| Objectives | Solve simple word problems using coins and notes. |
|---|---|
| Materials | Play money, price tags, classroom shop items |
| Key vocabulary | coins, notes, worth, total, change |
| Engage (starter) | Set up a class shop: "What can you buy with these coins?" |
| Develop (main) | Interactive: students take turns as shopkeeper and customer at shop stations. Solve "how much altogether?" and "how much change?" by handling play money. |
| Plenary (close) | Show your purchase and tell its cost. |
| Assessment | Correct totals and change. |
| Teacher notes | Teachers: adapt to your local currency. Hands-on money handling. |
| Objectives | Use estimation to compare the mass of objects. |
|---|---|
| Materials | Balance scale, classroom objects, counters |
| Key vocabulary | mass, heavier, lighter, balance, estimate |
| Engage (starter) | Hold two objects: "Which feels heavier?" Guess first. |
| Develop (main) | Interactive: students estimate which object is heavier, then test on a balance scale. In groups, order three objects from lightest to heaviest. |
| Plenary (close) | Share one estimate that surprised you. |
| Assessment | Accurate comparison after testing. |
| Teacher notes | Estimate before measuring. Use real objects. |
| Objectives | Identify and name geometric solids. |
|---|---|
| Materials | Ball, box, dice, block, solid shape cards, feely bag |
| Key vocabulary | sphere, cube, cuboid, pyramid, solid |
| Engage (starter) | Hold up a ball and a box: "How are these different?" |
| Develop (main) | Interactive solid hunt: students find and sort real objects by solid shape. Feely-bag round: reach in and name the solid by touch alone. |
| Plenary (close) | Name one solid you found and where. |
| Assessment | Correct naming of solids. |
| Teacher notes | Connect to real objects (tin, dice, block). |
| Objectives | Use a symbol to stand for a number and solve simple n-sentences. |
|---|---|
| Materials | Number cards, box/symbol cards, counters |
| Key vocabulary | symbol, mystery number, sentence, equals |
| Engage (starter) | "A box hides a number: 3 + [ ] = 5. What is inside?" |
| Develop (main) | Interactive: use counters to find the mystery number in n-sentences such as n + 2 = 6. Students take turns hiding a number and letting partners guess. |
| Plenary (close) | Solve one mystery sentence on the board. |
| Assessment | Correct value for the symbol. |
| Teacher notes | Concrete counters before abstract symbols. |
| Objectives | Construct and interpret a simple pictograph. |
|---|---|
| Materials | Picture cards, sticky notes, chart paper |
| Key vocabulary | pictograph, most, fewest, certain, maybe |
| Engage (starter) | "What is our favourite fruit?" Take a show of hands. |
| Develop (main) | Interactive: each student places a picture on the class pictograph. Read it together (most/fewest). Sort everyday events as certain, impossible, or maybe. |
| Plenary (close) | Answer one question from our graph. |
| Assessment | Correct interpretation of the graph. |
| Teacher notes | Whole-class data the students help build. |