Lesson Notes By Weeks and Term v5 - Grade 1

Lesson Video

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Performance objectives

• Count forwards and backwards from 0 to 20.
• Read and write numbers from 0 to 20.
• Show numbers using objects and as 'a ten and ones'.
• Compare numbers to see which is bigger or smaller.
• Order numbers from smallest to biggest.

Lesson summary

Overview This week, we build on our knowledge of numbers up to 10 and extend our understanding to the number range 0 to

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0. This is a very important step for our Grade 1 learners as it introduces them to the concept of "teen" numbers and lays the foundation for understanding place value (tens and ones). In everyday life in South Africa, numbers up to 20 are everywhere: counting money at the spaza shop (e.g., a R10 note and some R1 coins), sharing sweets with friends, or counting the number of players in a soccer game. By mastering counting, representing, and ordering these numbers, learners gain confidence and essential skills for solving real-world problems.

Lesson notes

This section explains the core ideas learners will engage with this week. It is essential to use concrete materials (Unifix cubes, counters, number lines) to make these concepts understandable. a) Counting Forwards and Backwards (0–20)

What it is: Counting is saying number names in the correct order. Counting forwards means the numbers get bigger (0, 1, 2...). Counting backwards means the numbers get smaller (20, 19, 18...).

Why it's important: This is the foundation of all number work. It helps learners understand the sequence of numbers and prepares them for addition (counting on) and subtraction (counting back).

How to teach it: Rote Counting: Use songs and rhymes like "One, two, buckle my shoe..." extending it up to

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0. Chant as a whole class, forwards from 0 to 20, and then backwards from 20 to

0. Object Counting: Provide learners with a pile of 20 counters (bottle tops, beans, or stones work well). Ask them to count them one by one, touching each object as they say the number word. This is called one-to-one correspondence and is a critical skill.

Example: Teacher: "Zanele, please count these pencils for me." (The teacher places 17 pencils on the table).

Zanele touches each pencil as she counts: "One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen. There are seventeen pencils." b) Representing Numbers 11–20 (The "Teen" Numbers)

What it is: This is about understanding what a number like '16' actually means. The teen numbers can be tricky. They are all made up of one group of ten and some more ones.

Why it's important: This is the learners' first introduction to the concept of place value. Understanding that the '1' in '16' stands for 'ten' is a massive leap in mathematical thinking.

How to teach it: Using a Ten Frame: A ten frame is a rectangle with 10 boxes. It is a powerful visual tool. To show the number 13, you would fill one whole ten frame and then place 3 counters in a second ten frame.

Bundling: Use sticks or straws. Count out 10 straws and bundle them together with an elastic band. This is 'one ten'. Then count the extra 'ones'.