| Objectives | Students will be able to: (1) decide whether a story problem needs addition or subtraction; (2) justify the choice using story clues; (3) solve the chosen sentence. |
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| Materials | Story problem cards (join stories, take-away stories, and one sneaky "how many more"); the two sign cards as sorting posts; whiteboards. |
| Key vocabulary | choose, operation, clue, makes sense, join, take away |
| Engage (starter) | (10 min) Two doors on the board: the + door and the - door. A story knocks: "Ana has 5 bananas; Granny gives her 3 more." WHICH DOOR? The class votes with arms (together = plus) and defends the choice. |
| Develop (main) | (35 min) 1. Clue detective work: JOIN clues (more, gives, another, altogether) versus TAKE-AWAY clues (eats, loses, flies off, left) collected on the door posters — but with the warning: read the WHOLE story, clues can trick! 2. Pairs sort eight story cards to the doors, then solve each with a written sentence. 3. The trickster card: "Marc has 8 marbles, Kia has 5 — how many MORE has Marc?" No one leaves, nothing joins... yet minus answers it (Week 8's data comparison, remembered!). Handle together, slowly. 4. Story swap: pairs write one story for EACH door; another pair sorts and solves them. |
| Plenary (close) | (10 min) Door duel finale: four rapid stories read aloud; arms vote the door; a volunteer states the sentence for each. |
| Assessment | Sorted cards: 6 of 8 doors correct with sentences solved; a story-pair authored with both operations valid; trickster card discussed (mastery not expected). |
| Teacher notes | Choosing the operation is THE Grade 1 problem-solving summit — and clue-words are training wheels that must eventually come off. Always send children back to "act the story in your head" when clues mislead. |
| Objectives | Students will be able to: (1) complete number sentences with missing numbers using addition AND subtraction facts; (2) use fact-family knowledge to solve mixed blanks; (3) check answers by re-reading the whole sentence. |
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| Materials | Mixed sentence strips (3 + _ = 8, 9 - _ = 4, _ - 2 = 6); triangle cards as the master key; counters; whiteboards. |
| Key vocabulary | missing, complete, check, fact family |
| Engage (starter) | (10 min) The vandal strikes again: overnight, numbers stolen from BOTH plus and minus sentences on the board! Detectives assemble — but today we carry a master key: the fact family triangle. |
| Develop (main) | (35 min) 1. Key demonstration: 9 - _ = 4 is the 9-family with parts 4 and... 5! The triangle answers instantly what counting labours over. 2. Pairs repair a mixed pack of eight strips, triangles beside them; every repair CHECKED by reading the completed sentence aloud ("nine minus five IS four — true!"). 3. The fearsome front-blank: _ - 2 = 6 — think "what whole, less 2, leaves 6?" Build it if needed: the whole is the two parts together. Two supported examples, then one solo. 4. Repair-shop swap: pairs author one broken sentence for the next table. |
| Plenary (close) | (10 min) Grand repairs board: three student-authored breaks solved publicly, each verified by choral read-back. |
| Assessment | Repair packs: 6 of 8 including at least one front-blank; check-by-reading habit observed; authored break is solvable and correct. |
| Teacher notes | Front-position blanks in subtraction are the hardest sentence form of the year — the "parts make the whole" reframe is the only reliable route. Two supported before one solo; confidence is the curriculum here. |
| Objectives | Students will be able to: (1) generate the complete fact family from three related numbers; (2) explain how addition and subtraction undo each other informally; (3) use families to answer mixed facts fast. |
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| Materials | Triangle cards; blank triangles for authoring; number trios (2,5,7); house-shaped family frames (roof holds the whole); personal fact cards. |
| Key vocabulary | fact family, related, whole, parts, undo |
| Engage (starter) | (10 min) The family portrait: numbers 3, 4 and 7 pose together. "One family, FOUR facts!" Write all four with ceremony: 3+4=7, 4+3=7, 7-3=4, 7-4=3. Buy one trio, get four facts free! |
| Develop (main) | (35 min) 1. Family factory: pairs receive number trios and write each complete family in a house frame — whole in the roof, parts in the rooms, four facts on the door. Four houses per pair. 2. The undo game: build 4 + 3 = 7 with counters... now take the 3 back OFF: 7 - 3 = 4. "Subtraction UNDOES addition!" — act it twice more (Week 12 will crown this idea). 3. Odd-family-out: one house on the board contains an impostor fact — find and evict it. 4. Speed harvest: personal fact cards gain every fact whose family is now secure. |
| Plenary (close) | (10 min) Family reunion chant: the class recites two families in four-voice rounds (each table takes one fact). Mathematics as choir practice. |
| Assessment | House frames: 3 of 4 families complete and correct; the undo demonstrated with counters once; impostor evicted with a reason. |
| Teacher notes | Fact families halve the memorisation load of arithmetic — a child who owns families owns both operations at once. The "undo" language today is Week 12's inverse-operations lesson knocking politely. |
| Objectives | Students will be able to: (1) identify liquid measures — teaspoon, measuring cup, litre; (2) order the measures by size; (3) predict and count how many small units fill a larger one. |
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| Materials | Water station (basin, towels!); teaspoons, measuring cups, a litre bottle; food colouring for drama; funnel; prediction slips. |
| Key vocabulary | teaspoon, cup, litre, full, holds, pour |
| Engage (starter) | (10 min) The thirsty problem: the puppet wants juice measured EXACTLY. Show the three heroes — tiny teaspoon, middling cup, mighty litre bottle. "Which for a cake recipe's vanilla? Which for sharing juice with the class?" |
| Develop (main) | (35 min) 1. Meet and order: handle all three; order smallest-holds to largest-holds; find each in real life (medicine spoon, cooking cup, juice bottle). 2. THE BIG PREDICTION: how many CUPS fill the litre bottle? Slips in, then the coloured-water pour-count settles it publicly (usually about 4 standard cups — the counting is the point, not the constant). 3. Station rotations: teaspoons-to-fill-a-cup count; which-container-holds-more duels between odd-shaped containers (tall-thin vs short-fat — the eye deceives, pouring proves!). 4. Vocabulary anchoring: full, half-full, empty labelled on displayed bottles. |
| Plenary (close) | (10 min) The deceiver reveal: the tall thin bottle versus the short fat jar — class votes, pour decides, minds change. "In measuring, POURING is proof." |
| Assessment | Prediction slips vs results: participates in pour-count; orders the three measures correctly; one tall-thin/short-fat judgement revised after evidence. |
| Teacher notes | Conservation of volume (tall-thin ≠ more) is a genuine developmental milestone that some six-year-olds haven't crossed — the pouring duels gently escort them over. Towels. Many towels. |
| Objectives | Students will be able to: (1) demonstrate operation choice, mixed sentence completion, fact families and liquid measure knowledge (consolidation); (2) complete the week checkpoint. |
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| Materials | Story cards; strips; triangles; the water heroes (dry demo only today); checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up: two door-vote stories; one family chanted; order the three liquid measures blind (by memory). |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: sort four fresh stories to doors and solve two. Table 2: repair four mixed strips including one front-blank. Table 3: build one complete fact family from a trio; demonstrate the undo with counters. Table 4: liquid quiz — match teaspoon/cup/litre to three real-life jobs; answer the tall-thin question. Teacher records throughout. |
| Plenary (close) | (10 min) The connection crown: "Plus and minus are FAMILY — they undo each other. You now command BOTH." Preview: "Next week, the leftover mystery from Week 6 is finally SOLVED — even and odd numbers — plus triangles join our shape gang!" |
| Assessment | Week 10 checkpoint: operation choice; mixed blanks; fact-family generation; liquid measure ordering and use-matching. Secure/developing per skill. |
| Teacher notes | This week completes the operations core of Grade 1 — everything after is polish and application. Children still door-sorting by single clue-words (not story sense) get story-acting small groups before Week 12's assessment. |