| Objectives | Students will be able to: (1) round 2- and 3-digit numbers to the nearest ten using the number line; (2) apply the 5-rounds-up convention. |
|---|---|
| Materials | Number-line strips (decade to decade); pegs; whiteboards. |
| Key vocabulary | round, nearest ten, closer to, halfway |
| Engage (starter) | (10 min) The vendor's shortcut: "That's 38 dollars — call it FORTY, mi dear." Why forty? The line shows 38 living closer to 40 than 30. |
| Develop (main) | (35 min) 1. Peg numbers on decade lines; ask "which neighbour is closer?" 2. The halfway drama: 35 sits exactly between — the world agrees it rounds UP. 3. Ten rounds pegged then answered bare. 4. 3-digit extension: 267 → nearest ten is 270 (hundreds just watch). |
| Plenary (close) | (10 min) Round-robin: eight numbers called, rounded aloud around the circle. |
| Assessment | 8 of 10 rounded correctly including two halfway cases; line reasoning shown once. |
| Teacher notes | Teach rounding as CLOSENESS first, rule second — children who only learn "5 up" break on 34 vs 36 questions later. |
| Objectives | Students will be able to: (1) round 3-digit numbers to the nearest hundred; (2) estimate sums by rounding first. |
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| Materials | Century number lines; price cards; whiteboards. |
| Key vocabulary | nearest hundred, estimate, about, roughly |
| Engage (starter) | (10 min) The shopping glance: items at $289 and $315 — "roughly how much money must I walk with?" Round both: about 300 + 300 = about $600. Decided in seconds, no pencil. |
| Develop (main) | (35 min) 1. Century-line pegging: 289→300, 340→300, 251→300, 249→200 (the border cases!). 2. Estimate-the-sum drills: round both, add the friendly versions. 3. Reality check: exact answer computed for one — estimate was close! Trust built. 4. Market sweep: three two-item baskets estimated. |
| Plenary (close) | (10 min) "Walking money" verdicts announced for three baskets — estimation as life skill. |
| Assessment | 6 of 8 rounded; two basket estimates sensible; one estimate-vs-exact comparison discussed. |
| Teacher notes | Estimation before calculation is the habit that catches wild errors forever — "does my answer make SENSE?" starts here. |
| Objectives | Students will be able to: (1) identify the rule of a number pattern (+/- constant); (2) continue and create patterns; (3) find a missing middle term. |
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| Materials | Pattern strips; blank strips; counters. |
| Key vocabulary | pattern, rule, term, increases by |
| Engage (starter) | (10 min) The secret machine: 3, 7, 11, 15... the class cracks the code (+4!) and predicts the next two before the reveal. |
| Develop (main) | (35 min) 1. Rule-hunting on six strips (add and subtract rules, sizes 2-10). 2. Missing-middle mysteries: 12, __, 22, 27 (find the rule FIRST, then the gap). 3. Create-a-pattern: pairs author one with a hidden rule for the bank. 4. Pattern-in-life spot: house numbers, days on the calendar column (+7!), 5-minute clock marks. |
| Plenary (close) | (10 min) Bank crackers: two authored patterns broken publicly. |
| Assessment | Rules found on 5 of 6; one missing-middle; authored pattern lawful. |
| Teacher notes | Rule-first thinking (name the rule before touching the gap) is pre-algebra discipline — insist on it verbally. |
| Objectives | Students will be able to: (1) measure using m and cm combined (1 m 35 cm); (2) know 100 cm = 1 m and convert simple cases. |
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| Materials | Metre sticks marked in cm; tape measures; recording tables. |
| Key vocabulary | metre, centimetre, 100 cm = 1 m |
| Engage (starter) | (10 min) The too-tall problem: measure a child — taller than 1 m, way more than "some cm"... the answer needs BOTH units: 1 m 24 cm! |
| Develop (main) | (35 min) 1. The great law: 100 cm live inside every metre (count the stick's marks by 10s to prove it). 2. Height-measuring stations: partners measured and recorded as m + cm. 3. Conversion starters: 1 m = ___ cm; 1 m 50 cm = ___ cm; 200 cm = ___ m. 4. Class height data collected into a table (data strand waves hello). |
| Plenary (close) | (10 min) Order three recorded heights shortest to tallest — units and comparison in one act. |
| Assessment | Measures in mixed units correctly; the 100-law stated; two conversions right. |
| Teacher notes | Mixed-unit recording (1 m 35 cm) precedes decimal notation by two years — it is decimals' waiting room. Keep the height table; W4's data day graphs it. |
| Objectives | Students will be able to: (1) consolidate rounding, estimation, patterns and mixed-unit length; (2) complete the week checkpoint. |
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| Materials | All kits; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: two roundings, one basket estimate, one pattern rule named. |
| Develop (main) | (35 min) Circuit: T1 round four numbers (ten and hundred, border cases in); T2 estimate one two-item basket then verify; T3 two pattern strips + one authored; T4 measure one object in m+cm and convert one case. |
| Plenary (close) | (10 min) Preview: "Next week the big one: addition that CARRIES — when the ones column overflows!" |
| Assessment | Checkpoint: rounding both levels, estimation habit, pattern rules, mixed units. |
| Teacher notes | Estimation fluency recorded now becomes the checking tool DURING regrouping next week — sequence is strategy. |