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Core concept: Days of the week are connected to familiar events.
Does anyone know the day of the week they were born on?
Does anyone know the day of the week they were born on?
Have students predict which day of the week might have the most and the least amount of students born. Ask students to justify and explain their prediction.
Have students predict which day of the week might have the most and the least amount of students born. Ask students to justify and explain their prediction.
How could we sort and organise this information?
How could we sort and organise this information?
After a discussion, create a class data display.
After a discussion, create a class data display.
Discuss whether the chosen method is successful in displaying the data, giving reasons why or why not. If the display is effective, have students ask questions and make statements about the data. For example:
Discuss whether the chosen method is successful in displaying the data, giving reasons why or why not. If the display is effective, have students ask questions and make statements about the data. For example:
- Which days of the week were most people born on? Why do you think this?
- Nobody in our class was born on a Saturday.
- Is there a difference between weekdays and the weekend?
Consolidation and meaningful practice: Days of the week – 5 minutes
Consolidation and meaningful practice: Days of the week – 5 minutes
Revise the days of the week in order, beginning with Monday, or revisit a song about the days of the week.
Hold up a card with a day of the week and ask students to name the day before and the day after.
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