| Objectives | Students will be able to: (1) compare 2-digit numbers with <, >, =; (2) apply the tens-first rule and explain it. |
|---|---|
| Materials | Numeral cards; bundles for proof; crocodile mouth; strips. |
| Key vocabulary | greater than, less than, tens first |
| Engage (starter) | (10 min) Croccy's comeback: 58 vs 85 — same digits, huge difference. Bundles prove; the mouth chomps toward 85. |
| Develop (main) | (35 min) 1. Tens-first rule restated by the CLASS (they own it from G1). 2. Eight comparison strips including tie-tens (63 vs 68) and one equals trap. 3. Chart shortcut verified: the later number is greater. 4. Ordering: four cards least to greatest per pair. |
| Plenary (close) | (10 min) Human inequality chain: three children self-sort with cards; class writes 47 < 58 < 74. |
| Assessment | Strips 6 of 8; ordering correct; rule stated in own words. |
| Teacher notes | A child who says "the tens boss decides" has kept G1's crown jewel — note the ones who reach for counting instead. |
| Objectives | Students will be able to: (1) skip count in 2s and 5s to 100; (2) spot the chart patterns each count makes; (3) count objects faster using groups. |
|---|---|
| Materials | Hundred charts; counters; pairs of objects; hands (for 5s!). |
| Key vocabulary | skip count, pattern, twos, fives |
| Engage (starter) | (10 min) Hand-count challenge: how many fingers on this row of children? By 1s (slow)... by 5s per hand: "5, 10, 15..." The room gasps at the speed. |
| Develop (main) | (35 min) 1. Chart lights: mark the 2s (columns of evens), then 5s (two bold columns — 5s and 10s). 2. Whisper-shout 2s; chant 5s with a hand-slap rhythm. 3. Start-anywhere: count in 5s from 35; in 2s from 46. 4. Grand counts: piles of paired shells and bundles of 5 sticks counted in groups. |
| Plenary (close) | (10 min) Pattern talk: why do the 5s make only TWO columns? (Every 5th lands on 5 or 0!) |
| Assessment | Counts both sequences to 100 with chart support; one start-anywhere; grand count grouped correctly. |
| Teacher notes | 5s counting is money counting ($5 coins!) and clock counting (5-minute marks, coming in G3) — tell the children where this skill is heading. |
| Objectives | Students will be able to: (1) count in 10s from any starting number (7, 17, 27...); (2) connect off-decade counting to the chart's columns. |
|---|---|
| Materials | Hundred charts; bundles plus loose ones; whiteboards. |
| Key vocabulary | off the decade, column, pattern |
| Engage (starter) | (10 min) The twist on an old song: "10, 20, 30 is EASY... but can you count in tens starting from 4?" Silence... then the chart shows the way: straight DOWN the 4-column! |
| Develop (main) | (35 min) 1. Column rides: 4, 14, 24... 94 read down the chart, then eyes-closed. 2. Bundle proof: 27 plus a bundle is 37 — ones NEVER change when tens march. 3. Whiteboard sequences from six different starts, two backwards. 4. Money link: a $10 coin dropped repeatedly into a purse holding $3 — call the running total. |
| Plenary (close) | (10 min) Tens tennis off-decade: serve 23, return 33, rally to 93! |
| Assessment | Sequences 5 of 6 including one backwards; ones-never-change stated; purse totals called. |
| Teacher notes | Off-decade tens counting is THE gateway to mental addition of tens (W3) — children fluent here will add 34+20 in their heads within a fortnight. |
| Objectives | Students will be able to: (1) use ordinal numbers to 20th; (2) read dates on the calendar and calculate days to events. |
|---|---|
| Materials | Class calendar; ordinal cards to 20th; race-line props. |
| Key vocabulary | ordinal, twentieth, date, days until |
| Engage (starter) | (10 min) The big race extends: 20 runners now! Positions 11th-20th introduced with commentary. Chant 1st to 20th with claps on the irregulars. |
| Develop (main) | (35 min) 1. Line-up questions deep into the teens: "Who is 17th? What position is between 14th and 16th?" 2. Calendar work: today's date read properly (day, date, month); ordinals ARE dates — "the 15th of September!" 3. Count-on to a marked event using week-rows. 4. Pairs answer three calendar questions. |
| Plenary (close) | (10 min) Date detectives: "What date is one week after the 9th?" solved on the wall calendar. |
| Assessment | Ordinals to 20th answered 3 of 4; date read correctly; one event-countdown computed. |
| Teacher notes | Dates make ordinals daily-useful forever. Launch the G2 calendar routine today: date + days-to-event every maths morning. |
| Objectives | Students will be able to: (1) consolidate comparison, ordering and skip counting; (2) complete the week checkpoint. |
|---|---|
| Materials | All kits; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: one croc comparison, 5s chant to 50, tens-from-7 rally. |
| Develop (main) | (35 min) Circuit: T1 three comparisons + one ordering; T2 skip-count strips (2s, 5s, off-decade 10s) with gaps; T3 grand count of a grouped pile; T4 two ordinal/date questions at the calendar. |
| Plenary (close) | (10 min) Preview: "Next week — ADDITION grows up: adding whole TENS in your head, and the centimetre joins the metre!" |
| Assessment | Checkpoint: comparison, ordering, three skip counts, ordinals/dates. |
| Teacher notes | Skip-counting gaps predict multiplication readiness two years early — record them with care. |