| Objectives | Students will be able to: (1) identify even and odd numbers to 20 using the pair test; (2) explain even as "pairs with none left over" and odd as "one left over"; (3) settle the Week 6 sharing mystery. |
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| Materials | Counters; pair-grids (two-column frames); the famous 7 from Week 6; hundred chart with the 2s already marked; number cards. |
| Key vocabulary | even, odd, pair, left over, pair test |
| Engage (starter) | (10 min) Cold case reopened: Week 6's set of 7 that REFUSED to share fairly between two plates. Today, the truth. Pair up 7 counters: three pairs... and ONE standing alone. "Numbers with a leftover have a name: ODD!" |
| Develop (main) | (35 min) 1. The pair test formalised: counters into the two-column grid — flat top means EVEN, bump means ODD. Test 4, 6, 9, 12 together. 2. Pairs test every number 1-12, sorting number cards onto EVEN/ODD mats with grid evidence. 3. Chart revelation: mark the odds among the marked evens — perfect alternation! "Even, odd, even, odd... the numbers take turns forever." 4. The last-digit shortcut discovered (not told): all our evens end in 0,2,4,6,8 — test the shortcut on 16 and 19 with the grid as judge. |
| Plenary (close) | (10 min) Whisper-SHOUT reprised with new meaning: whisper the odds, SHOUT the evens — the Week 5 game was even/odd in disguise all along! |
| Assessment | Card sort: 10 of 12 correct with grid evidence; "left over" language used in one explanation; shortcut applied to one teen number. |
| Teacher notes | Even/odd via pairing (not rote last-digits) builds the concept that survives into divisibility. Solving the term's parked mystery today models mathematics as a long game — questions wait patiently for their answers. |
| Objectives | Students will be able to: (1) count on even numbers only to 20; (2) count on odd numbers only to 19; (3) continue and repair even/odd sequences. |
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| Materials | Floor stepping stones (two colours: even/odd); sequence strips with gaps; the hundred chart; a drum or clap rhythm. |
| Key vocabulary | count on, evens only, odds only, sequence, skip |
| Engage (starter) | (10 min) The two paths: even stones in gold, odd stones in green laid as parallel paths. Walk the gold path counting "2, 4, 6..." — familiar! Now the green path: "1, 3, 5, 7..." — a NEW song with the same skip. |
| Develop (main) | (35 min) 1. Path practice: hop each path forwards to 20/19, then BACKWARDS (the drum keeps the skip honest). 2. Start-anywhere: begin the odd count from 7; the even count from 12 — mid-path entries mastered. 3. Sequence strips: repair gapped even runs AND odd runs (1, 3, _, 7; 14, 16, _, 20), one backwards strip each. 4. The interleave challenge for the quick: two children alternate paths aloud — "1! 2! 3! 4!" — evens and odds weaving the whole counting sequence back together. |
| Plenary (close) | (10 min) Rhythm finale: the class claps evens, clicks odds, in one continuous count to 20 — the number line as percussion. |
| Assessment | Strips: 3 of 4 repaired including one odd-sequence and one backwards; hops from mid-path starts; interleave attempted by ready pairs. |
| Teacher notes | Odd-number counting is markedly harder than even (no pair anchor) — expect and normalise stumbles. These twin sequences are Grade 2's multiplication tables sending a postcard ahead. |
| Objectives | Students will be able to: (1) use the litre to judge containers as holding more or less than a litre; (2) estimate-then-verify capacity comparisons; (3) record capacity judgements. |
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| Materials | The litre bottle (the standard!); assorted containers: bucket, cup, pot, juice box, basin, bottle-cap; water, funnel, towels; MORE/LESS/ABOUT sorting labels. |
| Key vocabulary | litre, capacity, holds more, holds less, about a litre |
| Engage (starter) | (10 min) The litre takes the throne: "Last week you met the litre. Today it becomes our JUDGE — every container in this room holds MORE or LESS than the royal litre. Estimates first, trials after!" |
| Develop (main) | (35 min) 1. Prediction parade: eight containers displayed; teams place MORE/LESS/ABOUT labels by eye alone, recorded on the board. 2. Trial by water: pour the litre into each candidate (or the candidate into the litre) — overflow means less-than-a-litre capacity... reason it through each time; labels corrected publicly. 3. The bottle-cap comedy: obviously less — but HOW MANY caps would a litre fill? Estimate wildly, test with three caps and extrapolate the giggle. 4. Real-life litre hunt: which home containers hold about a litre? (Juice bottles, water bottles — children list from life.) |
| Plenary (close) | (10 min) Verdict review: which predictions fooled us and why? (Tall-thin strikes again!) The litre-judge closes court until Term 3's deeper capacity work. |
| Assessment | Prediction vs verdict record: majority of team labels correct after one revision; "holds more/less than a litre" sentence used; the tall-thin lesson cited by someone. |
| Teacher notes | Capacity estimation lags length estimation developmentally — expect wilder guesses and celebrate the calibration, not the accuracy. The litre-as-benchmark mirrors the ten-jar strategy; name the rhyme. |
| Objectives | Students will be able to: (1) identify triangles in the environment including non-standard orientations; (2) describe the triangle's properties (3 sides, 3 corners); (3) distinguish triangles from near-triangles. |
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| Materials | Triangle cards in many orientations and proportions; straws and connectors; the shape-hunt tally format; "impostor" cards (3 sides not closed, curved sides). |
| Key vocabulary | triangle, three sides, three corners, closed |
| Engage (starter) | (10 min) The new recruit: circle, square and rectangle welcome... the TRIANGLE! Count its credentials together: 3 sides, 3 corners. Air-trace its pointy signature. |
| Develop (main) | (35 min) 1. The rotation parade: triangles shown point-up, point-DOWN, long-and-thin, wide-and-squat — ALL still triangles ("a triangle upside-down is STILL a triangle!" — attacking the classic misconception head-on). 2. Impostor patrol: cards with unclosed sides or curved edges REJECTED with reasons — three STRAIGHT sides, CLOSED, or no badge. 3. Build patrol: straw triangles constructed; discover the triangle's secret strength (it holds its shape when squeezed — squares wobble!). 4. Environment hunt: rooftops, sails, road signs, sliced sandwiches, musical triangle — tallied in the trusty format. |
| Plenary (close) | (10 min) Gang portrait: all four shapes drawn on one poster by table teams, each labelled with its side-and-corner credentials. The plane-shape gang of Grade 1 is complete. |
| Assessment | Rotation test: identifies 4 of 5 oriented triangles; rejects one impostor with a stated reason; straw triangle built with 3 closed sides. |
| Teacher notes | The point-down triangle rejection is among the most-documented misconceptions in early geometry — today's parade inoculates. The rigidity discovery links to real Caribbean roof trusses; say so. |
| Objectives | Students will be able to: (1) classify data by attributes close to their own lives; (2) re-classify the same data by a different attribute; (3) consolidate the week in the checkpoint. |
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| Materials | Attribute cards (age, transport, siblings, favourite subject); sorting hoops; the class itself as the data set; checklist. |
| Key vocabulary | classify, attribute, sort by, group, re-sort |
| Engage (starter) | (10 min) The class IS the data (Week 4 Term 1's game, now with its grown-up name): "Sort yourselves by HOW YOU CAME TO SCHOOL." Hoops fill; counts recorded. "We just CLASSIFIED by an attribute!" |
| Develop (main) | (35 min) 1. Re-classification revelation: the SAME children sort again by siblings/no-siblings — same data, different attribute, different story. Twice more by new attributes, counts recorded each time. 2. Table data sets: bags of mixed buttons classified by colour, THEN re-classified by size — recorded as two mini-tables. 3. Attribute detective: teacher pre-sorts objects secretly; teams deduce the sorting rule from the groups alone. 4. Week checkpoint corner (15 min): even/odd card sort with grid; one odd-sequence strip; one more-or-less-than-a-litre judgement; triangle rotation flash — checklist completed. |
| Plenary (close) | (10 min) The classifier's motto coined together: "One set of data, MANY true stories — it depends what you sort by." Preview: "Next week — the term's GRAND FINALE: operations that undo each other, the number line's return, and your Term 2 celebration!" |
| Assessment | Button tables: both classifications correct; sorting rule deduced once; checkpoint corner records even/odd, sequences, litre and triangle status. |
| Teacher notes | Re-classification is the deep skill — data shaped by the question asked is the root of statistical literacy AND healthy skepticism. The attribute-detective game is assessment disguised as espionage. |