Year 1 Mathematics — Unit 3 (Adjusted): Number, Space, Measurement

We are learning to read, say and order numbers to 120.

• I can say numbers in order to 120
• I can point to a number on a hundreds chart when I hear it named
• I can put a set of number cards in order

1. Warm-up5 min

   Counting Circle: students stand in a circle and count aloud from 1, each student saying the next number, aiming to reach 120 without stopping; if a mistake happens, restart from that number.

2. Explicit teaching12 min

   Hook: Teacher holds up a hundreds chart extended to 120 (printed on two joined A3 sheets) and asks 'What is the biggest number you know?' I do: Teacher models pointing to numbers 1, 10, 45, 99, 118 on the chart, saying each number name clearly and tracing the left-to-right, top-to-bottom pattern. We do: Teacher calls out five numbers (e.g. 23, 67, 88, 101, 115) and students, as a class, point to them on their own mini charts while teacher checks. Misconception: students often say 'ten-nine' or skip the decade change (29 to 30); teacher explicitly models the pattern 'twenty-eight, twenty-nine, thirty' and highlights the changing tens digit in a different colour.

3. Guided & independent20 min

   Guided: in pairs, students use a shared 1-120 chart and take turns pointing to a number the teacher calls out, checking each other. Independent: students complete a worksheet where they colour in numbers 1-120 as teacher calls them out in a random but tracked order, then write the last five numbers coloured in order in their books.

4. Reflection8 min

   Teacher calls out three numbers and asks students to show a thumbs up if they think they can find them on the chart, then selects two students to demonstrate; teacher notes which students hesitate around decade boundaries (e.g. 29-30, 59-60) for follow-up.

Resources:

Large 1-120 hundreds chart (A3 x2 joined), mini laminated 1-120 charts (class set), coloured pencils, worksheet with 1-120 grid

Support:

Provide a 1-50 chart only and focus counting practice in that range with a number line taped to the desk for tracking.

Extension:

Ask students to identify the number that comes 10 more or 10 less than a given number using the chart's column pattern.

This lesson builds the foundational skill of number recognition and ordering to 120 needed for the summative task's number line placement questions.

We are learning to represent numbers to 120 using materials.

• I can build a given number using MAB blocks or counters
• I can match a numeral card to the correct quantity of materials
• I can explain how many tens and ones are in a number

1. Warm-up5 min

   Quick Flash: teacher flashes numeral cards (e.g. 34, 76, 112) for 3 seconds each; students whisper the number name to a partner.

2. Explicit teaching12 min

   Hook: Teacher shows a jar of 47 counters and asks 'How could we count these quickly without counting one by one?' I do: Teacher models grouping counters into tens (four groups of 10) and ones (7 left over), then models building the number 47 using MAB blocks (4 tens rods, 7 unit cubes), stating 'This is 4 tens and 7 ones, which makes 47.' We do: Teacher and class build 63 together using MAB blocks, checking as a class that there are 6 tens rods and 3 unit cubes. Misconception: students may count MAB tens rods as '1' rather than '10'; teacher addresses this by having students count aloud in tens when counting rods ('10, 20, 30...') before adding ones.

3. Guided & independent20 min

   Guided: in small groups of 3, students use MAB blocks to build numbers the teacher calls out (e.g. 25, 58, 91), checking with teacher circulating. Independent: students complete a recording sheet where they draw or represent 5 given numbers (e.g. 34, 70, 89, 102, 116) using tens and ones drawings, labelling how many tens and ones each has.

4. Reflection8 min

   Teacher selects three student recording sheets to display under the visualiser and asks the class to check if the tens and ones drawings match the numeral; teacher notes students still miscounting tens rods as ones.

Resources:

MAB blocks (tens rods and unit cubes, class set), counters, jar of 47 counters, numeral flash cards, recording sheets

Support:

Provide numbers only within 1-50 and use pre-grouped bundles of ten icy pole sticks instead of MAB blocks for a more tactile, simpler material.

Extension:

Challenge students to build numbers to 120 using the fewest possible blocks, then explain why using tens rods is more efficient than ones.

This lesson develops the tens-and-ones understanding students will need to justify number order and size in the summative assessment.

We are learning to place numbers to 120 on a number line.

• I can identify numbers before and after a given number on a number line
• I can place a numeral in the correct position on a number line
• I can explain why a number belongs between two others

1. Warm-up5 min

   Human Number Line: five students are given numeral cards (e.g. 15, 40, 65, 90, 118) and must arrange themselves in order at the front of the room; class checks.

2. Explicit teaching12 min

   Hook: Teacher unrolls a long blank number line (0 to 120, marked in intervals of 10) taped along the classroom floor and asks 'Where do you think the number 55 goes?' I do: Teacher models placing numeral cards 10, 50, 100 on the marked points, explaining 'I know 50 is halfway between 0 and 100 because it's five lots of ten.' Teacher then models placing 27 by reasoning it is between 20 and 30, closer to 30. We do: Teacher calls students up one at a time to place cards 15, 63, 88, 105 on the number line, with class verifying each placement by checking neighbouring decade marks. Misconception: students may place numbers based on digit appearance rather than value (e.g. placing 19 near 90); teacher addresses this by asking 'Which digit tells us the tens? Which tells us the ones?' and reinforcing the tens marks on the line.

3. Guided & independent20 min

   Guided: in pairs, students use a desk-sized number line (0-120, marked every 10) and take turns placing numeral cards teacher provides, checking together. Independent: students complete a worksheet with a partially blank number line (0-120) and fill in 6 missing numbers, then draw an arrow to show where a given number (e.g. 74) belongs.

4. Reflection8 min

   Teacher asks two students to explain how they decided where to place a tricky number (e.g. 99) and records anecdotal notes on students who confused tens and ones placement.

Resources:

Floor number line (0-120, masking tape and markers), numeral cards, desk number lines (laminated), worksheet with partial number line

Support:

Use a shorter number line (0-50) with all decade marks pre-labelled, reducing the reasoning load to placement only.

Extension:

Ask students to place numbers on an unmarked number line (only 0 and 120 shown) and justify their reasoning using benchmarks like halfway (60).

This lesson directly rehearses the number line placement skill that will be assessed in the summative task.

We are learning to compare and order numbers to 120.

• I can say which of two numbers is bigger or smaller
• I can order a set of numbers from smallest to largest
• I can use the words 'more than' and 'less than' correctly

1. Warm-up5 min

   Bigger or Smaller: teacher shows two numeral cards (e.g. 48 and 84); students show thumbs up for the card on the left if it's bigger, thumbs down if smaller.

2. Explicit teaching12 min

   Hook: Teacher presents two number cards, 72 and 27, asking 'Which is bigger, and how do you know?' I do: Teacher models comparing by looking at the tens digit first (7 tens vs 2 tens), concluding 72 is bigger, then models ordering three numbers 34, 12, 89 from smallest to largest using the same tens-digit-first strategy. We do: Teacher and class order five numbers together (56, 61, 19, 100, 8) as a class, verbalising the reasoning aloud each time ('100 has the most tens, so it goes last... 8 has no tens, so it goes first'). Misconception: students may focus on the number of digits alone without checking tens value correctly, or think longer digit strings always mean smaller if starting digit is small (e.g. thinking 19 is bigger than 61 because 9 is bigger than 1); teacher explicitly re-teaches by comparing tens digits first, then ones only if tens are equal.

3. Guided & independent20 min

   Guided: in small groups, students are given sets of 5 numeral cards (varying per group, staying within 1-120) and must physically order them smallest to largest, teacher circulating to question reasoning. Independent: students complete a worksheet with three sets of numbers to order from smallest to largest and two comparison questions using 'more than/less than' language, writing full sentences (e.g. '45 is more than 32').

4. Reflection8 min

   Teacher plays 'True or False' with three ordering statements (e.g. '99 is less than 100') and students respond with thumbs up/down; teacher notes persistent misconceptions for reteaching next week.

Resources:

Numeral cards (sets of 5 per group, various numbers 1-120), worksheet with ordering and comparison tasks

Support:

Provide numbers within 1-30 only and use physical counters alongside numerals to support comparison.

Extension:

Give students four numbers including two 'tricky' close numbers (e.g. 87 and 78) and ask them to order all four plus explain the difference between the tricky pair using tens and ones language.

This lesson builds the comparison and ordering language and reasoning required for the summative assessment's ordering tasks.

We are learning to use charts, number lines and materials together to show what we know about numbers to 120.

• I can represent a number using materials, a numeral and a position on a number line
• I can order a set of mixed numbers correctly
• I can explain my reasoning using tens and ones

1. Warm-up5 min

   Mystery Number: teacher gives three clues (e.g. 'I have 6 tens and 3 ones, I am less than 70') and students guess the number on mini whiteboards.

2. Explicit teaching12 min

   Hook: Teacher reveals a 'Number Detective' station rotation and asks 'How many ways can we show the number 82 today?' I do: Teacher models completing one station as an example: writing the numeral 82, building it with MAB blocks (8 tens, 2 ones), and marking it on a number line, narrating each step. We do: Teacher selects a volunteer to help complete a second example (number 105) together with class input at each step. Misconception: students may complete only one representation and skip others, showing incomplete understanding; teacher explicitly reminds students all three representations (numeral, materials, number line) are required for each number and checks a completed example against an incomplete one to show the difference.

3. Guided & independent20 min

   Guided: teacher walks the class through the rotation instructions and models transitioning between three stations (materials station, number line station, ordering station) with a sample number. Independent: students rotate through three stations in small groups, completing a booklet page for three different numbers (each provided by teacher, ranging from 15 to 120) showing numeral, materials representation (drawn), and number line placement, plus one ordering task comparing all three numbers from smallest to largest.

4. Reflection8 min

   Teacher gathers booklets as exit evidence and conducts a quick class discussion asking 'What was the trickiest number today and why?', noting common areas of difficulty for the upcoming week's planning.

Resources:

Station materials: MAB blocks, desk number lines, numeral cards, student booklets with three station recording pages, mini whiteboards

Support:

Reduce number range to 1-60 for this student's station numbers and pair with a peer buddy for the rotation.

Extension:

Include numbers such as 119 and 120 in the set and ask students to explain what happens when we go beyond 120 (bridging to next week's content).

This lesson serves as a checkpoint gathering direct evidence of student readiness for the summative assessment on representing and ordering numbers to 120.

We are learning to split small numbers into two parts in different ways.

• I can show a number using two parts with materials
• I can find more than one way to split the same number
• I can record my splits using a number sentence

1. Warm-up5 min

   Quick Flash Cards: teacher flashes ten-frame cards showing 5-9 dots for two seconds, students call out the total number seen.

2. Explicit teaching12 min

   Hook: teacher holds up 7 counters and asks 'How many ways could I share these into two groups?' I do: teacher models splitting 7 counters into a group of 5 and a group of 2, writing 7 = 5 + 2 on the board, then re-splits into 4 and 3, writing 7 = 4 + 3. We do: teacher chooses the number 6 and asks class to suggest a split; teacher records two examples together on the board (6 = 4+2, 6 = 3+3). Misconception: students may think a number only has one correct split — teacher addresses this by showing three different splits of 8 side by side and asking 'Which one is right?' before confirming all are correct as long as parts add to 8.

3. Guided & independent20 min

   Guided: in pairs, students use counters to find two ways to split 9, recording on a shared whiteboard. Independent: students complete a worksheet splitting 6, 7, 8 and 9 into two parts using drawings and number sentences, recording at least two ways for each number.

4. Reflection8 min

   Students share one splitting example with a partner; teacher collects worksheets as evidence and asks two students to explain their splits to the class, checking for the misconception being resolved.

Resources:

counters, mini whiteboards, ten-frame flash cards, partitioning worksheet, pencils

Support:

Provide numbers up to 6 only and pre-drawn two-part frames (part-part-whole) for students to place counters into.

Extension:

Challenge students to find three different ways to split 9 and write all number sentences.

This lesson builds the language and recording of partitioning that students will apply to two-digit numbers later in the unit's summative task.

We are learning to build two-digit numbers using tens and ones.

• I can name a MAB ten-block and a MAB one-block
• I can build a two-digit number using tens and ones blocks
• I can say how many tens and ones are in a number

1. Warm-up5 min

   Number Line Recall: teacher points to numbers on the class number line to 120 from Week 1 and students say the number aloud, focusing on 10, 20, 30 and teen numbers.

2. Explicit teaching12 min

   Hook: teacher shows a bundle of ten icy-pole sticks and one loose stick, asking 'How many sticks altogether?' I do: teacher introduces MAB blocks, naming the small cube as 'one' and the long block as 'ten', then builds the number 24 using 2 tens and 4 ones, saying 'This is 2 tens and 4 ones, which makes 24.' We do: teacher calls out 13 and asks class to direct which blocks to use; teacher builds it together, counting 'ten, eleven, twelve, thirteen.' Misconception: students may count all blocks as ones, ignoring the value of the ten block — teacher addresses this by covering the ten block and asking 'If this whole block is worth ten, how many is it, not one?' then uncovering to confirm.

3. Guided & independent20 min

   Guided: in small groups, students use MAB blocks to build teacher-called numbers (15, 22, 30) and check with a partner. Independent: students draw and label MAB representations for three numbers (16, 21, 27) on a recording sheet, writing the tens and ones count for each.

4. Reflection8 min

   Teacher asks two students to hold up their recording sheet and explain how many tens and ones make their chosen number; teacher notes which students still count ten blocks as one.

Resources:

MAB blocks (tens and ones), icy-pole sticks, class number line to 120, recording sheets, pencils

Support:

Limit numbers to teens (11-19) using only 1 ten block plus ones, with a pre-labelled tens/ones frame.

Extension:

Ask students to build 34 and 43 with MAB blocks and explain why the digits swap but the blocks used are different.

Introducing MAB materials here directly prepares students for the tens-and-ones partitioning task expected in the summative assessment.

We are learning to group loose objects into tens and ones by bundling.

• I can bundle ten straws together with an elastic band
• I can count how many bundles of ten and how many extra ones I have
• I can say the total number from my bundles and ones

1. Warm-up5 min

   Skip Counting by Tens: class stands and skip counts aloud from 0 to 100 in tens while teacher points to a hundred chart.

2. Explicit teaching12 min

   Hook: teacher tips out a pile of 30 loose straws and asks 'How could we count these faster?' I do: teacher models bundling straws into groups of ten with elastic bands, counting out ten straws, banding them, and repeating until reaching 3 bundles with 4 leftover, saying 'That's 3 tens and 4 ones, which is 34.' We do: teacher gives class a pile of 27 straws and, with volunteers, bundles them together, checking the count as a class. Misconception: students may miscount when bundling, ending with 9 or 11 in a bundle — teacher addresses this by modelling recounting each bundle aloud before banding it, saying 'Let's check: 1,2,3...10, band it!'

3. Guided & independent20 min

   Guided: in pairs, students bundle a pile of 19 straws into tens and ones, recording the total on a whiteboard. Independent: students work with piles of 23, 31 and 26 straws, bundling each and recording the number of tens, ones and the total number on a recording sheet.

4. Reflection8 min

   Teacher asks students to hold up their bundles for one number and explain their tens and ones aloud; teacher observes accuracy of bundling as evidence of understanding.

Resources:

bundles of straws, elastic bands, hundred chart, recording sheets, pencils

Support:

Provide pre-counted piles of exactly 10 straws already bundled, so students only need to bundle the extra ones and state the total.

Extension:

Give students a pile of 45 straws and ask them to bundle and also identify how many more straws are needed to reach the next ten.

Bundling with straws gives students a second physical model of tens and ones, reinforcing the partitioning skill assessed in the unit task.

We are learning to show the same two-digit number using different combinations of tens and ones.

• I can build a two-digit number with MAB blocks in the standard way
• I can show the same number using a different combination, like extra ones instead of a ten
• I can explain why both combinations equal the same number

1. Warm-up5 min

   Bundle Match: teacher shows a card with a number (e.g. 23) and students quickly say how many tens and ones using fingers.

2. Explicit teaching12 min

   Hook: teacher builds 24 with 2 tens and 4 ones, then asks 'Could I show 24 a different way?' I do: teacher unbundles one ten block into ten ones, showing 24 as 1 ten and 14 ones, saying 'It's still 24, just shown differently.' We do: teacher calls 32 and asks class to help swap one ten for ten ones, building 2 tens and 12 ones together and checking the total is still 32. Misconception: students may think the number changes when it looks different — teacher addresses this by counting the total blocks both ways aloud in front of the class to prove the amount stays the same.

3. Guided & independent20 min

   Guided: in pairs, students use MAB blocks to show 25 in the standard way and then in an unbundled way, drawing both onto a shared sheet. Independent: students choose two numbers (from 21, 26, 33) and represent each in two different ways using drawings, labelling the tens and ones for each version.

4. Reflection8 min

   Teacher selects two students to share their two different representations of the same number, asking the class 'Are these both correct? How do you know?' as a check for understanding.

Resources:

MAB blocks, recording sheets, number cards, pencils

Support:

Provide one pre-drawn example (24 as 2 tens/4 ones and 1 ten/14 ones) as a model to copy and adapt for a new number like 21.

Extension:

Ask students to find a third way to represent 33, such as 0 tens and 33 ones, and explain if this is still sensible.

This lesson develops the flexible partitioning skill that distinguishes secure understanding in the summative assessment's tens-and-ones tasks.

We are learning to partition two-digit numbers and record our thinking using number sentences.

• I can partition a two-digit number into tens and ones
• I can write a number sentence to match my partitioning
• I can check my partitioning is correct by adding the parts back together

1. Warm-up5 min

   Build It Fast: teacher calls out a two-digit number and students race in pairs to build it correctly with MAB blocks.

2. Explicit teaching12 min

   Hook: teacher writes 46 on the board and asks 'How could we write this as tens and ones in a number sentence?' I do: teacher models writing 46 = 40 + 6, connecting it to MAB blocks (4 tens, 6 ones), and explains that 40 means 4 tens. We do: teacher calls 38 and works with class to build it, then together writes 38 = 30 + 8 on the board, checking by adding 30 + 8 back together. Misconception: students may write the tens digit without the zero, such as writing 4 instead of 40 — teacher addresses this by comparing 4 + 6 and 40 + 6 with blocks, showing only 40 + 6 matches 46.

3. Guided & independent20 min

   Guided: in small groups, students build and write number sentences for 27 and 52 using MAB blocks. Independent: students complete a recording sheet partitioning 34, 49 and 61 into tens and ones, writing the matching number sentence for each and checking by adding.

4. Reflection8 min

   Teacher conducts a quick check where students hold up their recording sheet for 49; teacher scans for the correct number sentence (49 = 40 + 9) as evidence of week's learning.

Resources:

MAB blocks, recording sheets, whiteboards, pencils

Support:

Provide a partially completed number sentence frame (e.g. 34 = __ + __) with tens and ones blocks already built for students to count and fill in.

Extension:

Ask students to partition 61 into tens and ones and then find a way to partition it into three parts, such as 50 + 10 + 1.

This lesson consolidates the full partitioning process—materials, tens/ones counting and number sentences—that will be directly assessed in the unit's summative task.

We are learning to count collections of objects by making groups of two and skip counting.

• I can make equal groups of two from a collection
• I can skip count by twos to find the total
• I can match my count to the number of objects

1. Warm-up5 min

   Counting claps: teacher claps twice, students say the next number in the twos sequence (2, 4, 6...) up to 20, using a class chant.

2. Explicit teaching12 min

   Hook: Show a jar with 16 counters spilled on the mat and ask, 'How could we count these quickly without counting one by one?' I do: Teacher models grouping 16 counters into pairs, lining pairs up, and skip counting aloud '2, 4, 6, 8, 10, 12, 14, 16' while pointing to each pair. We do: Teacher and students together group 20 counters into pairs on the mat and skip count as a class, checking the total matches 20. Misconception to watch: students count pairs as single units (saying '1, 2, 3...' for pairs instead of skip counting values) — address by pointing to each pair and saying the running total number, not the pair number.

3. Guided & independent20 min

   Guided: In small groups, students use icy-pole sticks or counters to make groups of two for a set of 14, then skip count aloud with teacher support. Independent: Students work with a partner to group and skip count three collections (12, 18, 24 objects) recording each total on a worksheet by writing the skip counting sequence and final total.

4. Reflection8 min

   Students share one collection they counted and say the skip counting sequence aloud to the class; teacher records who can skip count fluently by twos on the observation checklist.

Resources:

counters, icy-pole sticks, jars, worksheet with three collections, mini whiteboards

Support:

Provide pre-made pairs of counters taped together so students only need to say the sequence, not physically group.

Extension:

Challenge students to skip count by twos to 40 and identify whether a given number (e.g. 27) would be said in the sequence.

This lesson builds observation evidence for the formative check-in on skip counting by twos, part of this week's number knowledge assessment.

We are learning to count collections by grouping objects into fives and skip counting.

• I can make equal groups of five from a collection
• I can skip count by fives to find the total
• I can explain why grouping helps me count faster

1. Warm-up5 min

   Finger flash game: teacher flashes both hands (10 fingers) multiple times, students skip count by fives as each flash appears (5, 10, 15...).

2. Explicit teaching12 min

   Hook: Show a bag of 35 pop sticks and ask, 'Would it be faster to count these one by one or in groups?' I do: Teacher models sorting 35 sticks into bundles of five using rubber bands, then skip counts '5, 10, 15, 20, 25, 30, 35' pointing to each bundle. We do: Class works together to bundle 40 counters into groups of five and skip count as a whole group, checking against the total. Misconception to watch: students switch from skip counting back to counting by ones partway through — address by pausing after each bundle and asking 'What number are we up to now?' before continuing.

3. Guided & independent20 min

   Guided: Small groups bundle a set of 25 objects into fives with teacher support, skip counting together. Independent: Students independently group and count three sets (15, 30, 45 objects) using materials of their choice, recording the skip counting sequence and total on a recording sheet.

4. Reflection8 min

   Students turn and talk to explain to a partner why grouping in fives is helpful; teacher circulates and notes responses on the checklist.

Resources:

pop sticks, rubber bands, counters, recording sheets, number line to 50

Support:

Use a pre-drawn tens frame style fives template so students place objects into ready-made groups.

Extension:

Ask students to predict the total for a set of 55 before counting, then verify using skip counting by fives.

This lesson provides direct evidence for the formative check-in's short response task on skip counting by fives.

We are learning to count large collections by grouping into tens and skip counting.

• I can make equal groups of ten from a collection
• I can skip count by tens to find the total, including past 100
• I can use MAB blocks to show my grouping

1. Warm-up5 min

   Number line hop: students take turns hopping along a floor number line marked in tens (10, 20, 30... 120), saying the number as they land.

2. Explicit teaching12 min

   Hook: Show a large collection of 80 MAB ones scattered on the mat and ask, 'How could we group these to count them fast, using what we learned last week about tens and ones?' I do: Teacher models exchanging ten ones for one ten rod repeatedly, lining up eight tens rods, and skip counting '10, 20, 30, 40, 50, 60, 70, 80'. We do: Class works together to group 110 objects into tens (using bundles or MAB), skip counting together past 100 to 110. Misconception to watch: students think the count stops or resets after 100 — address by explicitly continuing the number line pattern and saying 'after 100 comes 110, just like after 10 comes 20'.

3. Guided & independent20 min

   Guided: Small groups bundle 60 objects into tens with teacher guidance, skip counting together. Independent: Students independently group and count two large collections (90 and 120 objects) using MAB or bundling materials, recording the sequence and total.

4. Reflection8 min

   Students share their sequence for the 120 collection with the class; teacher notes on checklist who can skip count accurately past 100.

Resources:

MAB blocks, bundling sticks, floor number line to 120, recording sheets

Support:

Provide collections already grouped into tens for students to simply count and record the total.

Extension:

Ask students to group a collection of 120 into tens then re-group the same collection into groups of five, comparing skip counting sequences.

This lesson directly assesses quantifying collections to 120 by grouping into tens, a key focus of this week's formative check-in.

We are learning to choose whether to group by twos, fives or tens to count a collection efficiently.

• I can decide which grouping (twos, fives or tens) suits a collection
• I can skip count using my chosen grouping to find the total
• I can justify my choice of grouping

1. Warm-up5 min

   Mystery bag guess: teacher shows a bag and asks students to estimate how many objects are inside before revealing, linking to today's counting focus.

2. Explicit teaching12 min

   Hook: Present three collections (18, 45, 100 objects) and ask, 'Which grouping would help us count each one fastest?' I do: Teacher models thinking aloud for the 100 collection, choosing tens because 'ten groups of ten is quick to skip count', then models grouping and counting. We do: Class discusses and decides as a group which strategy suits 18 (twos or tens) and 45 (fives), then counts together using the chosen method. Misconception to watch: students always default to counting by ones regardless of grouping — address by explicitly asking 'Is there a group size that divides evenly into this number?' before starting.

3. Guided & independent20 min

   Guided: In small groups, students are given a collection (e.g. 24, 50) and discuss with teacher support which grouping to use, then count. Independent: Students choose their own grouping strategy for three collections (16, 35, 120), recording their choice, the skip counting sequence, and the total on a strategy sheet.

4. Reflection8 min

   Students complete an exit ticket stating which grouping they used for one collection and why; teacher collects as checklist evidence.

Resources:

mixed collections of counters/sticks/MAB, mystery bag, strategy recording sheet, exit tickets

Support:

Provide a simple decision chart (if number ends in 0, group by tens; if ends in 5 or 0, group by fives; otherwise try twos) to guide choice.

Extension:

Ask students to find a collection that could be grouped evenly by twos, fives AND tens, and explain why (e.g. 20, 40, 100).

This lesson consolidates flexible grouping strategies, forming part of the observation checklist for the formative check-in.

We are learning to show what we know about counting collections to 120 using grouping and skip counting.

• I can group a collection into twos, fives or tens
• I can skip count accurately to find the total of a collection
• I can explain my counting strategy in words or drawings

1. Warm-up5 min

   Quick skip count relay: students stand in a circle and take turns saying the next number in a skip counting sequence (by fives) as teacher calls the starting point.

2. Explicit teaching12 min

   Hook: Remind students, 'This week you've become expert counters — today you'll show me everything you know.' I do: Teacher models one check-in style question, showing a collection of 30 objects, grouping into fives, skip counting, and writing the sentence 'I grouped by 5s and counted 5, 10, 15, 20, 25, 30.' We do: Class completes one practice item together as a group with a collection of 24, deciding grouping, skip counting, and orally rehearsing the sentence to write. Misconception to watch: students group correctly but miscount when skip counting aloud — address by encouraging them to point to each group as they say the number.

3. Guided & independent20 min

   Guided: Teacher circulates as students begin the check-in, offering prompts to those grouping incorrectly. Independent: Students individually complete the formative check-in — grouping and skip counting three collections (20, 50, 100 objects) and writing/drawing their strategy and total on the assessment sheet, while teacher uses the observation checklist to note skip counting fluency.

4. Reflection8 min

   Students individually reflect by circling a face (confident, unsure, need help) on their check-in sheet; teacher reviews checklist notes to identify students needing further support next week.

Resources:

formative check-in assessment sheets, counters, MAB blocks, observation checklist, pencils

Support:

Reduce the collection sizes (e.g. 10, 20, 30) and provide grouping materials pre-sorted for students needing more scaffolding.

Extension:

Provide an additional collection of 120 for early finishers to group and count using two different strategies to compare efficiency.

This lesson is the formal administration of the Week 3 formative check-in on number knowledge and skip counting, providing direct evidence against AC9M1N03.

We are learning to compare the length of objects directly.

• I can line up two objects to compare their length
• I can use the words longer, shorter and same as
• I can explain how I know which object is longer

1. Warm-up5 min

   Stand-up line-up: five students hold pencils of different lengths and physically line them up from shortest to longest against a wall while the class checks the order.

2. Explicit teaching12 min

   Hook: hold up two rulers of clearly different length and ask 'Which one is longer? How do you know?' I do: model lining up two classroom items (a glue stick and a pair of scissors) end to end from the same starting line, saying 'I line up the ends so it's a fair comparison' and stating 'the scissors are longer than the glue stick'. We do: compare a whiteboard marker and a crayon together as a class, students predict then check. Misconception: students often compare objects without aligning starting edges — watch for this and correct by asking 'Did we start both objects at the same line?'

3. Guided & independent20 min

   Guided: in pairs, students compare 3 pairs of classroom objects (eraser/pencil, book/pencil case, ruler/glue stick) lining them up at a start line and recording longer/shorter/same as on a worksheet. Independent: students choose 3 objects from their pencil case and order them from shortest to longest, drawing and labelling them.

4. Reflection8 min

   Students share one comparison with a partner using the sentence 'The ___ is longer than the ___ because...'; teacher observes use of comparative vocabulary and correct alignment as evidence.

Resources:

pencils, rulers, glue sticks, scissors, crayons, erasers, worksheet, pencil cases

Support:

Provide pre-selected object pairs with obvious length differences and sentence starters.

Extension:

Students order 5 objects from shortest to longest and justify the order in a full sentence.

Builds toward the summative task's requirement to compare and order objects by length using direct comparison and reasoning.

We are learning to compare the length of objects that cannot be placed next to each other.

• I can use a third object to compare two things indirectly
• I can explain why indirect comparison is needed
• I can order three objects using an indirect method

1. Warm-up5 min

   Quick think: teacher asks 'How could we compare the length of the classroom door and the teacher's desk if we can't move them next to each other?' Students turn and talk for one minute.

2. Explicit teaching12 min

   Hook: show a piece of string and ask 'Can this help me compare two things that are far apart?' I do: model using a strip of paper to measure the width of the classroom door, marking the length on the strip, then carrying the strip to compare it to the width of a bookshelf, concluding 'the door is wider than the bookshelf because the strip was longer than the bookshelf'. We do: as a class, use a piece of string to compare the height of the teacher's chair to the height of a table. Misconception: students may try to estimate by eye instead of using the third object — watch for this and remind them 'we must use our string every time, not guess'.

3. Guided & independent20 min

   Guided: in small groups, students use a strip of paper to compare the length of two tables that are not next to each other and record which is longer. Independent: students use string to indirectly compare the height of three classroom objects (bin, chair, shelf) and order them from shortest to tallest on a recording sheet.

4. Reflection8 min

   Teacher asks two students to explain their indirect comparison method to the class; teacher checks recording sheets for correct order and reasoning as evidence.

Resources:

string, paper strips, scissors, recording sheet, classroom furniture

Support:

Work with the teacher in a small group, using pre-cut strips already marked to the first object's length.

Extension:

Students compare four objects indirectly and write two comparison sentences using 'longer than' and 'shorter than'.

Develops the indirect comparison skill required in the summative assessment's measurement reasoning section.

We are learning to measure the length of objects using informal units placed end-to-end.

• I can place informal units end-to-end without gaps or overlaps
• I can count units to find the length of an object
• I can explain why units must be the same size

1. Warm-up5 min

   Counting chant: class counts by ones from 1 to 20 clapping on multiples of 5 to revise accurate counting before measuring.

2. Explicit teaching12 min

   Hook: ask 'How many of my shoes long is this table?' and let students guess. I do: model measuring the length of a desk using unifix cubes, placing them end-to-end with no gaps, counting aloud 'one, two, three... the desk is 8 cubes long', emphasising uniform units. We do: measure the width of the classroom door together using paperclips, counting as a class. Misconception: students often leave gaps or overlap units — watch for this and model checking each unit touches the next with no space.

3. Guided & independent20 min

   Guided: in pairs, students measure the length of a book using unifix cubes, checking end-to-end placement, and record the number. Independent: students measure three objects (pencil case, chair leg, their arm) using paperclips, recording each length as a number of units on a table.

4. Reflection8 min

   Teacher selects two students to demonstrate correct end-to-end placement; class identifies any gaps or overlaps as evidence of understanding uniform unit use.

Resources:

unifix cubes, paperclips, books, recording table, pencil cases

Support:

Provide a strip with unit markings already drawn to guide placement.

Extension:

Students measure the same object with two different informal units (cubes and paperclips) and compare the two counts, explaining why the numbers differ.

Directly builds the informal length measurement skill assessed in the summative task.

We are learning to compare objects using mass and capacity.

• I can use a balance scale to compare which object is heavier or lighter
• I can compare which container holds more or less
• I can use the words heavier, lighter, more and less correctly

1. Warm-up5 min

   Hands as scales: students hold one object in each hand and guess which is heavier before checking with a balance scale demonstration.

2. Explicit teaching12 min

   Hook: hold up a small heavy object (a stone) and a large light object (a balloon) and ask 'Which do you think is heavier? Why might we be wrong?' I do: model using a balance scale to compare a book and a pencil, saying 'the side that goes down is heavier', concluding 'the book is heavier than the pencil'. We do: as a class, compare two containers by pouring water/sand from one into the other to see which holds more, using the words 'more than' and 'less than'. Misconception: students often think bigger always means heavier or holds more — watch for this and directly test a large light object against a small heavy one to challenge it.

3. Guided & independent20 min

   Guided: in pairs, students use a balance scale to compare 3 pairs of classroom objects and record heavier/lighter. Independent: students compare 3 pairs of containers by pouring rice or water between them and record which holds more or less on a worksheet.

4. Reflection8 min

   Students share their most surprising comparison (an object that looked light but was heavy, or a container that looked big but held less) as evidence of conceptual understanding.

Resources:

balance scales, stones, balloons, books, pencils, containers, rice or water, worksheet

Support:

Pair students with a peer and provide only two objects with a clear mass difference.

Extension:

Students order 4 objects from lightest to heaviest using the balance scale across multiple comparisons.

Extends comparison reasoning to mass and capacity, both required attributes in the summative comparison task.

We are learning to describe how long events last and sequence them using calendar units.

• I can order events using days, weeks and months
• I can say which event takes longer or shorter using calendar language
• I can use a calendar to find days and dates

1. Warm-up5 min

   Calendar scan: teacher displays the classroom calendar and asks 'What day is it today? What day was it yesterday? What day will it be in 2 days?'

2. Explicit teaching12 min

   Hook: ask 'Which takes longer — brushing your teeth or a school holiday?' and let students respond. I do: model sequencing three events (a birthday party, waiting one week for a school excursion, and a two-month school holiday) on a simple timeline, saying 'a birthday party lasts hours, waiting for the excursion is a week, and the holiday is two months, so the holiday is the longest'. We do: as a class, sequence four familiar events (recess, a weekend, a school term, a year) from shortest to longest duration using calendar vocabulary. Misconception: students often confuse 'a week' and 'a weekend', or think all months have the same number of days — watch for this and clarify using the classroom calendar to count days in the current month.

3. Guided & independent20 min

   Guided: in pairs, students order picture cards of events (a day, a week, a month, a year) from shortest to longest duration. Independent: students draw and label three events from their own life in order of duration (shortest to longest) using the words day, week, month.

4. Reflection8 min

   Teacher asks students to hold up their ordered picture cards for a quick check; correct sequencing and use of calendar vocabulary in independent drawings serve as evidence.

Resources:

classroom calendar, event picture cards, drawing paper, pencils

Support:

Provide only three events with clearly different durations (a minute, a day, a year) and pre-labelled cards.

Extension:

Students research and add a fifth event (such as a decade) to their sequence and justify its placement.

Completes the week's coverage of comparing and sequencing durations, directly feeding into the summative task's measurement and time section.

We are learning to measure the length of objects using informal units placed end-to-end.

• I can line up units without gaps or overlaps
• I can count units to find the length of an object
• I can explain why the units must all be the same size

1. Warm-up5 min

   Estimation jar: students estimate how many unifix cubes long the teacher's desk is, then quickly check with a show-of-hands vote before the lesson begins.

2. Explicit teaching12 min

   Hook: hold up a pencil and a paperclip, ask 'Which one could I use to measure this table?' I do: model measuring the width of a book using paperclips, placing them end-to-end with no gaps, counting aloud '1, 2, 3, 4 paperclips long'. We do: choose a volunteer to help measure the teacher's desk using unifix cubes, class counts together. Misconception: students often leave gaps or overlap units — stop and show a gapped row vs a correct row, ask 'Is this a fair measurement?' and correct by demonstrating end-to-end placement.

3. Guided & independent20 min

   Guided: in pairs, students measure a shared item (a desk) using unifix cubes with teacher circulating to check end-to-end placement. Independent: students measure three classroom objects (pencil case, book, chair leg) using a bag of same-sized informal units and record the length in a table with object name and unit count.

4. Reflection8 min

   Students share one object they measured and its length in units; teacher asks 'What would happen if we used bigger units?' to check understanding, gathering evidence through table completion and verbal responses.

Resources:

Unifix cubes, paperclips, recording table sheets, pencils, classroom objects

Support:

Provide pre-cut strips of uniform units taped in a row for students to trace and count rather than placing individually.

Extension:

Students measure the same object with two different sized units (cubes and paperclips) and compare the counts, explaining why the numbers differ.

This lesson builds the end-to-end measuring skill directly observed in Assessment task 3.2's practical checklist.

We are learning to compare the lengths of objects by measuring them with the same informal unit.

• I can measure two objects using the same unit
• I can say which object is longer or shorter using unit counts
• I can order three objects from shortest to longest

1. Warm-up5 min

   Quick line-up: three students hold up straws of different lengths and the class orders them shortest to longest by eye before measuring.

2. Explicit teaching12 min

   Hook: ask 'How can we prove which straw is really longest without just looking?' I do: model measuring two straws with matchsticks end-to-end, counting each, and stating 'Straw A is 6 matchsticks, Straw B is 4 matchsticks, so Straw A is longer.' We do: measure a third straw together and add it to the comparison, ordering all three. Misconception: students may compare units used (e.g. mixing matchsticks and cubes) — address by asking 'Did we use the same unit for both?' and modelling why this makes comparison unfair.

3. Guided & independent20 min

   Guided: pairs measure two classroom items with the same unit and state which is longer. Independent: students measure three objects from a provided set (ribbon, crayon, glue stick) using the same informal unit, record counts, and order them shortest to longest on a worksheet.

4. Reflection8 min

   Teacher selects two students to share their ordering and reasoning; class checks agreement, teacher notes accuracy of unit use and ordering language as assessment evidence.

Resources:

Matchsticks, straws, ribbons, crayons, glue sticks, ordering worksheet

Support:

Reduce to two objects to compare instead of three, with unit counts pre-recorded for students to circle the longer one.

Extension:

Students measure four objects and create a bar-style picture graph showing unit counts for each.

This lesson develops comparative measurement language and accuracy needed for the observation checklist in Assessment task 3.2.

We are learning to make and name familiar 2D and 3D shapes.

• I can name a circle, square, triangle and rectangle
• I can build a shape using materials such as straws or blocks
• I can point out matching shapes in the classroom

1. Warm-up5 min

   Shape hunt: students walk eyes-only around the room for 2 minutes spotting one example each of a circle, square, triangle and rectangle, then call out where they found them.

2. Explicit teaching12 min

   Hook: show a picture of a house made of shapes and ask 'What shapes can you see?' I do: model building a triangle and a square using straws and blu-tack, naming the number of sides and corners for each ('a triangle has 3 sides and 3 corners; a square has 4 equal sides and 4 corners'). We do: build a rectangle together as a class using floor tape or straws, counting sides aloud. Misconception: students often confuse squares and rectangles — address by measuring side lengths together and asking 'Are all four sides the same?'

3. Guided & independent20 min

   Guided: in small groups, students build two named shapes using straws and blu-tack with teacher prompting side/corner counts. Independent: students draw and label four familiar shapes on paper, writing the number of sides for each.

4. Reflection8 min

   Students hold up their favourite built shape and name it; teacher asks one student to describe its sides, checking for shape vocabulary as evidence.

Resources:

Straws, blu-tack, floor tape, paper, pencils, shape picture cards

Support:

Provide shape outline templates for students to trace and trace-count sides with a finger.

Extension:

Students combine multiple shapes to build a picture (e.g. a robot) and label each shape used.

This lesson establishes shape-naming vocabulary and construction skills observed in the shape component of Assessment task 3.2.

We are learning to compare and classify shapes by their features.

• I can sort shapes into groups based on their sides or corners
• I can explain how two shapes are the same or different
• I can find shapes in the environment that match a group

1. Warm-up5 min

   Mystery bag feel: students reach into a bag and feel a 3D object (block, ball, cone) without looking, guessing its shape name before revealing it.

2. Explicit teaching12 min

   Hook: place a triangle and a square side-by-side and ask 'How are these shapes the same? How are they different?' I do: model sorting a mixed pile of shape cutouts into two hoops labelled '3 sides' and '4 sides', explaining reasoning aloud. We do: sort a new batch of shapes together as a class, discussing each placement. Misconception: students may sort by size or colour rather than by geometric features — address by asking 'Does colour tell us the shape's name?' and refocusing on sides and corners.

3. Guided & independent20 min

   Guided: in pairs, students sort a set of shape cards into hoops labelled by number of sides. Independent: students complete a sorting worksheet, drawing shapes into columns headed '3 sides', '4 sides' and 'curved', then write one sentence comparing two shapes.

4. Reflection8 min

   Teacher asks two pairs to justify their sorting decisions; evidence gathered on classification reasoning and vocabulary use for the checklist.

Resources:

Shape cutouts, hoops or sorting mats, sorting worksheet, pencils

Support:

Provide only two categories (3 sides vs 4 sides) with fewer shape cards to sort.

Extension:

Students create their own sorting rule (e.g. shapes with curved edges) and sort a set accordingly, explaining their rule to a partner.

This lesson directly rehearses the shape classification skills that will be observed in Assessment task 3.2.

We are learning to show what we know about measuring length and classifying shapes.

• I can measure an object using informal units end-to-end
• I can name and sort familiar shapes by their features
• I can explain my thinking to my teacher

1. Warm-up5 min

   Quick recap circle: teacher shows a shape card and a measuring unit, asking the class to whisper to a partner the shape's name and how to measure with the unit correctly.

2. Explicit teaching12 min

   Hook: remind students 'Today you get to show me everything you've learned about measuring and shapes.' I do: briefly re-model one measuring example (length of a glue stick in cubes) and one sorting example (circle vs square), reinforcing key vocabulary: length, unit, end-to-end, sides, corners. We do: complete one practice item together as a whole class using the assessment checklist format, so students understand expectations. Misconception: students may rush and skip explaining reasoning — remind them 'Show me and tell me why' before starting.

3. Guided & independent20 min

   Guided: teacher circulates during rotations, prompting students individually with checklist questions (e.g. 'Show me how you measured this' and 'Sort these shapes for me'). Independent: students complete the practical assessment task 3.2 at stations — one measuring station with objects and informal units, one shape station with sorting materials — while teacher records observations on the checklist.

4. Reflection8 min

   Whole class gathers to share one thing they were proud of showing today; teacher notes final checklist observations and flags any students needing follow-up support.

Resources:

Assessment 3.2 checklist, informal measuring units, shape cutouts, sorting mats, recording sheets

Support:

Allow students to demonstrate skills verbally with teacher scribing, or use fewer items at each station.

Extension:

Students who finish early measure an additional object and classify an extra shape, explaining their reasoning in more detail to the teacher.

This lesson is the formal administration of Assessment task 3.2, directly evidencing AC9M1M02 and AC9M1SP01 through practical observation.

We are learning to classify shapes and objects using their obvious features.

• I can name features like sides, corners and curves.
• I can sort shapes into groups based on shared features.
• I can explain why a shape belongs in a group.

1. Warm-up5 min

   Mystery Bag Feely Game: students reach into a bag of shape blocks and describe one feature before pulling it out.

2. Explicit teaching12 min

   Hook: teacher holds up a triangle and a rectangle, asking 'What is different and what is the same?'. I do: teacher sorts 6 shapes (circle, square, triangle, rectangle, hexagon, oval) into two hoops labelled 'straight sides' and 'curved sides', naming vocabulary 'sides, corners, curved, straight'. We do: class helps sort 4 more shapes as a group, teacher asks 'Where does this hexagon go? Why?'. Misconception: students may sort by colour or size instead of shape features; teacher addresses by covering shapes with plain paper cut-outs so only outline is visible.

3. Guided & independent20 min

   Guided: in pairs, students sort a set of 10 shape cards into two hoops using feature labels. Independent: students complete a sorting worksheet gluing shapes into a table with headings 'sides' and 'no sides', recording the number of sides for each shape.

4. Reflection8 min

   Students share one shape and one feature with a partner; teacher observes worksheets for correct sorting logic and vocabulary use as evidence.

Resources:

shape blocks, feely bag, hoops, shape cards, sorting worksheet, glue sticks

Support:

Provide pre-cut shape outlines with fewer categories (curved vs straight only) and sentence starter 'This shape has ___ sides'.

Extension:

Students sort 3D objects (cube, sphere, cone) by faces, edges and vertices and record findings in a table.

Builds shape classification skills needed for the summative task's geometry component, where students must justify shape groupings.

We are learning to compare shapes and objects found around us.

• I can find shapes hidden in everyday objects.
• I can compare two objects and describe similarities and differences.
• I can use maths vocabulary to explain my thinking.

1. Warm-up5 min

   Shape Hunt: students look around the classroom for 3 objects that match a shape shown on the board.

2. Explicit teaching12 min

   Hook: teacher shows a photo of a clock and a book, asking 'What shapes can you see?'. I do: teacher compares a soccer ball and a dice, listing similarities (both objects, both used in play) and differences (sphere vs cube, curved vs flat faces) on a Venn diagram. We do: class compares a book and a tissue box together, teacher prompts 'Are the faces the same shape? How many faces does each have?'. Misconception: students think objects are 'the same' just because they are the same colour; teacher redirects focus to shape features only.

3. Guided & independent20 min

   Guided: pairs compare two classroom objects using a Venn diagram template, recording at least 2 similarities and 2 differences. Independent: students draw two objects from home or classroom and complete their own Venn diagram comparison.

4. Reflection8 min

   Teacher collects Venn diagrams and asks two students to share one similarity and one difference found; checks for correct use of shape vocabulary.

Resources:

classroom objects, Venn diagram templates, photos of objects, whiteboard

Support:

Provide object pairs already selected and a word bank of vocabulary (sides, corners, curved, flat, round).

Extension:

Students compare three objects at once using a triple Venn diagram.

Strengthens comparison skills directly assessed in the unit's summative shape-classification task.

We are learning to understand a practical problem and plan how to solve it using pictures and numbers.

• I can retell a problem in my own words
• I can choose materials or a drawing to plan my solution
• I can write a number sentence that matches the problem

1. Warm-up5 min

   Quick retrieval: teacher shows a ten-frame with 7 dots, asks 'How many more to make 10?' three times with different starting numbers (7, 4, 9), students whisper-answer to a partner.

2. Explicit teaching12 min

   Hook: teacher tells a short story — 'I had 8 marbles. My friend gave me 5 more. How many marbles now?' I do: teacher models the modelling process aloud using the words Understand, Plan, Do, Consider, Communicate on a poster, thinking aloud: 'I understand I need to find the total. I plan to use counters. I do: count 8 counters, add 5 more, count all.' We do: class works through a second problem together — 'There were 12 apples. 4 were eaten. How many left?' — using counters on the mat, teacher records the number sentence 12 - 4 = 8. Misconception: students may add when they should subtract; teacher addresses by asking 'Are we finding a total or what's left?' before choosing the operation.

3. Guided & independent20 min

   Guided: in pairs, students solve one shared problem using counters, drawing what they did on mini whiteboards. Independent: students complete two similar story problems in their maths journal, drawing their plan and writing a matching number sentence.

4. Reflection8 min

   Students share one journal problem with a partner, explaining which step (understand, plan, do) they found trickiest; teacher circulates listening for correct operation choice and records observations on a class checklist.

Resources:

Ten-frames, counters, mini whiteboards, maths journals, modelling process poster, marker pens

Support:

Provide problems with numbers within 10 and pre-drawn ten-frames to fill in.

Extension:

Students write their own story problem within 20 for a partner to solve.

Builds towards the summative task by establishing the five-step modelling process students will apply independently to money and sharing problems.

We are learning to solve simple money problems by acting them out and checking our answer makes sense.

• I can use play coins to act out a buying and change problem
• I can work out the total cost of two items
• I can check my answer makes sense by counting again

1. Warm-up5 min

   Coin flash: teacher shows a 10c and a 5c play coin, asks 'How much altogether?' repeating with different pairs (10c+10c, 5c+5c, 10c+5c+5c).

2. Explicit teaching12 min

   Hook: teacher sets up a pretend shop with two items priced 6c and 3c. I do: teacher models Understand ('I need the total cost'), Plan ('I will use coins'), Do (counts out 6c then 3c more, totals 9c), Consider ('Does 9c make sense? Yes, close to my estimate of 10c'). We do: class solves together — item costs 8c, customer pays with 10c, how much change? Teacher models counting on from 8c to 10c using coins. Misconception: students may confuse total cost with change; teacher clarifies by asking 'Are we adding to find the total, or working out what's left over?'

3. Guided & independent20 min

   Guided: pairs use play coins at the shop station to solve two teacher-set problems (one addition, one change). Independent: students record their shop transactions in their journal with a picture of coins and a number sentence.

4. Reflection8 min

   Teacher asks two students to explain how they checked their change answer made sense; class votes thumbs up/down on whether the answer sounds reasonable, teacher notes misconceptions to revisit.

Resources:

Play coins (5c, 10c), pretend shop items with price tags, maths journals

Support:

Limit to single coin type (5c or 10c) and totals within 10.

Extension:

Introduce a third item so students add three prices and calculate change from 20c.

Directly rehearses the money transaction skill required in the summative modelling task.

We are learning to solve problems about sharing things equally between groups.

• I can share a group of objects equally between people
• I can explain what happens when there are leftovers
• I can draw or use materials to show my sharing

1. Warm-up5 min

   Quick share: teacher holds up 12 counters and asks 'How would we share these between 2 people fairly?' students turn and talk, then share ideas.

2. Explicit teaching12 min

   Hook: teacher poses 'I have 15 stickers to share equally between 3 friends. How many does each friend get?' I do: teacher models Understand-Plan-Do, dealing out 15 counters one at a time into 3 groups, counting each group at the end (5, 5, 5). We do: class solves together 'Share 16 grapes between 4 people' using the dealing-out strategy, teacher checks groups are equal by counting each pile. Misconception: students deal unevenly or stop before all objects are shared; teacher addresses by modelling 'one for you, one for you, one for you' rhythm and checking all objects are used.

3. Guided & independent20 min

   Guided: pairs share 18 blocks equally between 3 toy characters using the dealing strategy, drawing the three equal groups. Independent: students solve two sharing problems (share 10 between 2, share 14 between 2) recording groups with drawings and a sentence stating how many each person got.

4. Reflection8 min

   Teacher gathers students to check one pair's drawing on the board, asking the class 'Is this sharing fair? How do we know?' and records who can share fairly without prompting.

Resources:

Counters, blocks, toy characters, drawing paper, maths journals

Support:

Use smaller quantities (share 6 between 2) with physical objects to deal out one at a time.

Extension:

Pose a problem with a remainder, e.g. share 13 between 4, and ask students to explain what happens to the leftover item.

Prepares students for the equal sharing component of the summative modelling task.

We are learning to solve problems about making equal groups from a total.

• I can make equal groups from a set of objects
• I can count how many groups I made
• I can represent my grouping with materials or a diagram

1. Warm-up5 min

   Skip counting check: teacher leads class counting by twos to 20, then by fives to 20, clapping on each number to reinforce Week 3 learning.

2. Explicit teaching12 min

   Hook: teacher poses 'I have 20 party bags. I want to put 5 lollies in each bag. How many groups of 5 can I make?' I do: teacher models Understand-Plan-Do, using 20 counters, physically making groups of 5 side by side, then skip counting the groups (5, 10, 15, 20 — that's 4 groups). We do: class solves together 'Make groups of 4 from 16 counters — how many groups?' with teacher recording the array on the board. Misconception: students confuse equal grouping (how many groups) with equal sharing (how many in each group); teacher clarifies by naming the difference explicitly: 'This time we know the group size and need to find how many groups.'

3. Guided & independent20 min

   Guided: pairs make groups of 2 from 14 counters and groups of 3 from 12 counters, recording how many groups each time. Independent: students complete two grouping problems in their journal (group 18 into groups of 6; group 15 into groups of 5), drawing the groups and writing the total number of groups.

4. Reflection8 min

   Teacher asks students to compare today's grouping problems with yesterday's sharing problems, prompting 'What's the same? What's different?' and records responses to check conceptual understanding.

Resources:

Counters, drawing paper, maths journals, class number chart

Support:

Use smaller totals (group 8 into groups of 2) with counters physically moved into circles.

Extension:

Students investigate different group sizes for 24 counters and record all the ways they can group them evenly.

Builds the equal grouping skill and distinguishes it from sharing, both required for the summative modelling task.

We are learning to communicate how we solved a practical maths problem using the full modelling process.

• I can explain my problem-solving steps in order
• I can use maths vocabulary like share, group, total and change
• I can present my solution clearly to others

1. Warm-up5 min

   Vocabulary recall: teacher shows word cards (share, group, total, change, equal) and students give a thumbs signal for whether each word means 'adding' or 'sharing/grouping'.

2. Explicit teaching12 min

   Hook: teacher presents a combined problem: 'Class is having a picnic. We have 18 sandwiches to share equally between 3 tables, and each table needs to buy juice costing 7c plus 6c per jug. Work out sandwiches per table and total juice cost.' I do: teacher models talking through the full process aloud, Understand-Plan-Do-Consider-Communicate, showing how to explain each step clearly to an audience using full sentences. We do: class rehearses explaining one part together, teacher scaffolds sentence starters 'First I... then I... my answer is... I checked by...'. Misconception: students give only the answer without explaining steps; teacher addresses by insisting on the sentence starters and modelling a strong verbal explanation versus a weak one.

3. Guided & independent20 min

   Guided: in small groups, students choose one problem type (money, sharing or grouping) from the week and rehearse explaining their solution using sentence starters. Independent: students individually solve one final combined problem and prepare a short explanation (spoken or written with drawings) to present to a partner.

4. Reflection8 min

   Selected students present their solution and explanation to the class; teacher uses a simple rubric (understand, plan, do, communicate) to note which students can articulate the full process, feeding directly into summative judgement.

Resources:

Word cards, sentence starter strips, counters, play coins, journals, simple rubric sheet

Support:

Provide a partially completed sentence frame and allow verbal explanation with teacher scribing.

Extension:

Students create a poster showing all five modelling steps for their chosen problem to display for the class.

This lesson is the direct rehearsal and evidence-gathering point for the unit's summative assessment on mathematical modelling.

We are learning to use the modelling steps to solve our own addition and subtraction story problems.

• I can find the important numbers and question in a problem
• I can choose a strategy to solve it
• I can check my answer makes sense

1. Warm-up5 min

   Quick-fire part-part-whole flashcards to 20 (e.g. 12 and ? make 20) — students write answers on mini whiteboards.

2. Explicit teaching12 min

   Hook: teacher shares a problem card: 'I had 14 stickers. I gave 6 to my friend. How many do I have left?' I do: teacher models the five modelling steps aloud — Understand (what do we know, what are we finding?), Plan (draw a number line or use counters), Do (jump back 6 from 14), Consider (does 8 make sense?), Communicate (write '14 - 6 = 8, I have 8 stickers left'). We do: teacher presents a second problem, 'There were 9 birds, 7 more landed. How many now?' and class models each step together, using counters on the mat. Misconception to watch: students jumping straight to an operation without checking the question — teacher stops and asks 'What is the problem asking us to find?' before calculating.

3. Guided & independent20 min

   Guided: in pairs, students solve one teacher-given problem using counters and the five-step process, recording on a shared modelling template. Independent: students choose two of four problem cards (mixed addition/subtraction within 20) and complete the modelling template for each, drawing their strategy and writing a number sentence and answer sentence.

4. Reflection8 min

   Students share one completed modelling template with a partner and explain their 'Do' step; teacher collects templates as evidence of independent modelling.

Resources:

Problem cards, counters, mini whiteboards, modelling templates, pencils

Support:

Provide problems with numbers within 10 and a pre-drawn number line on the template.

Extension:

Provide two-step problems (e.g. 'I had 15, gave away 5, then got 3 more') and ask students to write their own similar problem for a partner.

This lesson builds the independent modelling skill directly assessed in Task 3.1's additive-situation component.