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

• Count a group of up to 10 objects correctly by touching each one.
• Identify and name the number symbols (numerals) 6, 7, 8, 9, and 10.
• Match a numeral from 6 to 10 to its correct quantity (e.g., match '7' to a picture of seven mangoes).
• Attempt to form or write the numerals 6, 7, 8, 9, and 10.

Lesson summary

This lesson builds on our previous work with numbers 1 to 5. We will now explore the numbers 6, 7, 8, 9, and 10. Understanding these numbers is very important in our daily lives. We use them when we buy kenkey balls at the roadside, count our crayons in class, count the number of players in a game of ampe, or share biscuits with our friends. This lesson will help us count things accurately and know "how many" we have.

Lesson notes

This week, we will focus on three big ideas that make us great counters! Concept 1: One-to-One Correspondence (The "Touch and Say" Rule) This is the most important rule of counting. It means we say only one number for each object we touch. We must not rush! We touch one item, we say one number. Example: Imagine we have a pile of bottle caps (*kentea*). Touch the first bottle cap and say, "One." Touch the second bottle cap and say, "Two." Touch the third bottle cap and say, "Three." ...and so on. We say the numbers in order and touch a new object for every number we say. Concept 2: Cardinality (The "Last Number is the Boss" Rule) This idea tells us that the last number we say when we finish counting a group tells us the total number of items in that group. Example: Let's count some pencils. We touch and say: "One, two, three, four, five, six, seven." The last number we said was "seven." So, the "boss" number is seven. This means there are 7 pencils in the group. Concept 3: Knowing and Writing Our New Numbers (6, 7, 8, 9, 10) Each number has its own look and its own name. We will learn them with fun rhymes to help us remember how to write them. We can practice writing them in the air, in a sand tray, or on our slates. Number 6 (six): Look: It looks like it has a round tummy at the bottom. Rhyme: "Down we go and make a loop, number 6 makes a hoop." Example: [O O O O O O] - This is a group of six circles. Number 7 (seven): Look: It has a straight line at the top and another line going down. Rhyme: "Across the sky and down from heaven, that's the way we make a 7." Example: [∆ ∆ ∆ ∆ ∆ ∆ ∆] - This is a group of seven triangles. Number 8 (eight): Look: It looks like two small circles (or a race track!). Rhyme: "Make an 'S' and do not wait, go back up to make an 8." Example: [Stone, Stone, Stone, Stone, Stone, Stone, Stone, Stone] - This is a group of eight stones. Number 9 (nine): Look: It is like a circle with a tail. It looks like the opposite of 6. Rhyme: "Make a loop and then a line, that's the way we make a 9." Example: [Stick, Stick, Stick, Stick, Stick, Stick, Stick, Stick, Stick] - This is a group of nine sticks. Number 10 (ten): Look: This is a special number made of two friends: a 1 and a 0. Rhyme: "A stick and then a ball, number 10 stands up tall." Example: [X X X X X X X X X X] - This is a group of ten 'X's.

Guided Practice (With Solutions)

*(Teacher uses a "Think-Pair-Share" or "I Do, We Do, You Do" approach. Resources: Bottle caps, stones, picture cards, chalk/slate)* Question 1: How Many Stones? (Focus on Counting)

Teacher: (Places a group of 8 stones on a table for everyone to see). "Let's find out how many stones are here. I will count first, and you watch me. Remember the 'Touch and Say' rule." Teacher's Action (I Do): The teacher slowly touches each stone one by one, moving it aside after counting, and says the number aloud. "One... two... three... four... five... six... seven... eight." Worked Solution: "The last number I said was 'eight'. So, according to the 'Last Number is the Boss' rule, we have 8 stones." Commentary (We Do): "Now, let's do it together! Put your pointing finger in the air and touch each stone with me as I count." The teacher leads the class in a choral count of the same 8 stones. Question 2: Match the Mangoes! (Focus on Quantity to Numeral)