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Integrated Programme of 2nd Sem, Grade 2, Week 5 & 6

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0% found this document useful (0 votes)
3 views8 pages

Integrated Programme of 2nd Sem, Grade 2, Week 5 & 6

Uploaded by

shani.jani12
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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INTEGRATED PROGRAMME OF WEEK 5 & 6 (21st to 30th April, 2025)

Teacher’s Name: Class: 2


Methodical Lesson Development & Effective Follow Up Strategies / Practices for Active Learning

]111

11 11 1 11 11 11 11 1 11 1 11 11 1 11 1 14 44 4 47 47 7 4 7 7 7 Topics Home
No. of /Contents Assignment
Pds. Math Area
(Reference if (Pre/Post
any) Class Activities / Methodologies Lesson
Activities)
➢ Introduction: (Teacher Lead)
Start the lecture by asking some real-life questions like:
a) Did you ever eat pizza or cake?
b) Do you cut it into equal or unequal pieces?
c) If we cut pizza or cake into unequal pieces, will it be fair sharing?

➢ Development of Concept: (Interactive)


Introduction to Fractions

Equal & Unequal Parts

Explain answers to all questions listed above. Draw different shapes on the board and divide some into equal parts
and the rest of them into unequal parts and then start asking students about each shape you drew on the board that is Learn notes of
1st equal and
this shape showing equal and unequal parts?
unequal parts
➢ Applying the Concept:
Guided Practice:
Equal Parts: Equal parts have the same shape and same size. Example:
Unequal Parts: Unequal parts have different shapes or different sizes. Example:
Q: Select the shapes showing equal parts.
git number.

➢ Introduction: (Teacher Lead)


Recall the concept of equal & unequal parts.

➢ Development of Concept: (Interactive)


Whole: Draw any 2-D shape (circle, rectangle, square, triangle, oval) and give the concept of a whole. Learn the notes
of Fractions
Concept of 1 Whole, Halves, Thirds & Quarters Relate the concept of a whole with some real-life objects like cake, pizza, chocolate bar, etc.

Halves: When a whole is divided into 2 equal parts then each part is called one-half. Two halves make one whole.

Now draw any 2-D shape (circle, rectangle, square, triangle, oval) and give the concept of halves by dividing them into 2
equal parts also divide some shapes into 2 unequal parts and then ask students are these shapes showing halves.
Introduction to Fractions

Relate the concept of halves with some real-life objects like cake, pizza, chocolate bar, etc.

Thirds: When a whole is divided into 3 equal parts then each part is called one-third. Three thirds make one whole.
2nd,
3rd Now draw any 2-D shape (circle, rectangle, square, triangle) and give the concept of thirds by dividing them into 3 equal parts
also divide some shapes into 3 unequal parts and then ask students are these shapes showing thirds.
4th
Relate the concept of thirds with some real-life objects.

Quarters/Fourths: When a whole is divided into 4 equal parts then each part is called one-quarter or one-fourth. Four quarters
or four-fourths make one whole.

Now draw any 2-D shape (circle, rectangle, square, triangle) and give the concept of fourths by dividing them into 4 equal
parts also divide some shapes into 4 unequal parts and then ask students are these shapes showing quarters or fourths.

Reinforcement of ordinal numbers from 1st-12th.


Applying the Concept:
Guided Practice:(ON NOTEBOOK)
The definitions highlighted above will go in the notebook. For whole just give a heading and draw any 2
shapes, then give the heading of halves, thirds and quarters and write the definition highlighted above and
draw the same shape you drew for a whole and divide them into 2, 3 and 4 equal parts respectively.
Activity 1: Draw the following.
a) Whole b) Halves c) Thirds d) Quarters / Fourths

Activity 2: Select the shapes that show thirds.

Activity 3: Select the shapes that show halves. (At Teacher’s disposal) Give different shapes for Activity 3, 4, 5 (as given
Activity 4: Shade / Colour the shapes that show quarters. (At Teacher’s disposal) in activity 2), divide them into equal as well as
unequal parts. Also draw the shapes that show
Activity 5: Colour the shapes that show 1 whole. (At Teacher’s disposal) whole / halves / thirds / quarters.
Activity 6: Fill in the blanks.
a) ___ thirds make one whole. b) ____ parts have same shape and same size. c) When a shape is divided into 3 equal parts then each part is called ________
d) When a shape is divided into ____ equal parts then each part is called one-half. e) ____ halves make a whole. f) ____ quarters/fourths make one whole.
Activity 7: Match the columns. Activity 8: Colour each shape according to the given fraction. (for 5th / 6th slot)
➢ Introduction: (Teacher Lead)
Recall the previous concepts done previously, i.e., equal and unequal parts, whole, halves, quarters and thirds.

Introduction to Fractions, Shading of a figure according to the fraction is given


➢ Development of Concept: (Interactive)
Now write the topic FRACTIONS on the board and draw 6 shapes, divide 3 shapes into equal parts and the
remaining 3 shapes into unequal parts. Now tell your students that “A FRACTION IS A PART OF A WHOLE
WHEN A WHOLE IS DIVIDED INTO EQUAL PARTS.”
Now discuss the 6 shapes you drew earlier and then start asking your students can we find fraction of the shapes you
see on the board? For now, just the answer should be YES or NO. Tell the reason for each shape, if the answer is
YES then tell them as the shape is divided into equal parts so we can tell the fraction of that shape and if the answer
is NO then tell them as the shape is divided into unequal parts that is why we can’t tell the fraction of that shape.
Guide your students on how to write a fraction:
Please avoid writing fractions as ½ Few attempts of
𝑵𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 𝑺𝒆𝒍𝒆𝒄𝒕𝒆𝒅 𝒐𝒓 𝑺𝒉𝒂𝒅𝒆𝒅 𝒑𝒂𝒓𝒕𝒔 on the board / notebooks.
= writing fraction
Fractions

5th 𝑫𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓 𝑻𝒐𝒕𝒂𝒍 𝒆𝒒𝒖𝒂𝒍 𝒑𝒂𝒓𝒕𝒔

Now draw some shapes on board and shade few parts, then ask your students to tell the fraction of shaded parts.
Also tell the students about the parts of a fraction, i.e., Numerator and Denominator. The Numerator represents the
shaded or selected parts whereas the Denominator represents the total equal parts of a whole, Fraction Bar separates
the numerator from the denominator. Ask the students to tell you the fraction when the number of shaded parts can
clearly be seen in a shape and vice versa.

➢ Applying the Concept:


Guided Practice: (ON NOTEBOOK)
Fraction: A fraction is a part of a whole when a whole is divided into equal parts.
A fraction has 2 parts.
Example:
• Numerator 2
• Denominator Fraction of shaded parts =
Numerator: The numerator represents the shaded or selected parts. 3
Denominator: The Denominator represents the total parts of a whole.
𝑵𝒖𝒎𝒆𝒓𝒂𝒕𝒐𝒓 𝑺𝒆𝒍𝒆𝒄𝒕𝒆𝒅 𝒐𝒓 𝑺𝒉𝒂𝒅𝒆𝒅 𝒑𝒂𝒓𝒕𝒔
=
𝑫𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓 𝑻𝒐𝒕𝒂𝒍 𝒆𝒒𝒖𝒂𝒍 𝒑𝒂𝒓𝒕𝒔
Q.1 Write fraction for the shaded parts. Q.2 Shade the shape according to the given fraction. Also write the fraction name.

2 3 4 1 6 7 9
a) b) c) d) e) f) g)
3 5 6 10 8 12 9
5
h)
10

Q.3 Write fraction for the given fraction names. (you can also ask students to draw the shape for a few
questions)

a) Three-thirds b) Four-sixths c) Seven-tenths d) Two-halves

e) Six-ninths f) One-eighth g) Nine-tenths h) Three-twelfths i) One-quarter

Activity: Match the following.

Activity: Encircle the correct fraction for the given


shapes. For Teachers:

Oral drill of definitions


of fraction, numerator,
denominator, halves,
thirds, fourths, and rest
of the ordinal numbers
(up to twelfths) on daily
basis.
Board practice of
students on daily basis.
Oral drill of Table of 6.
➢ Applying the Concept:
Guided + Unguided Practice: (ON NOTEBOOK)
Few attempts related to shading of the shapes according to the fraction given. (given in the planner)

➢ Development of Concept: (Interactive)

Fraction Name
Activate previous knowledge of fractions. Next recall ordinal numbers. Now write some fractions on the board and Few attempts of
Fractions

explain to your students how we can write their names. We write the numerator as a natural number and the writing Fraction
7
denominator as an ordinal number (except halves and thirds) with a small dash between them. Like Seven-ninths and Fraction
6th 9
name,
here, seven is the numerator and ninth is representing the denominator.

➢ Applying the Concept: Book page 110


(Q.9)
Guided + Unguided Practice: (ON NOTEBOOK)
Few attempts related to shading of the shapes according to the fraction given. (given in the planner)
❖ Explain the students about one whole. (Fractions having the same numerator & denominator represent one
7th 𝟐 𝟑 𝟒
Mixed Activities

whole like , , etc.)


𝟐 𝟑 𝟒
❖ Objectives related to fractions. Q.2
Q.1 Answer the following questions.
a) How many halves make a whole? b) How many thirds make a whole?
c) How many quarters make a whole? d) Can 2 quarters make a whole?
e) Can five fifths make a whole?
Q.2 Complete the following table.
Shape Fraction Fraction Name Numerator Denominator

𝟕
𝟖

Two-ninths

1 6
➢ Introduction: (Teacher Lead)

Word Problems of Addition


Revise the languages associated with Addition.

➢ Development of Concept: (Interactive)


Arithmetic Teacher will explain the students that word problems are also known as problem stories. Now, to find out whether the Book page 45,
8th,
given word problem requires an addition or subtraction process, they have to read the information given in the problem 47 (Q.2),
carefully. First check what is given and what they are asking to find out in the problem. Now tell them, if the things are 50 (Q.2),
9th 63 (Q.2, Q.3),
increasing, we will add or plus the given numbers. In other words, when we are getting more things, we always add
up the given numbers. On board, write following languages that appear in the word problems; total, altogether, in all, 64 (Q.4, Q.5)
10th
more etc. Languages like total, altogether, in all are used when we have to collect or sum up things.

➢ Applying the Concept:


Guided + Unguided Practice: (ON NOTEBOOK)
Few attempts of word problems of addition on notebook.
➢ Applying the Concept:
(At teacher’s
Guided + Unguided Practice: (ON NOTEBOOK)

Times Table 6
Times table 6 on notebook. disposal)
Multiplication grid / wheel / blanks on notebook.

11th
to ➢ Reinforcement of all concepts taught in Week # 5 & 6.
13th ➢ Teacher will design reinforcement activities of all topics for classwork & homework.
➢ Share your designed activities with respective coordinator for approval.

There were 2 890 almonds in a jar. Haider put 440 more almonds in the jar. How many total almonds were there?

In a lake, there were 118 fishes. 19 more fishes were added in it. How many fishes were there altogether?

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