
and
diagram to sort the milk containers.
teacher’s
explanations
Get learners to observe the Venn diagram
.
and see how they have been sorted.

Ask:
• What are the headings used in the
Venn diagram? [Ans: They are
“Bottled” and “Strawberry-
flavoured.”]
• How many milk containers are there
in total? [Ans: There are 10 milk
containers in total.]
• How many bottled containers are
there? [Ans: There are 5 bottled
containers.]
• How many strawberry-flavoured milk
containers are there? [Ans: There are
7 strawberry-flavoured containers.]
• How many containers are placed
outside of the 2 groups In the Venn
diagram? [Ans: There is 1 chocolate-
flavoured container that is not bottled
that is not grouped.]
• How many milk containers are both

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Grade 2 Chapter 5 Handling Data

bottled and strawberry-flavoured, and

where can they be found on the Venn
diagram? [Ans: There are 3 bottled
strawberry-flavoured containers.
They can be found where the two
circles intersect on the Venn
diagram.]

Have learners realise that when we draw a

Venn diagram, we begin by grouping items
that fit clearly into each category, such as
bottled milk or strawberry-flavoured milk. We
then place items that belong to both
headings in the overlap area.

Any item that does not belong to any group,

such as the chocolate milk packet, are
placed in an area outside of both circles in
the Venn diagram. Highlight to learners that
items that do not fit in any group are still
placed into the Venn Diagram, but outside of
the circles.

Discuss with learners what would happen to

the Venn diagram if the 3 strawberry milk
bottles are removed.

Ask:
• Do the 2 categories of the Venn
diagram change when the
strawberry-flavoured bottles are
removed? [Ans: No. There are still
chocolate bottled containers and
packeted strawberry-flavoured milk
which do still fit into each category.]

Invite learners to draw on a piece of paper

what they think the Venn diagram will look
like without the 3 strawberry flavoured
bottles.

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 Grade 2 Chapter 5 Handling Data

The following is the recommended answer

for the new Venn diagram:

Bottled Strawberry
flavoured

Explain to learners that if there are no objects

that share both categories, there are no
overlaps between the circles in the Venn
diagram, therefore the circles in the new
Venn diagram will be separate from each
other.

Evaluate Textbook
Learners : Let us practise filling up a Venn Page 74
make diagram.
conclusions
about what
they have
learnt so far. Go through the question with learners and
guide them to fill in the the blanks.

Ask:
• Which numbers in the list are
multiples of 2? [Ans: The even
numbers 2, 4, 8, 10, 16, 20]
• Which of the numbers are multiples
of 5? [Ans: 10, 15, 20, 25, 35]
• Which numbers do not fall into either
groups? [Ans: The only number is 17.]
• Which numbers are both multiples of
2 as well as multiples of 5? [Ans: They
are 10 and 20.]

Differentiated instruction:
For struggling learners, ask them to list out
the multiples of 2 and 5 before circling the
numbers which fall into both groups.
Learners can cancel out each number after it
is used. Scaffold their thought process by

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Grade 2 Chapter 5 Handling Data

asking learners to check if a number can also

be a multiple of both 2 and 5.

Go through the answer with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each part
of the question.

The following Venn diagram is the answer to

the question:

Multiples of 2 Multiples of 5

2
10 15
4
20 25
8
35
16

17

Extend Textbook
Learners Page 74
extend the Direct learners to the second Venn diagram
key at the bottom of page 74. Explain that Ada
concepts now wants to group the numbers in the
learnt previous example (“Solve This!” on page 74)
through into 3 groups instead of 2 by adding another
discussion category “multiples of 10”. Get them to
and observe what the new Venn diagram looks
activities. like on page 74 of the textbook.

Ask:
• What does the yellow portion
represent in this Venn diagram? [Ans: Conjecturing
It represents the ovelapping portion
of the 3 groups.]
• In order to be placed in the
overlapping portion of the 3 groups, Characterising
what characteristics must the
number have? [Ans: It must be a
multiple of 2, a multiple of 5 and a
multiple of 10 all at the same time.]

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 Grade 2 Chapter 5 Handling Data

Invite learners to identify the number(s) that

should be written in the yellow part of the
new Venn diagram. Then, get them to check Classifying
their answers with their partners.

Ask the class to identify the number(s) that

appears in all 3 sets of multiples. Conclude Specialising
with learners that the answers to be filled
into the blank is 10 and 20 since they are
multiples of 2, 5 and 10 at the same time.

Explore Textbook
Learners Page 75
carry out
hands-on Give each pair of learners a set of number
activities to cards (Handout 5a) each.
find out
more about : We are going to sort out these number Number
the problem. cards by placing them into two groups. Specialising cards
(Handout
Place the 16 number cards from 0 to 15 on 5a)
the board in front of the class. Invite learners
to think of different ways to categorise them
into two groups and share with their
partners.

Ask:
• What do you notice about the number
of digits each number on the card
has? [Ans: The numbers from 0 to 9 Conjecturing
have only one digit each, while the
numbers from 10 to 15 have two
digits each.]
• Which are the numbers that are even,
and which are odd? [Ans: 0, 2, 4, 6, 8,
10, 12 and 14 are even while 1, 3, 5, 7, Characterising
9, 11, 13 and 15 are odd.]
• Which numbers are multiples of 3?
[Ans: 3, 6, 9, 12, 15]

Invite pairs of learners to share with the class

how to sort out the cards into two different
groups.

The following are some possible ways to

sort the cards:

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Grade 2 Chapter 5 Handling Data

1) Odd numbers and even numbers

2) Single digit and double digits
3) Multiples of 3 and non-multiples of 3

Highlight to learners that to make the

distinction between the 2 groups clearer, we
sometimes label the headings in such a way
that they are opposite of each other e.g.,
‘Odd’ and ‘Not odd’ or ‘One-digit’ and ‘Not
one-digit’.

Afterwards, get learners to fill in the first two

tables by grouping the numbers into 2
groups on page 75, using the methods that
they have just discussed with the class.

: Let us now combine the two ways that

Classifying
were selected to sort the cards into another
table.

Direct learners to the Carroll Diagram with 3

rows and 3 columns at the bottom of the
page.

Direct learner’s attention to where Momo is

pointing and get learners to write their
headings for Carroll diagram 1 into the first
column.

Then, direct learner’s attention to where

Coco is pointing and get learners to write
their headings for Carroll diagram 2 into the
first row.

Ask:
• How should the number cards be
placed? [Ans: The number cards
must fit the characteristics of both
the row and column headings.]
• How does combining the 2 Carroll
diagrams affect the sorting of
numbers? [Ans: The numbers will be
further separated into more groups
since the numbers must fit both
headings.]

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 Grade 2 Chapter 5 Handling Data

Invite learners to sort out the numbers and

share with their partners how they have
sorted them. Select some learners to share Convincing
their Carroll diagrams with the class.

This is a sample Carroll diagram that can be

shown as an example to the class.

Odd Not odd

One-digit 1, 3, 5, 7, 9 2, 4, 6, 8
Not one-digit 11, 13, 15 10, 12, 14

Lead learners to observe that Carroll

diagrams can be used to sort items into
categories and further sub-categories too.

Explain Carroll diagrams Textbook

Learners Pages 76 -
learn key Direct learners’ attention to the picture 77
concepts showing Vera and her friends.
through
activities,
: Let us observe how Vera has tried to
discussions
sort her friends into two groups.
and
teacher’s
Lead learners to the first Carroll diagram and
explanations
invite learners to consider how she has
.
sorted her friends.

Ask:
• How has Vera sorted her friends?
[Ans: She has sorted her friends into
two groups, “Boys” and “Not boys”.]

After observing the first way which Vera has

sorted her friends, direct them to the second
way she has sorted the same group of
friends.

Ask:
• How did Vera sort her friends this
time? [Ans: She sorted them based
on those who wear black shoes and
those that do not wear black shoes.]

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Grade 2 Chapter 5 Handling Data

Get learners to try to combine the two Carroll

diagrams using the same method as on page
75. Then, get learners to complete the Carroll
diagram by writing the letters representing
each child into the boxes according to the
categories listed in the headings.
Afterwards, get learners to share their Carroll
diagrams with the class.

The following is an example of a Carroll

Diagram that answers this question:

Boys Not
boys

Wear black shoes AF CEJ

Do not wear black DI BGH

shoes

Get learners to observe again that children in

each box have the same characteristics as
the headings in the same row and column.

: Let us now try to group Tim’s pets into

different groups using a Carroll diagram.

Get learners to observe Tim’s rabbits and

hamsters on page 77 of the textbook, and
how he has sorted them into groups.

Ask:
• What is the first method of sorting
shown in the first Carroll diagram?
[Ans: Tim sorted them by type, into
rabbits and non-rabbits.]
• What is the second method Tim used
to sort the pets? [Ans: He sorted the
pets into those with patches and
those without patches.]
• How many rabbits have patches?
[Ans: 4.]
• How many pets that are not rabbits
do not have patches? Which animal
has these characteristics? [Ans: 1.
There is a hamster, which is not a
rabbit, that does not have patches.]

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 Grade 2 Chapter 5 Handling Data

Invite learners to interpret the data on the

combined Carroll diagram and share with
their partners what they observe about the
number of pets that are being placed into the
respective spaces in the Carroll diagram.

Activity (Optional):
Invite learners to work with a partner to look Carroll
around their school compound and identify Diagram
objects that could be sorted into groups. Get Activity
them to think of ways of how they could (Handout
represent the information collected using a 5b)
combined Carroll diagram. Distribute Carroll
diagram templates (Handout 5b) for them to
present their data.

Conclude the lesson with learners by sharing

with them that Carroll diagrams are very
useful in helping us to sort objects into
groups based on one or even multiple
specific characteristics. Sorting objects into
groups has many uses, from counting data
points with specific characteristics (like the
rabbits with patches) or trying to find and
single out specific data points (like the one
hamster with patches).

Evaluate Textbook
Learners : Let us practise filling up a combined Page 77
make Carroll diagram.
conclusions
about what
they have
learnt so far. Go through the question with learners and
guide them to fill in the blanks.

Ask:
• Which of these numbers are
multiples of 2? [Ans: 4, 6, 8, 10, 12, 14,
16]
• Which are not multiples of 2? [Ans: 5,
7, 11, 13, 15]
• Of those that are not multiples of 2,
how many of them are also not single
digit numbers? [Ans: There are 3 of
them: 11, 13, 15.]

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Grade 2 Chapter 5 Handling Data

Go through the answers with the learners in

class. Ask them to mark their work by putting
a tick or cross as you go through each
question part.

The following are the answers to the

questions:

Multiples Not multiples

of 2 of 2

One-digit 4, 6, 8 5, 7
numbers

Not one- 10, 12, 14, 11, 13, 15

digit 16
numbers

a) 7
b) 3

For further practice, get learners to attempt

Worksheet 4 in the workbook. This can either
be done in class or assigned to learners as
homework.

To help them gauge their understanding, ask

learners to shade either the happy, sad or
neutral face of Coco at the end of each
worksheet.

Evaluate To recap with the learners what they have Textbook

Learners learnt in this chapter, go through the Word Page 78
check their Wall on page 78 with them.
understandi
ng
: In this chapter, we have learnt how to
by applying
conduct an investigation to find data. Then
the key
we have learnt how to handle data by using a
concepts
variety of methods to represent and describe
learnt to
them. Let us see how much we understood
answer
from this chapter! Are you ready?
questions.

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 Grade 2 Chapter 5 Handling Data

Give learners some time look at the

questions on the reflection page on their
own.

You may ask these guiding questions to

help learners make conclusions about the
Question.
• To find the most popular food item, what
must we ensure when picking the 5 food
Specialising
items to be investigated? [Ans: We must
observe the sales and popularity of all
the food items sold and pick what we
think are the top 5.]
• How can we quickly and efficiently count
Conjecturing
the number of food items that is sold?
[Ans: We can use tally marks to quickly
mark out and then count the number of
food items sold.]
Classifying
• What is a method of representing the
data that you have found? [Ans: We can
use a pictogram or block graph to
represent the data.]
• How do we tell the most popular food
item in the canteen? [Ans: The food item
with the greatest number sold is the
most popular.]
• How do we tell the least popular item in
the canteen? [Ans: The food item with the
least number of food items sold is the
least popular.]

Convincing
Remind learners that they can write or draw
in the answer boxes to show their
understanding of the concepts that have
been taught.
Exit Ticket
Templates
You may also distribute exit tickets (Handout
(Handout
5c) to the learners for them to fill up to wrap
5c)
up the chapter and assess learners’
understanding of the chapter.

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Grade 2 Chapter 5 Handling Data

Evaluate Workbook
Learners Pages 61 –
check their 65
Assign learners Consolidation worksheet and
understandi
You have a mission! to be done in class or at
ng by
home.
applying the
key
concepts
learnt to
answer
questions.

248 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 5 Printables

Reflection for teachers

Answer the questions below to reflect on your lesson.

What did the learners learn today? Were the learning objectives and success criteria realistic?
Were there any misconceptions?

What was the learning atmosphere like? Circle.

Learners love the Learners are Learners find the Learners are Learners are
lesson interested lesson boring confused struggling with
the concepts

What two things went really well? What two things would have improved the
lesson?

What changes did I make from my plan and why?

If I taught this lesson again, what would I change?

What will I teach next based on the learners’ understanding of this lesson?

© 2023 Alston Education Pte Ltd 249

Grade 2 Chapter 5 Printables

Handout 5a: Number cards

0 1 2 3

4 5 6 7

8 9 10 11

12 13 14 15

250 © 2023 Alston Education Pte Ltd

 Grade 2 Chapter 5 Printables

Handout 5b: Carroll Diagram Activity

Carroll diagram 1:

Carroll diagram 2:

Combined Carroll diagram:

© 2023 Alston Education Pte Ltd 251

Grade 2 Chapter 5 Printables

Handout 5c: Exit Ticket Templates

2 things I remember are: 1 thing I want to practise more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

2 things I remember are: 1 thing I want to practice more of

is:

1 question I want to ask my teacher after going through this chapter is:

I feel this way after going through this chapter (circle):

252 © 2023 Alston Education Pte Ltd

 TEACHER’S GUIDE

Active Maths
The series is developed to To encourage problem-based learning (PBL), each
comprehensively cover all the learning objectives of the chapter starts by presenting learners with a case
Cambridge Primary Mathematics curriculum framework problem. As they go through the chapter, they will
(0096). The series adopts an Active Learning approach acquire knowledge of necessary mathematical concepts.
that allows learners to actively grasp concepts on a Learners are consistently encouraged to think critically
personal level through exploration, discussion and inquiry. and collaborate with their peers to solve the case by the
end of the chapter.
Learners will investigate mathematical topics like
Numbers, Geometry, Measurement, Statistics and Each chapter is structured in a Concrete Pictorial
Probability. Learners are also taught to Think and Abstract way, which enables learners to achieve mastery
Work Mathematically, which equips learners with the in reasoning, problem-solving and conceptual skills. They
ability to look at Mathematical concepts from different will become confident problem solvers. Most importantly,
perspectives, thus allowing learners to build a strong learners will gradually grow to love Mathematics as they
foundation in the subject. realise its importance and relevance in their daily lives.

The series • Textbook • Downloadable resources for teachers,

consists of: • Workbook including printables for hands-on
• Teacher’s Guide activities, worksheets and
• Digital Textbook, Workbook, test papers.
and Teacher’s Guide

9 789814 437486