Lesson Notes By Weeks and Term v5 - Grade 2
Numbers 0–99: place value and operations (Grade 2) – Week 2 focus
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Numbers 0–99: place value and operations (Grade 2) – Week 2 focus
Download the Lessonotes Mobile South Africa app for faster lesson access on Android and iPhone.
Subject: Mathematics
Class: Grade 2
Term: 1st Term
Week: 2
Theme: General lesson support
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Overview This week, we are continuing our exciting journey with numbers up to 99! Last week, we focused on counting and recognizing these numbers. Now, we will dive deeper to understand what these numbers are truly made of. This is called place value. Understanding place value is like learning a secret code that all numbers use. It helps us see that the number 25 is not just a '2' and a '5' next to each other, but it represents 2 groups of ten and 5 single ones. This skill is crucial in everyday life in South Africa. When you go to the spaza shop and see a price like R45, you will understand it's four R10 notes and a R5 coin.
Worked Example 3: Comparing 85 and 89 Step 1: Look at the tens. 85 has 8 tens. 89 also has 8 tens. They are the same!
Step 2: Since the tens are the same, we look at the ones. 85 has 5 ones. 89 has 9 ones.
Step 3: Compare the ones. 9 is bigger than
5. Conclusion: Therefore, 89 is greater than
8
5. We write: *85 .
Solution 2: Method: We need to compare the numbers 71 and
7
5. Step 1: Compare the tens. Both numbers have 7 tens. They are the same.
Step 2: Compare the ones. Lindiwe's number (71) has 1 one. Sipho's number (75) has 5 ones.
Step 3: Conclude. 5 is more than 1, so 75 is more than
7
1. Sipho has more stickers.
Number Sentence: The crocodile mouth must eat the bigger number (75).
So we write: *71 , or =. a) 34 ___ 43 b) 98 ___ 89 c) 50 + 6 ___ 56 Order these numbers from greatest to smallest: 27, 72, 17,
7
1. Which number is smaller: 65 or 56? ____________ What is 10 more than 45? What is 10 less than 88? Busi has 30 beads. Her mom gives her 8 more. How many beads does Busi have altogether? There are 47 children in the playground. 7 children go home. How many are left? Real-life Applications / Integration Money Management: Learners can practice with play money (R10 notes and R1 coins). If they want to buy an item for R36 at the school tuck shop, they can count out three R10 notes and six R1 coins. This builds a tangible understanding of tens and ones.
Community and Housing: Learners can look at house numbers on their street. They can discuss which numbers are bigger or smaller and try to put them in order. This connects number ordering to their direct environment, for example, understanding that house number 24 comes before
2
6. Traditional Beadwork: In many South African cultures, beadwork involves counting and grouping. Learners can be tasked with creating a pattern that uses 45 beads. They can first make 4 groups of 10 beads of one colour, and then add 5 beads of another colour, reinforcing the concept of 4 tens and 5 ones. Differentiation, Remediation and Extension Differentiation and Remediation (For Struggling Learners)
Concrete Aids: Provide learners with physical base-10 blocks, bundles of 10 straws/sticks, and single straws. Allow them to build every number they work with.
Scaffolding: Start with numbers only up to
3
0. Once they are confident, move to 50, and then up to
9
9. Number Chart: Use a 1-100 number chart. Help learners see the patterns of tens (all numbers in a column end with the same digit) and ones. They can use it to find '10 more' (move down one block) and '10 less' (move up one block).
Flard Cards: Use physical Flard cards so learners can physically build and decompose numbers (e.g., placing the '7' card over the '0' in '40' to make 47). Extension (For High-achieving Learners)
Beyond 99: Introduce the concept of the hundreds place. Ask them what happens when you have 9 tens and add one more ten. Show them the number
1
0
0. Bridging Ten: Give them addition problems that require regrouping or 'carrying over', such as 28 +
5. Encourage them to explain their thinking (e.g., "I took 2 from the 5 to make the 28 into a 30, and then I had 3 left, so 30 + 3 = 33").
Problem Solving: Provide two-step word problems.
For example: "Themba had 25 marbles. He won 10 more from his friend, but then lost
3. How many marbles does he have now?" Number Puzzles: Ask them to find all the numbers between 20 and 80 that have a '4' in them. Or, "I am a number with 6 tens. My ones digit is 2 less than my tens digit. What number am I?" (Answer: 64).