DQCA &RNITTE

Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Subject: Mathematics Week:3 Day / Date:
15th –19th September2025
Unit: 1 Topic: 1. Counting in Hundreds, Tens and ones /2. Place Grade: 2
Value
Objectives: Methodology Resources Time Assessment Criteria
 Warm-up / Introduction
 Development: (Practice + Production)
 Wrap – up
 R.A
1. Mental Math Warm-Up – AfL Strategy 1: Choral 1. Coins, bottle Learners will be
By the end of the lesson Response caps, assessed on their ability
learners will be able to: Learners will be asked questions such as: “What comes after buttons (for 10 min to:
299?” “Which digit is in the tens place in 134?” “Show 245 ones)  Name place
 Identify positions using coins and strips.” Responses will be given chorally to 2. Paper strips value positions
of hundreds, tens, build fluency and activate prior knowledge. or sticker correctly during
and ones strips (for warm-up and
2. Introduction – Learners will be shown how to model a
(Remembering) tens) workbook tasks
number (e.g., 245) using coins, strips, and cards. They will 10 min
 Explain how digits 3. A4 sheets or (Remembering)
be guided to identify each digit’s value and explain it using
represent place index cards  Explain digit
math vocabulary.
value in 3-digit (for values using
3. Development – AfL Strategy 2: Think–Pair–Share.
numbers hundreds) math
Next, learners will be engaged in completing textbook pages
(Understanding) 4. Dice for vocabulary
 Represent
4–8. Numbers will be drawn and explained in pairs. Peer 15 min
discussion will be used to promote reasoning and verbal game activity during guided
numbers using 5. Flashcards practice
concrete materials articulation. with (Understanding)
and pictorial 4. Activity/Game – Place Value Race – Following this,
numbers and  Build and draw
drawings dice will be rolled to create numbers. Learners will be
symbols numbers
(Applying) guided to build, draw, and explain their numbers in pairs. 10 min
6. Visual grids accurately using
 Compare two Roles such as builder, checker, and explainer will be
and number concrete and
numbers and assigned to promote learner agency.
lines pictorial
justify which is 5. Production – “Workbook 2A, Worksheet 1, pages 1–2.” 7. Textbook methods during
greater or smaller will be completed. Support will be provided through peer pages 4–8
15 min activities and
(Analyzing) collaboration and guiding prompts. Optional Extension: Fast 8. Workbook workbook tasks
 Reflect on their finishers may be invited to create their own 3-digit number 2A (Applying)
own and peer stories using place value frames. Worksheet 1  Compare and
work using 6. Wrap-Up Discussion – Learners will be invited to reflect (pages 1–4) justify numbers
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

through questions such as: “What was learned today?” 9. Pencils, during peer
structured “Which part was fun or tricky?” Exit slips may be notebooks 5 min tasks using
sentence starters completed: place value
(Evaluating) Today I learned that numbers can be represented as ___.” reasoning
“I felt proud when I was able to ___.” (Analyzing)
7. Reinforcement Activity –  Share
For homework, learners will complete Workbook 2A, reflections
Worksheet 1, pages 3–4.” 5 min using structured
sentence
starters during
the wrap-up
discussion
(Evaluating)
 Accurately
complete the
Place Value
Race activity,
demonstrating
correct use of
materials and
verbal
explanation; at
least 80% of
learners will be
expected to
meet this
benchmark
(Applying)
Learning Evaluation: Teaching Evaluation:
Note:
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Subject: Mathematics Week:3 Day / Date:

15th September- 19th September
Unit: 1 Topic: Place Value Grade: 2
Objectives: Methodology Resources Time Assessment Criteria
 Warm-up / Introduction
 Development: (Practice + Production)
 Wrap – up
 R.A

By the end of the lesson, Mental Math Warm-Up – AfL Strategy 1: Choral  Coins, Learners will be
learners will be able to: Response Learners will be asked: bottle caps, 10 min assessed on their ability
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

 Identify the  “What is the expanded form of 134?” buttons (for to:
positions of  “What comes next: 120, 130, ___?” ones)
hundreds, tens,  “Show 245 using coins and strips.” Responses will  Paper strips  Identify place
and ones be given chorally to activate prior knowledge and or sticker value positions
(Remembering) reinforce fluency. Methodology: This phase uses strips (for during warm-up
 Write 2- and 3- oral questioning and visual flashcards to engage tens) and workbook
digit numbers in learners in active recall. The choral response strategy  A4 sheets tasks
expanded form ensures whole-class participation and immediate or index (Remembering)
using place value feedback. cards (for  Write digit
understanding hundreds) values in
(Understanding) Introduction –  Dice and expanded form
10 min
 Complete number Learners will observe teacher modeling of numbers using using math
number
patterns involving coins, strips, and cards. Expanded form will be demonstrated vocabulary
cards for
skip counting and using concrete materials. Visual grids will be introduced to (Understanding)
game
place value show number patterns.  Complete
 Flashcards
(Applying) number
with
 Justify number This phase initiates the CPA approach with concrete patterns
number accurately using
relationships and representations. Teacher-led demonstration supports visual patterns concrete
patterns through and tactile learning. Learners are guided to verbalize place  Visual grids materials and
peer discussion value relationships using math vocabulary, fostering and base- written
(Analyzing) conceptual understanding.
 Reflect on their
ten frames responses
own and peer
 Textbook (Applying)
3. Development – Worksheet  Justify pattern
strategies using
structured 2 (pages 5– choices during
prompts AfL Strategy 2: Think–Pair–Share Learners will complete 10) peer tasks
(Evaluating) Worksheet 2 pages 5 and 8 in pairs. They will draw patterns  Pencils, 15 min (Analyzing)
and explain expanded forms collaboratively. notebooks  Share
reflections
Learners transition to pictorial and abstract representations. using structured
Think–Pair–Share promotes peer reasoning, verbal sentence
articulation, and social learning. Teacher circulates to starters during
observe, prompt, and assess understanding informally. the wrap-up
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

4. Activity/Game – Pattern Puzzle Race – (Evaluating)

10 min  At least 80% of
learners will be
Learners will use number cards to build and extend patterns.
expected to
Roles such as builder, checker, and explainer will be complete the
assigned. Learners will justify their pattern choices aloud. Pattern Puzzle
This game-based activity fosters learner agency and Race with
engagement. Role-based tasks encourage collaboration and accurate
accountability. Verbal justification strengthens analytical pattern building
thinking and math communication. and verbal
5. Production – explanation
Learners will complete Worksheet 2 pages 9 and 10. (Applying)
Notebook Work: Learners will answer written questions
such as:
 “Write the expanded form of 326.”
 “Complete the pattern: 210, 220, ___, ___.” 15 min
 “Write a number that comes before 150 and after
130.”
Learners apply their understanding independently. Written
tasks reinforce abstract reasoning and procedural fluency.
Peer support and guiding prompts ensure differentiation and
scaffolded learning.
6. Wrap-Up Discussion –
Learners will reflect through questions such as:
 “What was learned today?”
 “Which pattern was tricky or fun?” Exit slips may be
completed: 5 min
“Today I learned ___. I felt proud when ___.”
Structured reflection promotes metacognition and self-
assessment. Sentence starters support expressive language
and emotional awareness. Teacher gathers informal
feedback to inform next-day planning.
7. Reinforcement Activity – 5 min
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Learners will complete Worksheet 2 pages 6 and 7 for
homework. These will be reviewed the following day.
Homework reinforces classroom learning and provides 5 min
additional practice. Review ensures continuity,
accountability, and opportunity for reteaching if needed.

Learning Evaluation: Teaching Evaluation:

Note:

Subject: Mathematics Week:3 Day / Date:

15th September- 19th September
Unit: 1 Topic: Comparing and Ordering Numbers Grade: 2
Objectives: Methodology Resources Time Assessment
 Warm-up / Introduction Criteria
 Development: (Practice + Production)
 Wrap – up
 R.A
By the end of the lesson, 1. Mental Math Warm-Up – 10 min
learners will be able to: AfL Strategy 1: Choral Response Questions will be posed  Coins, Learners will be
 Identify and such as: bottle caps, assessed on their
compare 2- and  “Which is greater: 134 or 143?” buttons (for ability to:
3-digit numbers  “What comes before 200?” ones)
using place value  “Say a number between 120 and 130.”  Paper strips  Compare
(Understanding) Methodology Embedded: This phase activates prior knowledge or sticker numbers
 Use symbols (<, and builds fluency through oral questioning. Choral response strips (for using place
>, =) to compare ensures whole-class engagement and immediate formative tens) value and
numbers feedback. Number cards and visual prompts are used to  A4 sheets or symbols
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

accurately reinforce comparison skills. Learners respond collectively,
(Applying) promoting confidence and participation. index cards during book
 Order numbers 2. Introduction – (for and notebook
from greatest to Numbers will be modeled using coins, strips, and cards. Digit hundreds) tasks
smallest and positions will be highlighted to show how value changes.  Number (Applying)
smallest to Symbols (<, >, =) will be introduced with examples. cards and 10 min  Order
greatest Methodology Embedded: The CPA approach begins with symbol numbers
(Applying) concrete materials to build conceptual understanding. Learners flashcards accurately in
 Justify observe how digit placement affects value and verbalize  Visual grids group and
comparisons comparisons using math vocabulary. Visual grids and base-ten and number individual
using place value frames support learners in transitioning from tactile to visual lines activities
reasoning during reasoning.  Textbook (Applying)
peer discussion 3. Development – pages 10,  Justify
(Analyzing) AfL Strategy 2: Think–Pair–Share Textbook pages 10 and 12 12, 13 comparisons
 Reflect on their will be completed in pairs. Learners will compare numbers and  Pencils, during peer
learning using record answers using symbols. Peer discussion will be used to notebooks 15 min discussion
structured explain reasoning. (Analyzing)
sentence starters Methodology Embedded: This phase transitions learners into  Share
(Evaluating) pictorial and abstract representations. Think–Pair–Share reflections
encourages collaborative reasoning and verbal articulation. using
Learners justify their comparisons aloud, strengthening structured
analytical thinking. Differentiation is supported through peer sentence
interaction and guiding prompts. starters
4. Activity/Game – Number Order Challenge – during the
Number cards will be used in small groups to arrange values wrap-up
from greatest to smallest and vice versa. Roles such as sorter, (Evaluating)
checker, and explainer will be assigned.  At least 80%
Methodology Embedded: Hands-on engagement promotes 10 min of learners
learner agency and teamwork. Role-based tasks foster will be
accountability and active participation. Learners use place value expected to
reasoning to justify their sequencing choices, reinforcing complete the
understanding through verbal explanation and peer validation. Number
5. Production – Order
Textbook page 13 will be completed independently. Notebook Challenge
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Work: Learners will respond to written questions such as:
 “Compare 245 and 254 using < or >.” with correct
 “Order these numbers from smallest to greatest: 132, 15 min sequencing
123, 213.” and verbal
 “Write two numbers greater than 150.” explanation
Methodology Embedded: Learners apply abstract reasoning (Applying)
through structured written tasks. Symbol use and sequencing are
emphasized. Peer support is available for learners needing
scaffolding. Fast finishers may be extended with additional
notebook challenges that require deeper reasoning.
6. Wrap-Up Discussion –
Reflection questions will be posed such as:
 “What helped you compare numbers today?”
 “Which part was fun or tricky?” Exit slips may be
completed:
“Today I learned ___. I felt confident when ___.” 5 min
Structured reflection promotes metacognition and expressive
language. Sentence starters support self-assessment and
emotional awareness. Responses are used to inform next-day
planning and identify areas for reinforcement.
7. Reinforcement Activity –
Notebook homework will include:
 “Compare 198 and 189 using < or >.”
 “Write three numbers between 140 and 160.”
 “Order these numbers from greatest to smallest: 321,
312, 231.”
Homework reinforces classroom learning and provides 5 min
additional practice. Tasks are designed to consolidate skills in
comparison and ordering. Review of homework will be used to
assess retention and guide future instruction.

Learning Evaluation: Teaching Evaluation:

Note:
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Subject: Mathematics Week: 3 Day / Date:

15th September- 19th September
Unit: 1 Topic: Comparing and Ordering Numbers Grade: 2
Objectives: Methodology Resources Time Assessment
 Warm-up / Introduction Criteria
 Development: (Practice + Production)
 Wrap – up
 R.A
By the end of the lesson, Mental Math Warm-Up – Learners respond chorally to quick  Coins, 5 mins Learners will be
learners will be able to: questions such as: “Which is greater: 213 or 231?” “Say a bottle caps, assessed on their
 Compare 2- and 3- number between 145 and 155.” This phase activates prior buttons (for ability to:
digit numbers knowledge and builds fluency. Choral response ensures whole- ones)  Compare
using place value class engagement and immediate feedback. Number cards and  Paper strips numbers
understanding visuals are used to reinforce comparison skills. or sticker using place
(Understanding) Development strips (for value and
 Use comparison Workbook pages 11 and 12 are completed in pairs using Think– tens) symbols
symbols (<, >, =) Pair–Share. Learners compare numbers and use symbols to  A4 sheets or 10 mins during
accurately record answers. CPA begins with concrete materials such as index cards workbook
(Applying) coins, strips, and cards. Learners observe digit positions and (for and notebook
 Order numbers verbalize comparisons. Peer reasoning and scaffolded prompts hundreds) tasks
from greatest to support differentiation.  Number  Order
smallest and Activity/Game – In the Number Ladder Challenge, learners cards and numbers
smallest to arrange number cards in ascending or descending order. Roles symbol 10 mins accurately in
greatest
such as builder, checker, and explainer are assigned. This flashcards group and
(Applying)
promotes learner agency, teamwork, and verbal justification.  Visual grids individual
 Justify
Role-based collaboration ensures accountability and active and number activities
comparisons and
participation. lines  Justify
orderings through
Independent Work – Workbook page 13 is completed  Workbook 5 mins comparisons
verbal reasoning
(Analyzing)
individually. Notebook questions include: “Compare 198 and 2A pages during peer
189 using < or >.” “Order these numbers from smallest to 11–15 discussion
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

 Reflect on learning greatest: 132, 123, 213.” Abstract reasoning is reinforced  Pencils,  Share
using structured through written tasks. Peer support is available for learners notebooks reflections
sentence starters needing scaffolding. Fast finishers may be extended with using
(Evaluating) additional notebook challenges. structured
Wrap-Up – Learners reflect using sentence starters such as: 3 mins sentence
“Today I learned ___. I felt proud when ___.” starters
Reinforcement Activity during the
Workbook pages 14 and 15 are assigned for homework. wrap-up
Optional notebook extension: “Write three numbers between  At least 80%
140 and 160.” Reflection promotes metacognition and 2 mins of learners
expressive language. Homework reinforces classroom learning will be
and guides next-day instruction. expected to
complete the
Number
Ladder
Challenge
with accurate
sequencing
and verbal
explanation
Learning Evaluation: Teaching Evaluation:
Note:
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Subject: Mathematics Week:3 Day / Date:
8th September- 12th September
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

Unit: 1 Topic: Number Ninjas: Mastering Place Value & Patterns Grade: 2
Objectives: Methodology Resources Time Assessment
 Warm-up / Introduction Criteria
 Development: (Practice + Production)
 Wrap – up
 R.A

By the end of the lesson, Mental Math Warm-Up – Quick-fire oral questions using choral  Coins, 5 mins Learners will be
learners will be able to: response: strips, cards assessed on their
(place value ability to:
 Recall and apply  “What is the expanded form of 326?” materials)
place value  “Which is greater: 245 or 254?”  Accurately
 Comparison
 “Skip count by tens from 120.” This activates prior
concepts to build symbol complete
knowledge and builds fluency. Learners respond
and compare collectively, reinforcing confidence and engagement. flashcards revision
numbers  Pattern station tasks
(Remembering Development: Mini revision stations are set up around the grids and  Collaborate
& Applying) classroom: number effectively
 Write numbers in lines 10 mins during the
expanded form  Station 1: Place Value Blocks  Mission Number
and justify digit  Station 2: Expanded Form Cards scrolls Ninjas
values  Station 3: Comparison Symbols (printed Challenge
(Understanding  Station 4: Pattern Grids Learners rotate in pairs, completing  Justify
challenge
short tasks at each station. Think–Pair–Share is used to
& Analyzing) sheets) reasoning
discuss strategies.
 Order numbers  Reflection using math
and extend CPA is revisited through tactile materials and visual prompts. Peer slips and vocabulary
patterns using collaboration promotes reasoning and verbal articulation. Stations notebooks  Reflect
skip counting allow differentiation and movement, supporting engagement and  Pencils, meaningfully
(Applying) retention. erasers on their
 Collaborate and learning
reflect on Main Activity – 🎯 “Number Ninjas Challenge” Learners are  At least
strategies used grouped into teams. Each team receives a “mission scroll” with 4 80% of
across the week tasks: learners will
(Evaluating) be expected
1. Build a number using place value clues
2. Write it in expanded form to complete
15 mins all four
 DQCA &RNITTE
Head Office No.80. Street # 1, Sector E – 11/4, Islamabad 44000 Pakistan

Lesson Plan Template

3. Compare it with another team’s number mission

4. Create and extend a pattern using their number tasks with
accuracy and
Roles are assigned: Builder, Recorder, Checker, Presenter. Teams verbal
present their solutions and justify their reasoning.
explanation
This game-based activity promotes learner agency, teamwork, and
higher-order thinking. Role-based collaboration ensures
accountability. Verbal justification strengthens analytical skills and
math communication.

Wrap-Up & Reflection – Learners complete a reflection slip:

“This week I learned ___. My favorite part was ___. I feel

confident about ___.” Notebook challenge (optional):
5 mins
 “Write a number greater than 150 and show it in expanded
form.”
 “Create a pattern starting from 132 using skip counting by
5.”
 Structured reflection promotes metacognition and
expressive language. Written tasks reinforce abstract
reasoning and provide informal assessment.

Learning Evaluation: Teaching Evaluation:

Note: