Integrated Programme of 2nd Sem, Grade 2, Week 5 & 6
Integrated Programme of 2nd Sem, Grade 2, Week 5 & 6
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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?
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.
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.
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.
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.
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)
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.
𝟕
𝟖
Two-ninths
1 6
➢ Introduction: (Teacher Lead)
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?