Lesson Notes By Weeks and Term v5 - Grade 1
Numbers 0–20: counting, ordering and representing – Week 4 focus
Download the Lessonotes Mobile South Africa app for faster lesson access on Android and iPhone.
Numbers 0–20: counting, ordering and representing – Week 4 focus
Download the Lessonotes Mobile South Africa app for faster lesson access on Android and iPhone.
Subject: Mathematics
Class: Grade 1
Term: 1st Term
Week: 4
Theme: General lesson support
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.
This week, we will be focusing on solidifying our understanding of numbers from 0 to
2
0. We will learn to count, order, and represent these numbers in different ways. This is a crucial skill because numbers are everywhere in our daily lives, from counting sweets we share with our friends to knowing how many days are left until a special holiday like Heritage Day or Christmas! Being able to understand and work with numbers helps us solve problems and make sense of the world around us. Imagine you're at the tuck shop buying a snack – you need to know how many coins you have and how much the snack costs. That's where our number skills come in handy!
Counting: Counting is the foundation of all mathematics. It involves assigning a number name to each object in a set. We count forwards (increasing order) and backwards (decreasing order).
Forwards: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Backwards: 20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 Ordering: Ordering numbers means arranging them from smallest to largest (ascending order) or from largest to smallest (descending order). Understanding the relative size of numbers is crucial for ordering.
Representing: Numbers can be represented in many ways: Concrete Objects: Using physical items like counters, stones, beans, or even sweets.
Drawings: Drawing pictures of objects to represent a number.
Number Symbols: Writing the number using numerals (0, 1, 2, 3, ..., 20).
Examples: Counting: Let's count the number of soccer balls. Imagine we have 12 soccer balls. We count each one and say, "One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve." So, there are 12 soccer balls.
Ordering: Which is bigger, 7 or 15? Think of having 7 apples and 15 oranges. You'd have more oranges. So, 15 is bigger than
7. Ordering them smallest to largest would be 7,
1
5. Representing: Let's represent the number 9 using different ways: Concrete Objects: 9 stones.
Drawings: Draw 9 smiley faces 😊😊😊😊😊😊😊😊😊 Number Symbols: 9 Number Before and After: The number before is one less than the given number. The number after is one more than the given number.
Example: What is the number before 14? It's
1
3. What is the number after 14? It's
1
5. Comparing Quantities: We use the phrases "more than," "less than," and "equal to" to compare numbers.
More Than: Means a larger quantity.
Example: 18 is more than
1
0. Less Than: Means a smaller quantity.
Example: 5 is less than
1
2. Equal To: Means the same quantity.
Example: 7 is equal to
7. More examples using South African scenarios: Counting: Counting the number of children in your class.
Ordering: Arranging children in order of height from shortest to tallest.
Representing: Using bottle tops to represent the number of houses in your street. Representing the number 16 using sixteen circles drawn on a page.
Number Before and After: What number comes before 10 on a taxi's route number? What number comes after 5 when counting how many rand you need to buy a lollipop?
Comparing: Do you have more boys or less girls in the class? Are there more chickens or less cows on a farm? Guided Practice (With Solutions)
Question 1: Count the beads in the picture. (Imagine a picture with 14 beads). Write the number.
Solution: Count each bead carefully. There are 14 beads. The number is
1
4. We count each item systematically to ensure we don't miss any.
Question 2: Arrange these numbers from smallest to largest: 5, 12, 2,
9. Solution: We need to think about which number is the smallest and which is the largest. 2 is the smallest. 5 is bigger than 2 but smaller than 9 and 12. 9 is bigger than 5 but smaller than 12. 12 is the biggest. So, the order is: 2, 5, 9,
1
2. We compare the numbers pair by pair to find the smallest, then the next smallest, and so on.
Question 3: Represent the number 11 using dots.
Solution: Draw 11 dots on your paper. .......….. Each dot represents one unit, allowing us to visualize the quantity.
Question 4: What number comes before 19? What number comes after 19?
Solution: The number before 19 is
1
8. The number after 19 is
2
0. Thinking about the number line or counting sequence helps us quickly find the numbers before and after.
Question 5: Compare the number of apples (8) and oranges (15). Do we have more apples or more oranges?
Solution: We have more oranges because 15 is a larger number than
8. We know that a bigger number represents a larger quantity. Independent Practice (Questions Only) Count the number of flowers in the garden (imagine a garden with 17 flowers). Write the number. Arrange these numbers from largest to smallest: 3, 16, 8,
1
1. Represent the number 15 using stones. What number comes before 7? What number comes after 7?
Which is greater: 12 or 6?
Which is smaller: 4 or 10? Write the numbers 1 to
2
0. Write the numbers 20 to
1. I have 9 sweets and my friend has
1
3. Who has more sweets? Draw a picture to show 18 bananas.