| Objectives | Students will be able to: (1) read, write, compare and round numbers to millions with full fluency; (2) diagnose personal gaps for the exam year. |
|---|---|
| Materials | Place charts to millions; diagnostic circuit cards; personal gap-tracker sheets. |
| Key vocabulary | million, place value, round, exam year |
| Engage (starter) | (10 min) The year framed honestly: "This is the year the national exam meets you — and you will meet it READY. Today we audit what six years built." Not fear: inventory. |
| Develop (main) | (35 min) 1. Speed circuit: read 3,405,062 aloud; expand it; round it to the nearest ten-thousand; compare two near-twins. 2. The gap-tracker introduced: each student's personal sheet, updated honestly all year ("known cold / shaky / not yet"). 3. Mixed diagnostic strip (10 items across place value). 4. Self-marking with the tracker — the culture of honest self-assessment installed on day one. |
| Plenary (close) | (10 min) Tracker talk: "A gap named in September is a mark gained in the exam. A gap hidden is a mark lost." The class motto adopted. |
| Assessment | Diagnostic strip scored and tracked; reading/rounding fluent on 8 of 10. |
| Teacher notes | The gap-tracker is the year's most important artefact — exam preparation is gap management. Normalise "not yet" as strength, not shame, in week one and revision stays honest all year. |
| Objectives | Students will be able to: (1) perform long multiplication (3-digit × 2-digit) and short division accurately; (2) estimate first on every computation. |
|---|---|
| Materials | Column frames; estimation strips; the audit sheet. |
| Key vocabulary | long multiplication, quotient, estimate, verify |
| Engage (starter) | (10 min) The machinery inspection: four operations, one each on the board, class solving in parallel — where does the room slow down? (Usually long multiplication row two and division carries.) |
| Develop (main) | (35 min) 1. Long multiplication tuned: 234×36 with the placeholder-zero-as-shift narrated. 2. Short division tuned: 4,536÷7 with carries spoken. 3. Audit set: two of each operation, estimate-first mandatory, inverse-check on one. 4. Trackers updated per operation. |
| Plenary (close) | (10 min) The estimate defence: one student explains how their estimate caught (or would catch) a slipped digit. |
| Assessment | Audit 6 of 8 within estimate range; one inverse check completed; tracker updated. |
| Teacher notes | Estimate-first is non-negotiable this year — in the exam hall the estimate is the only marker a student carries with them. Build it as reflex, not request. |
| Objectives | Students will be able to: (1) apply the order of operations (brackets, of, multiply/divide, add/subtract) to mixed expressions; (2) explain WHY an agreed order exists. |
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| Materials | Expression cards; BOMDAS anchor chart; whiteboards. |
| Key vocabulary | brackets, order of operations, BOMDAS |
| Engage (starter) | (10 min) The argument staged: 3 + 4 × 2 — half the class says 14, half says 11. Both followed "rules"... different ones! Mathematics needs ONE law so every calculator on Earth agrees: multiplication before addition. Answer: 11. |
| Develop (main) | (35 min) 1. The BOMDAS ladder built on the chart with WHY (multiplication is repeated addition — it bundles first). 2. Guided expressions: 20 - 2 × 5; (20 - 2) × 5 — the brackets seize power! 3. Ten-expression gauntlet, difficulty rising (one with division and brackets). 4. Error hospital: 6 + 4 × 3 = 30 diagnosed (the left-to-right wound). |
| Plenary (close) | (10 min) Author-an-ambush: pairs write one expression where ignoring BOMDAS gives a wrong answer; bank them. |
| Assessment | Gauntlet 8 of 10; brackets case correct; one ambush authored. |
| Teacher notes | BOMDAS questions are guaranteed marks in every regional exam paper — and the calculator-agreement framing gives the rule a reason, which makes it stick. |
| Objectives | Students will be able to: (1) solve two- and three-step problems mixing operations; (2) plan steps before computing and present labelled working. |
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| Materials | Problem packs (school fundraiser, shop stocking, transport); planning frames (Step 1/2/3). |
| Key vocabulary | step, plan, working, in total |
| Engage (starter) | (10 min) The fundraiser ledger: 145 tickets at $300 each, minus $12,500 costs — profit? Plan aloud FIRST: Step 1 multiply, Step 2 subtract. Then, and only then, compute: $31,000. |
| Develop (main) | (35 min) 1. Plan-before-pen enforced: steps named verbally for two problems before any digits move. 2. Four problems in pairs, labelled working throughout. 3. One three-stepper for stretch (buy, sell, find profit per item). 4. Working-swap: pairs mark a neighbour's steps for clarity — could a stranger follow it? |
| Plenary (close) | (10 min) The stranger test debrief: which working read like a map, and why? |
| Assessment | 3 of 4 with labelled steps; stranger test passed by most; plan stated before computing. |
| Teacher notes | Method marks reward the map, not just the destination — a wrong answer with right working scores; a right answer alone risks nothing gained if unlucky. Teach students to write for the marker. |
| Objectives | Students will be able to: (1) consolidate whole-number command, BOMDAS and multi-step method; (2) complete the week checkpoint. |
|---|---|
| Materials | All kits; checklist; trackers. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: one million-read, one BOMDAS ambush from the bank, one step-plan called. |
| Develop (main) | (35 min) Checkpoint circuit: T1 place-value strip (read/expand/round/compare); T2 one long multiplication and one division with estimates; T3 four BOMDAS expressions including brackets; T4 one two-step problem with labelled working. Trackers updated after each station. |
| Plenary (close) | (10 min) Preview: "Next week: FRACTIONS — the exam's favourite topic — begin their full campaign." |
| Assessment | Checkpoint across four stations; trackers current. |
| Teacher notes | Week 1 set the exam-year culture: estimate, plan, label, track. Every following week stands on these four habits. |