| Objectives | Students will be able to: (1) complete number sentences with a missing total (e.g. 3 + 2 = _); (2) use counters to find the missing number. |
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| Materials | Counters, numeral cards, prepared sentence strips with blanks at the end; whiteboards. |
| Key vocabulary | missing, complete, sentence, total |
| Engage (starter) | (10 min) The wind blew our sentences apart! Show 4 + 1 = _ on the strip. "Detectives — what fell off?" Build with counters, find 5, repair the sentence with applause. |
| Develop (main) | (35 min) 1. Model the detective method: build both sets, join, count the total, write it in. 2. Pairs repair a pack of six sentence strips (totals within 10), building each with counters. 3. Speed round on whiteboards: teacher shows a strip; pairs write just the missing total. 4. Sentence swap: pairs WRITE a sentence with a blank for another pair to solve. |
| Plenary (close) | (10 min) Human sentence: children hold numeral and sign cards to build 6 + 2 = _; the class solves and the "8 child" runs to complete the line. |
| Assessment | Repair packs checked: 5 of 6 strips completed correctly with counters as evidence. Speed round shows growing recall for small totals. |
| Teacher notes | Watch for children who count ALL from one each time versus those counting ON from the first number — praise counting-on when it appears; Week 9 builds on it. |
| Objectives | Students will be able to: (1) choose the correct sign (+ or -) to complete a number sentence; (2) complete sentences with a blank in different positions (e.g. 4 + _ = 6). |
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| Materials | Counters; sentence strips with missing SIGNS and mid-position blanks; sign cards per pair. |
| Key vocabulary | sign, choose, makes sense, missing part |
| Engage (starter) | (10 min) Sign doctor: the strip says 5 ? 2 = 7. Act both possibilities with counters — which sign makes the sentence TRUE? Children vote, then prove. |
| Develop (main) | (35 min) 1. Model sign-choosing twice (one +, one -), always proving with counters. 2. Pairs work six sign-doctor strips. 3. Level up: the MIDDLE is missing — 4 + _ = 6. Build 4, count on to 6 with fingers raised: TWO more! (This is Week 4's partitioning wearing new clothes.) 4. Three mid-blank strips per pair, counters allowed and encouraged. |
| Plenary (close) | (10 min) Class challenge board: 3 + _ = 5, _ + 2 = 6, 7 - _ = 5 solved together with volunteers proving each with counters. |
| Assessment | Strips assessed: signs chosen correctly on 5 of 6; at least two mid-blank sentences solved with a working method shown. |
| Teacher notes | Mid-position blanks are genuinely hard — they demand thinking about relationships, not procedures. Celebrate strategies, accept counters always. |
| Objectives | Students will be able to: (1) read, build, complete and create number sentences using +, - and = with confidence; (2) apply the week's skills in game form. |
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| Materials | All sentence materials; dice; bean bags and buckets labelled with numerals; music. |
| Key vocabulary | All sentence vocabulary |
| Engage (starter) | (10 min) Carnival opening parade: march to music holding sign and numeral cards high; freeze when the music stops and READ the sentence nearest you. |
| Develop (main) | (35 min) Three carnival games, ten minutes each: Game 1 - Dice sentences: roll two dice, build and write the addition sentence. Game 2 - Bucket toss: toss 5 bean bags at buckets; write the sentence of hits plus misses (hits + misses = 5 — sneaky partitioning!). Game 3 - Sentence stalls: a market stall of priced fruit pictures (small numbers); "buy" two items and write the plus sentence. |
| Plenary (close) | (10 min) Carnival awards: every child reads their favourite sentence of the day to a partner with full showmanship. |
| Assessment | Game recording slips collected: at least four correct sentences written across the three games, including one subtraction. |
| Teacher notes | The bucket-toss game quietly rehearses number bonds of 5 — repeat it during the term with 10 bean bags for bonds of 10. |
| Objectives | Students will be able to: (1) copy and continue a repeating pattern; (2) create a repeating pattern using a simple shape by printing; (3) describe a pattern's repeating part. |
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| Materials | Cut potato halves or sponge shapes, paint in shallow trays; paper strips; bottle caps and seeds for concrete patterns; pattern cards. |
| Key vocabulary | pattern, repeat, next, printing, again and again |
| Engage (starter) | (10 min) Pattern clap: teacher claps clap-clap-stomp, clap-clap-stomp... children join when they crack the code, then a volunteer leads a NEW body pattern. |
| Develop (main) | (35 min) 1. Concrete patterns first: cap-seed-cap-seed... children say it aloud and place WHAT COMES NEXT. Continue three pattern cards. 2. Find the repeating part: frame the "chunk" that repeats with two fingers. 3. PRINTING TIME: dip the shape, print a repeating pattern along the strip (shape-gap-shape-gap, or two-colour alternation). 4. Pattern hunt: spot repeats in the classroom and clothing — tiles, fabric, fences in pictures. |
| Plenary (close) | (10 min) Pattern gallery: strips displayed; class reads one strip aloud together ("circle, circle, leaf, circle, circle, leaf...") and predicts the next print. |
| Assessment | Printed strips assessed: pattern repeats correctly at least three full times; child says what comes next on two pattern cards. |
| Teacher notes | Patterning is pre-algebra — the "repeating chunk" idea returns as skip counting (Term 2) and number patterns (Grade 3). Messy aprons advised; joy guaranteed. |
| Objectives | Students will be able to: (1) demonstrate October's skills: ordinals, number words, writing numerals, measuring, number sentences, calendar, patterns; (2) complete the month checkpoint circuit. |
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| Materials | All month's resources; month checkpoint sheet per child. |
| Key vocabulary | All October vocabulary |
| Engage (starter) | (10 min) October memory parade: one artefact per week held up (ordinal card, sand tray, + sign, pattern strip); children call out what each taught them. |
| Develop (main) | (35 min) Grand review circuit (teacher records the month checkpoint): Station 1: line-up questions — two ordinal positions; read two number words. Station 2: count-and-write two plates; build one set from a written numeral. Station 3: complete two number sentences (one missing total, one missing sign); write one sentence from an acted story. Station 4: measure one object with paper clips and record. Station 5: continue two repeating patterns; answer "what day is today, what month are we in?" |
| Plenary (close) | (10 min) Proud moments circle: each child shares one "In October I learned to ___." Preview November: "Our addition facts become SUPERPOWERS — one more than, and the magic of MAKING TEN!" |
| Assessment | Month 2 checkpoint recorded across five stations (secure/developing). Compare against Month 1 to update small-group support lists for November. |
| Teacher notes | Family note home: play "shop" with real coins coming soon — families can start naming coins at market. October's writers become November's fact-masters. |