Download Curriculum Guide (L2)

MATHEMATICS
LEVEL 2
OPERATIONS, RELATIONS AND PROPERTIES
OBJECTIVE
TOPIC
Operations,
Relations and
Properties
Combining sets
of objects
SKILLS
Combining sets
of objects in
different ways
AREAS OF
KNOWLEDGE
ATTITUDE
CONTENT
Combine sets of
objects in
different ways to
make totals not
exceeding 50.
Use learning aids
with care.
Number
combinations
to make totals
not exceeding
50.
METHODS/
STRATEGIESCombine two sets
of objects in
different ways and
write number
sentences e.g.
10+8=18;
8+10=18.
Use the abacus to
write number
sentences to show
combinations e.g.
10+5=15
H
T
O
Write numbers
sentences to show
the combinations
10
EVALUATION
INTEGRATION
Write number
sentences to show
combinations of
sets
Art
Mix primary
colours to make
secondary colours
Physical
Education
Combine persons
selected to play to
form teams
OBJECTIVE
TOPIC
Adding two
1 – digit and
two 2 – digits
numbers.
Partitioning sets
SKILLS
Computing
Writing
Partitioning sets
of objects
Writing
Pairing
Discussing
KNOWLEDGE
Use the
horizontal and
vertical algorithm
to add two 1 –
digit and two
2- digit numbers
to make totals
not exceeding 50.
Partition sets to
show all the
combination of
pairs of sets to 50
and write number
sentences to
show these
partitions.
AREAS OF
ATTITUDE
CONTENT
Develop team
spirit.
Addition of
two 1 – digit
numbers e.g.
3+4=7
without
regrouping
Addition of
two 2 – digit
numbers e.g.
10 + 12 = 22
without
regrouping
Develop
persistency to
solve problems
Partition of
sets of objects
up to 50.
11
METHODS/
STRATEGIESCombine two 1 –
digit numbers
using the open
abacus/base ten
blocks
Write number
sentences to show
this.
Combine two 2 –
digits numbers
using coloured
strips representing
tens and ones.
Write number
sentences to show
Combinations. Use
number lines to
show similar
exercises.
Make pairs of sets
in different ways
using not more
than 50 objects.
Discuss the process
and the results.
Write number
sentences to show
these pairs of sets.
e.g. 20 = 10 + 10
15 = 10 + 5
15 = 5 + 10
Use number strips
to show partition
e.g 15 + 5 = 20
EVALUATION
Complete
horizontal
addition
e.g
21+23=44
INTEGRATION
Science
Collect leaves in
the environment
and group them
according to
shape and size
Complete vertical
addition
e.g. add two 1digit numbers
3
+5
4
+3
Add two 2 –digit
numbers
11
12
+35
+30
Partition sets and
write number
sentences to show
the partition
Complete number
sentences
e.g. 25 = 10 + 
30 = 5 + 
Art and Craft
Make number
strips
OBJECTIVE
TOPIC
Subtracting 1digit numbers
from 2-digit
numbers
SKILLS
Manipulating
objects
Writing number
sentences.
KNOWLEDGE
Subtract one – 1
digit number
from a two digit
number not
exceeding 50.
AREAS OF
ATTITUDE
CONTENT
Develop
confidence to
make decisions
Use sets of
objects to
develop the
concept of
subtraction
The concept of
subtraction.
e.g.
-
METHODS/
STRATEGIESUse concrete
materials to take
away a given
number of objects
from a given set
and discuss the
results
Write number
sentences to show
what was done.
Vary the activity
using the vertical
and horizontal
number line.
Show subtraction
on the number
lines:
e.g.
(1) Horizontal
number line
EVALUATION
Take away a set
of objects from
another set and
write number
sentences to show
the operation
Complete given
number sentences.
e.g. 18 – 9 =
Complete
subtraction table.
e.g.
Subtract 8
16
20
25
27
=
12 – 4 = 8
01 2 3 4 5 6 7 8 9
9–3=6
12
Solve simple one
step problems
involving
subtraction.
INTEGRATION
Music
Songs about
subtraction
e.g. 10 green
bottles
Physical
Education
Games
In the pond
Ol’ Grady
Health Education
Select objects as
waste to be
disposed of e.g
sweets wrappers,
icicles plastic
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
AREAS OF
ATTITUDE
CONTENT
METHODS/
STRATEGIES0
1
2
3
4
5
6
7
8
9
10
11
7–2=5
13
EVALUATION
INTEGRATION
OBJECTIVE
TOPIC
Subtraction as
the inverse of
addition
SKILLS
Manipulating
objects
Combining sets
Writing
Discussing
Reporting
AREAS OF
KNOWLEDGE
ATTITUDE
CONTENT
Recognise
subtraction as the
inverse of
addition
Develop self
reliance and team
spirit.
Subtraction as
the inverse of
addition using
numbers with
a total not
exceeding 50
14
METHODS/
STRATEGIESCombine two sets
(in different ways)
using a set of not
more than 50
objects.
Discuss what was
done and write the
number sentences
to show.
e.g. 20 = 12 + 8 or
10 + 10 or 8 + 12
etc.
Use objects of two
sets to show
inverse
relationships
e.g. 12 + 8 = 20
20 – 8 = 12
20 – 12 = 8
Discuss the
relationship
between addition
and subtraction
i.e. if two numbers
are added and any
one of the two is
taken from the
total, the result is
the other.
EVALUATION
INTEGRATION
Take away one set
of objects from
another set.
Write number
sentences to show
the operation
Complete number
sentence e.g.
7+3 = 
10 – 3 = 
10 – 7 = 
Physical
Education
Do the opposite of
actions given
e.g. stand when
asked to sit; run
when asked to
walk
Language Skills
Find opposites of
given terms e.g
sunny day- rainy
day
add to- subtract
from
OBJECTIVE
TOPIC
Adding 1-digit
numbers
SKILLS
KNOWLEDGE
Combining sets
of objects
Computing
Writing
Solving problems
Use horizontal
and vertical
algorithms to add
two, three and
more 1 – digit
numbers in any
combination
(with and without
regrouping)
AREAS OF
ATTITUDE
CONTENT
Addition –
two, three and
more 1 – digit
numbers in
any
combination to
a total not
exceeding 50.
Sharing ideas
Write number
sentences to
show same.
METHODS/
STRATEGIESMake two/three
sets (in different
ways) using a set
of not more than 50
objects.
Writing number
sentences to show
the combinations
(both horizontally
and vertically).
Vary the activity
by using the
number
line/number strip.
Solve word
problems involving
addition of 2 and 3
addends using the
vertical algorithm.
Use objects to
group three sets in
different ways and
write number
sentences to show
same e.g.
+
+
7 + 4 + 5 = 16
15
EVALUATION
Add two, three
and more 1 – digit
numbers in any
combination.
Solve simple
word problems
involving addition
up to 3 addends.
INTEGRATION
Language Skills
Read word
problems.
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
AREAS OF
ATTITUDE
CONTENT
METHODS/
STRATEGIES-
EVALUATION
INTEGRATION
Group objects into
sets of tens
Add and subtract
in tens to 100.
Games
Manipulate longs
of base ten blocks
Play games
involving longs
+
+
Recognising
patterns
Computing
Using previous
knowledge
Add in tens to
100
Subtract in tens
from 100 or less.
Develop
determination to
succeed
Addition and
subtraction in
tens to 100
7 + 5 + 4 = 16
Group objects into
10’s up to 100
Identify stated
number of groups
of 10’s
e.g. 4 bundles of
10, 6 bundles of 10
etc.
Combine bundles
of tens.
Write/read the
number sentences
showing the
combination e.g.
Complete number
sentences.
+ 40 = 50
50 – 40 = 
Put in + or - to
make these
sentences true.
30
4 tens + 3 tens = 7
tens
40 + 30 =
70.
Vary the activity
using the tally
chart.
16
10 = 20
30
10 = 40
60
20 = 40
Science
Display
specimens from
the environment
in groups of tens
Health Education
Focus on cleaning
fingers, finger
nails, toes, and toe
nails.
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
AREAS OF
ATTITUDE
CONTENT
METHODS/
STRATEGIESTens
llll
lll
EVALUATION
INTEGRATION
Add 1 and 2 digit
numbers without
regrouping
Use vertical
algorithms to add
1 and 2 digit
number with
regrouping
Science
Select and group
materials in the
environment
according to their
appearance e.g.
soft materials,
hard materials.
Ones
i.e. 4 tens
+ 3 tens
7 tens
Take away a stated
number of bundles
from a given set.
Recording answer
as a number
sentence.
e.g. 9 tens – 4 tens
= 5 tens
90 – 40 = 50
Adding 1 and 2digit numbers
Grouping and
regrouping
Computing
Solving problems
Add 1 – and 2
digit numbers
(with 2 or 3
addends) in all
possible
combinations
without and with
regrouping, using
vertical and
horizontal
algorithm.
Work together
and develop team
spirit.
Value one’s
position as a
member of the
human group
Addition of 1
and 2 digit
numbers e.g.
15 = 1 ten + 5
ones
4 = 0 ten + 4
ones
15 + 4 = 1 ten
+ 9 ones.
17
Use base ten blocks
to develop an
understanding of
expanded notation
Show addition of 1
and 2 digit
numbers without
regrouping.
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
AREAS OF
ATTITUDE
CONTENT
METHODS/
STRATEGIESe.g.
15 = 1 ten + 5 ones
4 = 0 ten + 4 ones
15 + 4= 1 ten + 9 ones.
Use vertical and
horizontal
algorithm
e.g.
12
+4
16
12 = 1 ten + 2 one
4 = 0 ten + 4 one
12 + 4 = 1 ten + 6 ones
Extend the above
activity to include
3 addends.
e.g. 12
+ 4
+ 2
Use expanded
notation to add 1
and 2 digit
numbers involving
regrouping
e.g.
14 = 1 ten + 4 ones
7 = 0 ten + 7 ones
14 + 7 = 1 ten + 11 ones
Discuss the results
18
EVALUATION
INTEGRATION
OBJECTIVE
TOPIC
Subtracting 1
and 2-digit
numbers
AREAS OF
SKILLS
KNOWLEDGE
ATTITUDE
CONTENT
Regrouping
Computing
Making
statements on
observation
Subtract 1 – and
2 – digit numbers
from larger 1 and
2 digit numbers .
Develop positive
relationship with
others
Subtraction – 1
and 2 digit
numbers
without and
with
regrouping
using
horizontal and
vertical
algorithms.
METHODS/
STRATEGIESRecord answers
showing
regrouping.
e.g.
14 + 7 = 1 ten +11
ones
= 1 ten + 1 ten + 1
one
= 2 tens + 1 one.
= 20 + 1
= 21.
Use expanded
notation to show
subtraction of 1
and 2 digit
numbers without
regrouping
e.g.
54 – 2 =
54 = 5 tens + 4 ones
- 2 =0 tens + 2 ones
54 – 2 = 5 tens +2 ones
Using the vertical
algorithm to
subtract 1-digit and
2-digit numbers.
Vary activity using
abacus.
Simple, simple one
step word problems
involving
subtraction without
19
EVALUATION
Use expanded
notation to show
subtraction of
1-digit and
2- digit numbers
(without and with
regrouping)
Use vertical
algorithm to
subtract 1 and 2
digit numbers
Simple word
problems
involving
subtraction
without and with
regrouping.
INTEGRATION
Science
Group flowers
according to
colour and size
Story Telling
Make up
mathematics
stories involving
subtractions
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
AREAS OF
ATTITUDE
CONTENT
METHODS/
STRATEGIESregrouping.
.e.g. Mother baked
24 buns. She gave
away 12. How
many has she left?
Use expanded
notation to show
subtraction of 1digit and 2- digit
numbers with
regrouping
e.g.
EVALUATION
INTEGRATION
Group equal sets
of objects
Rewrite addition
number sentences
as multiplication
number sentences
and vice – versa.
e.g. 4 + 4 + 4 = 12
3 x 4 = 12 or 6 + 6
= 12
2 x 6 = 12.
Language Skills.
Read and use
technical
mathematics
terms/words
e.g. equal sets,
repeated addition,
multiplication,
number sentences
30 = 2 tens + 10 ones
- 8 = o tens + 8 ones
2 tens + 2 ones
= 2 tens + 2 ones
= 20 + 2
= 22
Solve simple one
step word problem
involving
subtraction with
regrouping
Multiplication
as repeated
addition
Grouping
Computing
Writing
Recognise
multiplication as
repeated addition
and use the
multiplication (x)
sign
Think through
problems
The concept of
multiplication
as repeated
addition.
Show equal sets
and write addition
number sentence to
show same.
e.g.
xx
x
+
3+ 3 = 6
20
xx
x
OBJECTIVE
TOPIC
Basic
Multiplication
facts
SKILLS
Recording
using basic
multiplication
facts
KNOWLEDGE
Build up and use
multiplication
tables for 2 and 3
Recognise and
use the property
for 1 and the
commutative
property for
multiplication e.g.
AREAS OF
ATTITUDE
CONTENT
Enjoy making
mathematical
models
The
multiplication
tables– 2 and 3
times
1x1=1
5 x4 = 4 x5 = 20
21
METHODS/
STRATEGIESDiscuss how many
sets there are.
Rewrite the
addition number
sentences as
multiplication
number sentences.
3 + 3 = 6 or 2 sets
of 3 = 6 is the same
as 2 x 3 = 6.
Repeat the activity
using the number
line.
Form sets of two
using small objects
e.g. 2 sets of 1, 2
sets of 2’s, 2 sets
of 3’s etc to 2 sets
of 9’s.
Discuss what was
done.
Write statement to
show this e.g. 2
sets of 2 equal 4.
Rewrite using
multiplication sign.
e.g. 2 x 2 – 4
Vary activity using
the number line
(start from zero)
Show the
commutative
property using
objects.
EVALUATION
INTEGRATION
Complete number
sentence to show
multiplication as
repeated addition
6 + 6 + 6 = 18
3 x 6 = 18
Group sets of
twos/threes (using
small objects) to
build up 2 and 3
times tables
Solve simple
word problems
involving
multiplication
tables, 2 and 3.
Complete
multiplication
tables
Story Telling
Stories involving
basic
multiplication
facts
Games
Games involving
Multiplication e.g.
throwing a die
and multiplying
scores by 2 and 3
for recorded
scores.
OBJECTIVE
TOPIC
Division
The relationship
between
multiplication
and division
SKILLS
Sharing
Grouping
Writing
Comparing
Examining
patterns
Observation
AREAS OF
KNOWLEDGE
ATTITUDE
Divide 1 and 2
digit numbers up
to 50 by 1, 2, 3,
4, 5, 6 without
remainders.
Develop a
stronger sense of
justice
Show the
relationship
between
multiplication
and division and
Investigate
independently
Share discoveries
with others
Be willing to
CONTENT
Division
without
remainders.
Division as the
inverse of
multiplication
22
METHODS/
STRATEGIES3x2=6
2 x 3 = 6.
Include zero
2 x 0 = 0.
Repeat activity for
3 times table.
Use bingo chips or
small congruent
plane shapes to
form equal sets of
small objects of 1,
2, 3, 4, 5, 6, and
discuss what was
done
Using the division
sign to write
number sentences
to show groupings.
e.g. twelve objects
grouped into sets of
twos will result in
6 groups of twos
i.e. 12  2 = 6
Repeat the activity
using the number
line for a
understanding of
division by 3,4,5
and 6.
Group sets of
objects into even
sets.
Write what was
done
EVALUATION
INTEGRATION
Divide given sets
of objects into
smaller sets (not
exceeding 50) and
write number
sentence to show
same
e.g. 15  3 = 5
Games
Share cards,
dominoes etc
Arrange sets of
objects into
groups of twos.
Current Affairs.
Divide the day
into class periods
Write number
Physical
Education/ Agri.
Science/ Health
Education
Divide the class
into groups for
specific activities
e.g. form teams,
perform tasks on
the school farm,
undertake
sanitation
activities
OBJECTIVE
TOPIC
SKILLS
KNOWLEDGE
write number
sentences to
show these
AREAS OF
ATTITUDE
CONTENT
adjust to
scientific changes
METHODS/
STRATEGIESe.g.
xx
xx
xx
xx
8 divided by 2
gives 2 sets of 4
and this is written
8 ÷ 2 = 4.
Recombine the
two sets and write
member sentences
to show same
e.g.
xx
xx
xx
xx
2 sets of 4 = 8
or 2 x 4= 8
Find the
relationship
between
multiplication and
division by
examining patterns
and using objects
e.g. 4 x 2 = 8
84=2
82=4
Discuss division as
the inverse
operation of
multiplication
23
EVALUATION
sentences to show
same using the
division sign.
e.g. 16  2 = 8
Rewrite number
sentences using
the multiplication
sign.
e.g. 8 x 2 = 16
INTEGRATION
Language Skills
Report on events
occurring during
the day
24