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:
• Count reliably: Rote count to at least 10 and demonstrate stable one-to-one correspondence when counting up to 10 objects.
• Recognise and work with numbers: Recognise the number symbols 1 to 5 and represent these numbers with concrete objects.
• Identify and extend patterns: Copy and extend simple repeating patterns using colours, shapes, or objects (e.g., ABAB or AABB patterns).
• Recognise and name shapes: Identify and name common 2D shapes (circle, square, triangle) and 3D objects (ball, box) in the classroom and their environment.

Lesson summary

This week is dedicated to revising and strengthening the foundational mathematical concepts we have learned so far in Grade R. Revision is not about learning new things, but about practicing our skills to become more confident and quicker, just like practicing a sport or a dance makes us better! For young South African learners, these mathematical concepts are not just for the classroom; they are part of everyday life.

Lesson notes

This section revisits core concepts through simple explanations and practical examples relevant to a Grade R learner in South Africa.

Concept 1: Numbers and Counting (How many?)

What it is: Counting helps us know 'how many' of something there are. We use number words ('one', 'two', 'three'...) and match each word to one, and only one, object. This is called one-to-one correspondence.

Why it matters: We need counting for almost everything! To know how many friends want to play, how many sweets are in a packet from the spaza shop, or how many plates to put on the table for supper.

Worked example

Problem: Thabo has some stones he collected on his way to school. Let's find out how many he has.

Step 1: Place all the stones in a line so we can see them clearly.

Step 2: Touch the first stone and say, "One."

Step 3: Touch the second stone and say, "Two."

Step 4: Continue touching each new stone and saying the next number word until you have touched every stone. "Three... four... five."

Conclusion: The last number you say is how many stones there are. Thabo has 5 stones!

Concept 2: Patterns (What comes next?)

What it is: A pattern is something that repeats over and over again in a way we can predict. Patterns can be made with colours, shapes, sounds, or movements.

Why it matters: Patterns are everywhere – in our clothing (shweshwe fabric), in music and songs, and in nature (the stripes on a zebra). Understanding patterns helps our brains to think logically and make predictions.

Worked

Example:

Problem: We are making a friendship bracelet with bottle tops.

We have a pattern: Green bottle top, Yellow bottle top, Green bottle top, Yellow bottle top... What colour comes next?

Step 1: Look at the pattern and say the colours out loud: "Green, Yellow, Green, Yellow."

Step 2: Identify the repeating part. The part that repeats is "Green, Yellow."

Step 3: Think about what comes after Yellow in our repeating part. It's Green.

Conclusion: The next bottle top in the pattern must be Green.

Concept 3: Shapes (What does it look like?)

What it is: Shapes are the outlines or forms of objects. We have flat shapes (2D) and solid objects (3D).

Why it matters: Our world is built with shapes! The wheels on a taxi are circles. The windows of our classroom are squares or rectangles. The roof of a rondavel can look like a cone on top of a cylinder. Knowing shapes helps us describe and understand the world.

Worked

Examples:

2D Shape (Flat): Hold up a square piece of paper. "This is a square. We know it's a square because it has four straight sides that are all the same length, and four corners."

3D Object (Solid): Hold up a ball. "This is a ball (sphere). It is round and can roll. It has no flat sides and no corners."

3D Object (Solid): Hold up a block or a small box. "This is a box (cube/prism). It has flat sides (faces) and corners. It can't roll, but we can stack it."

Concept 4: Position (Where is it?)

What it is: This is about describing where things are in relation to other things.

Why it matters: Following instructions like "Put your book on the table" or telling someone where you left your shoes ("They are under the chair") requires us to understand these words.

Worked

Example:

Problem: The teacher says, "Lindiwe, please put the red crayon next to the blue book."

Step 1: First, find the blue book. That is our reference point.

Step 2: Understand what 'next to' means. It means right beside it, on the left or the right side.

Step 3: Pick up the red crayon and place it on the table right beside the blue book.

Conclusion: Lindiwe has followed the instruction correctly.

Guided Practice (With Solutions)

Question 1: Counting Cookies

Activity: The teacher shows a picture of a plate with 8 cookies. "Let's count how many cookies are on this plate for the party. Everyone, point with me as we count."

Worked Solution:

The teacher and learners point to the first cookie and say "one".

They move to the next cookie, point, and say "two".

They continue this process systematically, making sure not to count the same cookie twice and not to miss any.

They continue: "three, four, five, six, seven, eight."

Commentary: The teacher emphasizes that the last number we say, 'eight', tells us the total number of cookies. This reinforces the concept of cardinality.

Question 2: Finishing the Pattern

Activity: The teacher has a string of large beads with the pattern: Red, Red, Blue, Red, Red, ___. "I'm a pattern detective! Can you help me figure out what bead comes next in our pattern?"

Worked Solution:

The teacher guides the learners to say the pattern out loud: "Red, Red, Blue... Red, Red..."

The teacher asks, "What part seems to be repeating?" The learners should identify "Red, Red, Blue" as the repeating unit.

The teacher points to the sequence again: "We have Red, Red... what should come after the two reds?"

The learners should conclude that the next bead is Blue.

Commentary: This AAB pattern is slightly more complex than an AB pattern. Saying it aloud and physically pointing helps learners identify the repeating chunk.

Question 3: Shape Hunt in the Classroom

Activity: The teacher holds up a cardboard triangle. "This is a triangle. It has three straight sides and three corners. Who can be a 'Shape Spy' and find something else in our classroom that is shaped like a triangle?"

Worked Solution:

Learners look around the room.

A learner might point to a triangular block in the block corner, a musical triangle, or perhaps a drawing of a house with a triangular roof on the wall.

The teacher confirms, "Yes! That block is a triangle. Let's check. Does it have three sides? (counts) Yes! Does it have three corners? (counts) Yes! Well done, you are a great Shape Spy!"

Commentary: This activity moves from abstract shape identification to finding shapes embedded in the real environment, which is a crucial step in understanding geometry.

Independent Practice (Questions Only)

Learners complete these activities in small groups or individually at their tables with concrete materials.

Count out 6 bottle tops from the big container and place them on your mat.

Draw a picture of your family. Count how many people are in your family and write the number (if you can) or ask the teacher to help you write it.

Use the red and green blocks to copy this pattern: Red, Green, Green, Red, Green, Green.

Now, continue the pattern from question

3. What two blocks will you add next?

Find a book in the classroom. Put a counter on the book. Now move the counter under the book.

Listen to the instruction: Get a blue crayon and put it behind your back.

Look at the pile of plastic spoons and forks.

Sort them into two piles: a pile for spoons and a pile for forks.

Find something in the classroom that is shaped like a circle.

If you have 5 counters and I give you one more, how many do you have now? Use your counters to find the answer.

Take 4 counters. Now take away 2 of them. How many are left?