| Objectives | Students will be able to: (1) identify the hour and minute hands; (2) tell time to the hour and half hour; (3) draw hands on a clock. |
|---|---|
| Materials | Large demonstration clock, mini clocks, worksheet. |
| Key vocabulary | hour hand, minute hand, o'clock, half past |
| Engage (starter) | (10 min) Show 3:00. "Where is the long hand? At 12 means o'clock." |
| Develop (main) | (35 min) 1. Practise hours: 1:00, 2:00, etc. 2. Half past: minute hand at 6. 3. Children show times on mini clocks. 4. Draw hands on worksheet. 5. Partner quiz. |
| Plenary (close) | (10 min) "Time Bingo" with hours and half hours. |
| Assessment | Accurate reading and drawing. |
| Teacher notes | Next: quarter hours. |
| Objectives | Students will be able to: (1) tell time to quarter past and quarter to; (2) tell time to 5-minute marks; (3) solve elapsed time (simple). |
|---|---|
| Materials | Demonstration clock, mini clocks, time cards. |
| Key vocabulary | quarter past, quarter to, five past, ten to |
| Engage (starter) | (10 min) Review half past. "Now let's learn quarter past - minute hand at 3." |
| Develop (main) | (35 min) 1. Teach quarter past (3:15) and quarter to (2:45). 2. Practise 5-minute intervals. 3. Match digital and analog times. 4. Word problems: "If lunch starts at 12:00 and lasts 30 min, what time ends?" 5. Independent worksheet. |
| Plenary (close) | (10 min) Quick quiz with clocks. |
| Assessment | Accuracy on worksheet; can show given time on mini clock. |
| Teacher notes | Daily time check builds fluency. |
| Objectives | Students will be able to: (1) identify Jamaican coins and notes; (2) count a set of coins; (3) make amounts using different combinations. |
|---|---|
| Materials | Play money (Jamaican), price tags, whiteboards. |
| Key vocabulary | dollar, cent, coin, note, change |
| Engage (starter) | (10 min) Show a $100 note. "What can you buy with this?" Introduce coins: $1, $5, $10, $20. |
| Develop (main) | (35 min) 1. Identify each coin/note. 2. Count a pile of coins (skip counting). 3. Show amounts two ways (e.g., $25 = 25 $1 coins or a $20 + $5). 4. Shop role-play: buy items, give change. 5. Worksheet. |
| Plenary (close) | (10 min) "Money Bingo" - teacher calls amount, students cover. |
| Assessment | Accurate counting; correct change in role-play. |
| Teacher notes | Use real Jamaican coins if possible. Note for wider Caribbean learners: your country's coins differ (TT$, Bajan$, EC$) but counting works the same. |
| Objectives | Students will be able to: (1) name common 2D shapes (circle, square, triangle, rectangle) and 3D solids (cube, sphere, cylinder, cone); (2) identify sides, corners, faces; (3) sort shapes. |
|---|---|
| Materials | Shape blocks, everyday objects, sorting mats. |
| Key vocabulary | 2D, 3D, side, corner, face, cube, sphere, cylinder |
| Engage (starter) | (10 min) Show a ball (sphere) and a box (cube). "Both are 3D solids. A flat shape is 2D." |
| Develop (main) | (35 min) 1. Name and describe shapes. 2. Sort classroom objects. 3. Draw 2D shapes and name them. 4. Count faces on 3D solids. 5. Worksheet: match shape to name. |
| Plenary (close) | (10 min) Shape hunt around school. |
| Assessment | Accurate naming and sorting. |
| Teacher notes | Link to art (drawing shapes). |
| Objectives | Students will be able to: (1) review length, mass, time, money, shapes; (2) complete a review booklet; (3) play a quiz game. |
|---|---|
| Materials | Review booklet, game board, dice. |
| Key vocabulary | review |
| Engage (starter) | (10 min) "Let's see how much you remember!" Quick fire questions. |
| Develop (main) | (35 min) 1. Work through booklet: measurement, time, money, shapes. 2. Partner check. 3. Board game: answer questions to move. 4. Review tricky concepts. 5. Write reflection. |
| Plenary (close) | (10 min) Game winners celebrated. |
| Assessment | Booklet score; participation. |
| Teacher notes | Identify areas for reteaching. |