| Objectives | Students will be able to: (1) group objects that belong together; (2) use the word "set" to describe a group of objects; (3) explain in their own words why chosen objects belong together. |
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| Materials | Bottle caps, seeds, small stones, buttons, crayons, leaves; 5-6 sorting trays or paper plates per group. |
| Key vocabulary | set, group, belong, together, sort |
| Engage (starter) | (10 min) Tip a mixed pile of caps, seeds and stones on the mat. Ask: "Is this tidy? How could we tidy it?" Let 2-3 volunteers begin sorting naturally and narrate what they do. |
| Develop (main) | (35 min) 1. Introduce the magic word: a group of things that belong together is a SET. 2. Model making the set of red caps, the set of seeds. 3. Groups receive mixed trays and make their own sets, deciding the rule (colour, kind, size). 4. Gallery walk: each group names one set aloud in a full sentence: "This is a set of ___." 5. Challenge fast finishers to re-sort the SAME objects by a different rule. |
| Plenary (close) | (10 min) Circle time: hold up one object; class points to which set on the mat it should join and says why. Sing a simple sorting chant to close. |
| Assessment | Observation checklist: child groups objects consistently by a rule; child uses the word "set" correctly in a sentence at least once. |
| Teacher notes | Keep sets small (4-8 objects). For students needing support, give a pre-sorted example tray to copy first. |
| Objectives | Students will be able to: (1) identify objects that belong in a given set; (2) identify objects that do NOT belong; (3) justify their decision orally. |
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| Materials | Hoops or chalk circles on the floor; classroom objects; picture cards (animals, fruits, vehicles). |
| Key vocabulary | in, not in, belongs, does not belong, member |
| Engage (starter) | (10 min) Place a hoop with 4 fruits and one shoe inside. Dramatic gasp: "Something is in the WRONG set!" Children identify the odd one out and say why. |
| Develop (main) | (35 min) 1. Teach: things inside the set are MEMBERS; the shoe is NOT a member of the fruit set. 2. Whole-class game: teacher names a set ("things we write with"); children bring one object and the class judges IN or NOT IN with thumbs. 3. Pairs receive picture cards and one hoop: one child builds a set, the partner adds one wrong card, first child finds the intruder. 4. Swap roles twice. |
| Plenary (close) | (10 min) "Odd one out" rapid round on the board: four drawings, one intruder; children whisper the answer to a partner, then vote together. |
| Assessment | During the pair game, note each child once: correctly places 3 of 4 cards IN/NOT IN and gives a reason ("a shoe is not a fruit"). |
| Teacher notes | Use local fruits and objects children know: mango, banana, guinep/chenet, breadfruit. Language support: sentence frame "The ___ does not belong because ___." |
| Objectives | Students will be able to: (1) compare two objects using long/short and tall/short; (2) order three objects from shortest to longest; (3) use comparison words in full sentences. |
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| Materials | Lengths of string or ribbon, pencils of different lengths, sticks, brooms; three bottles of different heights. |
| Key vocabulary | long, short, longer, shorter, tall, taller, shortest, longest |
| Engage (starter) | (10 min) Hold a broom beside a pencil: "Which is longer? How do we KNOW?" Draw out the rule: line them up at the same starting point before comparing. |
| Develop (main) | (35 min) 1. Model fair comparison: align two ribbons at one end. 2. Pairs compare object pairs and report: "The stick is longer than the pencil." 3. Introduce tall/short with standing objects — bottles, then children themselves (three volunteers order themselves by height). 4. Groups order three strings from shortest to longest and glue them to paper in order. |
| Plenary (close) | (10 min) Simon-says style: "Show me something LONGER than your pencil... something SHORTER than your arm." Quick oral check around the circle. |
| Assessment | Collect the glued string strips: three strings correctly ordered = secure. Listen for comparative words used correctly in reporting sentences. |
| Teacher notes | Common error: comparing without aligning starting points — revisit it deliberately with one wrong example and let children correct the teacher. |
| Objectives | Students will be able to: (1) compare objects using heavy/light, large/small, thick/thin, wide/narrow; (2) predict which of two objects is heavier, then test by holding. |
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| Materials | A stone and a leaf; a book and a sheet of paper; thick and thin books; wide and narrow strips of card; simple hanger-and-cups balance (optional). |
| Key vocabulary | heavy, light, heavier, lighter, large, small, thick, thin, wide, narrow |
| Engage (starter) | (10 min) Mystery bags: two identical bags, one holding a stone and one a cotton ball. Volunteers lift both and describe the difference before peeking. |
| Develop (main) | (35 min) 1. Hands-on rotation in 4 stations: (a) heavy/light — lift and sort object pairs; (b) large/small — nest containers; (c) thick/thin — books and slices of plasticine; (d) wide/narrow — card strips against a "road" drawing. 2. At each station children record with a simple tick chart (pictures pre-drawn). 3. If available, show the hanger balance confirming a heavy/light prediction. |
| Plenary (close) | (10 min) Riddle time: "I am thinking of something in this room that is heavy and large..." Children guess, then pose one riddle of their own to a partner. |
| Assessment | Station tick charts reviewed: at least 3 of 4 stations completed correctly. Oral: each child uses two different comparison words during the plenary riddles. |
| Teacher notes | Safety: pre-check that "heavy" objects are safely liftable. Extension: find something that is large but LIGHT (balloon, empty box) to challenge the size-equals-weight assumption. |
| Objectives | Students will be able to: (1) sort a mixed collection into sets by a self-chosen rule; (2) describe objects using at least three comparison words from the week; (3) demonstrate week-1 skills in a playful assessment. |
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| Materials | Mixed trays from Day 1; hoops; comparison objects from Days 3-4; simple picture checklist per child. |
| Key vocabulary | set, member, long, short, heavy, light, large, small |
| Engage (starter) | (10 min) Song and stretch: revisit the sorting chant; flash vocabulary cards while children act each word (stretch tall, crouch small, arms wide, fingers narrow). |
| Develop (main) | (35 min) Sorting Superstars circuit — three tables, ten minutes each, teacher observing with the checklist: Table 1: build two different sets from a mixed tray and name them. Table 2: intruder hunt — find the object that does not belong in three prepared hoops. Table 3: comparison corner — order three ribbons, then choose the heavier of two bags and say the sentence. |
| Plenary (close) | (10 min) Certificates moment: every child states one thing they can do now ("I can make a set!"). Preview next week: "We will meet NUMBERS!" |
| Assessment | Week 1 checkpoint (checklist per child): sorts by a rule; identifies non-members; uses long/short correctly; uses heavy/light correctly. Record secure / developing for each. |
| Teacher notes | This checklist becomes the baseline record for Term 1. Any child developing on 3+ items gets a small-group revisit early next week. |