| Objectives | Students will be able to: (1) identify one quarter of a whole; (2) make quarters by halving a half; (3) state that quarters are four equal parts. |
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| Materials | Paper circles and squares; scissors; yesterday's halves for the bridge; a paper "pizza" for the finale. |
| Key vocabulary | quarter, four equal parts, one of four, half of a half |
| Engage (starter) | (10 min) The four hungry friends: yesterday's half-cake feeds two... but FOUR friends arrive! "Can we make fair shares for four?" A volunteer folds the half AGAIN — the class counts the parts: FOUR. |
| Develop (main) | (35 min) 1. The double fold modelled slowly: fold in half, fold again, open — four matching parts; shade ONE: a quarter. 2. Children fold-fold-cut circles and squares into quarters; stack-test all four parts for equality. 3. Quarter-or-not sort: fair and unfair four-way cuts judged with the equal-parts law. 4. The family portrait: on one strip, show the whole, the half, the quarter side by side — "each fold makes SMALLER parts... and MORE of them" (a quietly enormous idea). |
| Plenary (close) | (10 min) Pizza ceremony: quarter the paper pizza for four volunteers, equality confirmed by the diners. Chant: "Two halves make a whole; four quarters make a whole!" |
| Assessment | Folded quarters stack-tested; quarter-or-not sort 5 of 6; smaller-parts-more-pieces idea echoed by at least some voices. |
| Teacher notes | "A quarter is half of a half" is the definition that travels — it will rebuild itself into eighths in Grade 3. The size-versus-count paradox deserves gentle daily revisits. |
| Objectives | Students will be able to: (1) find one quarter of a small set by sharing among four; (2) distinguish half of and quarter of the same set; (3) choose the correct fraction word for a sharing situation. |
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| Materials | Counters; four plates per group; problem cards; the family-portrait strips from yesterday. |
| Key vocabulary | quarter of, share among four, half of |
| Engage (starter) | (10 min) Four puppets, 8 mangoes: deal one-each around FOUR plates — 2 each. "A quarter of 8 is 2!" And half of 8? Rebuild with two plates: 4. Same mangoes, different shares. |
| Develop (main) | (35 min) 1. Groups share sets of 4, 8 and 12 among four plates, recording "a quarter of __ is __". 2. The comparison table: half of 8 (4) beside quarter of 8 (2) — "a quarter is SMALLER than a half of the same set" tested on 12 too. 3. Story sorter: cards where 2 friends share versus 4 friends share — children pick HALF or QUARTER before solving. 4. Challenge plate: which sets in our number family CAN be quartered fairly? (4, 8, 12 yes; 6 fights back — parked with the Week 6 leftover for Week 11.) |
| Plenary (close) | (10 min) Speed round with props visible: "Quarter of 4! Half of 6! Quarter of 8!" — plates raised to prove any disputed answer. |
| Assessment | Recording strips: two quarter-shares correct; half-versus-quarter comparison stated; story sorter 3 of 4 correct fraction words. |
| Teacher notes | The counterintuitive truth — four is bigger than two, but a quarter is smaller than a half — is met HERE first. Concrete plates win the argument every time abstraction would lose it. |
| Objectives | Students will be able to: (1) identify objects and distances longer than 1, 2 or 3 metres, or about the same; (2) estimate lengths in whole metres before measuring; (3) build a mental picture of multi-metre lengths. |
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| Materials | Metre sticks/strings (several per group); chalk; big targets: corridor, veranda, classroom wall, netball line, a parked (safe, supervised) route in the yard. |
| Key vocabulary | longer than, about, one metre, two metres, three metres |
| Engage (starter) | (10 min) Body maths: one child lies down — "Longer or shorter than a metre?" Test! Two children head-to-toe? Three? The metre multiplies before our eyes. |
| Develop (main) | (35 min) 1. Benchmark building: mark 1 m, 2 m, 3 m chalk lines in the yard; children walk them, jump beside them, FEEL the sizes. 2. Sorting hunt: teams assign targets to categories — about 1 m, between 1 and 2, longer than 3 — estimating FIRST, sticking a prediction label. 3. The measure verdict: sticks out, predictions tested, labels corrected with good humour. 4. Estimation league: whose predictions scored best? Discuss the tricks (compare to the chalk lines, to your body benchmark). |
| Plenary (close) | (10 min) The 3-metre challenge: without measuring, each team places a marker exactly 3 m from the wall... then the stick judges. Nearest team's method is interviewed. |
| Assessment | Prediction labels vs verdicts: at least half of each team's estimates in the correct category; benchmark-referencing heard in estimation talk. |
| Teacher notes | Estimate-FIRST discipline is the whole game — measuring without predicting builds no number sense. The chalk benchmarks stay down all week. |
| Objectives | Students will be able to: (1) measure and record lengths in metres across the school environment; (2) present measurements in a simple table; (3) compare and order recorded results. |
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| Materials | Metre sticks/strings; clipboards with a prepared recording table (Target / Estimate / Measure); expedition route card per team. |
| Key vocabulary | record, table, estimate, measure, compare |
| Engage (starter) | (10 min) Expedition briefing: teams receive route cards — five targets around the school grounds. Rules of the trail: estimate first, measure end-to-end, record BOTH columns. Explorers, move out! |
| Develop (main) | (35 min) 1. Teams travel their routes measuring the flag pole shadow line, garden bed, veranda length, walkway width, bench — recording estimates then measures in the table (the week's skills fully deployed, teacher roving). 2. Return to base: transfer each team's proudest result to the class master table on the board. 3. Reading our table: which target was longest? Shortest? Which estimate was closest? (Data interpretation sneaks in a week early.) 4. Order the master table's measures greatest to least together. |
| Plenary (close) | (10 min) Explorer debrief circle: each team reports one measurement in a full sentence — "The veranda is about 6 metres long." Certificates of exploration stamped. |
| Assessment | Team tables collected: 4 of 5 targets with both columns completed and sensible technique observed en route; one comparison answered from the master table. |
| Teacher notes | The recording TABLE is tomorrow's data lesson wearing measurement clothes — Week 8 will name what the children already did today. Expeditions make measurement unforgettable; risk-assess the route beforehand. |
| Objectives | Students will be able to: (1) demonstrate quartering of shapes and sets, and multi-metre estimation and measurement (consolidation); (2) complete the week checkpoint. |
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| Materials | Folding paper; counters and plates; metre sticks; the master table; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up: one fold-fold quarter made and stack-tested; speed fraction round with plates; point to something about 2 m away. |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: quarter a shape and prove four equal parts; one quarter-or-not judgement. Table 2: quarter a set of 8; state half of the same set; pick the fraction word for one story. Table 3: estimate then measure one target in metres; place it in the right longer-than category. Table 4 (choice): draw your dream house with labels — door about 2 m, roof longer than 3 m... Teacher records throughout. |
| Plenary (close) | (10 min) Dream houses shared. Preview: "Next week your measuring eye gets SHARP — half-metres! — and we go hunting circles, squares and rectangles... then WE become data scientists." |
| Assessment | Week 7 checkpoint: quarters (shape and set); half/quarter distinction; metre estimation categories; recording in a table. Secure/developing per skill. |
| Teacher notes | The fraction pair (half/quarter) completes G1's formal fraction diet — everything else is Grade 2+. Guard against eager over-extension into thirds; depth beats breadth at this age. |