LESSON PLAN

MATH IN MY WORLD 2

School : Subject : ENGLISH

Class :2 UNIT 7 : MEASUREMENT
Periods : LESSON : Comparing length
Teachers: …………………………….. Week : 22
…………………………….. Lesson duration : 35 minutes

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

- compare long and short, longer than and shorter than, longest and shortest
- improve Listening and Speaking skills.

II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary: length, long, longer, the longest, as long as, short, shorter, the shortest

III. RESOURCES AND MATERIALS:

Maths in my world 2 page 44, 45
Reference chart for models of length, pencils

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IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greet students. whole class

Warm up
Long or Short - Math Song
5 mins
- Ask students to sing along the song.

- Introduce the reference chart to the students. Invite them to identify the lengths.
- Show students pencils of 3 lengths and the concepts of long, longer, longest.
Present
- As Teacher lay them out, say, "Long, longer, longest." whole class
information
- Ask students take out 3 pencils and order them long, longer, longest.
10 mins
- Encourage students to say the words.
- Repeat the same activity with the shoes and explore short, shorter, shortest.

Guided practice Task 1. Tick  the box.

12 mins - Have students open their books page 44.
- Have students read the questions and tick the box.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Task 2. Circle the correct answer

- Have students open their books page 45.

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 - Have students read the questions and circle the correct answers.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Task 3. Fill in the blanks with the words below. Then say
- Have students pay attention to task 3 page 45.
- Have students read the words in the box.
- Have students read the sentences and fill in the blanks.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Conclusion Measure the Room groups

8 mins - Get something for students to measure with.
- Give each student a recording sheet.
- Have students talk about their lengths when their sheets are done.

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V. REFLECTION:
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LESSON PLAN
MATH IN MY WORLD 2

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 School : Subject : ENGLISH
Class :2 UNIT 7 : MEASUREMENT
Periods : LESSON : Comparing height
Teachers : ……………………………..……………… Week : 23
Lesson duration : 35 minutes

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

- compare tall and short, taller than and shorter than, tallest and shortest
- improve Listening and Speaking skills.

II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary: height, tall, taller, the tallest, as tall as, short, shorter, the shortest

III. RESOURCES AND MATERIALS:

Maths in my world 2 page 46, 47
rulers, short and tall bottles, paper cups
IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

Warm up - Greet students. whole class

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 Exercise game
- Ask students to duplicate your motions as you make yourself a short tree (squat
down) and a tall tree (reach as high as possible).
5 mins
- As you make the movements, say, "Short, tall."
- Ask students to join you.

- Invite students to look at the reference chart and identify the short dinosaur and the
tall dinosaur.
- Use a see, touch, and say approach by holding up items and asking students to whole class
identify them as short or tall.
- On a second round, use the reference chart to teach students the meaning of shorter
and taller. Explain that they are comparing height. Then teach them to use the
expressions shorter than and taller than.
Present
information - Teacher says:
7 mins Here are two rulers. (short, tall) Who can touch and say, This is a short ruler? Tall
ruler?
Here are two rulers. Who can touch and say, This ruler is shorter? Taller?
Here are two rulers. Who can touch and say, This ruler is shorter than the other
ruler? Taller than the other ruler?
- On a third round, teach them to use the expressions shortest and tallest.
- Continue making comparisons using other sets.

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 Task 1 Color the correct object.
- Have students pay attention on task 1 page 46. individual
- Have them read the questions.
- Have them color the correct objects.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Task 2. Tick  the box.

- Have students pay attention on task 2 page 47.
Guided practice
- Have students read the questions and tick the box.
15 mins
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Task 3. Fill in the blanks with the words below. Then say
- Have students pay attention to task 3 page 47.
- Have students read the words in the box.
- Have students read the sentences and fill in the blanks.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

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 How tall is your cup? whole class
Conclusion
- Provide a selection of paper cups for students to identify as short and tall, shorter
8 mins
and taller, shortest and tallest.

V. REFLECTION:
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LESSON PLAN
MATH IN MY WORLD 2

School : Subject : ENGLISH

Class :2 UNIT 7 : MEASUREMENT
Periods : LESSON : Ordering length and height
Teachers : ……………………………..…………… Week : 24
Lesson duration : 35 minutes

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

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 - order objects by length and height.
- improve Listening and Speaking skills.

II. LANGUAGE:
Language focus: listening, speaking, reading, writing.
Vocabulary:

III. RESOURCES AND MATERIALS:

Maths in my world 2 page 48, 49
Snap cubes,
IV. TEACHING PROCEDURES:

STAGES TEACHER’S ACTIVITIES NOTES

- Greet students. whole class

Warm up Tall and Short - Math Song
5 mins - Ask students to sing along the song.

Present Lead in:

information - Use snap cubes to make three towers of different lengths. If possible, make each
10 mins tower with a different color cube. whole class

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 - Show the towers to the class and ask, “Which tower is the longest?”
- Now ask, “Which tower is the second longest?” and “Which tower is the shortest?”
- Model how to put the towers in order from shortest to longest.
- Count how many cubes are in each tower and write their lengths on the board.
- Call on a student to come to the front of the class and make a tower that is longer
than all the other towers.
- Count the number of cubes in the tower and write the number on the board.
- Model lining up the edges of the towers exactly to compare their relative length.

Guided practice Task 1. Write 1, 2, 3 in each box to order the objects starting with the shortest.
12 mins - Have students open their books page 48. individual
- Have them look at the bee, the ant, the worm and order them starting with the
shortest.
- Have them write number 1 for the shortest, number 2 for the longer, number 3 for
the longest.
- Have students do the task on their own.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.
individual

Task 2. Connect.

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 - Have students pay attention on task 2 page 48.
- Have students look at the keys and order them starting with the shortest.
- Have students look at the flowers and order them starting with the shortest.
- Have them connect the keys and the flowers with the corresponding words.
- Have students do the task on their own.
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Task 3. Complete.
- Have students pay attention on task 3 page 49.
- Have them draw the rectangles and the trees
- Go around and help students when it’s necessary.
- Check all students’ work when they finish.

Conclusion Task 4. Draw lines to put the objects in order. whole class
8 mins - Have students pay attention on task 4 page 49.
- Have them draw the lines to put the objects in order.
- Go around and help students when it’s necessary.
- Have students to explain the steps to a partner before sharing out with the class.

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 - Call on students to share their work with the class.

V. REFLECTION:
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