| Objectives | Students will be able to: (1) represent fractions using area and set models; (2) compare fractions with same denominator; (3) place on number line. |
|---|---|
| Materials | Fraction circles, number lines, worksheets. |
| Key vocabulary | numerator, denominator, equivalent, compare |
| Engage (starter) | (10 min) "Which is bigger: 2/5 or 3/5? If the bottom number is same, compare the top." |
| Develop (main) | (35 min) 1. Model fractions with circles and sets. 2. Place on number line. 3. Compare using >, <, =. 4. Worksheet. 5. Fraction game: roll dice to make fractions, compare. |
| Plenary (close) | (10 min) Quick draw: represent a fraction. |
| Assessment | Correct comparison and representation. |
| Teacher notes | Focus on same denominator. |
| Objectives | Students will be able to: (1) read and interpret a bus or school timetable; (2) calculate elapsed time across hours; (3) solve problems. |
|---|---|
| Materials | Sample bus/tv schedules, worksheets, clocks. |
| Key vocabulary | schedule, depart, arrive, elapsed, duration |
| Engage (starter) | (10 min) Show a bus schedule. "If the bus leaves at 8:15 and arrives at 9:05, how long was the trip?" |
| Develop (main) | (35 min) 1. Model finding elapsed time using a number line. 2. Practice with schedules. 3. Partner work. 4. Create a class timetable. 5. Worksheet. |
| Plenary (close) | (10 min) Timetable quiz. |
| Assessment | Correct elapsed time calculation. |
| Teacher notes | Real-life application. |
| Objectives | Students will be able to: (1) create a simple budget; (2) calculate income and expenses; (3) discuss saving. |
|---|---|
| Materials | Budget template, play money, scenario cards. |
| Key vocabulary | budget, income, expense, saving, balance |
| Engage (starter) | (10 min) "If you get $500 allowance and want to buy a game for $1200, how long to save?" |
| Develop (main) | (35 min) 1. Model a budget: income - expenses = savings. 2. Children create a budget for a class party. 3. Calculate change. 4. Discuss needs vs wants. 5. Worksheet. |
| Plenary (close) | (10 min) Share budgets; discuss savings goals. |
| Assessment | Accurate budget and calculations. |
| Teacher notes | Financial literacy. Amounts shown in local currency; concept works for JMD, TT$, EC$ alike. |
| Objectives | Students will be able to: (1) name and describe polygons (triangle, quadrilateral, pentagon, hexagon); (2) count sides and angles; (3) sort polygons. |
|---|---|
| Materials | Attribute blocks, sorting mats, worksheets. |
| Key vocabulary | polygon, side, angle, regular, irregular |
| Engage (starter) | (10 min) Show a triangle and square. "What's the same? Both are polygons - closed shapes with straight sides." |
| Develop (main) | (35 min) 1. Explore number of sides = number of angles. 2. Sort polygons by number of sides. 3. Draw and label. 4. Discuss regular (all sides equal) vs irregular. 5. Worksheet. |
| Plenary (close) | (10 min) Polygon hunt around school. |
| Assessment | Correct naming and sorting. |
| Teacher notes | Foundation for geometry. |
| Objectives | Students will be able to: (1) review place value, operations, fractions, time, money, shapes; (2) complete a review test; (3) self-assess. |
|---|---|
| Materials | Test, self-assessment sheet. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick mental round. |
| Develop (main) | (35 min) 1. Test. 2. Self-mark. 3. Identify strengths and weaknesses. 4. Write goal. 5. Discuss with teacher. |
| Plenary (close) | (10 min) Goal setting. |
| Assessment | Test score; reflection. |
| Teacher notes | Individual support next week. |