| Objectives | Students will be able to: (1) represent multiplication as arrays and repeated addition; (2) write both statements for an array (4×6 = 6+6+6+6). |
|---|---|
| Materials | Counters; egg trays; bottle-cap grids; array photo cards (egg crates, drink cases, patty trays). |
| Key vocabulary | array, rows, times, multiplied by |
| Engage (starter) | (10 min) The drinks case held high: 4 rows of 6 bottles — count by ones (slow), by SIXES (fast!), or say it the grown way: "4 TIMES 6." The world ships everything in arrays. |
| Develop (main) | (35 min) 1. Build arrays for 3×5, 4×6, 2×8; write both statements. 2. Array hunt cards: egg crates (usually rows of 6), patty trays, window panes. 3. The turn-around law re-crowned: 4×6 flipped is 6×4 — SAME array, rotated! 4. Pairs author one array drawing with its two statements. |
| Plenary (close) | (10 min) Gallery flash: four arrays shown, times-statements called. |
| Assessment | Both statements written for 3 arrays; turn-around demonstrated by rotation; authored array valid. |
| Teacher notes | The rotation proof of commutativity is worth thirty rote drills — a child who SEES 4×6=6×4 owns half the tables chart already. |
| Objectives | Students will be able to: (1) recall the 2, 5 and 10 times tables fluently; (2) use skip-counting anchors for stuck facts. |
|---|---|
| Materials | Tables charts; fact wheels; dice games; personal fact cards (the G-series tradition). |
| Key vocabulary | times table, fact, recall |
| Engage (starter) | (10 min) The old friends parade: counting in 2s, 5s, 10s (Grade 2 skills!) — "you have been singing these tables for YEARS without the name." |
| Develop (main) | (35 min) 1. The chart connection: the 5-count IS the 5-table read down. 2. Game rotation: dice-multiply, fact wheels, three-in-a-row grids. 3. Stuck-fact protocol: skip-count up to it (7×5? count 5s seven times... or anchor at 5×5=25 and add on). 4. Personal cards: known facts ticked with Grade-4 pride. |
| Plenary (close) | (10 min) Chorus tables: 5s recited as a call-and-response riddim. |
| Assessment | Recall sampled: 8 of 10 across the three tables within 3 seconds; anchor strategy used once. |
| Teacher notes | These three tables are the skip-counting dividend — near-free fluency. The 3s and 4s arrive in October; September banks the easy wins for confidence capital. |
| Objectives | Students will be able to: (1) multiply whole numbers by 10 and 100; (2) explain the digit-shift (not "add a zero") with place value. |
|---|---|
| Materials | Place charts; digit cards that physically SLIDE; money ($10s, $100s). |
| Key vocabulary | shift, place, ten times bigger |
| Engage (starter) | (10 min) The suspicious trick: "to times by 10, just add a zero!" — teacher plays the fool: 34×10 = 340 works... but WHY? The chart knows: every digit SLIDES one house grander. |
| Develop (main) | (35 min) 1. Slide demonstrations: 34→340→3,400 on the chart, digits physically moved. 2. Why add-a-zero LIES later (decimals will break it — plant the warning). 3. Practice twelve: ×10 and ×100 mixed. 4. Money proof: seven $10 notes ($70); seven $100 notes ($700) — the shift is in your wallet. |
| Plenary (close) | (10 min) Slide theatre: three volunteers ARE digits, stepping one house left on command. |
| Assessment | 10 of 12 correct; the shift explanation given (not just zero-talk); money proof narrated. |
| Teacher notes | Teaching the SHIFT instead of the zero-trick is a gift to the future decimals student — the trick breaks at 3.4×10; the shift never does. |
| Objectives | Students will be able to: (1) identify right angles and compare angles as greater/less than a right angle; (2) use a right-angle tester. |
|---|---|
| Materials | Paper right-angle testers (folded twice); angle cards; the classroom's corners. |
| Key vocabulary | angle, right angle, greater than, less than |
| Engage (starter) | (10 min) The corner ceremony: fold a paper twice — the corner created is the world's most important angle: the RIGHT angle. Every book corner, every door frame salutes it. |
| Develop (main) | (35 min) 1. Tester construction (each child folds their own). 2. The hunt: test ten classroom corners — perfect fits tallied. 3. Angle sorting cards: right / smaller (sharp, acute preview) / bigger (open, obtuse preview) — informal names only. 4. Body angles: arms making right angles, sharper, wider. |
| Plenary (close) | (10 min) The hunt census: how many right angles in one window? Why do builders LOVE this angle? (Walls stand straight!) |
| Assessment | Tester used correctly on 8 of 10; sort 5 of 6; builder-reasoning offered. |
| Teacher notes | Formal names (acute/obtuse) arrive later this term — today builds the right-angle benchmark all angle work measures against. Carpentry and construction framing makes it vocational and real. |
| Objectives | Students will be able to: (1) consolidate arrays, tables fluency and the ×10/×100 shift; (2) complete the week checkpoint. |
|---|---|
| Materials | All kits; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: one array flashed and named, one tables burst, one shift call (34×100). |
| Develop (main) | (35 min) Circuit: T1 build one array + write both statements + rotate for the turn-around; T2 tables sample across 2s/5s/10s with the 3-second bar; T3 six shift questions (×10 and ×100 mixed); T4 three angle tests with the folded tester. |
| Plenary (close) | (10 min) Preview: "Next week multiplication goes to WORK — real problems, doubling tricks, and pictures worth five votes each!" |
| Assessment | Checkpoint: array-statement fluency, tables recall, shift reasoning, angle benchmark. |
| Teacher notes | Any child still saying "add a zero" instead of shift-talk gets a gentle re-run at the place chart — the language IS the understanding here. |