Lesson Notes By Weeks and Term v4 - KG 1

Lesson Video

This page supports the lesson note with a companion video and a short classroom-ready summary.

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Performance objectives

• Overview:
• This week's lessons focus on a very important idea: that numbers can be "broken apart" and "put back together." We will explore how a single number, like 4, can be made from smaller groups (e.g., 2 and 2, or 3 and 1). This is a foundational skill for understanding addition and subtraction later on. In our daily lives in Ghana, we do this all the time when we share food like mangoes with a friend or group our toys when playing. This lesson helps learners see the "parts" that make up a "whole" number.
• Learning Objectives:
• By the end of the week's lessons, the learner will be able to:
• Count a group of up to 5 objects accurately.

Lesson summary

This week's lessons focus on a very important idea: that numbers can be "broken apart" and "put back together." We will explore how a single number, like 4, can be made from smaller groups (e.g., 2 and 2, or 3 and 1). This is a foundational skill for understanding addition and subtraction later on. In our daily lives in Ghana, we do this all the time when we share food like mangoes with a friend or group our toys when playing. This lesson helps learners see the "parts" that make up a "whole" number.

Lesson notes

This topic revolves around two main ideas: the "whole" and the "parts".

Concept 1: The "Whole" The "whole" is the total number of items in a group before we do anything to it. It's the starting amount. Teacher's Explanation: "Children, look at these bottle caps. Let's count them together: one, two, three, four, five. We have five bottle caps in total. This group of five is our whole." (Hold all five in one open palm).

Concept 2: The "Parts" The "parts" are the smaller groups we make when we split the "whole" group. When we put the parts back together, we get the whole again. Teacher's Explanation: "Now, I will take our whole group of five bottle caps and share them between my two hands." (Place 3 in the left hand and 2 in the right hand). "My left hand has a part (count: one, two, three), and my right hand has another part (count: one, two). When we put the part with 3 and the part with 2 together, we get our whole of 5 again!"

Step-by-Step Worked Example (To be modelled by the teacher for the number 4):