| Objectives | Students will be able to: (1) count fluently in tens to 100 forwards and backwards; (2) count in tens starting from any decade; (3) use ten-counting to count large groups fast. |
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| Materials | Straw bundles (ten of them!); hundred chart; a big pile of counters (about 80) for the grand count; music for the decade march. |
| Key vocabulary | count in tens, decade, forwards, backwards |
| Engage (starter) | (10 min) Decade march to full glory: ten bundles laid in a line; march and count "ten, twenty... ONE HUNDRED!" Then the twist — march BACKWARDS: "one hundred, ninety, eighty..." |
| Develop (main) | (35 min) 1. Chart connection: counting in tens is sliding DOWN a column — watch 10, 20, 30 light up in a straight line. 2. Start-anywhere game: teacher points at 40 — count on in tens from there; point at 70, count backwards. 3. The grand count: a mountain of ~80 counters. Groups of ten first (last term's organising habit!), then count the groups in tens. Time it; marvel at the speed. 4. Everyday tens: count fingers around the class in tens; count toes; count a stack of $10 play notes. |
| Plenary (close) | (10 min) Tens tennis: teacher serves any decade; class returns the next; miss a beat, restart the rally. Forwards and backwards rallies. |
| Assessment | Observation: counts in tens 10-100 forwards and backwards; continues from a mid-decade start twice; participates in group-then-count strategy for the grand count. |
| Teacher notes | Backwards decade counting quietly prepares subtracting tens. The grand-count timing creates the "tens are POWER" feeling every child should carry from this week. |
| Objectives | Students will be able to: (1) compare 2-digit numbers using <, > and =; (2) apply the tens-first rule when comparing; (3) order three 2-digit numbers. |
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| Materials | Numeral cards to 100; bundles for proof; the crocodile; comparison strips; hundred chart. |
| Key vocabulary | greater than, less than, tens first, order |
| Engage (starter) | (10 min) The rematch: Croccy the crocodile returns, now facing GIANT numbers — 47 versus 74. Same digits again! Bundles built, tens compared, mouth chomps toward 74. |
| Develop (main) | (35 min) 1. Formalise the tens-first rule discovered in Week 1: compare tens digits; only if they tie do the ones get a say. Prove twice with bundles. 2. Pairs complete eight comparison strips (include tie-tens pairs like 63 _ 68, and one equals trap). 3. Chart shortcut discovery: the LATER number in reading order is always greater — the chart already knows! Verify three strips against it. 4. Order three cards least to greatest on desks; one set includes a teen among decades (15, 51, 50) to spring the -ty/-teen trap one more time. |
| Plenary (close) | (10 min) Human inequality: three children hold big numeral cards and self-sort; class writes the two-symbol chain on whiteboards (15 < 50 < 51). |
| Assessment | Strips: 6 of 8 correct including a tie-tens item; three-card ordering correct; tens-first rule stated in own words once. |
| Teacher notes | When a child explains "the tens boss decides first," place value and comparison have fused — this is a reportable milestone for Term 2. |
| Objectives | Students will be able to: (1) associate months with school activities and regional holidays/seasons; (2) estimate and compare the time that daily activities take; (3) use the months sequence confidently. |
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| Materials | Month line from Term 1; event picture cards (Independence, Carnival where relevant, Christmas, Easter, start of school, hurricane season, harvest/crop-over equivalents); sand timer or count-timer; activity cards. |
| Key vocabulary | month, holiday, season, longer, shorter, estimate |
| Engage (starter) | (10 min) Months chant revival with the marker moved to THIS month. "What is coming NEXT month? What happened LAST month?" — the line answers everything. |
| Develop (main) | (35 min) 1. Event pinning: children place event cards on their months — school opens in September, hurricane season stretches June to November (pin a long ribbon across all six months!), Christmas in December, and YOUR territory's own days (Independence, Emancipation, Carnival, Crop Over — honour every family's calendar). 2. Estimation lab: which takes LONGER — writing your name or singing the anthem? Predict, then time both with the sand timer. Three duels. 3. Pairs sort six activity cards from quickest to longest (blink, brush teeth, school day, night's sleep). 4. Month maths: how many months until December? Count on the line. |
| Plenary (close) | (10 min) My favourite month speeches: five volunteers, one sentence each — "My favourite month is ___ because ___." The line gets pointed at with every speech. |
| Assessment | Event cards pinned sensibly (regional variation welcomed); estimation duel predictions revised after evidence at least once; activity sort broadly correct. |
| Teacher notes | PAN-CARIBBEAN NOTE: let children of different heritages pin THEIR festivals — the month line becomes a map of the region's shared and distinct celebrations, which is Social Studies gold smuggled into maths. |
| Objectives | Students will be able to: (1) model shapes using plasticine or similar material; (2) describe modelled shapes using shape vocabulary (round, flat, corner, edge, curved, straight); (3) connect handmade shapes to shapes in the world. |
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| Materials | Plasticine, play dough or clay (local flour-salt dough works); rolling boards; plastic knives or craft sticks; shape cards from Term 1 as inspiration. |
| Key vocabulary | model, roll, flatten, round, flat, corner, edge, curved |
| Engage (starter) | (10 min) The magic lump: one ball of dough transforms in the teacher's hands — rolled ROUND, squashed FLAT, pinched to a CORNER. "Today YOUR hands become shape factories." |
| Develop (main) | (35 min) 1. Guided making: everyone rolls a ball (round everywhere, no corners — like which classroom object?), then a snake (long and curved), then flattens a circle (flat and round). 2. Corner commission: make something with corners — a flattened square or triangle; count its corners with a craft stick tap. 3. Free build with a brief: model one NATURE shape and one MAN-MADE shape (Term 1's great divide returns in 3D!). 4. Gallery talk: each sculptor describes one work using at least two shape words. |
| Plenary (close) | (10 min) Feel-and-guess: eyes closed, hands on a partner's sculpture — "Round or flat? Corners or curves?" Guess what it is. Giggles and vocabulary in equal measure. |
| Assessment | Gallery talk: two shape words used correctly per child; corners counted accurately on one made shape; both brief categories attempted. |
| Teacher notes | Hands-on modelling builds the shape intuition that names alone never can — Term 3's solids (sphere, cube, pyramid, cuboid) will grow directly from today's balls and boxes. Photograph the gallery for the class scrapbook. |
| Objectives | Students will be able to: (1) demonstrate January's skills: bundles and place value, numerals to 100, the hundred chart, time, money, tens-counting, comparison, months and modelling; (2) complete the month checkpoint circuit. |
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| Materials | All month's kits; month checkpoint sheet per child; certificates or star stamps. |
| Key vocabulary | All January vocabulary |
| Engage (starter) | (10 min) January memory parade: the straw bundle, the hundred chart, the clock, a coin, the dough — one artefact per week held high while children shout what it taught them. |
| Develop (main) | (35 min) Grand review circuit (teacher records the month checkpoint): Station 1: bundle a pile and read it as a numeral; one digit interview. Station 2: hundred-chart find-it-fast (three numbers) and one hidden-number riddle. Station 3: set one o'clock and one half-past time; match one routine card. Station 4: coin values flash; total one set; perform one ten-for-one trade. Station 5: compare two 2-digit numbers with a symbol; count in tens from 30 to 100. Station 6: describe your dough sculpture from Thursday with two shape words. |
| Plenary (close) | (10 min) Star ceremony and the tallest preview yet: "February brings DOUBLES, counting by twos, and the great fraction adventure — HALVES and QUARTERS. Rest your bundling fingers this weekend!" |
| Assessment | Month checkpoint recorded across six stations; compare against Term 1's end-of-term record to flag any place-value stragglers for the February support group. |
| Teacher notes | January is the term's load-bearing month — place value underpins everything from here to CSEC. The checkpoint's Station 1 digit interview is the single most predictive item; weight it accordingly in your records. |