| Objectives | Students will be able to: (1) estimate lengths to the nearest half metre; (2) identify the half-metre point on the metre stick; (3) record measurements like "about 1 and a half metres". |
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| Materials | Metre sticks with the midpoint flagged with tape; half-metre strings; targets of awkward lengths (desk: ~1.5 m); recording strips. |
| Key vocabulary | half metre, nearest, about one and a half |
| Engage (starter) | (10 min) The in-between problem: measure the desk — longer than 1 m, shorter than 2 m... "STUCK between!" Fold a metre string in half (Week 6's fold, on a string!) — the HALF METRE rescues us: about 1 and a half. |
| Develop (main) | (35 min) 1. Flag the midpoint on every stick; feel a half metre against the forearm (a new body benchmark). 2. Guided measures of three in-between targets, recording with the new language: about half a metre, about 1½, about 2½. 3. Estimation duel: pairs estimate five objects to the nearest half metre, then measure — score a point per correct half-metre category. 4. The precision ladder drawn on the board: hand spans → whole metres → half metres — "our measuring keeps getting SHARPER." |
| Plenary (close) | (10 min) Half-metre hop: children stand where they believe half a metre from the wall is; the string judges the line of hoppers. Repeat at 1½ m. |
| Assessment | Duel sheets: 3 of 5 estimates in the correct half-metre category; reads a stick to the flagged midpoint; uses "and a half" language once. |
| Teacher notes | Fractions and measurement marry today — the folded string IS Week 6's half, applied. Say so explicitly; connected knowledge is remembered knowledge. |
| Objectives | Students will be able to: (1) identify and name circles, squares and rectangles in the environment; (2) describe each shape's properties informally (corners, sides, roundness); (3) distinguish squares from rectangles. |
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| Materials | Shape cards; hunt tally sheets; the classroom, corridor and yard as hunting grounds; geoboards or straws for building. |
| Key vocabulary | circle, square, rectangle, side, corner, round |
| Engage (starter) | (10 min) Wanted posters: three shapes "wanted" around the school — the circle (round, no corners), the square (4 equal sides, 4 corners), the rectangle (4 corners, two long sides, two short). Hunters, memorise your targets! |
| Develop (main) | (35 min) 1. Property parade first: trace each shape in the air; count sides and corners on the cards; the square/rectangle sibling talk (both 4-cornered — the square's sides all match). 2. THE HUNT: teams sweep zones tallying sightings — clock faces, tiles, windows, doors, books, wheels, road signs through the window. 3. Return and report: which shape rules our school? (Rectangles, almost always — discuss why builders love them.) 4. Build-a-shape: straws/geoboards — make one of each; squares checked for equal sides. |
| Plenary (close) | (10 min) Shape riddles: "I have 4 corners and my sides all match..." Children answer, then one hunter poses a riddle from their tally sheet. |
| Assessment | Tally sheets: all three shapes found and tallied; square/rectangle difference stated once; one shape built with correct corner count. |
| Teacher notes | "Every square is a special rectangle" is TRUE but confusing at 6 — plant only "the square's sides all match" this year; the family tree formality waits for Grade 3. |
| Objectives | Students will be able to: (1) collect data from classmates using a simple question; (2) sort collected data into groups; (3) count and record group sizes. |
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| Materials | Question of the day board ("Which fruit do you like best: mango, banana, orange?"); one cube or card per child as their "vote"; sorting hoops; tally chart intro. |
| Key vocabulary | data, collect, sort, group, count, survey, vote |
| Engage (starter) | (10 min) The juice dilemma: "If our class shop stocks ONE juice, which flavour? Guessing is risky... let's find out PROPERLY." Today we become DATA SCIENTISTS — people who ask, collect and count. |
| Develop (main) | (35 min) 1. Collect: each child places their cube in the hoop of their chosen fruit — data made physical. 2. Sort check: any cubes in the wrong hoop? (Data must be clean!) 3. Count and record: hoop totals counted and written as a simple table on the board. 4. Second survey run by the children: pairs poll their table on a new question (pet? game? colour?), sorting answer cards into labelled cups and writing the counts. |
| Plenary (close) | (10 min) First findings: "Which fruit won? By how many?" The juice question ANSWERED with evidence — the class advises the shop with authority. |
| Assessment | Pair surveys: question asked consistently; cards sorted to correct cups; counts recorded accurately for at least two groups. |
| Teacher notes | Yesterday's shape tally and last week's expedition table were data in disguise — reveal the connection. Keep today's cube hoops set up; tomorrow's lesson reads them again. |
| Objectives | Students will be able to: (1) group data by a chosen attribute; (2) answer questions from collected data (most, fewest, how many more); (3) make one true statement from a data set. |
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| Materials | Yesterday's survey results; attribute cards; class photo-sort props; comparison sentence frames. |
| Key vocabulary | most, fewest, more than, altogether, true statement |
| Engage (starter) | (10 min) Interrogate the fruit table: "Which had MOST? FEWEST? How many voted ALTOGETHER?" Data answers everything — if you ask it properly. |
| Develop (main) | (35 min) 1. The comparison question modelled: mango 9, banana 6 — how many MORE chose mango? Match-up thinking from Term 1 returns: 3 more (subtraction wearing data clothes!). 2. Pairs write two true statements about their own survey using frames: "Most children chose ___." "___ more chose ___ than ___." 3. Re-grouping game: sort the CLASS itself by new attributes — walkers vs riders, siblings vs only-children — count, compare, state. 4. The false-statement detective: teacher makes one true and one FALSE claim about the fruit table; children catch the lie with counts. |
| Plenary (close) | (10 min) Statement showcase: pairs read their proudest true statement; the class verifies each against the data. Applause for evidence! |
| Assessment | Statement pairs collected: both statements true to the data; one comparison (how many more) computed correctly; false claim caught. |
| Teacher notes | "How many more" is subtraction's most useful disguise — Week 9 will name the operation these children just performed. Data lessons that end in TRUE STATEMENTS build the scientific temperament early. |
| Objectives | Students will be able to: (1) demonstrate February's skills: doubles, 2s, halves, quarters, the metre, half-metre estimation, plane shapes and data; (2) complete the month checkpoint circuit. |
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| Materials | All month's kits; month checkpoint sheet; certificates. |
| Key vocabulary | All February vocabulary |
| Engage (starter) | (10 min) February memory parade: the mirror, a folded quarter, the metre stick, a shape card, a survey cube — one artefact per idea, children naming each lesson it carries. |
| Develop (main) | (35 min) Grand review circuit (teacher records the month checkpoint): Station 1: five doubles flashed; count one paired tray by 2s. Station 2: halve a shape AND a set of 8; quarter a shape; pick the fraction word for one story. Station 3: estimate one length to the nearest half metre, then measure. Station 4: name and describe the three plane shapes from cards; one square-vs-rectangle question. Station 5: run a mini three-person survey, record counts, state one true "most" sentence. Station 6 (choice): teach any February skill to the puppet. |
| Plenary (close) | (10 min) Certificates and the biggest preview of the term: "March brings the operation we have circled all year... SUBTRACTION gets its own facts, and we choose our operations like real mathematicians!" |
| Assessment | Month checkpoint recorded across six stations; fraction-word choice and half-metre estimation are the diagnostic stars — flag strugglers for the March support group. |
| Teacher notes | February's quiet triumph is connection density: doubles↔halves, folds↔half-metres, tallies↔data. In your records, note children who USE the connections unprompted — they are your future peer-teachers. |