Lesson Notes By Weeks and Term v4 - KG 1

Lesson Video

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Performance objectives

• Overview:
• This lesson introduces learners to the numbers that come after 10, specifically focusing on 11, 12, 13, 14, and 15. In our daily lives in Ghana, we often count things in groups larger than ten – for example, counting the plantains in a bunch, the chairs in a row at church, or the number of people waiting for a tro-tro. This lesson builds on our knowledge of numbers 1-10 and helps us understand how bigger numbers are made up of a group of ten and some more. This is a very important step towards understanding all numbers.
• Learning Objectives:
• By the end of this lesson, the learner will be able to:
• Count a set of objects accurately from 1 up to 15.

Lesson summary

This lesson introduces learners to the numbers that come after 10, specifically focusing on 11, 12, 13, 14, and 15. In our daily lives in Ghana, we often count things in groups larger than ten – for example, counting the plantains in a bunch, the chairs in a row at church, or the number of people waiting for a tro-tro. This lesson builds on our knowledge of numbers 1-10 and helps us understand how bigger numbers are made up of a group of ten and some more. This is a very important step towards understanding all numbers.

Lesson notes

This week, we are learning about the numbers that follow 10. These numbers are special because they are the first numbers we learn that have two digits.

Concept 1: The Idea of "A Group of Ten and Some More" The easiest way to understand numbers like 11, 12, 13, 14, and 15 is to think of them as "one full group of ten, and a few more." We can use bundles of sticks, straws, or even our fingers to show this. What is 11? It is one full group of 10 sticks, and 1 more stick. We write it as 11. The first '1' tells us we have one group of ten, and the second '1' tells us we have one extra. Example: Imagine you have a full egg crate (which holds 10 eggs) and 1 extra egg beside it. You have 11 eggs in total. What is 12? It is one full group of 10 sticks, and 2 more sticks. We write it as 12. The '1' is for the group of ten, and the '2' is for the two extras. Example: If Kofi has 10 mangoes in a basket and Maame gives him 2 more, Kofi now has 12 mangoes. What is 13? It is one full group of 10 sticks, and 3 more sticks. We write it as 13. Example: Ten pupils are sitting on a bench, and three more are standing. There are 13 pupils altogether. What is 14? It is one full group of 10 sticks, and 4 more sticks. We write it as 14. Example: Counting 14 bottle caps for a game. We can make one group of 10 and have 4 left over. What is 15? It is one full group of 10 sticks, and 5 more sticks. We write it as 15. Example: There are 10 fingers on your two hands. If your friend shows you one full hand (5 fingers), you have counted 15 fingers in total.

Concept 2: How to Write the Numerals Writing these numbers involves writing the numbers you already know, side-by-side. To write 11: Write a '1', and then another '1' right next to it. (A straight line down, and another straight line down). To write 12: Write a '1', and then a '2' right next to it. (A straight line down; then around and back on the railroad track, two, two, two). To write 13: Write a '1', and then a '3' right next to it. (A straight line down; then around a tree, and around a tree, that's the way to make a three). To write 14: Write a '1', and then a '4' right next to it. (A straight line down; then down and over and down some more, that's the way to make a four). To write 15: Write a '1', and then a '5' right next to it. (A straight line down; then a short neck, tummy fat, Mr. Five wears a hat).

Guided Practice (With Solutions)