| Objectives | Students will be able to: (1) match members of two sets one-to-one; (2) say when two sets have the SAME number of members. |
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| Materials | Cups and saucers (or lids and containers), straws and bottles, picture cards of children and school bags; string for matching lines. |
| Key vocabulary | match, pair, same, one-to-one |
| Engage (starter) | (10 min) Set out 5 cups and 5 saucers jumbled. "Does every cup have a saucer friend? How can we check WITHOUT counting?" Lead children to pairing. |
| Develop (main) | (35 min) 1. Model one-to-one matching: one cup on one saucer, no leftovers means SAME. 2. Pairs match straws to bottles, pencils to children at their table, using string lines on picture cards. 3. Each pair reports with the frame: "Every ___ has a ___. The sets are the SAME." 4. Sneak in a mismatch tray (6 lids, 6 containers) so children experience checking carefully. |
| Plenary (close) | (10 min) Human matching: 5 boys and 5 girls make pairs; class judges SAME. Add one more child — "Uh oh! What happened?" (Bridges to tomorrow.) |
| Assessment | Observe pair work: child physically matches without skipping or doubling; child states "same" only when there are no leftovers. |
| Teacher notes | One-to-one correspondence is the bedrock of counting — do not rush this day. Support: start with sets of 3. |
| Objectives | Students will be able to: (1) use matching to decide which of two sets has more or fewer members; (2) use the words more and fewer correctly. |
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| Materials | Counters in two colours, picture card sets, hoops; yesterday's matching strings. |
| Key vocabulary | more, fewer, same, leftover |
| Engage (starter) | (10 min) Return to yesterday's cliffhanger: 6 children, 5 chairs, music game (one careful round). "Why is someone standing? MORE children than chairs!" |
| Develop (main) | (35 min) 1. Model: match red counters to blue; leftovers on the red side means red has MORE, blue has FEWER. 2. Pairs get two secret handfuls of counters, match them, and announce which has more/fewer. 3. Picture problems: 7 mangoes, 5 birds — are there enough mangoes for each bird? 4. Mini-challenge: MAKE the sets the same by adding or taking away. |
| Plenary (close) | (10 min) Show two towers of cubes. Children vote MORE/FEWER/SAME with hand signals, then one volunteer proves it by matching cube-to-cube. |
| Assessment | Exit check per child with two counter sets (4 vs 6): correctly identifies which has more AND which has fewer, and shows the matching that proves it. |
| Teacher notes | The word "fewer" needs deliberate use — children default to "less". Model it warmly and often. |
| Objectives | Students will be able to: (1) recognise the numerals 0-5; (2) count sets of 0-5 objects accurately; (3) match numeral cards to sets. |
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| Materials | Large numeral cards 0-5; counters, seeds; five-frames drawn on card; an empty tin for the story of zero. |
| Key vocabulary | zero, one, two, three, four, five, numeral, count |
| Engage (starter) | (10 min) The story of Zero: shake a noisy tin of seeds, pour them out one by one counting down, until the tin is EMPTY — "How many now? ZERO!" Show the numeral 0. |
| Develop (main) | (35 min) 1. Introduce each numeral 0-5 with its card: trace it in the air, on the carpet, on a partner's back. 2. Counting rule: touch each object once, say one number (demonstrate wrong counting and let children catch the mistake). 3. Five-frame work: children build sets to match a shown numeral. 4. Match-up game: numeral cards face down, seed sets on plates — flip and find your set. |
| Plenary (close) | (10 min) Flash numerals 0-5 in random order; children show that many fingers fast. End on 0 — everyone shows fists and shouts "ZERO!" |
| Assessment | Individual quick-check during five-frame work: counts a set of 4 accurately with one-to-one touching; matches numerals 2 and 5 to correct sets. |
| Teacher notes | Zero deserves its own celebration — it is a big abstract idea. Keep numeral formation informal today; writing comes in Week 6. |
| Objectives | Students will be able to: (1) recognise the numerals 6-10; (2) count sets of 6-10 objects accurately; (3) match numeral cards to sets of 6-10. |
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| Materials | Large numeral cards 6-10 (and 0-5 for mixing); counters, bottle caps; ten-frames; number song or chant. |
| Key vocabulary | six, seven, eight, nine, ten, numeral, count, ten-frame |
| Engage (starter) | (10 min) Counting parade: march and count claps to 10 with a familiar counting song. Reveal today's new numeral friends 6-10 on cards. |
| Develop (main) | (35 min) 1. Introduce 6-10 one at a time; air-trace each. 2. Ten-frame building: show a numeral, children build it with caps (link: 8 is 5 and 3 more — the frame shows it). 3. Careful-counting practice with larger sets where mistakes happen: children count 9 scattered caps, then line them up and re-count — which way was easier and why? 4. Mixed match-up 0-10: numeral cards to set plates around the room (movement game). |
| Plenary (close) | (10 min) Show me: teacher claps a number of times (up to 10); children hold up the matching numeral card from a small personal set. |
| Assessment | During ten-frame building: accurately builds sets of 7 and 10; recognises numerals 6 and 9 without support (these two are commonly confused with each other and with reversals). |
| Teacher notes | Scattered-versus-line counting builds the organising habit. Watch for the classic 6/9 confusion; a dot under the numeral helps. |
| Objectives | Students will be able to: (1) count and match sets 0-10 confidently (week consolidation); (2) identify objects of equal length. |
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| Materials | All numeral cards 0-10; counters; strings and paper strips cut in matching and non-matching lengths. |
| Key vocabulary | equal, same length, numeral, count |
| Engage (starter) | (10 min) Beat-the-teacher: teacher flashes numerals 0-10, class responds with finger sets faster each round. |
| Develop (main) | (35 min) 1. Round-up stations (15 min): (a) build the set for a drawn numeral; (b) count the plate and find its numeral; (c) fix the wrong match. Teacher records the Week 2 checklist. 2. New idea (15 min): EQUAL length. Recall Week 1 long/short; now find strips that are exactly the same. Model aligning ends; pairs hunt through the strip box for equal pairs and glue one pair to paper. 3. Sentence frame: "These strips are EQUAL. They are the same length." |
| Plenary (close) | (10 min) Class survey preview: "Next week we will put numbers IN ORDER — who can guess what comes after 6?" Celebrate the week's number friends with one big count to 10. |
| Assessment | Week 2 checkpoint: counts sets to 10 with one-to-one accuracy; matches numerals to sets 0-10; identifies an equal-length pair by aligning ends. |
| Teacher notes | Children secure on 0-10 recognition can begin ordering informally at station (a) — a head start on Week 3. |