Lesson Notes By Weeks and Term v3 - Primary 2
Whole numbers 1-200
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Whole numbers 1-200
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Subject: General Mathematics
Class: Primary 2
Term: 1st Term
Week: 1
Theme: Number And Numeration
This page supports the lesson note with a companion video and a short classroom-ready summary.
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Watch on YouTubecount numbers correctly from 1-200; identify and read numbers from 1 – 200; identify or der and write numbers up to 200.
This section provides the core content necessary for the teacher to understand and convey to the students. A. Understanding Whole Numbers Whole numbers are simply the natural counting numbers (1, 2, 3, ...) including zero (0). In this topic, the focus is on numbers from 1 to
2
0
0. These numbers represent quantities or positions. B. Counting Numbers from 1-200 Counting involves assigning a number to each object in a set, one by one, to determine the total quantity.
Counting by Ones (1-100 Review): Teachers should start by quickly reviewing counting from 1 to 100, as students would have covered this in Primary
1. This can be done by counting aloud, using fingers, or simple objects.
Counting by Ones (101-200): After 100 comes 101, 102, 103, ..., 109,
1
1
0. This pattern continues: 111, 112, ..., 119,
1
2
0. And so on, up to 199,
2
0
0. Concept of "One Hundred and...": Emphasize that numbers from 101 to 199 are read as "one hundred and" followed by the familiar two-digit number.
Example: 125 is "one hundred and twenty-five." 150 is "one hundred and fifty." 107 is "one hundred and seven." Transition to 200: After 199, the next number is 200, which is "two hundred." Counting by Tens: Demonstrate counting in tens: 10, 20, 30, ..., 90,
1
0
0. Extend this to 200: 100 (ten tens), 110, 120, 130, ..., 190, 200 (twenty tens). This is best done with bundles of ten objects (e.g., 10 straws tied together). Show that 10 bundles make 100, and 20 bundles make
2
0
0. C. Identifying and Reading Numbers from 1-200 Identification: This involves recognizing the numeral symbols (e.g., '1', '2', '3', '100', '156') and associating them with their quantity.
Reading: This involves vocalizing the number correctly.
Single-digit numbers: 1 (one), 5 (five), etc.
Two-digit numbers: 10 (ten), 23 (twenty-three), 99 (ninety-nine).
Three-digit numbers (100-200): 100: "One hundred." 101-109: "One hundred and one," "One hundred and two," ..., "One hundred and nine." (Note the 'and'). 110-199: "One hundred and ten," "One hundred and twenty-three," "One hundred and fifty," "One hundred and ninety-nine." 200: "Two hundred." Place Value (Implicit understanding): While not explicitly taught as 'place value' at this level, students should grasp that in a number like 145, the '1' represents one hundred, the '4' represents forty (four tens), and the '5' represents five units. This underpins reading and writing.
D. Ordering and Writing Numbers up to 200 Ordering: Arranging numbers from smallest to largest (ascending order) or largest to smallest (descending order).
Before/After: Identifying the number immediately preceding or succeeding a given number.
Example: What comes after 149? (150). What comes before 101? (100).
Between: Identifying the number that lies between two given numbers.
Example: What number is between 125 and 127? (126).
Sequencing: Arranging a set of jumbled numbers in a specific order.
Example: Arrange 150, 105, 120 in ascending order: 105, 120,
1
5
0. Writing Numbers: From Dictation: The teacher says a number, and students write the numeral.
Example: Teacher says "one hundred and thirty-five"; students write "135." In Expanded Form: Breaking down a number into the sum of its place values.
Example: 125 = 100 + 20 +
5. Example: 107 = 100 + 0 + 7 (or 100 + 7).
Example: 160 = 100 + 60 + 0 (or 100 + 60). Building Piles Corresponding to Given Numbers: Using concrete objects to represent numbers.
Example: For the number 130, students should be able to make 1 large pile of 100 objects and 3 smaller piles of 10 objects each. Or, 13 piles of 10 objects. Worked Examples (for teacher understanding):
1. Counting: To count 137 stones: Count 10 stones and put them in a pile (bundle). Do this 10 times to get 100 stones (10 bundles of 10). Then, count 3 more bundles of 10 stones (30 stones). Finally, count 7 individual stones.
Total: 100 + 30 + 7 = 137 stones.
2. Reading: * Given the students should be able to make 1 large pile of 100 objects and 3 smaller piles of 10 objects each. Or, 13 piles of 10 objects. Worked Examples (for teacher understanding):
1. Counting: To count 137 stones: Count 10 stones and put them in a pile (bundle). Do this 10 times to get 100 stones (10 bundles of 10). Then, count 3 more bundles of 10 stones (30 stones). Finally, count 7 individual stones.
Total: 100 + 30 + 7 = 137 stones.
2. Reading: Given the number 183: Read as "one hundred and eighty-three." Given the number 105: Read as "one hundred and five."
3. Ordering: Arrange 165, 123, 199, 102 in ascending order. Identify the hundreds digit (all are 1).
Compare the tens digits: 6 (in 165), 2 (in 123), 9 (in 199), 0 (in 102). Smallest tens digit is 0, so 102 is smallest. Next smallest is 2, so
1
2
3. Next is 6, so
1
6
5. Largest is 9, so
1
9
9. Ascending order: 102, 123, 165, 199.
4. Writing in Expanded Form: Write 174 in expanded form: 100 + 70 + 4. * Write 109 in expanded form: 100 + 0 + 9 (or 100 + 9).
Materials: Bottle tops, pebbles, cowries, seeds, or small stones (at least 200 per group/class). Straws, matchsticks, or sticks (at least 200 per group/class), rubber bands for bundling. Flashcards with numbers 1-200 written clearly. Number chart 1-200 (or 1-100 chart extended to 200). Whiteboard/Blackboard and markers/chalk. Student exercise books.
A. Introduction (5-10 minutes)
Counting Song/Rhyme: The teacher leads students in a familiar counting song up to 20 or 50, then asks them if they can count higher.
Recall 1-100: The teacher asks students to count aloud from 1-100 as a class.
Introduction of new numbers: The teacher writes '100' on the board and asks what comes next. Introduces 101, 102, etc.
B. Development (Main Activities - 60-70 minutes)
Activity 1: Counting with Concrete Objects (Targeting Obj. 1)
Teacher Activity: Organizes students into small groups (4-5 students). Provides each group with a large quantity of bottle tops (or straws, pebbles – at least 200). Demonstrates how to count out bundles of ten. "Let's count ten bottle tops and tie them together with a rubber band. This is one bundle of ten." Demonstrates counting by tens: "One bundle is 10, two bundles are 20, three bundles are 30..." up to 100 (ten bundles). Explains that ten bundles of ten make one hundred. The teacher can group ten bundles together to form a larger 'hundred' pile/bundle.
Continues counting: "One hundred and ten (one hundred pile + one bundle of ten), one hundred and twenty (one hundred pile + two bundles of ten)..." up to two hundred (two hundred piles).
Student Activity: In groups, students count their bottle tops and make bundles of ten.
Students practice counting aloud in tens: 10, 20, 30... 100, 110, 120...
2
0
0. Students use the bundles to count to specific numbers dictated by the teacher (e.g., "count out 140 bottle tops," "count out 185 straws"). Students build piles corresponding to given numbers (e.g., "build a pile for 160," "build a pile for 107").
Activity 2: Identifying and Reading Numbers using Flashcards (Targeting Obj. 2)
Teacher Activity: Prepares a set of flashcards with numbers from 1 to 200, including tricky ones (e.g., 101, 110, 120, 107, 170). Holds up flashcards one by one, modeling the correct reading of each number. Pays special attention to the "one hundred and..." pronunciation. Asks individual students or groups to read numbers from flashcards.
Student Activity: Students take turns picking a flashcard and reading the number aloud to the class or their group. Students listen and repeat numbers read by the teacher or other students. Students identify numbers pointed to by the teacher on a number chart (1-200).
Activity 3: Ordering and Writing Numbers (Targeting Obj. 3)
Teacher Activity: Ordering: Writes a jumbled sequence of numbers (e.g., 152, 125, 102) on the board and models how to arrange them in ascending/descending order, explaining the thought process (comparing hundreds, then tens, then units).
Writing from Dictation: Dictates numbers for students to write in their exercise books (e.g., "Write 'one hundred and forty-six'," "Write 'one hundred and nine'," "Write 'one hundred and seventy'").
Expanded Form: Explains and models writing numbers in expanded form (e.g., 132 = 100 + 30 + 2), using the concept of hundreds, tens, and units already explored with bundles.
Student Activity: Students practice arranging given sets of numbers (written on the board or individual slips) in ascending and descending order. Students write numbers dictated by the teacher in their notebooks. Students write numbers in expanded form as guided by the teacher. Students practice writing numbers sequentially (e.g., "Write numbers from 145 to 155").
C. Conclusion (5-10 minutes)
Recap: The teacher asks students to recap what they have learned: how to count up to 200, read numbers, and write them.
Quick Check: The teacher quickly flashes a few numbers (e.g., 115, 190, 200) and asks students to read them aloud.
Assignment: Assigns homework related to writing and ordering numbers. These questions should be done interactively with the teacher guiding the class, providing immediate feedback.
Question: Using bundles of 10 straws, count and tell how many straws are in 15 bundles.
Worked Solution: Each bundle has 10 straws. To find the total in 15 bundles, multiply 15 by 10 (or count 10, 20, 30... 150). 15 bundles = 15 x 10 = 150 straws.
Commentary: This assesses counting in tens and understanding that 10 tens make
1
0
0. It's a direct application of the bundling activity.
Question: A local farmer harvested 100 yams yesterday and 25 yams today. How many yams did he harvest in total? Read the total number aloud.
Worked Solution: Yesterday: 100 yams.
Today: 25 yams.
Total: 100 + 25 = 125 yams.
Reading the number: "One hundred and twenty-five."
Commentary: This integrates simple addition within the 1-200 range and tests reading skills in a practical context.
Question: Write the number "one hundred and sixty-eight" in figures and then in expanded form.
Worked Solution: In figures: 168 In expanded form: 100 + 60 + 8
Commentary: This directly assesses writing numbers from words and understanding of expanded form, which hints at place value.
Question: Arrange the following numbers in ascending order (from smallest to largest): 171, 107, 117,
1
7
0. Worked Solution: Compare the numbers: 171, 107, 117,
1
7
0. All have '1' in the hundreds place.
Compare the tens place: 7 (in 171), 0 (in 107), 1 (in 117), 7 (in 170). Smallest tens digit is 0, so 107 comes first. Next is 1, so 117 comes next. Now compare 171 and 170 (both have 7 in tens place).
Compare units place: 1 (in 171), 0 (in 170). Smallest is
0. Therefore, 170 comes before
1
7
1. Ascending order: 107, 117, 170,
1
7
1. Commentary: This tests the ability to order three-digit numbers systematically, comparing hundreds, then tens, then units.
Market Transactions: Students can apply their knowledge when helping parents at the local market (e.g., Balogun Market, Ariaria Market). A parent might buy items for N120 and give a N200 note. Students can observe how change is given, or count out a specific amount of money within the N200 range for small purchases like "sachet water" (N10) or "gala" (N50).
Example:* "If Mama Nkechi sells oranges in piles of ten, and you want 150 oranges, how many piles do you need to ask for?" (15 piles).
Community and Environment: Counting People/Animals: Students can count the number of pupils in their class (which might be over 100), the number of members in their church/mosque children's service, or the number of livestock (e.g., chickens, goats) in a compound.
Environmental Cleanup: When participating in a school or community cleanup exercise, students can count the number of plastic bottles or nylon bags collected, up to
2
0
0. This makes the counting relevant and purposeful.
Time and Calendar: School Days: Students can count the number of school days in a term or approximate the number of days in half a year (around 180-182 days). This connects abstract numbers to real-world durations.
Page Numbers: When instructed to open a textbook to "page one hundred and fifty-three," students use their ability to identify and read numbers to quickly locate the correct page, an everyday school activity.