LESSON PLAN

MATH IN MY WORLD 2

School : Subject : ENGLISH

Class :2 UNIT 1 : NUMBERS TO 20
Periods : LESSON : NUMBERS 11 TO 20
Teachers: …………………………….. Week : 2
…………………………….. Lesson duration : 35 minutes

I. OBJECTIVES: By the end of this lesson, students will be able to:

- Write 11 to 20 in numbers and words.
- Count from 11 to 20 in English.
- Improve Listening and Speaking skills.
II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary: write, trace, say, count from 11 to 20.
III. RESOURCES AND MATERIALS:
flash cards, crayons, paper, pictures, mini boards, markers, balls, a basket

IV. TEACHING PROCEDURES:

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 STAGES TEACHER’S ACTIVITIES NOTES

- Greet students. whole class

Hello song
Warm up
- Ask students to sing along the song.
5 mins
- Weather report
- Stick Class Rules.

Review the numbers that the children already know. whole class
Review
- Use 10 balls in a basket to count from 1-10.
3 mins
- Write the numbers on the board and practice counting in sequence together.

Lead in:
- T: “Today, we go to the supermarket to buy some more balls.”
- Put one more ball in the basket and say: “I have eleven balls. Eleven.” whole class
Present - Point to the balls and say: “Eleven balls. Eleven.”
information - Students repeat in chorus.
5 mins - Do the same to present number from 12 to 20.
- Write 11 numbers and words to introduce new words: 11 – eleven.
- Ask students to repeat in chorus.
- Students pass the flashcards and read the new words individually.

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 1.
- Explain the key words. “Circle”
- Have students open their books page 5.
Guided practice - Demonstrate how to do number 11.
7 mins - Do sentence a with the whole class.
- Have students to do the rest sentences by themselves.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Pair/ group 2.
practice Game: "Put in the box" whole class
10 mins - Get a big box of objects and make sure you have enough objects of each category
for the numbers you are teaching (e.g., 11 cars, 12 balls, 13 pencils, etc.).
- Throw the objects all around the classroom.
- Then choose a student and say “Nam, put eleven (pencils) in the box.”
- As the student to picks up each object make sure everyone counts along (1… 2 …
3).
- Then have the student count the objects as s/he puts them in the box.
- Do this with few more students.
3.
Game: "Classroom Touch"

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 - Get everyone to stand up and then the teacher shouts out classroom objects for the
kids to run to and touch (e.g., T: "Everyone touch three tables!", "Everyone touch
three books!").
- Possible classroom objects to touch: tables, chairs, cushions, pencils, crayons,
books, windows, shoes, etc.
- A clever idea is to prepare some pictures of items (e.g., 3 apples, 3 superheroes, 3
monster faces, etc.) and stick them on the walls before class.
- Then the students can run and touch these as well.

Lotto Game whole class

- Each student gets a large card with squares containing numbers from 11 to 20.
- Each time the teacher calls out a word, the student searches for the right square on
Conclusion
his card and marks it.
5 mins
- The first student to have five words highlighted in a row yells ‘Bingo’, and wins.

V. REFLECTION:
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LESSON PLAN
MATH IN MY WORLD 2

School : Subject : ENGLISH

Class :2 UNIT 1 : NUMBERS TO 20
Periods : LESSON : TENS AND ONES
Teachers : ……………………………..……………… Week : 3
Lesson duration : 35 minutes

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I. OBJECTIVES: By the end of this lesson, students will be able to:
- Understand place value with two-digit numbers - tens and ones.
- use models and write to represent equivalent forms of ten and ones.
- Improve Listening and Speaking skills.
II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary: value, tens, ones.
III. RESOURCES AND MATERIALS:
Maths in my world 2 page 8,9,10; beans/rocks, baskets

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greet students. whole class

Hello song
Warm up
- Ask students to sing along the song.
5 mins
- Weather report
- Stick Class Rules.

Review Review Numbers whole class

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 3 mins - Let the students sing the “Numbers song”

Lead in:
- Draw 2 frames on the board.
whole class

Present
information - Say, “I have 10 balls.”. Draw 10 balls in the tens frame to show the 10 balls teacher
5 mins have.
- Say, “I get 4 more balls. There is no room in the tens frame, so I can put 4 balls in
the ones frame.
- Say, “How many balls do I have now? I have 14 balls.”
- Say, “When a ten frame is full, it is 10. I can start at 10 and count on the 4 in the
other frame to get a total of 14.”
- Guide students to place the appropriate number of cubes inside the tens frame and
then draw the cubes to represent their model.
- Count the ten-groups and the ones separately.

Guided practice 1.

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 - Have students pay attention on task 1 page 8 individual
- Explain that the filled ten frame shows 10 ones, which is the same as 1 ten.
- What do the two digits in 13 mean? The digit on the left means 1 ten. The digit on
the right means 3 ones.
- How do the cubes show 13? (The cubes show 1 ten and 3 ones. There are 10 cubes
in the ten frame and 3 cubes outside the frame.)
7 mins - How does addition show the number? (10 + 3 is another way to show 1 ten and 3
ones, or 13.)
- What are 3 different ways the number is shown? (a tens frame filled with cubes and
3 extras, 1 ten and 3 ones, 10 + 3, the number 13)
- Have students do the task on their own.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Pair/ group 2. individual

practice - Have students write the numbers in tens and ones. (task 2 page 9)
10 mins - Go around and help students when it’s necessary.
- Check all students’ work when they finish.

3. individual
- Have students color the value of each red number. (task 3 page 10)

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 - Go around and help students when it’s necessary.
- Check all students’ work when they finish.

4. individual
- Have students read and write the number on the line. (task 4 page 10)
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

5.
Counting Game groups
- You need beans or other counters and small baskets.
- The main rule is that you are ONLY allowed to use the words from one to ten when
you count! In other words, you are NOT allowed to use words like eleven, thirteen,
Conclusion twenty, etc.
5 mins - In the game, each student adds one more counting object to the common pile on the
table, and says the amount of total objects in a broken-down form. (For example,
eleven is said as "ten and one", twelve is said as "ten and two", twenty is "two tens",
twenty-five is "two tens and five", and so on.)
- Whenever a whole ten is fulfilled, those ten beans are bundled together into a bag.

V. REFLECTION:

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LESSON PLAN
MATH IN MY WORLD 2

School : Subject : ENGLISH

Class :2 UNIT 1 : NUMBERS TO 20
Periods : LESSON : ODD AND EVEN NUMBERS
Teachers : ……………………………..…………… Week : 4
Lesson duration : 35 minutes

I. OBJECTIVES: By the end of this lesson, students will be able to:

- Know what the difference between odd and even numbers is.
- Say odd and even numbers in English.
- Improve Listening and Speaking skills.
II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary: odd, even

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III. RESOURCES AND MATERIALS: dolls

IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greet students. whole class

Hello song
Warm up
- Ask students to sing along the song.
5 mins
- Weather report
- Stick Class Rules.

Review Review Numbers whole class

3 mins - Let the students sing the “Numbers song.”

Present Lead in:

information - To start, show 10 dolls.
5 mins - Ask, “How many dolls are there?” – 10 dolls. whole class
- Place two dolls side by side.
- Students will be able to tell how many dolls there are.
- Then add one more dolls bringing our total to three.

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 - Ask, “Who is alone? / “Who doesn't have a friend?” / “Who is the odd one out?”
- Ask, “How many dolls are there?'
- Students answer: “Three!”
- Teacher says, “So do you think three is an odd number or an even number?”
- Students answer: “ODD!”
- Help reinforce the concept by repeating with different combinations of things and
invite students to create their own.

Guided practice Task 1

10 mins - Have students open their books page 11. individual
- Have students circle the pictures into groups of two.
- Then let write odd or even.
- Let students do the rest.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.
Task 2.
- Have students pay attention on task 2 page 12. individual
- Use pink crayon to color number 1 of the umbrella.
- Use yellow crayon to color numer 2.
- Have students color odd numbers in pink.

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 - Have students color even numbers in yellow.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.
Task 3.
- Have students pay attention on task 3 page 12
- Ask students to count from 11 to 18 and write the missing numbers.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Odd and Even All-Around pairs

- Ask students to work in pairs.
Pair/ group
practice - Students go around and look for anything which can be counted. (pens, pencils,
rulers, erasers, etc.)
7 mins
- Tell students to place them in pairs and check out what is left behind.
- Ask students to write it down (odd/even). Like: pens - 3 (odd), rulers – 6 (even)

Shout and Whisper Game:

Conclusion
- Have students count to a particular number by whispering the even number and whole class
5 mins
shouting out the odd number.

V. REFLECTION:
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