RAWDHA INTERNATIONAL ACADEMY

MATHEMATICS YEAR 2 SCHEMES OF WORK TERM 1. 2024

Week Lesson Learning objectives Teaching /Learning activities Key vocabulary Resources Reference
1 1-5 . Order and compare Provide learners with cards with the Second, minute, Cards with units Cambridge
units of time following written on them. ‘1 second’, hour of time written on Primary
day, week, month,
(seconds, minutes, ‘1 minute’, ‘1 hour’, ‘1 day’, ‘1 year
them. Mathematics
hours, days, weeks, week’, ‘1 month’ and ‘1 year’. Ask Monday, Tuesday, Learner’s Book
months and years). them to work in pairs to order them, Wednesday, Printed clock 2
starting with the shortest duration. Thursday, Friday, faces and hands
Read and record time Then ask learners to discuss together Saturday, Sunday
to five minutes in the relationship between the different January, February,
digital notation (12- units of time that they have been March, April, May,
hour) and on analogue given. For example, a year is longer June, July, August,
clocks. September,
than a month. They should know there
October,
are 60 minutes in 1 hour, but do not
Interpret and use the November,
need to know any other equivalences
information in at this stage.
calendars. Learners play a game of ‘more or less’
with the cards in pairs. Ask learners to
shuffle the cards and lay them in a
row face down.
Ask learners to create their own clock
face. Provide learners with a pre-
printed circle with 12 equal divisions
marked around the edge. Learners can
then write the numbers on the clock
face and cut out and label the hour
hand and minute hand, drawing their
attention to the relative size of each
hand.
Recap the order of the days of the
week and months of the year. Present
learners with a calendar which shows
all months of the current year. Ask
them to discuss in small groups what
they notice about the calendars.
2 1-5 Knowing money at its Compare values of different Banknotes Notes and Cambridge
value. combinations of coins and banknotes US dollars currencies Primary
in local currency and in US dollars cent Mathematics
and cent. Learner’s Book 2

Explore the symbols used for

different currencies.
3 1 -5 Numbers to 100  Begin with a class discussion  Number  Flashcards Cambridge
Students will be able to about how numbers can be names (e.g., with numbers and Primary
read, write, and represented in words. twenty, thirty, their word forms Mathematics
represent numbers  Write numbers in figures on the forty)  Number charts Learner’s Book 2
from 0 to 100 in words. board and ask students to translate  Digits
them into words (e.g., 25 = twenty-
five).Play a matching game where  Rounding  Number line
Students will be able to students pair numbers with their  Number line poster
round numbers from 0 corresponding words.Assign  Nearest ten  Interactive
to 100 to the nearest individual practice using worksheets rounding game
ten. with number-to-word conversion
exercises.  Regrouping  Base-ten blocks
Students will be able to  Place value  Place value
add two-digit numbers  Introduce the concept of rounding  Tens and ones charts
with regrouping. with a number line.
 Use examples to demonstrate
rounding up or down based on the
nearest ten.
 Conduct a group activity where
students place numbers on a number
line and determine the rounded value.
 Provide individual practice with a
rounding worksheet.

 Review addition without

regrouping.
 Use base-ten blocks or place value
charts to visually demonstrate
regrouping.
 Solve examples as a class on the
board.
 Allow students to practice
regrouping using manipulatives and
worksheet problems.

4 1-5 Fraction of Numbers  Explain the concept of fractions using  Fraction Fraction charts Cambridge
(Halves and Quarters) a pizza or cake analogy.  Half Primary
  Use visual aids (shapes or objects) to  Quarter Mathematics
Students will be able to demonstrate dividing into halves and Learner’s Book 2
find fractions (halves quarters.
and quarters) of  Guide students to solve problems
numbers up to 100. finding halves and quarters of given
numbers.
 Facilitate a group activity where
students work in pairs to solve fraction
problems.

Students will Review key concepts using a class

consolidate their discussion and examples.
understanding of Engage students in a quiz covering all
numbers in words, subtopics taught during the week.
rounding, regrouping, Provide feedback and discuss common
and fractions of mistakes.
numbers.
5 1-5 L1- Instruction ; ask the learners to Line of Cambridge
identify the 2D shapes and note them symmetry, Primary
down in their books. horizontal, Mathematics
In groups of three ask the learners to vertical , mirror Learner’s Book 2
draw the identified 2D shapes. image
Teacher’s task; lead the discussion
and give the description of 2D
shapes.

L2 – 3 Instructions; Draw the 2D

shapes of the previous lesson . Let
them draw horizontal or vertical
lines.
NOTE; symmetry is a line drawn
down (vertical) or ( horizontal) in the

middle of a 2D shape to show that

both sides of the shape are exactly the
same.
Activity; find the symmetrical
shapes, use a ruler to draw a line of
symmetry on them.

L4 - Identifying 2D shapes in
familiar objects.
Activity; draw objects that match the
shapes provided on the classroom
board.

L5 – Summary of the topic Geometry,

shape and symmetry.
6 1-5 Know how fractions Equal parts, Cambridge
can mean division , L1 – Task : Ask the learners to draw fraction, Primary
shapes and divide them into two equal
learn about quarters quarter, three- Mathematics
parts.
and three – quarters Discussion : explain to them the equal quarters. Learner’s Book 2
of shapes and learn parts they get from them dividing the
how to divide a shape. The parts are called fractions
shape into equal that is equivalent to half or halves.
parts. L2 – Discussion ; Group students in
groups of three. Let them draw four
squares. Provide a ruler and ask them to
draw straight lines to show 2 squares
divided into halves and 2 squares that
are divided into 2 parts but not halves.
Let them label the squares ½ and not ½.

L3 – Task ; ask learners to draw the 2D

shapes like the square and rectangle.
Ask them to divide the shapes into four
equal parts.
Discussion ; help the students identify
the parts, they will notice that they have
divided the parts and each part is same
as the other. Let them know that the
same size are called quarters.

Use more examples like pizza and

divide them into four for the learners to
the concepts of quarters.

L4 -5 – Summary of the topic geometry

and fractions of shapes .
7 1-5 Length • L1-2; Introduce learners to the Length, NRICH task, Cambridge
Understand that NRICH task: Car Journey distance, toy cars, a ramp Primary
length is a fixed
(https://nrich.maths.org/10350). further, longest, or slope, rulers. Mathematics
distance between
two points. Estimate This task provides an shortest, metre, Learner’s Book 2
and measure length interesting practical context for centimetre.
using standard and learners to explore the concept
non – standard unit of length, and involves learners
experimenting to see the
difference distances toy cars
travel when dropped down a
slope.

Encourage learners to develop their

own ways of measuring and
recording the lengths that the
different cars have travelled. Invite
learners to develop other ways of
measuring and recording by
asking:
• Is there another way you can
measure the lengths the cars
have travelled?
• What equipment can you use to
help you?
After learners have explored a
range of different methods of
measuring and recording length, as
a class discuss and explore the
different ways of measuring that
they have used.
Discussion ; Learners will show
they are critiquing when they
evaluate the approaches and ideas
to consider which way(s) of
measuring may be the most helpful
and why. They will show they are
improving when they are able to
explain the need for more accurate
ways to measure length.

L3 – 4 ; Once learners have

explored a range of self-created
non-standard measurement units,
introduce the concept of a standard
unit for measure. Explain that
standard units are used to help
people to compare measurements,
giving the example that if we use a
person’s hand or foot that each
person’s hands or feet are different
sizes so we will get different
answers for the same distance.
Introduce two standard units for
measuring length: the centimetre
(cm) and metre (m). Then show
learners a range of rulers and
measuring tapes.

L5 – explain to learners how to use

an appropriate standard
measurements tool, such as a tape
measure or ruler to measure the
distance travelled by the cars and
explore with learners how these
distances can be recorded.
8 MID TERM BREAK
9 1-5 Draw and measure L1 – Activity : Provide learners with water bottles Cambridge
lines, using standard a range of different lines drawn on Soda bottle Primary
units. paper, initially ensuring that each line Any tin Mathematics
Draw and measure is an exact whole number of Learner’s Book 2
lines, using standard centimetres.
units.
Understand a Ask learners:
measuring scale as a Which line is the shortest?
continuous number Which is the longest? How do you
line where know? Discuss learners’ responses
intermediate points together. Then ask learners:
have value. How much longer is the longest line
than the shortest line?

Explore learners’ initial responses

and discuss together how we could
answer this question. Establish that
we will need to know the length of
the different lines, using a standard
unit, and remind learners that a
standard unit of length is
centimetres.

L2 – Activity : Provide learners with

a ruler that is clearly marked in
centimetres. Ask learners to work in
pairs to measure the length of the
lines, initially without any modelling.
Observe the approaches learners
take to measuring with the ruler, and
discuss the different approaches
together. Through this discussion
establish that the ‘0’ mark on the
ruler must line up with the start of
the line.
 L3 - Once learners have measured
the length of the shortest and longest
line, ask learners to find the
difference in length between them.
Then ask learners to measure the
length of the remaining lines.
Activity ; ask learners to draw their
own straight lines of set lengths.
They can be encouraged to create
their own geometric artwork.

L4 - Once learners are confident

with reading and measuring lines
which are an exact whole number of
centimetres, ensure learners are able
to interpret the values that lie
between whole number divisions on
the ruler by using language of
approximation. For example,
learners may read a value as ‘more
than 3 centimetres but less than 4
centimetres’ or ‘slightly more than 1
centimetre’.

L5 – summary of the topic measures

and assessment .

10 1 -5 Carroll diagrams L1 – 2 - Brainstorm ; Pose a Venn diagram, Cambridge

and tally chart. statistical question for learners to carroll diagram, Primary
Conduct investigate, such as: block chart, Mathematics
investigation and What colour is the most popular pictogram , Learner’s Book 2
represent the results favourite colour in our class? Ask tally chart.
using a carroll learners to work in pairs to
diagram or tally discuss how they can answer this
chart. question. Then select pairs of
learners to share their ideas with the
class, drawing out the various
different stages needed for the
investigation, and how their results
can be recorded.
Give learners a list of data such as:
blue, green, blue, blue, brown,
brown, brown, blue Ask
learners:
What do you think this list of data
refers to?
How can we present it more clearly?
Learners may suggest reorganising the
data or grouping the same colours
together. Explore different ways of
representing the data, including tally
charts. Learners should conduct
simple statistics investigations as
part of a four-part statistical enquiry
cycle. Recoding data is the second
step in the statistical enquiry cycle.

L3 - Diagram ; Provide learners with two

categories which have an overlap, for
example, ‘he is a boy’ and ‘he is 6 years
old’. Assign each category to a circle
drawn on the floor, initially presenting
the circles as separate circles. Give each
learner a piece of paper and ask them to
write their name on it. Then ask
learners, one at a time, to place their
piece of paper in the hoop that
describes them.
Discussion ; When a learner who
meets both categories, for example a
boy who is 6, is chosen to place their
piece of paper, use this as an
opportunity to discuss where this
learner can place their paper. Ask
learners:
Where is the best place for this
learner to place their piece of paper?
Can we change our diagram to
enable this learner to show us that
they are a boy and six years old?
Learners will show they are
critiquing when they evaluate the
appropriateness of the original Venn
diagram, noticing that there is no
place for the learner to place their
piece of paper which captures both
pieces of information. They will show
they are improving when they
understand and suggest how to adapt
the Venn diagram to more effectively
display the data.
Through discussion, establish that
you can move the hoops or circles so
that they overlap, and then the learner
could place their sticky note in the
space where the two circles overlap.
L4 – Activity ; Pose a statistical
question for learners to investigate,
such as:
What book genre is the most popular
of learners in our class?
Ask learners:
How can we find out the answer to
this question?
What question can we ask? What sort
of answers might be given?
Who do we need to ask?

Then ask learners to carry out the

investigation. Depending on the type
of question asked, it may be more
 efficient if you collect the data
needed in order to answer the
statistical question as a whole class.

Once learners have collected this

data, they should record, organise and
represent the data in an appropriate
way. Ask learners to share and
compare their ideas of how they will
present the data with a partner.
Encourage learners to pose questions
about each other’s data. Learners
should then interpret their data.
Encourage learners to answer the
original question and to also identify
similarities and variations within
their data.

L5 – Summary of the topic statistic,

assessment on carroll diagrams and
tally charts.

11 1-5 Addition add, altogether, Digit cards from Cambridge

Use complements to L1 – Using digit cards from 0–9, turn extra, total 0 to 9 Primary
10 to find one over and ask learners: difference, Tens cards 10, Mathematics
complements to 20 How many more do I need to make subtract, take 20, 30 etc. up to Learner’s Book 2
and 100 10 altogether? away, less than 90
Add tens or ones to a Repeat this several times, and then estimate tens,
2-digit number, ask learners: units, ones,
without crossing the How many different ways can you digits number
tens boundary. make 10 by adding two numbers? In bonds,
Subtract tens or ones pairs, ask learners to discuss and complements
from a 2- digit record as many complements of 10 multiples of ten
number. as they can. Then ask learners to
suggest ways to make 10 and
collate
Identifying the the answers from the whole class on
operation to solve a the board.
word problem. Using the 0–9 digit cards again, turn
one over and ask learners:
How many more will I need to make
20?
Write the numbers on a board as a
number sentence, for example:
8 + 12 = 20

L2 – Brainstorm ; Remind learners

of their previous learning and ask:
How else can you write this? What
else do you know?

Draw attention to the different ways

the number sentence can be written.
For example, 12 + 8 = 20 but also
20 – 12 = 8 and 20 – 8 = 12

Give each pair of learners a set of 0–

9 digit cards and ask them to reveal
a card and each find the complement
to 20. They should also write the four
different number sentences that
connect the number complements to
20 and then compare these with their
partner.

Then as a whole class, using a set of

cards with 10, 20, 30, …, 90 written
on each, turn one over and ask
learners:
How many more will I need to make
100?

Write the number sentences on the

board, for example:
10 + 90 = 100
90 + 10 = 100
100 – 90 = 10
100 – 10 = 90
Repeat this several times, and then
ask learners:
How many different ways can you
make 100 using only these cards?

L3 - Give learners a set of cards with

10, 20, 30, …, 90 written on each
and in pairs, ask learners to discuss
and record as many examples as they
can. Then ask learners to suggest
ways to make 100 from the multiples
of 10 and collate the answers from
the whole class on the board.

Draw learners’ attention to patterns

that link the complements to 10 and
complements to 100, for example 1 +
9 = 10 and 10 + 90 = 100

L4 - Begin by asking learners

questions within a total of 10 such
as:
If Mia has 3 counters and Rajiv has 5
counters, how many counters are
there altogether?
If Mia has 9 counters and Rajiv takes
away 5 counters, how many will Mia
have left?
If Mia has 9 counters and Rajiv has 4
counters, what is the difference
between them? How many more
counters does Mia have?
How do you know?
How did you work it out?
What is a good way to add 5 more?
What is a good way to take away 5?
 How can you check your answer?

Discuss strategies for adding and

subtracting units by partitioning the
units. For example, adding or
subtracting 5 can be done by adding
or subtracting 2 first and then 3 next
so the total change is 5. Discuss
which strategies are easiest and most
effective and whether they will
change their method next time.
Discuss how they could check their
answer and how they know an
answer cannot be correct. Learners
will show they are critiquing when
they can suggest effective ways of
adding and subtracting tens and units
from tens and units. They will also
be critiquing when they evaluate
their answers by estimation. Learners
will show they are improving when
they modify their strategies and
check their answers are
approximately correct.

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13 MADRASA EXAM MADRASA EXAM