| Objectives | Students will be able to: (1) represent numbers using strokes and bundles; (2) bundle ten single objects into one ten; (3) explain that one bundle equals ten ones. |
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| Materials | Drinking straws or craft sticks (plenty); rubber bands or string; paper for stroke tallies; a "messy pile" of 23 straws for the hook. |
| Key vocabulary | bundle, ten, ones, singles, tally, strokes |
| Engage (starter) | (10 min) The counting problem: dump 23 straws on the mat. "Count them!" Children try; the class loses track and laughs. "There MUST be a smarter way..." Today we discover it. |
| Develop (main) | (35 min) 1. The big move: count ten straws, BAND them into a bundle — "one TEN!" Keep bundling until only singles remain: two bundles and three singles. Recount instantly: "ten, twenty... twenty-one, twenty-two, twenty-three!" Gasp at the speed. 2. Pairs receive straw piles (between 12 and 30), bundle tens, and report as bundles-and-singles. 3. Stroke recording: draw a long stroke for each bundle, short strokes for singles. 4. Swap piles and verify each other's bundling. |
| Plenary (close) | (10 min) Lightning show: teacher holds up bundles and singles; class calls the count the FAST way (counting tens then ones). Three rounds, growing applause. |
| Assessment | Observation: child bundles exactly ten per bundle without prompting; reports a pile as "__ bundles and __ singles"; recount by tens-then-ones demonstrated once. |
| Teacher notes | This single day carries the whole of place value on its back — give the bundling ritual real ceremony. Keep the class straw kit; it works daily for weeks. |
| Objectives | Students will be able to: (1) identify the tens and ones places in a two-digit numeral; (2) show a two-digit number on a place-value mat with bundles and singles; (3) read the mat as a numeral. |
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| Materials | Straw bundles and singles; place-value mats (two columns labelled TENS and ONES); numeral cards; whiteboards. |
| Key vocabulary | tens place, ones place, digit, place-value mat |
| Engage (starter) | (10 min) Mystery of the twin 2s: write 25 and 52 on the board. "Same digits... same number?" Build both with bundles — 2 bundles 5 singles versus 5 bundles 2 singles. The PLACE changes everything! |
| Develop (main) | (35 min) 1. Introduce the mat: bundles live in the TENS column, singles in the ONES column — no singles allowed to squat in the tens house! 2. Model reading a mat: 3 bundles, 4 singles → the numeral 34, digit by digit. 3. Pairs play "Build it, read it": one builds a mat, partner writes the numeral; swap. 4. Reverse gear: teacher writes a numeral, pairs build the mat. 5. Digit talk: in 47, what does the 4 REALLY mean? (Four tens — forty!) |
| Plenary (close) | (10 min) Whiteboard finale: teacher shows three mats; children write the three numerals. Then the trap: a mat with 12 loose singles — "Something needs bundling first!" |
| Assessment | Whiteboard round: reads 2 of 3 mats correctly as numerals; builds one numeral correctly on the mat; catches or corrects the unbundled-singles trap with support. |
| Teacher notes | The "digit's real meaning" question (4 means forty) is the day's deepest moment — ask it often, expect it to take weeks to fully land. |
| Objectives | Students will be able to: (1) build and read the numbers 11-19 as one ten and some ones; (2) write teen numerals from spoken names; (3) navigate the tricky teen names (eleven, twelve, thirteen, fifteen). |
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| Materials | Bundles and singles; place-value mats; teen numeral and word cards; ten-frames plus loose counters. |
| Key vocabulary | teen numbers, eleven, twelve, thirteen, fifteen, one ten and ___ ones |
| Engage (starter) | (10 min) The naughty teens: count along the line 9, 10... then "ELEVEN? TWELVE?" — who invented these names?! They hide their ten inside. Today we expose their secret. |
| Develop (main) | (35 min) 1. Build 13 on the mat: ONE bundle, THREE singles — "thirteen is hiding one-ten-and-three!" Repeat for 15, 18. 2. The name traps get direct teaching: eleven and twelve follow no rule (old, stubborn words); thirteen and fifteen twist their sounds (thir-, fif-). Chant the teens with a clap on each trap word. 3. Pairs build all teens on mats in order, saying the secret each time ("fourteen: one ten and four"). 4. Hear-and-write: teacher SAYS a teen; children write the numeral — special watch for the fourteen/forty-style confusion to come. |
| Plenary (close) | (10 min) Teen detective: teacher shows a mat with 1 bundle and some singles for two seconds — children write the teen numeral from the flash. Three rounds. |
| Assessment | Hear-and-write slips: 4 of 6 teens written correctly from spoken names; says the "one ten and __" secret for two teens unprompted. |
| Teacher notes | Teens are the hardest number names in English — Caribbean classrooms are not alone in this battle. The "secret hiding ten" story converts frustration to detective fun. |
| Objectives | Students will be able to: (1) build, read and write numbers 20-50 using tens and ones; (2) count on from a decade number (twenty... twenty-one); (3) compare two 2-digit numbers using bundles. |
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| Materials | Straw bundles galore; mats; numeral cards 20-50; two secret bags of pre-bundled numbers for the finale. |
| Key vocabulary | twenty, thirty, forty, fifty, decade, count on |
| Engage (starter) | (10 min) The decade song: march counting bundles only — "ten, twenty, thirty, forty, fifty!" Five bundles, five stomps. Then the twist: "What if I add ONE single to forty?" Forty-one is born. |
| Develop (main) | (35 min) 1. Model the pattern: 20 is 2 bundles, 30 is 3, and the ones ride along after (34 = 3 bundles + 4). 2. Pairs roll two dice: first die = bundles, second = singles; build the mat, write the numeral, read it aloud. Six rounds fill a recording strip. 3. Compare corner: two built numbers side by side — MORE bundles wins instantly; equal bundles means check the singles (a genuinely deep rule, discovered with materials). 4. Crocodile cameo: write the comparison with < or > from Term 1. |
| Plenary (close) | (10 min) Secret bags: two bags of bundled numbers revealed one at a time; class reads each, then crowns the greater with a crocodile sentence on the board. |
| Assessment | Recording strips: 5 of 6 dice numbers built and written correctly; one comparison completed with the correct symbol and a bundles-first explanation. |
| Teacher notes | The bundles-first comparison rule is place-value understanding wearing a game costume — when a child says "look at the tens first," Term 2's biggest idea has landed. |
| Objectives | Students will be able to: (1) demonstrate bundling, place-value mats, teen numbers and numbers to 50 (consolidation); (2) complete the week checkpoint. |
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| Materials | All week's materials; checklist; a 60-second timer for the challenge. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up medley: decade march to fifty; teen chant with trap-claps; one flash-mat read. |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: bundle a mystery pile (18-35 straws) and report it. Table 2: build two numerals on the mat (one teen, one 20-50). Table 3: hear-and-write three numbers; then compare two of them with a symbol. Table 4 (challenge): 60-second bundle race — how big a pile can your pair bundle and name before the timer? Teacher records the checkpoint throughout. |
| Plenary (close) | (10 min) Bundle-race records announced. Preview: "Next week the HUNDRED CHART arrives — every number to 100 has a home, and the clock starts telling us its secrets!" |
| Assessment | Week 1 checkpoint: bundles tens accurately; reads/builds mats both directions; writes teens from speech; compares via tens-first. Secure/developing recorded. |
| Teacher notes | Children still counting singles one-by-one instead of using bundles join a daily 5-minute bundling group next week — place value cannot be rushed past. |