# Ordering Whole Numbers Up to 200 (Primary 2)

**MATHEMATICS **

**FIRST TERM** ** **

**WEEK 5**

**PRIMARY 2**

**THEME – WHOLE NUMBERS **

**PREVIOUS LESSON – Introduction to Place Values of Whole Numbers Up to 200 (Primary 2)**

**TOPIC – ORDERING WHOLE NUMBERS UP TO 200**

**LEARNING AREA**

1. Introductory Activities

2. Ordering Whole Numbers Up to 200

3. Weekly Assessment

**PERFORMANCE OBJECTIVES **

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. order whole numbers up to 200.

2. mention the need for counting and ordering.

**ENTRY BEHAVIOUR **

Counting and Writing of Whole Numbers

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

1. Inequality chart

2. Elbow sign.

**METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.**

*Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. *

**REFERENCE MATERIALS**

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information –

Mathematics (Primary 2)

**CONTENT OF THE LESSON **** **

**LESSON ONE – INTRODUCTORY ACTIVITIES **

**ORDERING WHOLE NUMBERS OF ONE DIGIT NUMBER**

Teacher’s/Pupil’s Activities – Displays a chart of scattered numbers up to 10 for the pupils to rearrange.

For example, 10, 8, 2, 9, 7, 3, 6, 5, 0,

Pupil’s Activities – 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

**ORDERING WHOLE NUMBERS OF TWO DIGIT NUMBERS **

Teacher’s Activities – Displays a chart of scattered numbers up to 99 for the pupils to identify and rearrange.

For example, 19, 10, 21, 43, 65, 34

Pupil’s Activities – 10,19, 21, 34, 43, 65

More example, 61, 21, 91, 81, 51, 71, 31, 41, 11

Pupil’s Activities – 11, 21, 41, 51, 61, 71, 81, 91

**LESSON EVALUATION/CLASS WORK/ASSIGNMENT **

Order the following numbers –

1. 60, 20, 90, 80, 50, 70, 30, 40, 10

2. 12, 19, 18, 16, 11, 17, 15, 14, 10

3. 15, 05, 35, 75, 85, 65, 25, 85, 95, 45

**LESSON TWO – ORDERING WHOLE NUMBERS OF UP TO 200**

Teacher’s/Pupil’s Activities – Displays a chart of scattered numbers up to 200 for the pupils to identify and rearrange. Guide them through.

For example,

1. 112, 119, 118, 116, 111, 117, 115, 114, 110

Solutions

Guides the pupils to identify by reading the numbers and to compare each digit from left to right.

Common digits are 11

~~11~~2,~~11~~9,~~11~~8,~~11~~6,~~11~~1,~~11~~7,~~11~~5,~~11~~4,~~11~~0The difference in each number are –

__2, __9, __8, __6, __1, __7, __5, __4, __0

Arrange in ascending order –

__0, __1, __2, __3, __4, __5, __6, __7, __8, __9

Therefore, add 11 as in 110, 111, 112, 113, 114, 115, 116, 117, 118, 119

2. 160, 120, 190, 180, 150, 170, 130, 140, 110

Repeat the same activities for example 2.

**LESSON THREE – REPEAT THE ACTIVITIES ON LESSON ONE AND TWO**

**WEEKLY ASSESSMENT **

**PRESENTATION**

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Guides pupils to order numbers up to 200.

Pupil’s Activities – Order numbers up to 200.

**CONCLUSION**

- To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

**LESSON EVALUATION **

**Pupils to:**

1. state the place value of a digit in a given whole number.

2. order pairs of 3-digit numbers using < and > symbols.