LESSON PLANNING OF MULTIPLICATION IN SEQUENCE IN STEPS OF 2, AND 3

Subject Mathematics

Grade 2^{nd}

Students` Learning Outcomes

- Complete number sequence in steps of 2, 3, 4 and 10 (e.g. in steps of 2 the sequence is expressed as 2, 4, 6 …)

Information for Teachers

- By counting things in group of 2, 3, 4 … we mean a skip counting or sequence for example a skip counting or sequence of 2 is 2, 4, 6, 8… skip counting or sequence of 3 is 3, 6, 9, 12, 15, ……

- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk / marker, duster, stones, match sticks, flashcards of numbers (three sets), 10 pictures of each bicycle, tricycle and car, chart papers

Introduction

Activity 1

- Name those vehicles which have two wheels? Like Bicycle, motor cycle, Tonga, and cart etc.

- Name those vehicles which have three wheels? Like rickshaw, tricycle etc.

- Name those vehicles which have four wheels? Like car, bus, truck etc.

- Can you tell which has more than four wheels?

Activity 2

- Divide the class into three groups.
- Provide them one set of flashcards having numbers and 10 pictures of one vehicle (bicycle, tricycle or car) to each group.
- Ask group 1 to lay down the pictures of bicycle on the table.
- Then count the number of wheels of bicycle starting from 1
^{st}picture and match the number cards accordingly like;

- Now tell the students that it is called the ‘Skip Counting of 2 or a Sequence of 2’.
- Ask the students to read this sequence of 2 loudly.
- Now ask group 2 to lay down the picture of tricycle on the table.
- Then count the number of wheels of tricycle starting from 1
^{st}picture and match the Number cards accordingly like;

- Now tell the students that it is called the Skip counting of 3 or a Sequence of 3.
- Ask the students to read this sequence of 3 loudly.
- Similarly by the performance of third group, students will learn the sequence of 4.

Development

Activity 1

- Ask one student to come in front of the class and raise his / her hands. Ask students how many hands he / she have?

- Other students will tell the number of hands (2)
- Ask one student to write this number on the board.
- Ask another student to stand up with the first and raise his hands too.

- Remaining students will tell the number of hands of two students. (4)
- Ask another student to write ‘4’ on the board to the right side of ‘2’.
- The 3
^{rd}student will stand up and raise his hands.

- The remaining students will tell the number of hands of three students. (6).
- One student will write “6” on board to the right side of 4.
- Similarly when 10
^{th}student will stand up, the counting will be ‘20’.

- The number on the board will be written as;

- Ask the students to read these numbers loudly.
- It is called the sequence of 2.

Activity 2

- Write the following sequences on the board.
- Like as 2, 4, ___, ___, 10, _____, ____, _____, ____, 20.

3, _____, _____, 12, ___, ___, 21, ____,

4, 8, ____, 16, ____24, _____,

5, ___, ___, 20, ___, ___, 35, ____,

10, 20, ____, ___, 50, ___, ___, 80,

- Ask the students to complete the number sequence on their note books.
- Observe their work and help them where necessary.
- Explain the concept with the help of students on the board.

Sum up / Conclusion

- Sum up the concept of sequences of 2, 3, 4, 5 and 10 by giving some examples.

Assessment

- Ask the following questions.
- Write counting up to ‘50’ in five`s.

- Write the sequence of 10 up to 100.

- Bunny is jumping in 4s, count in 4s and fills the missing numbers: 16, ___, 24, 28, ___, ___, 40, ___, ___,

Follow up

- Ask them to prepare counting table up to ‘100’ in their notebook and encircle every ‘2
^{nd}’ number in yellow, every 5^{th}number in blue and find how many have a new colour (green).

- Ask the students to solve the questions given in their textbook.