Lesson Notes By Weeks and Term v5 - Grade R

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 this week, learners should be able to:
• Rote count forwards: Confidently and rhythmically say the number names in order from 1 to 10 without prompts.
• Rote count backwards: Confidently and rhythmically say the number names in reverse order from 10 to 1.
• Count concrete objects: Count a collection of up to 5 familiar objects (e.g., bottle tops, stones) using one-to-one correspondence, understanding that the last number name represents the total quantity (cardinality).
• Recognise number symbols (Introduction): Begin to associate the spoken number names 'one' through 'five' with their written symbols (1-5).

Lesson summary

Overview This week introduces the foundational mathematical concept of counting numbers from 0 to

1

0. Counting is a fundamental skill that Grade R learners use every day, forming the bedrock of all future mathematical understanding. In the South African context, this skill is immediately applicable. Learners use counting when sharing sweets with friends, playing games like amagende (hopscotch) or hide-and-seek, helping a family member count out vegetables from the garden, or counting the money needed to buy bread at the local spaza shop.

This lesson focuses on two key aspects: counting forwards (ascending order) and counting backwards (descending order).

Lesson notes

This section explains the core ideas that the teacher will impart to the learners through play, demonstration, and repetition.

Concept 1: Rote Counting (The Number Song)

What it is: Rote counting is the ability to say numbers in the correct order from memory, much like singing the alphabet song. It is about memorising the sequence, not necessarily understanding the quantity each number represents yet.

How to explain it: "Counting is like a special song that we all learn. The numbers always come in the same order, just like the words in 'Twinkle, Twinkle, Little Star'. When we count forwards, our number song goes up: one, two, three... all the way to ten! When we count backwards, the song goes down: ten, nine, eight... like a rocket getting ready to blast off!" Example (Forwards): The teacher claps a steady rhythm while chanting: "1, 2, 3, 4, 5, 6, 7, 8, 9, 10! Let's do it again!" Example (Backwards): The teacher uses their fingers, starting with all 10 held up high. They fold one finger down for each number counted backwards: "10, 9, 8, 7, 6, 5, 4, 3, 2, 1... BLAST OFF!" This physical action helps anchor the abstract concept.

Concept 2: One-to-One Correspondence (The Touching Rule)

What it is: This is the most critical counting skill. It is the understanding that each object in a group must be counted once and only once. Learners must touch or point to each object as they say a number name.

How to explain it: "When we count our things, we must be very careful.

We have a special rule: the 'Touching Rule'. We must touch each thing just one time as we say its number. We can't skip any, and we can't count one twice. Let's practice with these amathambo (stones)."

Worked example

Task: Count how many stones are on the mat.

There are 4 stones.

Step 1: The teacher places the 4 stones in a line in front of the learner. "Let's count these stones together."

Step 2: The teacher guides the learner's hand. "Touch the first one. Say 'one'."

Step 3: "Now, move your finger to the next one. Touch it. Say 'two'."

Step 4: "Move to the next one. Touch it. Say 'three'."

Step 5: "Touch the last one. Say 'four'."

Step 6 (Cardinality): "We counted to four. So, how many stones are there? There are four stones! The last number we say tells us how many there are."

Concept 3: Cardinality (The Last Number is the Boss)

What it is: Cardinality is the understanding that the last number stated in a counting sequence represents the total number of items in the set.

How to explain it: "Remember our counting? The very last number you say is the most important! It's the boss number because it tells you how many things you have altogether. If you count 'one, two, three' apples, the boss number is 'three', so you have three apples!"

Guided Practice (With Solutions)

Activity 1: The Counting Circle

Question: "Let's count all the learners sitting in our circle today. We will pass this induku (talking stick) around the circle. When you get the stick, you say the next number. What number should we start with?"

Worked Solution and

Commentary:

Setup: The teacher ensures learners are in a circle. They hold a decorated stick or another special object.

Instruction: The teacher clearly states the goal: to count every person in the circle.

Execution: The teacher starts by pointing to the first learner and saying loudly, "One!" and hands them the stick. That learner then passes the stick to the next person.

Scaffolding: The teacher helps the second learner say, "Two!" The teacher continues to guide each learner, providing the number name if they hesitate, ensuring the sequence is correct.

Conclusion (Cardinality): When the stick returns to the start (after counting the last learner), the teacher asks, "The last number was [e.g., 8]. So, how many friends are in our circle today?" The teacher reinforces, "That's right, there are 8 friends!"

Activity 2: Backwards Body Bop

Question: "We are going to be jumping beans! Let's start by jumping 5 times. Now, let's count backwards from 5 to

1. For each number we say, we will do one bop down until we are sitting on the floor. Ready?"

Worked Solution and

Commentary:

Engage: The teacher gets the learners standing and excited. "Everybody stand up!"

Demonstrate: The teacher models the activity. "I will start standing tall for number 5." They say, "Five!" then crouch a little and say, "Four!" then a little more for "Three!", and so on, until they are sitting on the floor for "One!".

Group Practice: "Now, let's all do it together! Stand up tall! Let's go! FIVE!" (Teacher and learners shout and stand tall). "FOUR!" (They crouch a bit). "THREE!" (Crouch lower). "TWO!" (Almost sitting). "ONE!" (They all sit down with a final 'thump').

Commentary: This kinesthetic activity connects the abstract concept of decreasing numbers to a physical movement of getting lower, making it more concrete and memorable for young learners.

Activity 3: The Spaza Shop Counter

Question: Using a collection of bottle tops (ama-ali), the teacher says, "I am going to the spaza shop. Please can you count out 4 bottle tops for me?"