Lesson Notes By Weeks and Term v4 - KG 1

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.

Performance objectives

• By the end of the week's lessons, the learner will be able to:
• Rote count from 1 to 10 with increasing confidence.
• Count a set of up to 7 physical objects correctly using one-to-one correspondence.
• Identify and name the numeral '6'.
• Match the numeral '6' to a group of six objects.

Lesson summary

This week, we move beyond the numbers 1 to 5 that we learned in Term 1 and introduce our learners to the numbers six (6) and seven (7). Counting is a fundamental skill that children use every day. In Ghana, they see numbers when counting pesewas to buy *kuli-kuli* or *ice kenkey*, sharing mangoes with friends, or counting the number of chairs around the dinner table. This lesson helps them connect the spoken number words ("six," "seven") with the written symbols (6, 7) and the actual quantity of objects, building a strong foundation for all future mathematics.

Lesson notes

Core Idea: What is a Number? A number is an idea that tells us "how many" of something we have. We use number names (like "six") and number symbols (like '6') to represent this idea. This week, we are learning about the "how many" for 6 and 7. Key Concept 1: Rote Counting Review and Extension (1-10) Rote counting is saying numbers in their correct order from memory. We will start each day by practising this to build fluency and confidence. Teacher's Explanation: "Good morning, my wonderful children! Let's remember our counting song. When we count, we say the numbers one after the other, in the right order. Let's try together from 1 to 10. Ready? One... two... three... four... five... six... seven... eight... nine... ten!" Technique: Use a rhythmic clap, a song ("One, two, buckle my shoe..."), or point to a number chart as you count. This makes it a fun, multi-sensory activity. Key Concept 2: Counting with One-to-One Correspondence This is the most critical skill for accurate counting. It means touching or pointing to one object for each number word you say. Teacher's Explanation & Demonstration: Place a pile of bottle caps (or stones, seeds, etc.) on the table. "Watch me count these bottle caps. I will touch each one only once and say a number. I will move the one I have counted to the side so I don't count it again." Slowly touch the first cap and say, "One." Move it aside. Touch the second cap and say, "Two." Move it aside. Continue this until you have counted a small group, for example, five. This reinforces prior knowledge. Key Concept 3: Introducing the Number Six (6) Step 1: Introducing the Quantity: Show learners a group of six objects. Use familiar items like 6 crayons, 6 groundnuts, or 6 pencils. "Let's count these together. Remember to touch each one." Guide them: "One, two, three, four, five, six." "The last number we said was 'six'. That means there are six crayons in this group. This is how many 'six' is." Step 2: Introducing the Numeral: Show a large flashcard with the numeral 6 on it. "This is how we write the number six. Its name is 'six'." Trace the shape of the '6' in the air with your finger. "It goes down and makes a round belly at the bottom." Encourage learners to do the same. Step 3: Connecting Quantity and Numeral: Place the numeral '6' card next to the group of 6 crayons. "This number '6' (point to the card) tells us we have six crayons (point to the objects)." Key Concept 4: Introducing the Number Seven (7) Step 1: Introducing the Quantity: Follow the same process as with six, but now use a group of seven objects (e.g., 7 leaves, 7 stones). Count together, emphasizing the final number: "One, two, three, four, five, six, seven." "The last number we said was 'seven'. So, we have seven leaves." Step 2: Introducing the Numeral: Show a large flashcard with the numeral 7. "This is the number seven. Its name is 'seven'." Trace the '7' in the air. "It goes across the sky and slides down." Get learners to trace it in the air and on their palms. Step 3: Connecting Quantity and Numeral: Place the numeral '7' card next to the group of 7 leaves. "This number '7' (point to card) tells us we have seven leaves (point to objects)."

Guided Practice (With Solutions)

Here are activities to do together with the learners, providing support as they learn. Question 1: "Count for Me" Game Task: Place a bowl of more than 10 beans (*agushie* seeds or pebbles) on a table. Call a learner to the front. Say, "Please can you count out six beans for me and put them in this empty bowl?" Worked Solution & Commentary: The teacher guides the learner to pick the beans one by one. As the learner picks the first bean, the teacher prompts, "What number is that?" Learner: "One." Teacher: "Good, put it in the bowl." They continue together: "Two... three... four... five... six." If the learner continues to 'seven', the teacher gently stops them. "Oh, I only asked for six. Let's check. Count what is in your bowl." The teacher reinforces, "Excellent! You have counted six beans." This activity directly assesses one-to-one correspondence and cardinality (stopping at the target number). Question 2: "Find the Right Family" Matching Game Task: On the floor or a large table, place two hoops (or draw two circles with chalk). Place the numeral card '6' in one hoop and '7' in the other. Give learners a mixed bag of objects (e.g., 5 stones, 6 sticks, 7 bottle caps). Ask them, "Which family of things belongs with number 6? Which family belongs with number 7?" Worked Solution & Commentary: The teacher picks up the group of stones. "Let's count this family together." They count aloud: "1, 2, 3, 4, 5." Teacher asks, "Is this six? Is this seven? No. So it does not belong in our hoops." Next, pick up the sticks. Count together: "1, 2, 3, 4, 5, 6." Teacher asks, "Which number is this? Six! So where does it go?" The learners point to the hoop with the '6' card. The teacher places the sticks inside. Repeat the process for the 7 bottle caps, placing them in the '7' hoop. This helps learners connect the abstract numeral to a concrete quantity. Question 3: "Draw the Dots" Activity Task: On the board, write the numeral 6. Beside it, draw an empty box. Say, "This number is six. It wants six friends in its house. Let's draw six dots for it." Worked Solution & Commentary: The teacher draws one dot while saying, "One." Draws the second dot, saying, "Two." Continue this methodically until you reach six. This models the connection between the counting sequence and creating a set of a specific size. Repeat the entire activity for the number 7. Then, give learners slates or paper to try it themselves, while the teacher circulates and assists.

Independent Practice (Questions Only)