| Objectives | Students will be able to: (1) show that two numbers can be added in any order with the same total; (2) write turn-around (commutative) pairs of addition sentences. |
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| Materials | Dominoes (real or card); counters in two colours; whiteboards; two hoops. |
| Key vocabulary | turn-around, same total, order, either way |
| Engage (starter) | (10 min) Domino magic: hold a domino showing 3 and 4 — count all: 7. Rotate it with a flourish: now 4 and 3 — count again... STILL 7! Gasps. "Is it always true? Let's investigate!" |
| Develop (main) | (35 min) 1. Hoop proof: 2 red join 5 blue; then start again with 5 blue joining 2 red — totals compared, sentences written side by side: 2 + 5 = 7 and 5 + 2 = 7. 2. Pairs investigate four dominoes each, writing both sentences for each and checking totals. 3. Class verdict: does the order EVER change the total? Declare the Turn-Around Law with ceremony. 4. Whiteboards: teacher writes 6 + 3 = 9; children write its turn-around instantly. |
| Plenary (close) | (10 min) Turn-around tennis: teacher serves "1 + 8"; class returns "8 + 1!" Eight rallies, rising pace. |
| Assessment | Domino sheets: both sentences written with equal totals for 3 of 4 dominoes; returns a correct turn-around in tennis twice. |
| Teacher notes | Name it a LAW that children discovered — ownership of a mathematical truth is a memory that lasts. The formal name (commutative) can wait for upper grades. |
| Objectives | Students will be able to: (1) use the turn-around law to start adding from the bigger number; (2) add by counting on 1, 2 or 3 from the larger addend. |
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| Materials | Number line; counters; fact cards where one addend is small (2 + 7, 1 + 9, 3 + 6); whiteboards. |
| Key vocabulary | count on, bigger number, start big, quicker way |
| Engage (starter) | (10 min) The race: teacher solves 2 + 8 by counting ALL from one (slowly, comically); a volunteer armed with yesterday's law turns it to 8 + 2 and counts on "9, 10!" Who won and WHY? |
| Develop (main) | (35 min) 1. Model the strategy chant: "Say the BIG number, count on the small: 8... 9, 10!" with fingers tracking the count-on. 2. Number-line hops confirm: start AT 8, hop 2. 3. Pairs sort fact cards: which addend is bigger? Turn it around if needed, then solve by counting on; record answers. 4. Strategy talk: when is counting on easiest? (When you only count on 1, 2 or 3 — exactly today's cards.) |
| Plenary (close) | (10 min) Whiteboard sprint: six facts flashed (all small-addend); children solve with the count-on chant under their breath and flash answers. |
| Assessment | Card-sort recording: 5 of 6 facts solved correctly with count-on observed (listen for the chant); child turns around at least one fact unprompted. |
| Teacher notes | This strategy is the bridge from counting to recall. Children counting all from one every time get the "big number first" chant as their personal warm-up all week. |
| Objectives | Students will be able to: (1) recall addition facts with totals of 5, 6 and 7; (2) use known strategies (one-more, turn-around, count-on) to find unknown facts fast. |
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| Materials | Fact-family triangles or cards for totals 5-7; counters as safety net; simple board game tracks with dice. |
| Key vocabulary | fact, recall, total, strategy |
| Engage (starter) | (10 min) Strategy museum: three "exhibits" on the board — 4+1 (one-more!), 2+5 (turn it, count on!), 3+3 (just know it?). Children name which tool fits each. |
| Develop (main) | (35 min) 1. Build the fact wall for total 5, then 6, then 7 — children supply facts, teacher arranges the staircase pattern each time. 2. Pairs play the track game: roll, answer the fact on the square, move on a correct answer. 3. Three-in-a-row grids: cover facts with counters by answering; three covered in a line wins. 4. Quiet minute: each child whispers through the total-6 wall alone, ticking known facts on a personal card. |
| Plenary (close) | (10 min) Fact wall harvest: chorus each wall once. Children peek at their personal cards — "Look how many you already KNOW." |
| Assessment | Personal tick cards begun (kept all term): facts self-assessed known/using-strategy. Teacher validates a sample during games. |
| Teacher notes | Personal fact cards make progress visible and private — no public fact races in Grade 1; the only competitor is yesterday's self. |
| Objectives | Students will be able to: (1) recall addition facts with totals of 8, 9 and 10; (2) connect total-10 facts to the make-ten friends from Week 9. |
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| Materials | Fact cards for totals 8-10; ten-frames; the games from Day 3; personal tick cards. |
| Key vocabulary | fact, recall, friends of ten |
| Engage (starter) | (10 min) Reunion: chorus the friends-of-ten chant — then the reveal: "You already KNOW every total-10 fact. Week 9 did the work!" Tick them triumphantly on personal cards. |
| Develop (main) | (35 min) 1. Build walls for totals 8 and 9; spot near-friends ("7+3 makes 10, so 7+2 must be one less: 9!") — strategy talk welcomed, not required. 2. Game rotation from Day 3 with the new card packs. 3. Doubles preview moment: 4+4 and 5+5 sit in these walls — flag them as "mirror facts" (their full week comes next term). 4. Personal card update: whisper-check totals 8-10. |
| Plenary (close) | (10 min) Grand chorus: one fact from each wall total 5 through 10 — six facts, six claps, one proud class. |
| Assessment | Personal cards reviewed: cumulative count of secure facts recorded per child for the Week 10 checkpoint; total-10 facts expected strongest. |
| Teacher notes | The near-friends reasoning (one less than a ten-fact) is advanced — celebrate it where it appears but never require it yet. |
| Objectives | Students will be able to: (1) demonstrate the turn-around law, count-on strategy, and growing fact recall to ten (consolidation); (2) complete the week checkpoint. |
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| Materials | All fact games; dominoes; personal cards; checklist; festive music. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up medley: turn-around tennis, count-on chant with three facts, friends-of-ten echo. |
| Develop (main) | (35 min) Fact fiesta stations with checklist: Table 1: domino turn-arounds — write both sentences for two dominoes. Table 2: count-on cards — solve four small-addend facts aloud. Table 3: teacher table — individual 10-fact sample across totals 5-10 (the week's key data). Table 4: free choice of the week's games. |
| Plenary (close) | (10 min) Fiesta finale: class streak attempt on mixed facts — beat Week 9's record? Preview: "Next week our sentences learn to say NOT EQUAL, BIGGER and SMALLER — with a very hungry crocodile." |
| Assessment | Week 10 checkpoint: turn-around law demonstrated; count-on used for small addends; fact sample score /10 recorded per child (compare in Week 12). |
| Teacher notes | The /10 sample gives you a clean pre/post measure across Weeks 10-12 — perfect evidence for Term 1 reports. |